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Your Circulatory System Your Circulatory System is comprised of your ______________________, _______________________, & ________________________. Your heart's main job is to _______________ _______________ throughout your body. There are 3 types of blood vessels. Your ________________________, ________________________, & ________________________. The largest blood vessels are your ________________________ & ________________________. The arteries move blood _____________ from the heart. The veins bring blood ____________ to the heart. Arteries carry the most _____________ and have the strongest _______________. Veins have the _______________ walls. The smallest blood vessels are your ________________________. These veins carry blood very close to the cells and tissues of the body in order to exchange _____________, _____________, & ________________________. The average human body contains ___________ to __________ liters of blood. The blood carries many substances throughout the body and helps maintain ______________________________ of nutrients, gases, and waste. The Circulatory System of Music: Rhythm We already learned that music has a beat, similar to your heart maintaining a steady beat as it pumps blood through your body. Just like the body has different sizes of blood vessels to transport blood throughout the body, music has different lengths of _______________ to carry the music forward throughout the piece of music. As we learn together, write the names of the notes underneath each. Also, write how many beats each note gets on the second line. The first three notes are similar to your arteries and veins because they are longer notes. The last note we are learning is the _______________ note. This note is special because it gets ____________ notes for _________ beat. So each note is worth a _______________ of a beat. Any notes smaller than a quarter note are similar to your capillaries because they are the smallest notes. Just like the different blood vessels have different reasons for being different sizes, it’s important to have different lengths of notes for different reasons. Listen to how a song sounds if we keep all the notes the same length. Just like blood is in charge of maintaining homeostasis, music is balanced by having _________________ to keep notes and beats organized. Activities: 1) Here is a line of music. It is divided into measures with 4 (heart) beats in each measure. Practice clapping a steady beat as you say "ta" "ta" "ta" "ta" for each quarter note. 2) Here is another line of music. Practice clapping once for each half note as you say "ta-a" "ta-a" "ta-a" "ta-a". 3) Here is another line of music. Practice clapping once for each whole note as you say "ta-a-a-a" "ta-a-a-a". 4) Here is another line of music. Practice clapping once for each eighth note as you say "ti-ti" "ti-ti" "ti-ti" "ti-ti". 5) Now you get to write your own rhythm! Use a mix of notes, but remember how many beats each gets. Quarter note=one, half note=two, whole note=four, eighth note=half. Activities: Now use the remaining lines to write as many of your own rhythms as you wish!	<urn:uuid:77f0fb4c-6f5d-435f-9764-396e27bcacf2>	CC-MAIN-2022-27	https://www.nuvitachiropractic.com/_files/ugd/fce7c8_5a3669a84af848db8c7f90e0ee486cd3.pdf	2022-06-29T04:27:34+00:00	crawl-data/CC-MAIN-2022-27/segments/1656103620968.33/warc/CC-MAIN-20220629024217-20220629054217-00342.warc.gz	980,068,503	673	eng_Latn	eng_Latn	0.997197	eng_Latn	0.999556	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1087, 2348, 3063, 3155 ]	[ 4.4375 ]	1	0
Welcome to Washington County; where the Coastal Plain meets the Piedmont, where yesterday has not been forgotten and the richness of proud southern heritage prevails. The county, formed for the purpose of issuing bounty land grants to Revolutionary War Soldiers in 1784, was named in honor of General George Washington, and was the ninth county in the state of Georgia. Visitors will find sixth and seventh generations of these soldiers still living in Washington County and will be greeted with the same warm gracious southern way of life that has passed proudly from generation to generation. The towns comprising the county have their own stories to tell. From Antebellum, Victorian Era, Federal, Greek Revival, and post-Civil War homes and structures, visitors will connect with the past, experience the present, and see unfolding plans for the future which will continue to perpetuate our ancestors’ legacy and guard the county’s rich heritage which has prevailed for over two hundred years. While visiting, you will be immersed in the past and will experience how events have formed our historical county, how determination has fortified her citizens through years of destruction and reconstruction, and above all feel the indomitable spirit of those who came before which still casts influence today. Come and be our guest as you visit our historical county, and receive southern hospitality at its very best. Contact Information Brown House Museum 268 North Harris St., P.O. Box 6088, Sandersville, GA 31082 Phone: 478-552-1965 Hours: Tuesday, Thursday, & Friday 2-5PM, Saturday 10AM-3PM Old Jail Museum & Genealogy Research Center 129 Jones St., Sandersville, GA 31082 Phone: 478-552-6965 Email: email@example.com Website: www.wacogrc.org Hours: Tuesday, Thursday, & Friday 2-5PM, Saturday 10AM-3PM The Thomas Jefferson Elder Community Center 316 Hall Street, P.O. Box 6137, Sandersville, GA 31082 Phone: 478-553-9050 Website: www.wacoelderite.com Hours: Tuesday & Thursday 2-5PM Washington County Chamber of Commerce P.O. Box 582, Sandersville, GA 31082 Phone: 478-552-3288 Website: www.washingtoncounty-ga.com Washington County Historical Society FIND US ON FACEBOOK! HISTORICAL SITES TO VISIT Warthen Old Jail ca. 1786 Visit the oldest wooden jail in Georgia. Built of rough hand hewed logs from local timber, this historical structure has withstood the test of time. The jail once held Aaron Burr on his journey to Richmond for trial. On the National Register of Historic Places. Washington County Courthouse ca. 1869 Visit the focal point of the county seat in Sandersville. Built on the same foundation as the one burned by Sherman, the Victorian style red brick courthouse stands proudly over the town square, reminiscent of times past. As you stroll the courthouse grounds listen for the sounds coming from the bell tower as the original brass bell installed in 1899 strikes the time. On the National Register of Historic Places. Old City Cemetery ca. 1831 Browse at your leisure in the county's oldest and most scenic cemetery. The Victorian Era cemetery is the final resting place of missionaries, a Georgia Governor, Civil War Soldiers, business and county leaders, and prohibitionists. Explore this quiet place and see examples of funerary art of the mid-nineteenth century to art deco monuments of the twentieth century. On the National Register of Historic Places. Brown House Museum ca. 1851 See Washington County history unfold in the house where General Sherman headquartered overnight. This historical museum features period furniture and houses prominent collections of the past and present life of the county. Artifacts, memorabilia, and Civil War Relics can be seen. An unforgettable display of Washington County Pottery is the latest addition to the museum. Old Jail Museum & Genealogy Research Center ca. 1891 Explore a Victorian Era conjoined jail and sheriffs' home, one of a few known to exist today. Tour the old jail cells with the original locking mechanism and graffiti left behind by prisoners. The old gallows yard is adjacent to the jail. The Genealogy Research Center can be found in the home portion. A library filled with historical books on Washington County and adjacent counties and states is available for researchers. The center is a repository for family books, files, and other Washington County history. While you are visiting, listen or watch for evidence of the ghost "Essie," believed to inhabit the historical home. Researchers will be glad to share their stories about their experiences with this popular ghost. Charles E. Choate ARCHITECTURE Visit the Chamber of Commerce to view a multimedia exhibit of the life and works of Charles E. Choate. Using study guides and location maps, enjoy a self driving tour of documented buildings by the architect. Thirteen of his designs in Washington County have been placed on the National Register of Historic Places.	<urn:uuid:ba724aa7-9554-46f8-bd2f-ec5581d6984e>	CC-MAIN-2021-31	https://wacohistorical.org/wp-content/uploads/2021/07/Welcome-to-Washington-County-Georgia.pdf	2021-07-24T22:46:01+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046151531.67/warc/CC-MAIN-20210724223025-20210725013025-00217.warc.gz	605,289,028	1,057	eng_Latn	eng_Latn	0.994461	eng_Latn	0.996408	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2218, 4969 ]	[ 2.03125 ]	1	0
Table 3.—One herd on test for 3 successive years \| Year \| Cows \| Milk per cow \| Milk price per gallon \| Gross income per cow \| Cost of feed per cow \| Income over cost of feed per cow \| Total income over cost of feed for herd \| Total feed bill \| Total milk produced by herd \| \|------\|------\|--------------\|-----------------------\|----------------------\|---------------------\|-------------------------------\|----------------------------------------\|----------------\|-----------------------------\| \| \| Number \| Pounds \| Cents \| Dollars \| Dollars \| Dollars \| Dollars \| Dollars \| Pounds \| \| 1 \| 23 \| 4,680 \| .20 \| 109 \| 96 \| 13 \| 299 \| 2,208 \| 107,640 \| \| 2 \| 15 \| 6,750 \| .20 \| 157 \| 121 \| 36 \| 540 \| 1,815 \| 101,250 \| \| 3 \| 11 \| 7,359 \| .20 \| 171 \| 129 \| 42 \| 464 \| 1,419 \| 80,949 \| Here we have a record of a herd that was on test for 3 successive years. Culling out the low producers had reduced the herd from 23 to 11 cows by the third year. It cost more per cow to feed the 11 cows than the 23 but the total feed bill was $789 less. By milking fewer but better cows in the third year the owner not only placed 26,691 pounds less milk on the market, but increased the total income over cost of feed from the herd by $165. It not only paid the owner of this herd to test continuously but it paid him big returns to study the individual records of his cows. On January 1, 1934, there were 793 dairy herd-improvement associations in active operation. Doubtless these would nearly all die out in a short time if the testing of the herds were not continuous. As a rule, the owners of the poorest herds are the most likely to drop out of the association. Yet they are the ones that need it most. The wisest members continue year after year, because they have found that continuous testing pays. J. C. McDowell, Bureau of Dairy Industry. Depleted Ground Water May be Replenished by Artificial Spreading It is a noteworthy fact that during the serious droughts and resultant crop losses of recent years the areas that depended wholly or in part on irrigation suffered relatively little in comparison with the drought-stricken regions generally. Indeed, only in extremely limited irrigation sections has any distress resulting from crop failures been felt by the farmers. Most irrigated crops have matured before there was any material shortage of water. This condition was especially marked in districts getting their irrigation supplies from underground sources. Practically all of such areas have come through the drought periods with little or no loss resulting from crop failures. Naturally, however, the current series of years of low precipitation has been accompanied by an overdraft of surface-reservoir storage supplies and by a corresponding depletion of underground supplies. Furthermore, during the same period there has been a notable increase in the extent of irrigated agricultural areas served by underground water. Consequently, these two factors—decreased natural recharging and increased draft of the supply—occurring simultaneously, have tended to create a serious menace against future assurance of dependability on underground storage. A survey of areas where water is pumped from underground supplies as the principal source for irrigation use shows a generally constant lowering of the surface of the water table. The situation is naturally more serious in some localities than in others since some underground storage reservoirs are larger, and consequently are depleted more slowly than others; and, on the other hand, some have less favorable recharging possibilities and consequently respond more slowly to recharging either natural or artificial. It seems certain that in any area dependent upon pumped water for either domestic, irrigation, or industrial use the recharging of the underground supply can be stimulated by artificial methods. This has been found to be true in areas that have been studied in Arizona, California, Oregon, Texas, Utah, and Washington. There are several different methods that may be employed in effecting replenishment of ground-water supplies. In this connection it should be noted that one of the most important sources of loss of surface-water supplies lies in the seepage that takes place, sometimes very rapidly, during the conveyance and storage stages, and in deep percolation of much of the irrigation water applied to cropped lands. This loss, however, while decreasing the gravity supply, constitutes a material factor in the recharging of the ground-water supply. Similar replenishment may be effected artificially by fall and winter irrigation, involving the use of the canals practically throughout the entire year, by diverting small streams from their natural channels and "spreading" the water over absorptive areas, or by utilizing shafts and wells sunk to suitable gravel deposits. Local conditions and legal requirements must, of course, be complied with, and precautions against the washing or leaching away of soil fertility should always be taken, whatever the method employed. Southern California furnishes the best examples of well-developed spreading systems. In that locality the recent years of subnormal precipitation have naturally been associated with an accumulated drop in the major ground-water levels, which had already become seriously lowered. Consequently, the State, the counties and other political subdivisions, and even conservation associations have been aided by the Federal Government in extending several hundredfold the works and facilities for conserving and spreading the flood waters discharged by streams of intermittent flow. On the Santa Ana and Lytle Creek cones, several hundred miles of spreading canals, large and small, have been built in highly porous materials. On Cucamonga, Devils, and San Antonio Creeks retention dams and basins have been provided and extensive systems of canals have been constructed over absorptive areas. During this period of development the United States Department of Agriculture, through its Bureau of Agricultural Engineering, has been cooperating with the local more directly interested agencies in developing research data concerning rates of percolation in different types of soil surface, the relative advantages and disadvantages of various spreading systems, the differences in percolation factors of areas denuded of vegetation and those of areas still bearing their native growths, the effects of fluctuating water tables, and other important factors. Water spreading is no longer an experiment; under suitable geologic, topographic, and water-supply conditions it often is the most profitable investment in water conservation that a community can make. A. T. Mitchelson, Bureau of Agricultural Engineering.	<urn:uuid:b5826c0d-55a6-4890-94e4-89062faf7797>	CC-MAIN-2021-31	https://naldc-legacy.nal.usda.gov/naldc/download.xhtml?id=IND43893447&content=PDF	2021-07-24T23:59:06+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046151531.67/warc/CC-MAIN-20210724223025-20210725013025-00197.warc.gz	423,771,078	1,382	eng_Latn	eng_Latn	0.998318	eng_Latn	0.998514	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3476, 6883 ]	[ 2.6875 ]	2	0
Linguistic Foundations of Clinical Language Teaching: Grammar Fondement linguistique de l'enseignement clinique du langage: la grammaire Phil J. Connell Department of Speech and Hearing Sciences Indiana University Bloomington, IN Résumé On propose de modifier l'orientation théorique de l'évaluation et de l'enseignement cliniques du langage en la faisant passer d'un modèle linguistique externe à un modèle linguistique interne. Un tel changement comporterait l'ajout d'un point de vue «innéiste» de l'acquisition du langage aux méthodes d'évaluation et d'enseignement cliniques. En outre, l'adoption d'une telle conception rendrait nécessaire l'élaboration de méthodes d'évaluation par lesquelles le langage d'un enfant constituerait une grammaire intermédiaire se situant quelque part entre la grammaire universelle innée et la grammaire adulte utilisée dans l'environnement courant. Serait également nécessaire l'élaboration de méthodes d'enseignement qui déclencherait des modifications à la structure de la grammaire intermédiaire pour la rapprocher de la grammaire adulte. Des essais préliminaires de caractérisation et d'opérationnalisation de telles méthodes sont ici présentés. Abstract A proposal is made to change the theoretical orientation of clinical language testing and teaching from a linguistic-external to a linguistic-internal model. Such a change would entail incorporating an innate view of language acquisition into clinical testing and teaching methods. Adopting such a view necessitates the development of testing methods that approach a child's language as an intermediate grammar that lies between an innate universal grammar and the adult grammar spoken in the environment. Also, it necessitates the development of teaching methods that trigger changes in the structure of the immediate grammar that move it closer to the adult grammar. Preliminary attempts to characterize and operationalize such methods are presented. For the last three decades, a group of researchers who have come to be known as psycholinguists has been trying to explain how language is learned. While there is significant theoretical diversity among members of this group, most share the working hypothesis that the processes involved in language acquisition are not independent or unique with regard to other cognitive domains. They assume that language acquisition is epiphenomenal; that it has no independent stature as a developmental process. Rather, they view language acquisition as a byproduct of general cognitive processes which lie outside the domain of language (Atkinson, 1987; Jackendoff, 1988). While this assumption has been opposed by certain groups of theoretical linguists who hold that language acquisition is a unique learning process, the opposition recently has become more unified and visible under the theoretical guidance of the latest version of the line of generative theories called Government-Binding Theory (Chomsky, 1981a; b; 1986a; b; Hyams, 1987). One of the hallmarks of the generative approach has been the proposal that language acquisition is a uniquely linguistic process that cannot be reduced to linguistic-external phenomena without seriously misrepresenting what is known about the nature of language and the process of its acquisition. The work of speech-language pathologists has been influenced greatly by the psycholinguistic assumption as has other applied language fields (Cook, 1988.) It seems that the intuitive appeal of the assumption together with the lack of a viable alternative have contributed to its general acceptance among practitioners. The emergence of a potentially viable alternative explanation of language acquisition in the form of Government and Binding theory provides an opportunity to examine the rationale for current clinical practices and to ascertain whether changes might be in order. The purpose of this paper is to attempt to persuade speech-language pathologists to review their allegiance to the linguistic-external explanation of language acquisition and to consider an alternative view that is more closely allied to recent developments in generative linguistics. The alternative model that will be offered proposes that language acquisition is primarily a product of language-internal processes, processes that are irreducible and uniquely linguistic, processes that are only tangentially related to general cognitive or pragmatic factors. A change in theoretical perspective such as this does not necessarily signal drastic changes in clinical practice, but if some of the suggested changes in perspective were adopted, then certainly some significant clinical changes would ensue. Adopting these changes would not preclude linguistic-external processes from possible explanations of language impairments, rather it would open another avenue of investigation. for clinicians. It will be argued that the addition of this new model may have the practical benefit of leading to a more clinically meaningful diagnosis and description of language learning impairments and more effective approaches to clinical language teaching. Besides these benefits, the model can offer practicing clinicians a coherent theoretical framework from which to view their clinical work; a framework that capitalizes on the conspicuous but heretofore confusing parallels between the normal language learning and the clinical teaching processes. The topic of the information is given the place of prominence at the beginning of an utterance, and the content of the information follows. This ordering of information is carried into the structure of sentences in that the topic is placed first in a sentence, or is elided when the topic is shared, and the comment is placed last. Again, nothing new or uniquely linguistic needs to be posited to explain the acquisition of this early grammar. The general weakness of these and other reductionist positions is their failure to account for evidence that indicates that the products of language acquisition must have issued from unique and autonomous linguistic processes. This evidence can be organized under two general statements. 1. The abstractness and intricacy of the language system that children learn appears to be beyond the capacity of their cognitive systems. The basic argument is that children could not have used their general learning strategies to construct their language systems because the language systems they learn are far too complex and abstract. The improbability of learning language solely from general learning strategies can be illustrated by the problem a child would face using general strategies such as analytic reasoning and induction to learn the relatively simple process of question formation in English. Yes/no questions are formed by movement of a word towards the beginning of a sentence as in Example 1a and 1b below. On the surface, this appears to be a simple process leading to the expectation that it could be learned simply by comparing sentences such as 1a to 1b. However, a little consideration of the nature of the process reveals its deceptive intricacy. The sentences in 1c and d indicate that the word that moves must be one that is contained within the main clause of the sentence and not in the subordinate clause (the * indicates an ungrammatical sentence). Thus, there is a restriction on the kinds of clauses that will allow such movement. Sentence 1e demonstrates that when more than one potential candidate for movement is available, the word that moves is the one that contains the tense component of the auxiliary. Characterizing the destination of movement also requires some elaboration. The destination is not defined by a particular ordinal position in a sentence (first, second, or third) but by the position of the subject NP (noun phrase). Hence, in sentences like 1f, the element does not move to the sentence-initial position but the pre-subject NP position. Notice in the preceding discussion that the terms main and subordinate clause, tensed and untensed auxiliary, and subject NP were needed to describe the behavior of question movement. These terms themselves represent abstract grammatical concepts that must be understood by a learner of question movement before the behavior of the movement itself can be analyzed by a child. Example 1. a. The man is running. b. Is the man running? c. The man who is standing by the door is watching. d. Is the man who standing by the door is watching? e. Could the man be watching? f. After hearing about the injuries associated with skiing, do you still want to go to the ski resort this weekend? Besides these English specific restrictions on movement, there is a universal restriction that can be recognized only if one observes the behavior of movement rules (actually any rule) in other languages. This restriction is that rules must be structure dependent, that is, the behavior of the rule can only be described in terms of the structure of the sentence to which the rule applies and cannot be described in terms of the nonstructural features of a sentence, such as the ordinal arrangement of words. For example, no language contains a movement rule that would permit a unit to move from its position as the third word in a sentence to the first word position. While such rules seem to be inherently plausible, and, in fact, would seem a likely hypothesis for a child learning English question movement rules, they appear to be completely prohibited in languages and they are unattested in language acquisition data. Thus, some of the intricacies of the question movement rule of English are shared by all languages, and some are shared by relatively few. A learner of English or any language has the formidable task of learning a set of structure dependent rules and a set of corresponding restrictions in order to command just one of the many grammatical systems of a language. This task would appear to be impossible to perform by a child who had to learn such systems through analogical reasoning and problem solving alone. The fact that normal children begin saying sentences with question movement before the age of three seems to be uncontestable evidence that they are using more than their cognitive abilities to acquire these rules. As will be expanded upon later, the source of this additional help is claimed to be in a language module of the mind. 2. Children learn principles about their language that are not present in the input. The basic argument is that children appear to know certain things about language that could not have been derived from input they receive. This argument, again, leads inevitably to the conclusion that children learn by means other than those embodied within their general cognitive abilities. The evidence for this argument is quite pervasive. The universal restriction on rules discussed earlier is a clear case in point. There is nothing in the input that informs a learner that rules must be structure dependent. The learner should be equally as likely to hypothesize an ordinal position rule as a structure dependent rule. Of course, as indicated, an ordinal position rule would be a wrong hypothesis for the learner of any language, but a novice learner who, by hypothesis, has nothing but general cognitive resources with which to analyze input should have no way of knowing about universal restrictions. Such restrictions, by their very nature, could not be contained in the input from a single language. Thus, children should be willing to accept an ordinal position rule as the outcome of their analysis if they are truly approaching the learning situation unaware of the universals of language. The fact that every child in every language frames the same general solution — a structure dependent rule — is evidence that more than analytic reasoning is at play (Chomsky, 1988). Since the source of this single solution cannot be in the input nor a product of their analytic processing of the input, it must be concluded that it derives from some pre-established bias about the possible forms that language can take. Such a bias must emanate from a specialized module of the mind because it would seem to be useful only for learning syntax. Certainly, there are analytical problems that a child will face outside of the realm of language that would require an ordinal position solution. Thus, the knowledge would seem to be uniquely suited for language acquisition. The Linguistic Hypothesis The alternative to the reduction hypothesis that will be presented is one that follows the framework of Chomsky’s Government-Binding Theory (GB) and extends the theory to issues of language teaching (Chomsky, 1981a; b, 1982; 1986a; b; 1988). Within this framework, language acquisition is viewed as an interaction between innate principles of language and the input the child receives from the environment. These two sources conspire to determine the nature of the adult language that a child eventually acquires. The language learning process is thus quite distinct from types of learning associated with general cognitive or perceptual domains in that it is served by specialized innate knowledge that is uniquely linguistic and that would be of no benefit to any other kind of learning. This innate knowledge or universal grammar (UG) is sufficiently abstract to guide the acquisition of all languages. The UG is conceived as a set of principles that define the common attributes of all languages and a set of linguistic options or parameters that define the finite variation that is allowed among the world’s languages. When acquiring a specific language, a child constructs a grammar that adheres to the principles of UG by selecting among the options made available by the parameters. All children begin with the same grammar, a universal grammar, which they will change according to the language input that they experience. For example, the Structure Dependency principle already discussed is a principle provided by UG that insures that the language a child constructs has no structure independent rules. While principles ensure that all languages are the same in some aspects, parameters allow languages to have some degree of variation. Children find information in the input language that enables them to select the among a set of options to construct a grammar that corresponds to the adult language. For example, the innate system allows a child to decide between two options (i.e., set a parameter) concerning the structure of verb phrases (VP), noun phrases (NP), prepositional phrases (PP) and adjective phrases (AP) (Chomsky, 1981). The option concerns whether the head of a phrase (the verb is the head of a verb phrase and the other kinds of phrases follow this pattern) precedes or succeeds the rest of the phrase. The English learner selects the head-first option thus creating a grammar that has only head-first phrases. This grammar would specify that PPs have prepositions first and VPs have verbs first, adjectives precede their complements (AP) and nouns precede relative clauses (NP). The triggering of this parameter, called the Head Parameter, can be accomplished by the learner receiving sufficient evidence that the head is first in any one of the four types of phrases. A Japanese learner, in contrast, sets the parameter to the other option based on sufficient evidence that heads of phrases occur phrase-finally in Japanese. By setting this and other parameters given by the UG, the learner creates a series of intermediate grammars each of which is a closer approximation of the adult grammar. Language learning, thus construed, is a process of progressively narrowing the distance between a child’s intermediate grammar and the adult grammar. This movement is driven by a set of narrowly defined, innately given questions (parameters) about the nature of the input. Even within this highly structured acquisition model, there need to be provisions made to account for inevitable aspects of language that do not follow patterns, phenomena such as irregular verbs. Provisions must also be made to allow a child to have some mechanism with which to identify triggers in the input. A learner within this model is compelled to presume a highly regular and exceptionless language by the broad scope of the principles and parameters of UG. Because actual languages have irregularities and exceptions, these have to be learned by analytical capacities that may be more closely aligned to general cognitive abilities (Jaeggli & Safir, 1989). In addition, methods for finding triggers in the speech stream of a particular language cannot be entirely provided by the UG. Initially, all that a child obtains from the sound stream is a sequence of speech sounds and, possibly, a clustering of sounds into longer units. Because the UG must provide information for learners of any language, it cannot, as it is presently conceived, identify which parts of the stream are trigger material for the learner of a particular language. Thus, before the parameter setting process can begin, units in the speech stream must be correlated to meaning. This process may involve some perceptual and cognitive processes that are not linguistic specific as well as some that are (Pinker, 1984; Wanner & Gleitman, 1982). The output of this preliminary analysis would then be used to identify the triggers for the syntactic options that guide the deductive acquisition of a specific language. Relating Linguistic Theory to Language Testing and Teaching* The implications that this theory may have for clinical work are revolutionary. The theory has the potential for changing the basic definition and understanding of language disorders and the kinds of activities performed in language testing and teaching activities. Take, for example, how the theory might affect the interpretation of the current definition of a language disorder. The commonly accepted definition can be stated as follows: a language disorder is a difficulty acquiring language as demonstrated by a level of language development that is not commensurate with chronological or mental age. The stipulation that there is a delay in the level of language development is typically interpreted to mean that the language of a language impaired child is a simpler version of English. This logic follows from the assumption that language is acquired in stages or levels and that each successive level is more complex and abstract than its predecessor (Brown, 1973). A GB interpretation of the delay would differ on this very assumption. Given a UG model, there is no theoretical need to assume successive stages of development, at least not in the sense that stages proceed from simple to complex or from concrete to abstract. The most common assumption about development from the GB perspective is that children do not learn to make their language progressively more complex or abstract but rather they learn a series of (intermediate) equally complex and abstract grammars that are progressively more similar to the adult input language (Hyams, 1987). Thus, an intermediate language would not be described as simpler or less abstract than the adult language but rather as a wrong language. A wrong or intermediate language is a possible human language that is learned by a child but is not the adult input language. The child is in no sense wrong in learning the language because the language is the right language given the input data that the child has analyzed. Labelling the language of a language-disordered child as the wrong language rather than as a simpler or less-abstract language has far reaching implications for teaching. Under this model, the goal of teaching would be to stimulate the learner to change grammars, that is, to choose the right or input language. The process for achieving this end would necessarily be different from one for achieving the more traditional goals associated with the simpler language approach. The goal of this latter approach is to teach children to add more complex or more abstract elements to their language. Teaching methods designed to meet this goal usually direct the learner's attention to those parts of English that are missing from their sentences. The learner is usually given many opportunities for hearing the missing forms and experiencing their meaning. In some paradigms, positive feedback is given when the elements are used by the learner. Such methods would be precluded on principled grounds from the wrong language approach for the surprising and seemingly counterintuitive reason that the UG may prohibit the learning of some missing elements. It would be further stipulated that any elements that are prohibited from a language by UG would be difficult to learn. Casting the argument in terms of natural languages, it may be that Chinese not only does not have an agreement system, but also could not attain one while maintaining all the other aspects of its system. Languages like Chinese and certain intermediate grammars of English might be prohibited from having agreement systems by the very nature of their structure. Assuming this to be true, this would mean that a child might not be able to gain an agreement system by adding one to the existing intermediate language. In order to obtain an agreement system, the child may have to change the grammar to one which UG allows to have such a system. In other words, the process of learning certain language systems may have to be predicated on a change to a grammar that licenses the system in question. While it would be counterintuitive to claim that there is a prohibition against learning certain language systems, it seems to be quite logical to claim that certain language systems cannot be added to certain grammars. The method for teaching that is compatible with UG theory would be to direct the learner's attention to trigger information that would reset a parameter making possible a change in grammars. If the appropriate parameter were reset, the resulting new grammar would be one which would allow the addition of the grammatical elements in question. As will be demonstrated later, the triggers may not have any direct relation to the effect on the grammar that they engender. The trigger may involve an aspect about one part of the grammar, for example the subject-verb agreement system, and the change that results may have influence on another part of the grammar, for example, the realization of the subject NP. From a UG perspective, other approaches to clinical language teaching are not so much wrong as they are premature. As part of its focus on teaching missing elements, these other clinical methods place emphasis on giving the learner information from which to learn target sentences. The teacher's task is to sequence the information into attainable steps giving the learner ample opportunities to experience the form and the meaning of the elements to be learned. As argued, such a process would only be appropriate after a child changed to a grammar that is licensed to contain the elements taught. The step that would precede the more traditional approach to teaching could be described as trigger input management. Managing the input for this purpose does not simply mean presenting ample opportunities for a child to experience the form and the meaning of elements to be taught. Rather it would involve providing the precise input information that the child needs in order to reset a particular parameter. In order to reset a parameter, the learner needs specific information that essentially contradicts the current setting. The teacher cannot teach the child how to change, but rather the teacher can convince the child that a change is needed. The change itself would be controlled by the UG. Thus, the teacher cannot control the change process in any real sense; the UG knowledge that the input triggers is the controller. To summarize, attempts to provide models of target elements that are missing in a child's language may be completely useless at the beginning point in the language teaching process. The child needs to select a UG given language that is compatible with the target elements first, and then the input on the form and meaning of the elements can be of some benefit. One direct way for a teacher to help a child reset a parameter would be to artificially highlight and emphasize those aspects of the input that contain trigger material and de-emphasize those aspects that do not. Because normal children learn language on their own, it is obvious that they do not require such assistance (Connell, 1987). The failure of language impaired children to learn language on their own as rapidly as normal children is a clear indication that they may. Thus, teaching could be defined as a process of managing input to allow abnormal learners an opportunity to abstract the kind of information needed to change their grammars appropriately. It might be said that the input manager's role is to set the table for the feast. Much like the chef who prepares excellent food but cannot directly control the complex digestive process of his customers, language teachers can prepare excellent language information packets, but they cannot affect the process of acquisition. Taking on a language input manager role rather than a language teacher role has implications for structuring a therapy session for an individual client. For example, consider a child who says sentences like those in Example 2, taken from a 4 year, two-month old child diagnosed as having a language disorder. The missing copula be in 2a, third person singular inflection in 2b, auxiliary be in 2c, and subject NP in 2d are commonly found in the language samples of such children. The usual clinical approach would be to classify these characteristics as errors and teach the correct forms. A common teaching method is some sort of drill in which the child imitates sentences that contain these elements or some kind of directed language experience in which the child is exposed to a higher than normal frequency of such sentences or some combination of the two. The rationale for these approaches is that increasing the amount of exposure and practice opportunities makes learning more rapid. Example 2. a. This Tracy b. This say Tracy c. I going somewhere after this. d. Putting it right here. The UG model would make entirely different assumptions about what is wrong and what should be taught to this child. Since the child’s problem is not viewed as one of not saying certain elements but one of having a grammar that is not enough like English, the focus would be placed on changing grammars. The missing elements are not viewed as errors that have to be rectified in the same way that an English speaker’s lack of case endings on nouns, as is done in Latin, is not viewed as an error. Therefore, the explanation for the fact that the child’s sentences in Example 2 are missing certain elements is simply that the child’s grammar does not generate them, and his grammar does not generate them simply because the grammar is not adult English. This definition of what is wrong with the child’s language leads to a general plan about what can be done to change it. The teaching approach that is needed is one that helps the child create a grammar that generates these missing elements. The first step in constructing such a method is to define the difference between the child’s grammar and English in terms of a parameter, and the second step is to define a means by which to trigger the parameter. From Example 2, it appears that the missing elements fall under the aegis of what has been called the Null Subject parameter. Teaching a Non Null Subject Grammar Before describing the details of a possible teaching approach, some general comments on the advisability of using theory based teaching in clinical settings are in order. One apparent drawback to performing such teaching is that the theoretical accounts of language acquisition are in a state of evolution. This is especially true of research using the UG framework. The theory has spawned an unusual research interest in acquisition mainly because it makes specific predictions about acquisition that can be tested. But because it is a rapidly developing theory, there is uncertainty about the eventual status of some components, and this uncertainty makes application somewhat premature. The general position, however, that theory based teaching should be withheld until theories gain conclusive empirical support seems to be a bit too conservative. First, no matter how accepted they have become in the field, all approaches presently taken to teaching abstract syntax to children are based on inconclusive and unestablished theoretical models, most notably on the reduction hypothesis mentioned previously. Using a new model to support clinical teaching practice does not introduce unestablished theories into practice for the first time, it only changes the particular theory being applied. Whether or not the approach is useful to the client remains entirely the decision of the clinician. Using such methods does not necessarily deprive a child of the best teaching methods available because there is no one standard or one method that has been shown to be generally effective and applicable. Thus, there is no ethical or practical reason not to give another theory a chance as long as it meets certain criteria of acceptableness and as long as the clinician carefully monitors its effect. Further, by using the methods suggested by the new theory within the framework of clinical research designs, clinical practice can be a productive component in the theory building process. The pattern of language errors described in Example 2 is expanded in the description in Table 1, which presents the pattern of language elements that are typically found in the language samples of specific language disordered children and normal children of a younger age. It needs to be pointed out at this juncture that it is being assumed that the process of language acquisition of normal children is the same as that for a language impaired child. This assumption will be justified and expanded in a following section. Table 1. List of properties commonly found in language samples of SLI and normal children. - Missing subject NP - Missing auxiliary be - Missing copula - Missing third-person, singular, indicative - Missing infinitive to - Substitution of accusative for nominative case pronouns - No question inversion The characteristics listed in Table 1 have been the concern of a group of people who are attempting to characterize the Null Subject parameter in theoretical work on normal children’s language (Hyams 1987; Guilfoyle & Noonan, 1988; Kazman, 1988, Lebeaux, 1987). As indicated before, a parameter within the GB framework is analogous to a switch that the language learner must set in response to certain input data called triggers (Chomsky, 1988). The process of language acquisition has been characterized as a process of setting a series of parameters creating a series of grammars that eventually lead to a steady state or adult grammar (Jaeggli & Safir, 1989). In the case of the Null Subject parameter, there are several proposed triggers and several proposals about the nature of the parameter itself (Hyams, 1987; Guilfoyle & Noonan, 1988; Kazman, 1988, Lebeaux, 1987). Originally, the parameter was proposed to characterize the regular difference found between languages concerning whether they allow sentences without overt subjects but has broadened to include other related areas of language as well. For example, in English, the sentence, Am a walrus, is ungrammatical, but the equivalent sentence in Italian, Sono il tricheco, is grammatical. This leads to the generalization that Italian allows (overtly) subjectless sentences and English does not. Child English appears to be a grammar that allows null subjects but in a manner that is more similar to Chinese than Italian. Chinese, like child English, does not have the elaborate agreement morphology of Italian. The language characteristics listed in Table 1 may be in the domain of this parameter because certain natural languages that allow subjectless sentences also have these characteristics (e.g., Chinese). Interestingly, it appears that normal English speaking children (Hyams, 1987) and specific language impaired children (Connell, 1986b; Leonard & Loeb, 1988, Loeb & Leonard, 1988) begin to use overt subjects within the same time interval in which they acquire these other elements. Thus, it appears possible to characterize the grammar of language disordered and normal English speaking children at this stage as one that differs from the adult grammar in terms of the Null Subject parameter (among other aspects of grammar). Before discussing how setting the parameter might be addressed in a clinical teaching program, some consideration needs to be given to the structure of sentences containing different kinds of NPs that serve as the subject of sentences in adult English and other languages. The sentence in Example 3 has an NP that can be called an overt subject. This kind of subject will be contrasted to silent subjects that can occur in other languages. In Example 3, the subject John is a type of NP called an r-expression in GB. Among other possible reasons, the speaker of this sentence might have used the r-expression John to convey the information that John is being introduced to be the topic for the ensuing discourse. Thus, one pragmatic function of r-expressions is to establish a new discourse topic. If John were already the discourse topic, reference to him would best be accomplished by the pronominal he, a second type of NP. That the discourse topic up to the point at which this sentence occurred in the conversation was something other than John (thus making John preferred over he) is denoted by the term other in the discourse topic slot preceding the sentence in Example 3. Placed beside it is a slot for the sentence topic. The sentence topic is what a particular sentence is about in contrast to the discourse topic which is what the conversation is about at any one point. What is important to note about this description is that the NP subject of the sentence is not referring to the discourse topic. That is, the sentence can be said to be about the person whose name is the subject of the sentence but whose identity is not what the discourse has been about until this point. These are the conditions that set the stage for a noun like John to be the subject of the sentence. Example 3. \| Discourse Topic: \| other \| \|------------------\|-------\| \| Sentence Topic: \| John. \| \| \| John is walking the dog. \| The referring relationship between the subject NP, the sentence topic, and the discourse topic differentiates this situation from that which allows a pronoun to serve as the subject as illustrated in Example 4. What is different in this case is that there is coreference between the two topics and the subject, that is, they all refer to the person John. The conversation at this point is about John; this particular contribution to the conversation is a comment about John that fits into the ongoing discourse, and the subject of the sentence is an NP that refers to John. These conditions dictate that the subject NP must be realized as a pronominal. Thus, one of the conditions that allow subject pronominal reference in English is a three-way coreference of the two topics and the subject. It is also possible to obtain such reference when the sentence topic is overt as in Example 6. The importance of this point will be made clear later. Example 4. \| Discourse Topic: \| John \| \|------------------\|------\| \| Sentence Topic: \| John \| \| \| He is walking the dog. \| Some languages like Italian allow for the generation of another type of NP called pro rather than a pronominal in situations such as in Example 4 in which three-way coreference occurs. Such languages have been called Null Subject Languages to denote that the subject pronoun many be dropped from the surface sentence. This situation is illustrated in Example 5. The pro has all the characteristics of an overt pronominal except that it has no phonetic realization, that is, it is silent. Even though the subject is unsaid in this Italian sentence, understanding the reference that the silent subject makes as unambiguous for an Italian listener of Example 5 is as understanding the reference of the pronominal in Example 4 for an English speaker. Reference in both cases is said to be chained to the discourse topic. In the Italian case, there is agreement morphology attached to the verb that can help identify certain characteristics of the subject. In this case, it is a third person singular suffix. Such morphological information is not necessary in all Null Subject languages. For example, in Chinese, no morphological information is available because there is no agreement morphology, but the identification of the referent of pro presents no problem. The discourse topic is always identified as the referent in such cases. Example 5. Discourse Topic: Mario Sentence Topic: Mario Telephona Sophia. (He) telephones Sophia. Thus, English and Italian and Chinese are said to differ parametrically in their use of either subject pronominals or pro in situations in which there is three-way coreference. The parameter that differentiates them is called the Null Subject parameter. The purpose of the parameter from a learner’s perspective is to specify whether the grammar that is being constructed will allow pro in the subject position as in Chinese and Italian or disallow pro as in English, French, and German. The sentences of the SLI child presented in Example 2 and the characteristics of the sentences of SLI and young normal children presented in Table 1 coincide with the characteristics of a Null Subject grammar that is much like Chinese in that there are sentences with no spoken subjects, and there is no agreement morphology, such as copula be, auxiliary be, and third-person singular. Recently, there have been several proposals put forth about the nature of the parameter that differentiates Null Subject from Non Null Subject languages and child English from adult English (Hyams; 1987; Kazman, 1988; Lebeaux, 1987; Guilfoyle & Noonan, 1988). What these proposals have in common is the notion that children begin learning under the assumption that language is a Null Subject language, even if it is not. Children who learn English will have to reset the parameter at some point to accommodate the input, while children learning Chinese will not have to. The process of resetting the parameter is under investigation and is intimately tied to research on the nature of the parameter itself and what its setting entails. The question of importance to clinicians and teachers of language disordered children is how to reset the parameter. The proposals for resetting the parameter appear to be quite complex. According to all accounts, the child who has a grammar that has the wrong Null Subject setting for English also has no mechanism within the grammar for representing subject-verb agreement or the tense of verbs. Under one approach, the parameter controlling the Null Subject setting is triggered by information about the verbal morphology of the input language. Although methods based on this approach have not been tested experimentally, it will be argued that the success of such a clinical procedure would be guarded for reasons that will be discussed. An alternative method that has been tested in a preliminary fashion will be presented. This method approaches the triggering process from a different perspective and hence overcomes some of the anticipated difficulties of the first approach. The first approach follows Hyams’ (1986) and Jaeggli and Safirs’ (1989) work on the Null Subject parameter in which the licensing of pro in a language is determined by the uniformity of the verbal morpheme system. It seems that languages with uniform systems allow pro; languages with nonuniform systems do not. In recognition of this pattern, it would seem appropriate to teach English children that English has a verbal morphology (the progressive suffix, the past-tense suffix, the present-tense suffix for third-person singular) because it is assumed that they have a grammar like Chinese that has no verbal morphology. Providing sentences that contain a contrast between verbs like plays and played using an induction sort of procedure outlined in Connell (1986a) could teach a child that verbal morphemes are used in English. In this procedure, contrasts such as the variable relation between the time-of-event and the time-of-speech (e.g., he walks versus he walked) and the recurrence versus the single occurrence of an event (e.g., he is walking to work versus he walks to work) are demonstrated by pictures or physical enactments. The learner hears these contrasting sentences, views the contexts that substantiates their meaning, and is asked to repeat the sentences. The evidence provided in Connell (1986a, 1987) suggests that repetition of sentences by language disordered children facilitates learning the contrasts presented. It seems that such repetition allows the abnormal learner more of an opportunity to inspect and find patterns in the input sentences and thereby learn from the input. The goal of such teaching would be to inform the learner that the grammar has a mechanism for representing tense and agreement so that the present grammar can be changed. Unfortunately, the change in grammar that might ensue from this procedure would be to a grammar that may not be a Non Null Subject language, since languages like Italian have a complex agreement system and Null Subject language. According to Hyams (1987), what a learner needs to learn about English is not that it has a verbal morphology but that the morphological system that it has is not uniform, that is, that not all verbs in English sentences are marked with a suffix. Thus, not only would the learner have to create a grammar containing abstract elements, such as tense and agreement, that are not represented in the presently held grammar, but also would have to learn that these elements are not uniformly realized as verbal morphemes in English. Once a grammar such as this is constructed, it is hypothesized that it can be only a Non Null Subject language like English (Hyams, 1987). On the face of it, it seems difficult to conceive of a teaching method that would inform the learner of the existence of a verbal morphology and, at the same time, inform the learner that the verbal morphology is not uniform. It is unclear how to give an SLI child the kind of input that would allow for the construction of just the kind of grammar specified above for English following the morphological uniformity route. One possible avenue that may bring the learning of SLI children more in line with normal children is to more or less force their grammars to change. As indicated from the results of the experiments on the language learning capabilities of SLI children (Connell, 1986a, b; 1987), what they need to make them learn at a more rapid pace is a teaching program that requires them to say carefully constructed sentences while observing events that represent their meanings. Given that it appears to be difficult to construct a program around those language aspects that are hypothesized to provide normal children with the data necessary to reset the parameter, a nondevelopmental avenue may be necessary. The avenue that proved to be successful in a teaching experiment with SLI children (Connell, 1987) involved teaching children to say a set of sentences that did not fit into their grammars that allowed Null Subjects and led them to adopt a grammar that did not allow Null Subjects. The assumption underlying the method is that teaching that is directed towards resetting a parameter for an SLI child may need to be fundamentally different from the natural process of resetting a parameter due to the limitations imposed by the limited context of teaching and the limited capabilities of the learner. The prediction tested was that SLI learners who were taught to say sentences that contain elements not represented in their grammar could change their grammar. Because the anticipated change was parametric, that is, the change involved selecting a Non Null Subject language in place of a Null Subject language, such a method might be successful. Thus, it was predicted that learners of this type will reset a parameter as a result of learning to represent sentences that could not be represented under their previously held grammar. This process of grammatical change is proposed only under circumstances in which the anticipated change is under the domain of a parameter. Evidence in support of this prediction can be found in the results of a teaching study involving four SLI children (ages 3:5 to 4:2) who were using either pro, an r-expression (a name), or an accusative case pronominal in the subject position of their sentences as illustrated in Table 2. The samples of these children were similar to that of the child whose sample is depicted in Example 2 and similar to the characteristics listed in Table 1. The teaching procedure involved having the children say sentences that contained two overt pronominals in the preverbal position such as in Example 6. One of the two pronouns in this sentence could not be represented in a grammar that allowed Null Subjects as characterized by Hyams. According to Hyams, him in b, Ben in c, and dinosaur in d of Table 2 are all realizations of the sentence topic, not the subject. The subject of these sentences is the silent pro that would be possible in sentences like these in Chinese. The fact that the pronoun has the accusative (objective) case rather than the nominative (subjective) case is used by Hyams to support her claim. The context depicted in Example 6, in which an overt sentence topic is realized as a pronominal, is another kind of context that allows either subject pronominal or pro, depending on the status of the Null Subject parameter setting. Because the overt topic pronoun introduces the referent (the girl) to the discourse in this sentence, the subject would be required to be a pronominal in a Non Null Subject language or a pro in a Null Subject language. Thus, a child like the one who produced the sentences in Table 2, who apparently has a Null Subject language, could not represent the two preverbal pronominals in Example 6. Such a sentence would be ungrammatical because a subject pronominal is used in a context in which the referent has been previously established. An English speaker, on the other hand, would have no difficulty representing both pronominals. By teaching the children who had a Chinese-like Null Subject language to say sentences like those in Example 6 in an appropriate context and ensuring that they understood the coreference between the two pronouns, it was predicted that they would be forced to reset the Null Subject parameter to an English-like setting and thereby create a grammar that would not allow pro. Table 2. Different kinds of NP in the subject position of sentences spoken by a group of SLI children. \| Example Sentence \| Subject NP type \| \|------------------\|-----------------\| \| a. (l) Put it on him. \| Null (pro) \| \| b. Him put it. \| Accusative pronoun (pronominal) \| \| c. Ben need this car. \| Own name (r-expression) \| \| d. Dinosaur hiding. \| Noun (r-expression) \| Example 6. Discourse topic: Kids in the park Sentence topic: A little girl Her, she is petting the fawn. The children were taught to represent the sentences in question by an induction approach. They were taught to say two sentence types of the form Her, she is petting the fawn and She is petting the fawn in contexts that emphasized the potential difference in their interpretation. The difference that was emphasized was the use of the accusative pronoun (sentence topic) to refer unambiguously to a person in a crowd of people. For example, a picture depicting a crowd of people standing around a fawn with one of them, a little girl, petting the fawn, was used to provide the children with an interpretation of the sentence in Example 6. The teacher asked the children, "Which one is petting the fawn?" and taught the children to answer "Her, she is petting the fawn" and to accompany this answer with a pointing gesture towards the girl in the picture. This situation was presented in contrast to a second picture of the same girl by herself petting the fawn. The teacher asked, "What is she doing?" and taught the children to answer, "She is petting the fawn." The expected effect of teaching was to make both the sentence topic and the subject both overt pronominals with obvious grammatical and pragmatic functions thereby forcing the children to interpret a sentence that their currently held grammar could not represent. It was predicted that this would demonstrate to the children that pro cannot occupy the subject position and, as a result, cause them to reset the parameter to disallow subject pro. The results of the teaching program, which are summarized in Table 3, support the prediction. The children began to use nominative case pronouns in the subject position of sentences and to use overt NPs in all sentences spoken in conversational speech as the first indication that they were changing their grammars. The second step was to include tense and agreement markers in their sentences. This two-step change would make sense from Hyams' characterization of the parameter in that the agreement and removal of pro are related. The later acquisition of the agreement and tense morphology would be explained by the need for the children to learn the agreement and tense forms in English once they have acquired a grammar that can represent them, while the process of disallowing a pro would require no additional learning. As must be evident from the above, structuring teaching around parameters is at best a tenuous business. Since the exact nature of a particular parameter is currently a matter of theoretical debate and because it will require time before the picture is clearer, the usefulness of parameters for current teaching practice is somewhat limited. At present, the model allows glimpses into what the future might hold for clinical language teachers. Even within these limitations, however, the model offers very practical guidelines. It offers the concept that language teaching is more than teaching children to say adult-like sentences, rather it is a matter of teaching a child to change a grammatical system. It also offers a rationale for discarding behavioral methods of teaching language in which responses are reinforced or punished for the sole purpose of either increasing or decreasing their frequency. The frequency of responses is not an issue to a teacher who is teaching a child to change a grammar. Feedback may, however, have some role to play once the grammar has changed to one that is compatible with the elements being taught. The model also offers an explanation for why certain patterns of language occur in language disordered children's samples and some suggestions about how this information relates to teaching. Lastly, it offers an approach to language teaching that is specialized for language and is not simply a remodelled version of approaches used to teach other aspects of human development. Given the considerable ground that has been covered thus far, it seems appropriate to summarize what has been presented with an analogy that provides a general picture of language acquisition, impairment, and teaching within a UG-GB model. Language acquisition can be conceived as a journey that children make from a common origin to several possible destinations (possible human languages). The UG provides the road map to all these destinations and a means for making decisions about which way to go when a fork in the road is encountered (parameters). The routes on the map radiate from the common origin and end in a number of separate destinations (finite number of possible languages). Each of the central roads radiates into a succession of branches in arterial fashion. The traveller on these roads encounters the highway system as a series of crossroads (parameters) with spaces between them. At each crossroad, the traveller makes a decision about which way to go. There are two types of crossroads encountered by a traveller: attended and unattended. The novice traveller (beginning learner of a first language) only encounters unattended ones; more seasoned travellers encounter the attended ones. Unattended crossroads present no problem to a traveller because one direction is always easier or is the more preferred route than the other (unmarked or default setting of a parameter). Thus, for novice travellers, the journey always ends at the same destination — that which is at the end of the road that winds through the most travelled routes at every intersection (and unmarked or UG language). Soon after novice travellers complete their journey, they find that they have ventured to the wrong place. A long distance call from a newly hired attendant (parents, other care-givers, and significant others) at one of the crossroads that they had passed along their way informs them that they took the wrong road and that they must return to that crossroad and begin the journey anew (reset a parameter). It seems that many of the crossroads are becoming peopled by attendants who make phone calls (triggers) telling travellers that they need to take the least travelled (more marked) rather than the customary route. The attendants that children encounter at these crossroads happen to live at the child’s eventual destination (speak the language being acquired). These attendants could give the directions for the entire journey to the child, but an immature traveller is incapable of following more than one instruction at a time (sets one parameter at a time) and must travel customary routes to a new destination that is only one crossroad closer to their eventual destination (adult language). The process repeats itself until each crossroad attendant who discovers a mistake is heard from, at which point the ultimate destination can be reached. Given the evidence that is available about various types of language impaired children (Rosenberg, 1984), such children appear to take the same circuitous route to the adult language as normal children; the factor that marks them as disordered is that their travel time is always greater. This conclusion implies several things about language disordered children’s acquisition of language. First, they use the same map or UG as normal children, otherwise their intermediate grammars would not be the same. Thus, all the same roads, crossings, and destinations are indicated. Secondly, the sequence of resetting parameters is the same, otherwise the sequence of intermediate grammars would not be the same. Thus, the attendants give them the right kinds of information to reset mistakenly set parameters. This leaves the timeliness of the triggers as the most likely place for the difference to lie. Language impaired children must have problems in readily identifying triggers in the input making them unable to change their grammars within an appropriate time period. The teaching approach that has been advocated here is one that makes a trigger more salient to the learner. The saliency obtained is a product of having the learner understand and say contrasting sentences in which trigger material is highlighted. The requirement that they need to say as well as understand the contrasting sentences for learning to occur may indicate that their basic problem with identifying triggers is an inability to hold in memory a mental representation of the structure of a sentence for a sufficient time to allow for analyzing the critical parts of its structure. Thus, the saying of sentences may provide them with a more prominent memory of the structure, thus allowing for an analysis of the trigger information. In this kind of teaching, feedback has some role to play, although the role is quite secondary to the goal of teaching. Feedback, for example, can be used to inform learners about how well they are approximating the form of the sentences given for repetition. As indicated, it appears to be more effective for abnormal learners to say elements in the sentence that contain the trigger material. This type of feedback does not provide input about the language elements to be learned, it only helps to provide the learner with a more prominent perceptual image of the structure of the sentence. Thus, the feedback is used to teach learners to say sentences aloud so that they can use their UG driven linguistic analysis methods to identify the trigger and set a parameter. Feedback could have no more central role because the route to the ultimate destination is fully determined by the UG map and the attendants at the crossroads. The UG is in the mind and the attendants’ directions are merely whether to go left or right. The future presaged by this model is quite different from a past in which nonlinguistic models governed language evaluation and teaching. Knowledge of cognitive development and perceptual capacities will assist these new teachers, but they will rely more heavily on their understanding of the parameters that govern the change of grammars and the triggers to which these parameters are sensitive. Lists of language achievements that comprise classic stage descriptions of language will be viewed as epiphenomena of the actual mechanism of linguistic change and will be given only minor importance. A teacher’s goal will be to overcome the impediment language impaired children have in identifying appropriate triggers, thereby allowing them to use the UG to its fullest extent. Such teaching would bring into consonance theories of language acquisition and theories of language teaching. Address all correspondence to: Phil J. Connell, Ph.D. Department of Speech and Hearing Sciences Indiana University Bloomington, IN 47405 References Atkinson, M. (1987). Mechanisms for language acquisition: Learning, parameter setting and triggering. First Language. 7, 3-30. Bates, E. (1976). Language in context. New York: Academic Press. Bates, E., & MacWhinney, B. (1979). A functionalist approach to the acquisition of grammar. In E. Ochs & B. Schieffelin (Eds.), Developmental pragmatics, pp. 167-209. New York: Academic Press. Bates, E., & MacWhinney, B. (1982). Functionalist approaches to grammar. In Wanner, E., & Gleitman, L. (Eds.), Language acquisition: The state of the art. Cambridge, England: Cambridge University Press. Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press. Borer, H., & Wexler, K. (1987). The maturation of syntax. In T. Roeper & E. Williams (Eds.), Parameter setting (123-172). D. Reidel Publishing Co. Chomsky, N. (1981a). Lectures on government and binding. Dordrecht: Foris. Chomsky, N. (1981b). Principles and parameters in syntactic theory. In N. Hornstein & D. Lightfoot (Eds.), Explanations in linguistics. London: Longman. Chomsky, N. (1982). Some concepts and consequences of the theory of government and binding. Cambridge: MIT Press. Chomsky, N. (1986a). Knowledge of language: Its nature, origin and use. New York: Praeger. Chomsky, N. (1986b). Barriers. Cambridge: MIT Press. Chomsky, N. (1988). Language and problems of knowledge: The Nicaraguan lectures. Cambridge: MIT Press. Connell, P. (1986a). Acquisition of semantic roles by language-disordered children: Differences between comprehension and production. Journal of Speech and Hearing Research, 29, 366-374. Connell, P. (1986b). Teaching subjecthood to language-disordered children. Journal of Speech and Hearing Research, 29, 481-492. Connell, P. (1987). An effect of modeling and imitation teaching procedures on children with and without specific language impairment. Journal of Speech and Hearing Research, 30, 105-113. Cook, V. (1988). Chomsky's universal grammar. Oxford, England: Basil Blackwell Ltd. Hyams, N. (1987). The setting of the null subject parameter: A reanalysis. Paper presented at the Boston University Conference of Child Language Development, Boston, MA. Gleitman, L., & Wanner, E. (1982). Language acquisition: The state of the art. In Wanner, E., & Gleitman, L. (Eds.), Language acquisition: The state of the art. Cambridge, England: Cambridge University Press. Guilfoyle, E., & Noonan, M. (1988). Functional categories and language acquisition. Paper presented at the Boston University Conference of Child Language Development, Boston, MA Jaeggli, O., & Safir, K. (1989) The null subject parameter and parametric theory. In O. Jaeggli & K. Safir (Eds.), The null subject parameter. Dordrecht: Kluwer Academic Publishers. Jackendoff, R. (1988). Why are they saying these things about us? Natural Language and Linguistic Theory, 6, 435-442. Kazman, R. (1988). Null arguments and the acquisition of case and INFL. Paper presented at the Boston University Conference of Child Language Development, Boston, MA Lebeaux, D. (1987) Comments on Hyams. In T. Roeper & E. Williams (Eds.), Parameter setting (23-39). D. Reidel Publishing Co. Leonard, L. (1987). Is specific language impairment a useful construct? In S. Rosenberg (Ed.), Advances in applied psycholinguistics, volume 1: Disorders of first-language development (3-39). Cambridge, England: Cambridge University Press. Loeb, D., & Leonard, L. (1988). Specific language impairment and parameter theory. Clinical Linguistics & Phonetics, 1, 317-327. Leonard, L. B., & Loeb, D. F. (1988). Government-binding theory and some of its applications: A tutorial. Journal of Speech and Hearing Research, 31, 515-524. Pinker, S. (1984). Language learnability and language development. Cambridge: Harvard University Press Rosenberg, S. (1984). Disorders of first language development: Trends in research and theory. In E. Gollin (Ed.), Malformations in development: Biological and psychological sources and consequences. New York, NY: Academic Press. Wexler, K., & Manzini, M. (1987) Parameters and learnability in binding theory. In T. Roeper & E. Williams (Eds.), Parameter setting (41-76). Dordrecht: D. 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To help children as they settle into September and the routines of school, the Neighborhood offers a month of programs about LEARNING, MAKING & CREATING, CELEBRATING, and PLAYTHINGS. Many of those themes that sound like "play" are, in fact, closely related to learning. That's because children don't "just play." When they play, they are learning -- about themselves, about other people, and about how the world works. The kind of play that is most closely connected to learning is open-ended, creative play. Here are some ways to stimulate creative play: Offer playthings that help your child play in different ways -- like crayons, stuffed animals, dress-up clothes, and blocks. That way, your child can play about whatever is important to him or her at that moment. Suggest that your child make a collage from "throw-away" things you have collected, like: - used greeting cards, - stickers from junk mail - mail order catalogs - old calendar pages * Start a story and ask your child to continue it, taking turns with you, adding a little as the story goes along. * Keep a few things in an easy-to-carry bag to help your child manage waiting time creatively: - small notebook and pen or pencil - handkerchief and yarn or string - pipecleaners - bag of plastic zoo or farm animals ************************** Photo caption: Trumpeter Wynton Marsalis visits MISTER ROGERS' NEIGHBORHOOD on program #1563, scheduled for September 18 during the week about CELEBRATIONS. Ask open questions, like: - what if...everything was purple! - what if...you were a giant... - what if... As children settle into the routines of school, the Neighborhood offers themes about learning. Many of the programs center around themes about play. Playing and learning go hand in hand. Here are some ways to encourage your child to play: As children settle into the routines of school, Because August is the month when families help their children make the transition from summer into school, MISTER ROGERS’ NEIGHBORHOOD schedules its classic programs about STARTING SCHOOL August 19-23. During the week, Mister Rogers rides on a school bus and visits a kindergarten and a first grade. Here are some ways families can make the first days of school more comfortable for their children: If your child has friends in the neighborhood who will be going to the same school, arrange with parents for the children to get together and play -- maybe even about what they think school will be like. Call the school to arrange for your child to tour the school building and meet the new teacher. It helps when a child knows more about a new experience beforehand. Put a family photograph in your child’s lunchbox. That’s a caring reminder about being together at the end of the day. For more ideas, including a message from Mister Rogers for children, send for a free booklet "When Your Child Goes to School," with a self-addressed business size envelope to Family Communications, Inc., Department M, 4802 Fifth Avenue, Pittsburgh, PA 15213. Photo caption: For many children, going to the doctor for an immunization is part of getting ready for school. Helping children deal with their feelings about injections, Mister Rogers gets an immunization from Registered Nurse Joyce Sadik on program #1709, scheduled on PBS August 29 in the new week of MISTER ROGERS' NEIGHBORHOOD programs about BRAVE & STRONG. (Photo: Richard Kelly)	<urn:uuid:3a8e1cea-9f3f-430f-99b5-ed60b1c0b9a1>	CC-MAIN-2022-40	https://unboxed.fredrogerscenter.org/wp-content/uploads/2019/11/September-1996.pdf	2022-09-27T16:38:11+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335054.79/warc/CC-MAIN-20220927162620-20220927192620-00130.warc.gz	632,894,002	732	eng_Latn	eng_Latn	0.995395	eng_Latn	0.99814	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1477, 2766, 3414 ]	[ 2.84375 ]	1	0
Shaping the Ideal Child: Children and Their Primers in Late Imperial China. By Limin Bai. Hong Kong: The Chinese University Press, 2005. Pp. xxiv + 311. $42.00. Before most children could take on the archaic and formidable language of even the simplest of the classics, such as the Classic of Filial Piety (Xiaojing 孝經) and the Analects (Lunyu 論語), they acquired a functional literacy by reading primers. For students who would go on to study the classics, these simple texts laid the foundation for their knowledge of the written word. For students whose aim was merely functional literacy, the primers would constitute the core of their book knowledge. The extent to which these texts were known in Ming-Qing times reveals itself in the fact that encyclopaedias were sometimes indexed using the characters from the Qianzi wen 千字文 (Thousand Character Essay) — the authors of these encyclopaedias obviously assumed that their readers would have already committed the Thousand Character Essay to memory. Despite the fact that primers have played such a crucial role in molding the way Chinese view the world, Shaping the Ideal Child is the first book in English that plumbs this long neglected but significant topic. Indeed, that very few works in any language have been written on the primers magnifies this tome’s potential importance. Bai examines the entirety of the history of primers from pre-Qin times to the end of the nineteenth century, which allows her to show how changing historical conditions transformed the primers’ forms and goals. She tells this fascinating story with a prose that is straightforward and jargon-free. As the title indicates, her primary aim is to show what élite Chinese, particularly Neo-Confucians, envisioned the ideal child to be and how they hoped to use primers to transform the behaviour of youngsters. Ascertaining how children were to be trained is especially important, Bai maintains, because Neo-Confucians viewed it as a means to create an ideal society. At the same time, Confucian education had a class edge: Neo-Confucians encouraged children of the élite to practice self-cultivation to perfect themselves, whereas the children of the lower classes were merely educated to make them into law-abiding citizens. The author endeavours to establish these points in eight chapters. The first chapter provides historical background for the rest of the book. It discusses traditional Chinese notions concerning the nature and upbringing of children. Chinese generally believed that children were born with a positive innocence; however, both their environment and the lack of a proper education could lead them morally astray. To ensure that this innate goodness was not lost, children had to be subject to xi 習 “practice.” What this entailed was making sure that children lived in a wholesome environment and engaged in learning activities that nurtured their moral development. Chapter two lays the book’s foundation by looking at early primers and the Neo-Confucian transformation of basic education. Before the Tang, primers were wordbooks that helped students become functionally literate by offering a basic vocabulary of Chinese characters; in other words, elementary education consisted of shuxue 書學 “knowledge of words.” The most famous of the early wordbooks was Shi You’s 史游 Jijiu pian 急就篇 (The Chapter on Getting There Quickly), a Han dynasty work. During the Tang and Song, more sophisticated primers, such as the Qianzi wen, Kaimeng yaoxun 開蒙要訓 (The Essentials for Beginners), Mengqiu 蒙求 (Inquiries of the Ignorant), and the Sanzi jing 三 The Three Character Classic) superseded the earlier wordbooks and were used in village schools. Although these rhymed works, conveniently designated as the San Bai Qian 三百千 (Sanzi jing, Baijia xing 百家姓 [Surnames of the One Hundred Families], and Qianzi wen) conveyed more Confucian ideas than the previous wordbooks, their emphasis still resided more in transmitting basic literacy and knowledge than in disseminating ideology. Song Neo-Confucians took an entirely different tack towards elementary instruction: Zhu Xi 朱熹 thought that primary education’s main aim, even at the earliest stage, should be moral cultivation. Hence, his treatise on elementary education, Xiaoxue 小學 (Elementary Learning) and his primer Tongmeng xuzhi 童蒙須知 (What Children Should Know) put more stress on children honing their skills in performing ritually appropriate acts than learning new characters. In doing so, though, Neo-Confucian thinkers treated children as if they were adults or adults-in-training — they were oblivious to the fact that children might learn in different ways than adults. Chapter three examines the impact that the teachings of Wang Yangming 王陽明 had on Ming-Qing primers. According to Bai, during the Song and Yuan periods, the educated élite became increasingly disenchanted with the wordbook primers, so they turned to Neo-Confucian elementary texts. Yet, by the Ming, wordbook primers, such as the Sanzi jing and its knock-offs, were again popular among the élite. For Bai the reason for this change has much to do with both the ideas of Wang Yangming and the growing emphasis on treating the Three Teachings (Buddhism, Confucianism, and Taoism) as one. Whereas the Cheng-Zhu school thought that only scholar-officials truly had a chance of becoming enlightened through book learning, Wang Yangming thought that everyone, no matter what his socio-economic condition, could become a sage through moral behaviour. Even though he too thought that elementary education should teach moral cultivation, unlike the Cheng-Zhu school, he believed that children were different in nature from adults — they like to play and be free from restrictions. Hence, children should enjoy learning and lessons should be fun; accordingly, children should be taught through songs. At the same time, Bai seems to imply that Wang’s emphasis on everyone’s sagely potential led to the development of primers for common folk to improve their moral selves. However, rather than just looking to Neo-Confucianism for answers, commoners increasingly practiced deeds that all three of China’s primary religious traditions deemed meritorious. This happened because the Three Religions all shared a common moral outlook, predominately Confucian, that both the élite and non-élite found attractive. This eclecticism led to the creation of popular educational texts, such as the Zengguang xianwen 增廣賢文 (The Enlarged Collection of Wise Words) and the Longwen bianying 龍文鞭影 (The Young Horse and the Whip’s Shadow) that drew equally from Confucianism, Taoism, Buddhism, and popular literature. The appearance of these ecumenical primers reflected the growing importance of merchants and social fluidity that set Ming-Qing times apart from others. Chapters four and five return to the content and intent of the primers developed by Neo-Confucians during the Song and Yuan. Chapter four focuses on how Zhu Xi and his admirers thought that the best way to morally cultivate children was by encouraging them to perfectly execute the quotidian rituals of everyday life. Bai labels this process “ritualizing the body.” Since Neo-Confucians assumed that the state of one’s mind is reflected in one’s external behaviour, they believed that having children perform the rites correctly would also correct their thoughts. Ritualizing the body was thereby a basic form of self-cultivation. Hence, Neo-Confucian primers, such as Zhu Xi’s Tongmeng xuzhi, placed heavy emphasis on telling children how they should behave, dress, eat, and wait upon superiors. Ming-Qing Neo-Confucians continued this emphasis, but they tried to make this kind of primer more palatable to youngsters. For example, Li Yuxiu’s Dizi gui 弟子規 (Regulations for Disciples) sets out rules of conduct for students, but does so in easy to remember three-character and rhymed sentences. Chapter five discusses the exemplars that Neo-Confucian scholars put forward for children to emulate. These figures were filial sons or child prodigies who earned their success through diligence. One of their most remarkable traits was their lack of childishness: these exemplars, no matter how young they were all acted like adults. The last three chapters tie up the study’s loose ends. Chapter six reiterates the author’s point that, in late imperial times, the acquisition of literacy was inseparable from moral education. She does this by showing how advocates of the Qing’s evidential school, such as Wang Yun 王筠 in his Wenzi Mengqiu 文字蒙求 (Explanations of Characters for Children) used the study of written characters to teach moral development. That is, educators stressed the Confucian ideological content of each character being taught. For instance, in teaching students the character nǚ 女 (female, woman), the instructor would emphasize that it was a picture of a woman kneeling, thereby acknowledging the subordinate position of women. This chapter also contains a useful summary of the relative insignificance of mathematical education in pre-modern China. Chapter seven takes as its subject the education of peasant children during Ming-Qing times. Bai interestingly notes that even though the goal of Neo-Confucian education was to morally awaken children so that they could perfect themselves, when applied to the hoi polloi, it lost its lofty ideals. Despite the equalitarian rhetoric that anyone could become a sage, Ming-Qing Confucians merely hoped that education would make peasant children less likely to be morally corrupt or rebel. Nevertheless, the education offered to commoners was neither practical nor vocational. Ming-Qing literati attempted to deepen the reach of primers by writing them in the vernacular language and putting them in the easy-to-remember form of children’s songs. The last chapter describes how western-influenced intellectuals, such as Liang Qichao 梁啓超, tried to adjust the content of primers to promote modernization. The elementary texts that they created were rhymed, written in the vernacular, and unlike their predecessors stressed practical knowledge. Bai also indicates that the curriculum of Christian mission schools in China probably heavily influenced the emphases of these modern primers. One can use the book’s scholarly apparatus with unusual ease. At the top of each endnote page is the subheader of “Notes to Chapter X.” Although that might not sound like much, it enabled me to find the endnotes quickly and efficiently. The bibliography not only offers the usual primary and secondary sources sections, but also a list of selected primers. For each of the major primers discussed in the text, the author provides its Chinese title, English translation, and publication information. For those primers that can only be found in collectanea, the author likewise provides its title, in both English and Chinese, and the work’s publication information. Through her conscientiousness, Bai has made it a snap for readers to see her notes and find her sources. In a similar fashion, she has written a book that is interesting and readable. Her prose is clear and crisp. She relates a fascinating story about how books that started out merely to help children become literate soon turned into ideological tools in the hands of Neo-Confucians. Nevertheless, they had a limited appeal to children because they were difficult to understand. As a result, Ming-Qing authors advocated teaching moral cultivation to young students, but they made a greater effort to generate primers in formats that were more user-friendly to both children and commoners. By extending the treatment of the subject into the twentieth century, Bai is able to indicate how, once Neo-Confucianism proved out of sync with modernity, primers once again promoted basic literacy; however, this time they also stressed practical knowledge. In short, the author does a commendable job of describing how primers fundamentally changed over a long stretch of time. Yet, the picture that Bai paints is too vivid; the contours of its subject too well delineated. In other words, to lucidly present the primers’ transformations, she has glossed over facts that complicate the image she is trying to put forward. To emphasize the significance of the ideological content of Neo-Confucian primers, she downplays the Confucian content of early primers, such as the Qianzi wen, Mengqiu, and even the Sanzi jing. Although their emphasis is on character acquisition, these works, especially the Sanzi jing, deliver a heady dose of Confucian moral teachings.$^1$ Bai herself confirms this in chapter seven when she notes that reformers like Lü Kun 吕坤 used the Qianzi wen and the Sanzi jing to instill Confucian norms in peasant youth (pp. 166–67). Consequently, in terms of ideological emphasis, the Neo-Confucian primers were different from earlier ones in degree rather than kind. Bai discounts the Confucian content of these earlier primers probably because she is echoing the prejudice of her Neo-Confucians subjects who disliked these texts because they conveyed some non-Confucian values. Here, I think Bai’s argument would have been much more convincing if she delved more deeply into the primers’ contents. Again, in an effort to present a seamless picture, the author overemphasizes the importance of Neo-Confucian primers. Bai argues that the Song and Yuan educated élite despised the San Bai Qian texts and immediately adopted Zhu Xi’s primers and ideas on elementary education; henceforth, the former were relegated to village schools for commoners (pp. 40–47). Bai’s evidentiary basis for this contention, though, is merely the sentiments of two Yuan adherents of the Cheng-Zhu school: Cheng Duanli 程端禮 and Xiong Danian 熊大年 who hardly qualify as disinterested observers. Since the Sanzi jing appeared after Zhu Xi’s death, in the late thirteenth or early fourteenth century, and is considered by many scholars as advocating Neo-Confucian ideas, Bai’s dismissal of it seems particularly ill-considered. Moreover, since the primers written by Neo-Confucian philosophers proved to be too difficult for youngsters to read, it was precisely the San Bai Qian texts that continued to be used as primers, for both the élite and commoners, from the $^1$ On the Confucian messages that the Sanzi jing seeks to convey, see James T. C. Liu, “The Classical Chinese Primer: Its Three-Character Style and Authorship,” Journal of the American Oriental Society 105.2 (1985), pp. 191–96. Song all the way through the Qing.$^2$ Underestimating the vitality of the San Bai Qian primers and their ideological content leads her credit the renewed Ming-Qing intellectual interest in primers to the influence of Wang Yangming’s more liberal attitude towards children and basic education. Yet, unlike Zhu Xi, Wang Yangming never composed a primer, nor does Bai submit any convincing evidence that his ideas influenced later authors of primers. She does mention that one writer, Lu Shiyi 陸世儀, was impressed by his ideas and wanted to create a primer based on them; however, Lu’s primer never saw the light of day. Consequently, one is left wondering why Bai bothered to devote a chapter of her work to his ideas and influence. An important reason for the sketchy quality of Bai’s narrative is that she seems to have relied mainly on the educational theories of major Neo-Confucian thinkers and the primers themselves as her sources. Bai can tell us what important Neo-Confucians thought about elementary education, but she cannot give us a vivid sense of how the primers were actually used. That is because she does not make much use of autobiographical and biographical accounts that could flesh out many of the details of her story. By relying on precisely these sources, Wu Pei-yi’s essay “Education of Children in the Sung” provides us with a much more vivid and immediate feeling for how these texts were used and to what end.$^3$ Only when Bai describes peasant children through examining their appearance in paintings known as Pictures of Tilling and Weaving does she look at alternate sources. By the way, this is the only place in the book where Bai has an extended discussion of the characteristics and conditions of children. The author’s use of iconographical evidence to depict the hard, but relatively unrestricted lives of peasant children is refreshing and welcome. Nevertheless, here information from other historical sources would have well supplemented the pictorial sources and furnished a much fuller and convincing depiction. Related to this point is the author’s apparent neglect of the most recent secondary scholarship on children and primers. Two glaring omissions are works that are directly pertinent to primers. First is Xu Zi’s 徐梓 Mengxue duwu de lishi toushi 蒙學讀物的歷史透視 (Perspectives on the History of Reading Materials for Elementary Studies),$^4$ which explores the history and types of primers from antiquity through the Qing. Second is Thomas H. C. Lee’s massive and magisterial Education in Traditional China, which Brill published in the year 2000 — five years before the publication of Shaping the Ideal Child. This work has a long and impressive section on primers in his chapter entitled “Literacy, Family and Technical Education” (pp. 435–76) that gives a much better sense of their contents and the --- $^2$ See Thomas H. C. Lee, Education in Traditional China (Leiden: Brill, 2000), pp. 459–62, 467–68, and Alexander Woodside, “Real and Imagined Continuities in the Chinese Struggle for Literacy,” in Education and Modernization: The Chinese Experience, ed. Ruth Hayhoe (Oxford: Pergamon Press, 1992), pp. 30–38. $^3$ See Wu Pei-yi, “Education of Children in the Sung,” in Neo-Confucian Education, ed. Wm. Theodore de Bary and John W. Chaffee (Berkeley: University of California Press, 1989), pp. 307–24. $^4$ This work was published in 1996 by Hubei jiaoyu chubanshe. extent to which they were actually used. Similarly, nowhere in this work does the author cite the work of Hsiung Ping-chen who, more than any author, has been illuminating the lives and circumstances of late imperial children since the early 1990s.$^5$ Hsiung has been particularly successful in showing how pediatric manuals can be used as important sources for discerning how children were viewed and raised. From perusing Bai’s bibliography, what strikes one is that few of her references date after 1993, the year that she completed her dissertation on primers. Hence, it seems that she did not do much more research on the subject after that date, which might explain why there are no references to Hsiung and Xu’s works. Perplexing too is the long stretch of time between the end of Bai’s research efforts and the timing of the book’s publication: the last reference work in her bibliography dates to the year 2000, but the book was not published until 2005. This overly long gestation period and the lack of reference to recent works have condemned Bai’s work to be outdated even before it was published. In sum, Shaping the Ideal Child tells a fascinating yet unconvincing story of how primers changed over the last thousand years, from being aimed at merely providing basic literacy to engines of Neo-Confucian moral cultivation, and finally to works designed to convey literacy and practical knowledge. However, if it had been published earlier and had consulted a much wider array of primary and secondary sources, the contribution that this book made would have been much greater. If one wants to learn general information about the primers and how Neo-Confucians envisioned them, then he or she must read this book. However, if one wants information about late imperial children, the primers’ contents, or how they were actually put to use, one would be better advised to refer to the works of Hsiung and Lee. For anyone who is interested in the two subjects of primers and children, in the past few years, a number of important studies have surfaced. Two of these concern primers found in the manuscript treasure-trove recovered at Dunhuang. Wang Fanzhou’s 王泛舟 Dunhuang gudai ertong keben 敦煌古代兒童課本 (Childrens Texts from Dunhuang)$^6$ reprints, annotates, and analyzes three of the most popular Tang primers. Meanwhile, in their Dunhuang mengshu yanjiu 敦煌蒙書研究 (Studies on Dunhuang’s Primers),$^7$ Zheng Acai 鄭阿財 and Zhu Fengyu 朱鳳玉 present a complete survey of all the educational materials found in the Mogao Grottoes. In regard to primers and elementary education, a three volume work of essays entitled Éducation et instruction en Chine, edited by Christine Nguyen Tri and Catherine Despeux, is of the utmost significance.$^8$ In English, Anne Behnke Kinney has --- $^5$ For an extensive bibliography of her works, see Hsiung Ping-chen, A Tender Voyage: Children and Childhood in Late Imperial China (Stanford: Stanford University Press, 2005), pp. 313–16. $^6$ Lanzhou: Gansu renmin chubanshe, 2000. $^7$ Lanzhou: Gansu jiaoyu chubanshe, 2002. $^8$ Paris: Louvain, 2003–2004. published the first monograph on children in early China, while Hsiung Ping-chen has done the same on children in late imperial China. KEITH N. KNAPP The Citadel 9 See Kinney’s Representations of Childhood and Youth in Early China (Stanford: Stanford University Press, 2003) and Hsiung’s A Tender Voyage.	<urn:uuid:6d7a87fe-6e00-4a6a-b008-2c16858e5ef7>	CC-MAIN-2023-23	https://www.cuhk.edu.hk/ics/journal/articles/v45p395.pdf	2023-05-31T23:41:59+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224647459.8/warc/CC-MAIN-20230531214247-20230601004247-00344.warc.gz	798,629,592	4,781	eng_Latn	eng_Latn	0.991304	eng_Latn	0.99531	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3634, 7402, 11272, 14591, 18043, 21173, 21485 ]	[ 2.21875, 1.2890625 ]	1	0
These days ‘modern life’ can mean that we’re a lot less active- we often don’t move about as much, or eat as well, as we possibly could. But making a Change4Life doesn’t need to be difficult. With a little help from Bigfoot and our World Renowned Master Chef Bakewell, students will discover how fun and rewarding it is to create their very own ‘Healthy Long Life Pie’ by taking part in the cookery show ‘A Slice of Life’!! And as a registered partner of Change4life, Bigfoot are fully committed to their approved behaviours and seek to provide young people, their families and schools, with an accessible and enjoyable means through which to explore and learn about these key initiatives: • Sugar Swaps • 5 a Day • Meal Time • Me Size Meals • 60 Active Minutes • Up & About • Cut Back Fat • Snack Check Following the assembly, selected class groups will take part in more specific drama or dance workshop sessions aimed to further explore what they can personally do to make healthy choices and changes in their lives to eat well and move more. Professor Plum is on a mission; to find out exactly what it takes to be a real life Super Human. Do such people really exist? Join in the discovery to unearth the answer and explore how we can create our own super humans by following a simple magic formula...... This programme aims to explore the importance of having a balanced diet, regular exercise, enough sleep, an effective hygiene regime, drinking the recommended intake of water, and maintaining a happy and positive attitude. Students are therefore encouraged, using the vehicle of drama, to discuss and explore all the above issues in order to understand how and why they are so necessary to our wellbeing. Participants will work with the professor to embark on an exciting challenge and experimentation of what makes us healthy whilst simultaneously questioning: - How does the environment impact our health? - What can we do to look after our minds and bodies? - How can we challenge and change our unhealthy habits? Following the assembly, selected class groups will take part in a series of more specific workshop sessions that will provide the students with further subject knowledge regarding healthy living. THE RESOURCE PACKS Both programmes are accompanied by a comprehensive resource pack, which includes detailed plans of the session and worksheets, making the programme completely sustainable. REQUIREMENTS Please note that the workshops are strictly designed for a maximum of 30 students (excluding assemblies) A member of staff must be present during all sessions. Please note that workshops are a minimum of one hour in length, although wherever possible we will tailor make the format to accommodate your specific needs. For more information please contact: t: 0800 644 6034 e: email@example.com www.bigfootartseducation.co.uk	<urn:uuid:a0de6605-b74a-453a-a45f-8866823099c1>	CC-MAIN-2019-09	http://bigfootartseducation.co.uk/app/uploads/2015/10/Healthy-Schools-flier-NO-COSTS.pdf	2019-02-22T00:30:28Z	crawl-data/CC-MAIN-2019-09/segments/1550247511573.67/warc/CC-MAIN-20190221233437-20190222015437-00369.warc.gz	34,626,162	576	eng_Latn	eng_Latn	0.998068	eng_Latn	0.998449	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1048, 2886 ]	[ 2.5 ]	2	0
May 1, 2014 Dear Konza Valley Water User: The Riley County Public Works Department is pleased to provide you with this Consumer Confidence Report for 2013. The Federal Safe Drinking Water Act of 1974 and subsequent amendments require the Konza Valley District to provide you with a “Consumer Confidence Report”. The Konza Valley Water District water was supplied from a single groundwater well in the Kansas River bottom and the City of Manhattan during 2013. The attached 2013 Water Quality Reports are from testing performed within the University Park system and from the City of Manhattan both which will serve as your “Consumer Confidence Report”. Drinking water may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA’s Safe Drinking Water Hotline (800-426-4791). If you are interested in more detail regarding the federal Safe Drinking Water Act of 1974 and subsequent amendments, I suggest you go to EPA’s web site at http://www.epa.gov/safewater/sdwa/sdwa.html. For more information contact Leon Hobson at 785-537-6330 or email at firstname.lastname@example.org. Respectfully, Leon Hobson, P.E. Director of Public Works Copy: Konza Valley Water Benefit District File www.rileycountyks.gov Attachments: Konza Valley Water Benefit District CCR City of Manhattan CCR This brochure is a snapshot of the quality of the water we provided last year. Included are the details about where your water comes from, what it contains, and how it compares to Environmental Protection Agency (EPA) and state standards. We are committed to providing you with information because informed customers are our best allies. It is important that customers be aware of the efforts that are made continually to improve their water systems. For more information please contact, Leon Hobson at 785-537-6330. Your drinking water for 2013 was supplied from one (1) ground water well and more recently from another water system through a Consecutive Connection (CC) with the City of Manhattan. Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as those with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791). Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline (800-426-4791). The sources of drinking water (both tap water and bottled water) included rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. Contaminants that may be present in sources water before we treat it include: Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, livestock operations and wildlife. Inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining or farming. Pesticides and herbicides, which may come from a variety of sources such as storm water run-off, agriculture, and residential users. Radioactive contaminants, which can be naturally occurring or the result of mining activity. Organic contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and also come from gas stations, urban storm water run-off, and septic systems. In order to ensure that tap water is safe to drink, EPA prescribes regulation which limits the amount of certain contaminants in water provided by public water systems. We treat our water according to EPA's regulations. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. Our water system is required to test a minimum of 2 samples per month in accordance with the Total Coliform Rule for microbiological contaminants. Coliform bacteria are usually harmless, but their presence in water can be an indication of disease-causing bacteria. When coliform bacteria are found, special follow-up tests are done to determine if harmful bacteria are present in the water supply. If this limit is exceeded, the water supplier must notify the public. The following tables list all of the drinking water contaminants which were detected during the 2013 calendar year. The presence of these contaminants does not necessarily indicate the water poses a health risk. Unless noted, the data presented in this table is from the testing done January 1 - December 31, 2013. The state requires us to monitor for certain contaminants less than once per year because the concentrations of these contaminants are not expected to vary significantly from year to year. Some of the data, though representative of the water quality, is more than one year old. The bottom line is that the water that is provided to you is safe. ### Terms & Abbreviations Maximum Contaminant Level Goal (MCLG): the “Goal” is the level of a contaminant in drinking water below which there is no known or expected risk to human health. MCLGs allow for a margin of safety. Maximum Contaminant Level (MCL): the “Maximum Allowed” MCL is the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology. Secondary Maximum Contaminant Level (SMCL): recommended level for a contaminant that is not regulated and has no MCL. Action Level (AL): the concentration of a contaminant that, if exceeded, triggers treatment or other requirements. Treatment Technique (TT): a required process intended to reduce levels of a contaminant in drinking water. Maximum Residual Disinfectant Level (MRDL): the highest level of a disinfectant allowed in drinking water. There is convincing evidence that addition of a disinfectant is necessary for control of microbial contaminants. Non-Detects (ND): lab analysis indicates that the contaminant is not present. Parts per Million (ppm) or milligrams per liter (mg/l) Parts per Billion (ppb) or micrograms per liter (µg/l) Picocuries per Liter (pCi/L): a measure of the radioactivity in water. Millirems per Year (mrem/yr): measure of radiation absorbed by the body. Monitoring Period Average (MPA): An average of sample results obtained during a defined time frame, common examples of monitoring periods are monthly, quarterly and yearly. Nephelometric Turbidity Unit (NTU): a measure of the clarity of water. Turbidity in excess of 5 NTU is just noticeable to the average person. Turbidity is not regulated for groundwater systems. Running Annual Average (RAA): an average of sample results obtained over the most current 12 months and used to determine compliance with MCLs. Testing Results for Konza Valley Water Benefit District \| Microbiological \| Result \| MCL \| MCLG \| Typical Source \| \|-----------------\|--------\|-----\|------\|----------------\| \| No Detected Results were Found in the Calendar Year of 2013 \| \| Regulated Contaminants \| Collection Date \| Your Highest Value \| Range (low/high) \| Unit \| MCL \| MCLG \| Typical Source \| \|------------------------\|-----------------\|--------------------\|------------------\|------\|-----\|------\|----------------\| \| ARSENIC \| 3/2/2011 \| 2.2 \| 2.2 \| ppb \| 10 \| 0 \| Erosion of natural deposits \| \| BARIUM \| 3/2/2011 \| 0.36 \| 0.36 \| ppm \| 2 \| 2 \| Discharge from metal refineries \| \| CHROMIUM \| 3/2/2011 \| 3.6 \| 3.6 \| ppb \| 100 \| 100 \| Discharge from steel and pulp mills \| \| FLUORIDE \| 3/2/2011 \| 0.22 \| 0.22 \| ppm \| 4 \| 4 \| Natural deposits; Water additive which promotes strong teeth. \| \| NITRATE \| 4/30/2012 \| 3.1 \| 3.1 \| ppm \| 10 \| 10 \| Runoff from fertilizer use \| \| SELENIUM \| 3/2/2011 \| 3.4 \| 3.4 \| ppb \| 50 \| 50 \| Erosion of natural deposits \| \| Disinfection Byproducts \| Monitoring Period \| Your Highest RAA \| Range (low/high) \| Unit \| MCL \| MCLG \| Typical Source \| \|-------------------------\|-------------------\|------------------\|------------------\|------\|-----\|------\|----------------\| \| TOTAL HALOACETIC ACIDS \| 2011 - 2013 \| 6 \| 5.6 \| ppb \| 60 \| 0 \| By-product of drinking water disinfection \| \| (HAA5) \| \| \| \| \| \| \| \| \| TOTAL TRIHALOMETHANES \| 2011 - 2013 \| 18 \| 18 \| ppb \| 80 \| 0 \| By-product of drinking water chlorination \| \| (TTHMs) \| \| \| \| \| \| \| \| \| Lead and Copper \| Monitoring Period \| 90th Percentile \| Range (low/high) \| Unit \| AL \| Sites Over AL \| Typical Source \| \|-------------------------\|-------------------\|-----------------\|------------------\|------\|-----\|---------------\|----------------\| \| COPPER, FREE \| 2009 - 2011 \| 0.384 \| 0.2 - 0.39 \| ppm \| 1.3 \| 0 \| Corrosion of household plumbing \| \| LEAD \| 2009 - 2011 \| 7.3 \| 2.8 - 8.9 \| ppb \| 15 \| 0 \| Corrosion of household plumbing \| If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. Your water system is responsible for providing high quality drinking water, but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. If you are concerned about lead in your water, you may wish to have your water tested. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead. \| Secondary Contaminants \| Collection Date \| Your Highest Value \| Range (low/high) \| Unit \| SMCL \| \|-----------------------\|-----------------\|--------------------\|------------------\|------\|------\| \| ALKALINITY, TOTAL \| 3/2/2011 \| 490 \| 490 \| MG/L \| 300 \| \| CALCIUM \| 3/2/2011 \| 180 \| 180 \| MG/L \| 200 \| \| CHLORIDE \| 3/2/2011 \| 180 \| 180 \| MG/L \| 250 \| \| CONDUCTIVITY @ 25 C \| 3/2/2011 \| 1500 \| 1500 \| UMHO/CM \| 1500 \| \| CORROSIVITY \| 3/2/2011 \| 0.27 \| 0.27 \| LANG \| 0 \| \| HARDNESS, TOTAL (AS \| 3/2/2011 \| 640 \| 640 \| MG/L \| 400 \| \| CACO3) \| \| \| \| \| \| \| IRON \| 3/2/2011 \| 0.035 \| 0.035 \| MG/L \| 0.3 \| \| MAGNESIUM \| 3/2/2011 \| 45 \| 45 \| MG/L \| 150 \| \| MANGANESE \| 3/2/2011 \| 0.0027 \| 0.0027 \| MG/L \| 0.05 \| \| NICKEL \| 3/2/2011 \| 0.0047 \| 0.0047 \| MG/L \| 0.1 \| \| PH \| 3/2/2011 \| 6.9 \| 6.9 \| PH \| 8.5 \| \| PHOSPHORUS, TOTAL \| 3/2/2011 \| 0.054 \| 0.054 \| MG/L \| 5 \| \| POTASSIUM \| 3/2/2011 \| 5 \| 5 \| MG/L \| 100 \| \| SILICA \| 3/2/2011 \| 26 \| 26 \| MG/L \| 50 \| \| SODIUM \| 3/2/2011 \| 67 \| 67 \| MG/L \| 100 \| \| SULFATE \| 3/2/2011 \| 55 \| 55 \| MG/L \| 250 \| \| TDS \| 3/2/2011 \| 870 \| 870 \| MG/L \| 500 \| \| ZINC \| 3/2/2011 \| 0.056 \| 0.056 \| MG/L \| 5 \| During the 2013 calendar year, we had no violation(s) of drinking water regulations. Please Note: Because of sampling schedules, results may be older than 1 year. How often is our water tested? The City tests its water throughout the treatment process, when it reaches the water towers and at various locations throughout the distribution system. In addition to manual testing, the City uses online analyzers that continuously test the water before, during and after the treatment process for pH, conductivity, turbidity, free chlorine, total chlorine and other physical properties. Water from six storage reservoirs is tested weekly by the City’s environmental staff for pH, chlorine, ammonia and other parameters. Finished water, or water that has been through the water treatment process, is regularly tested. The following tests are conducted at the City’s in-house laboratory: • Every four hours: Hardness, pH, total chlorine, and turbidity • Every eight hours: Total dissolved solids • Every 24 hours: Fluoride and free ammonia City personnel collect the following samples and submit them to the KDHE laboratory in Topeka: • Monthly: Coliform bacteria (60 samples from the distribution system) • Quarterly: Trihalomethanes/haloacetic acids, fluoride • Annually: Nitrate, synthetic organic compounds and volatile organic compounds • Tri-Annually: Lead, copper, regulated and unregulated inorganic contaminants Our commitment to our customers Year after year, the Water and Wastewater Division of the City of Manhattan Public Works Department delivers on a promise to local residents to provide safe and reliable drinking water. This promise demands foresight, investment and long-range planning. Monitoring and treatment are key methods by which the City of Manhattan protects the public water supply. The Big Blue and Kansas rivers constitute two of Manhattan’s most important natural resources. With the City’s 20 public water supply wells near their confluence, protecting the City’s wellfield is a vital public service that remains a top priority. Since 1999, the City has participated in a voluntary wellfield water quality monitoring program, testing the untreated water directly from the 20 public water supply wells. Public Works Department Water and Wastewater Division (785) 587-4530 www.cityofmhk.com/utilities Randy D. DeWitt, P.E. Assistant Director of Public Works email@example.com Abdu Durar, Ph.D. Environmental Compliance Manager firstname.lastname@example.org Be an educated water consumer Did you know that very little of Manhattan’s drinking water is actually used for drinking? Bathing, laundry, cooking and especially lawn irrigation account for more than 90 percent of Manhattan’s water use each year. The graph below shows average monthly consumption for years 1997 through 2013. Note the significant increase in water use during summer months due to increased irrigation. The average monthly use in July and August is approximately twice the average use in December through February. By using thoughtful irrigation practices and with just a few easy adjustments in your home, you can help to conserve water and ensure that we will always have a plentiful supply. Compare the value of your water \| Bottled Water \| $12/gallon \| \| Beer \| $24/gallon \| \| Coffee \| $33/gallon \| \| Gasoline \| $3.65/gallon \| City of Manhattan Drinking Water $0.01/gallon Ideas for water conservation • Invest in water saving showerheads, toilets, faucets and appliances. • Check all faucets, pipes and toilets frequently for leaks. Fix any leaks. • Maximize the dishwasher and clothes washer loads and always use the water saver cycles. • Cool drinking water in the refrigerator rather than at the tap. • Defrost food in the refrigerator rather than under the tap or in a sink full of water. • Deep soak your lawn once or twice a week rather than watering daily. Your plants will grow harder and have deeper roots. • Add xeriscape landscaping to your garden. By introducing drought resistant plants and shrubs, you will give your garden unique visual interest. • Mulch and compost your garden and flower beds. • Find more information about water conservation at www.epa.gov and www.kwo.org. \| Activity \| Gallons used \| \|----------------\|--------------\| \| Leaky faucet \| 50-350+/day \| \| Leaky toilet \| 100+/day \| \| 5 minute shower\| 10-50 \| \| Brush teeth \| 1/2-10 \| \| Wash clothes \| 15-25 \| \| Tub bath \| 15-40 \| \| Dishwasher \| 7-30 \| \| Wash hands \| 1-10 \| This report is based upon tests conducted by the Kansas Department of Health and Environment (KDHE) on the finished water produced by the City of Manhattan’s Water Treatment Plant. Unless otherwise noted, the data represent tests conducted between January 1 and December 31, 2013. Of the 87 contaminants regulated by the Environmental Protection Agency (EPA), only ten (10) were detected in the compliance monitoring samples. However, two (2) of the detected contaminants (chloramines and fluoride) are added during the treatment process. All detected contaminants were below the Maximum Contaminant Level (MCL). The following tables list the name of each substance, unit, MCLs, the amount detected and Maximum Contaminant Level Goal (MCLG). All regulated and some unregulated contaminants that were detected in the water, including even the most minute traces, are included. The footnotes explain the findings, and there is also a key to the units of measurement. MCL is defined as “the highest level of a contaminant that is allowed in drinking water.” MCLG is “the level of a contaminant in drinking water below which there is no known or expected risk to health.” MCLs are set as close to the MCLGs as feasible. MCLGs allow for a margin of safety. ### DETECTED REGULATED CONTAMINANTS \| PARAMETER \| AVERAGE LEVEL DETECTED \| RANGE \| MCL \| MCLG \| VIOLATION \| SAMPLE DATE \| LIKELY SOURCE \| \|--------------------\|------------------------\|-----------\|-------\|------\|-----------\|-------------------\|-------------------------------------------------------------------------------\| \| Arsenic (ppb) \| 1.3 \| 1.3 \| 10 \| 0 \| No \| March 9, 2011 \| Erosion of natural deposits; runoff from orchards; runoff from glass and electronics production waste \| \| Barium (ppm) \| 0.050 \| 0.050 \| 2 \| 2 \| No \| March 9, 2011 \| Erosion of natural deposits; discharge from metal refineries; discharge of drilling wastes \| \| Chloramines¹ (ppm) \| 2.66 \| 1.21 - 3.35 \| 4 \| 4 \| No \| January - December 2013 \| Water additive used to control microbes \| \| Chromium (ppb) \| 2.2 \| 2.2 \| 100 \| 100 \| No \| March 9, 2011 \| Erosion of natural deposits; discharge from steel and pulp mills \| \| Fluoride² (ppm) \| 0.76 \| 0.68 - 0.80 \| 4 \| 4 \| No \| January - December 2013 \| Water additive that promotes strong teeth \| \| Selenium (ppb) \| 1.3 \| 1.3 \| 50 \| 50 \| No \| March 9, 2011 \| Erosion of natural deposits; discharge from petroleum and metal refineries; discharge from mines \| ### MICROBIOLOGICAL In compliance with the Total Coliform Rule (TCR), the City of Manhattan is required to collect a minimum of 60 samples per month (720 per year) for bacteriological water monitoring. Coliform bacteria are usually harmless but their presence in water can be an indication of disease-causing bacteria. When Coliform bacteria are found, special follow-up tests are done to determine if harmful bacteria are present in the water supply. Any violation of drinking water microbiological standards requires issuing a public notice. Coliform bacteria were not detected in any of the samples collected in 2013. ### DISINFECTION BY-PRODUCTS \| BY-PRODUCT \| HIGHEST RAA³ \| RANGE \| MCL \| MCLG \| VIOLATION \| SAMPLE DATE \| LIKELY SOURCE \| \|--------------------\|---------------\|-----------\|-------\|------\|-----------\|-------------------\|-------------------------------------------------------------------------------\| \| Haloacetic Acids (HAAs) (ppb) \| 13.1 \| 11.0 - 16.0 \| 60 \| N/A \| No \| January - December 2013 \| By-product of drinking water disinfection \| \| Total Trihalomethanes (TTHMs) (ppb) \| 25.7 \| 19.0 - 35.0 \| 80 \| N/A \| No \| January - December 2013 \| By-product of drinking water disinfection \| ### METALS IN DRINKING WATER FROM HOME TAPS The City of Manhattan is required to monitor corrosion of household plumbing systems by sampling in homes for lead and copper. KDHE requires these tests be performed every three years. With the cooperation of local homeowners, City staff will be collecting samples again in the summer of 2014. For more information on metals in drinking water, call the Safe Drinking Water Hotline at (800) 426-4791 or visit www.epa.gov/safewater/lead. \| ANALYTE \| 90TH PERCENTILE⁴ \| RANGE \| MCL \| MCLG \| VIOLATION \| SAMPLE DATE \| LIKELY SOURCE \| \|---------\|------------------\|-----------\|-------\|------\|-----------\|-------------------\|-------------------------------------------------------------------------------\| \| Copper (ppm) \| 0.014 \| 0.002 - 0.027 \| AL = 1.3 \| AL = 1.3 \| No \| July - September 2011 \| Corrosion of household plumbing systems; corrosion of natural deposits; leaching of wood preservatives \| \| Lead (ppb) \| 1.1 \| 1.0 - 5.3 \| AL = 15 \| AL = 15 \| No \| July - September 2011 \| Corrosion of household plumbing systems; erosion of natural deposits \| ### DETECTED UNREGULATED CONTAMINANTS Unregulated contaminants are tested every three years. These samples were collected on March 9, 2011. \| PARAMETER \| LEVEL DETECTED \| SMCL \| \|-------------------------\|----------------\|------\| \| Alkalinity as CaCO₃ (ppm) \| 44.6 \| 300 \| \| Calcium (ppm) \| 28 \| 200 \| \| Chloride (ppm) \| 35 \| 250 \| \| Conductivity, Specific (µhos/cm) \| 390 \| 1500 \| \| Corrosivity (L₁) \| 0.39 \| 0 \| \| Hardness, Total (ppm) \| 110 \| 400 \| \| Iron (ppm) \| 0.046 \| 0.3 \| \| Magnesium (ppm) \| 8.6 \| 150 \| \| Manganese (ppm) \| 0.005 \| 0.05 \| \| pH (pH units) \| 8.9 \| 8.5 \| \| Phosphorous, Total (ppm) \| 0.2 \| 5 \| \| Potassium (ppm) \| 7.1 \| 100 \| \| Silica (ppm) \| 15 \| 50 \| \| Sodium (ppm) \| 30 \| 100 \| \| Solids, Total Dissolved (ppm) \| 230 \| 500 \| \| Sulfate (ppm) \| 76 \| 250 \| ### MESSAGE FROM THE ENVIRONMENTAL PROTECTION AGENCY 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 the water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline (800-426-4791). The sources of drinking water (both tap and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally-occurring minerals and, in some cases, radioactive material, and can pick up substances resulting from the presence of animals or from human activity. 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 health care providers. EPA/Centers for Disease Control 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). In order to ensure that tap water is safe to drink, the EPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. We treat our water according to EPA regulations. Food and Drug Administration regulations establish limits for contaminants in bottled water, which must provide the same protection for public health. Source Water Assessment Report The City of Manhattan’s water originates in 20 incorporated areas. Raw water is treated to remove several contaminants, and disinfectants are added to protect against microbial contaminants. The Safe Drinking Water Act (SDWA) requires states to develop a Source Water Assessment Program for each public water supply that treats and distributes surface water in order to identify potential contamination sources. The state of Kansas has completed an assessment of our source waters. For results of the source water assessment, please contact us or view the results online at www.kdhe.state.ks.us/nps/swap/SWreports.html. --- ¹ Compliance is based on a Running Annual Average (RAA) of the most recent 12 months of testing. The RAA was 2.6 ppm for 2013. Since chloramines are added disinfectants, MCLs do not apply. The highest level allowed in drinking water is the Maximum Residual Disinfectant Level (MRDL). For chloramines, the highest level allowed is 4 ppm. ² Fluoride is added to water in very low concentrations. It is added at the Water Treatment Plant to promote dental health. ³ KDHE regulations require the City to report the highest Running Annual Average (RAA) from 2013. The highest TTHMs and HAAS RAAs occurred in the third quarter of 2013. ⁴ In a ranking of 10 samples, the ninth highest sample is the value that represents the 90th percentile. ⁵ Hardness can also be expressed in grains per gallon. To convert ppm to grains per gallon, divide by 17.1, (110 ppm= 6.43 grains per gallon). µhos/cm = micromhos per centimeter	<urn:uuid:68ff8cc7-ab8f-44fc-ba67-c2afc10e8053>	CC-MAIN-2017-47	http://rileycountyks.gov/ArchiveCenter/ViewFile/Item/1834	2017-11-20T05:54:58Z	crawl-data/CC-MAIN-2017-47/segments/1510934805914.1/warc/CC-MAIN-20171120052322-20171120072322-00115.warc.gz	257,825,223	6,479	eng_Latn	eng_Latn	0.991557	eng_Latn	0.994176	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1493, 7916, 13692, 18104, 28076 ]	[ 2.125, 2.0625 ]	8	1
Recipe: Pinto Bean Dip Ingredients 2 cloves garlic, minced 1 (15 ½ ounce) can low-sodium pinto beans (rinsed and drained) 1/3 bunch fresh cilantro, chopped ¼ cup water 1 Tablespoon canola oil ⅛ teaspoon salt ½ teaspoon ground black pepper Pinch of oregano 3 tablespoons chopped green bell pepper or Jalapeno On the side Sliced cucumber and radish Corn Tortilla Chips: - Corn tortilla, cut into triangles (6) - Sprinkle with cumin, chili powder - Spray with cooking oil - Bake 400 degrees for 10 minutes Materials Can opener Colander Cutting board Measuring cups Measuring spoons Medium bowl Sharp knife Masher or Fork or Mortar and Pestle Directions 1. Peel and mince garlic cloves 2. Drain and rinse pinto beans (kids can help here) 3. Rinse and chop cilantro (kids can help here) 4. In a medium bowl, mash beans, oil, and water together until well blended. Then stir in the rest of the ingredients - ground black petter, oregano, green bell pepper or jalapeno (kids can help here). 5. Transfer dip to a medium bowl, top with cilantro and stir. Chef’s Notes - Use ½ teaspoon garlic powder in place of minced fresh garlic cloves. - Use 2 teaspoons dried cilantro in place of chopped fresh cilantro. - Serve with corn tortilla chips or cut-up fresh veggies. - Don’t like pinto beans? Try this recipe with black beans instead! - Try different spices and herbs to find flavors you like best. Family Kitchen Notes - Bean dips are an easy snack that is full of fiber and protein, helping keep little bellies full longer. - This is a great recipe because you can use whatever you have in your pantry and whip this up in no time using whatever beans and seasonings you have on hand. Spicy White Bean Dip Serves 6, 1/4 cup per serving Prep time: 15 minutes • Cook time: None Ingredients 2 cloves garlic 1 (15½-ounce) can cannellini beans ¼ bunch fresh parsley ¼ cup water 1 Tablespoon canola oil ¼ teaspoon salt ½ teaspoon ground black pepper Pinch of cayenne pepper Materials Can opener • Colander • Cutting board • Measuring cups • Measuring spoons • Medium bowl • Sharp knife Special Materials Blender Directions Have kids help with the steps marked with the “little helping hand”! 1. Peel and mince garlic cloves. 2. Drain and rinse cannellini beans. 3. Rinse and chop parsley. 4. In a blender, add garlic, cannellini beans, water, canola oil, salt, ground black pepper, and cayenne pepper. Blend until smooth. 5. Transfer dip to medium bowl. Top with parsley and stir. Chef’s Notes • Use ½ teaspoon garlic powder in place of minced fresh garlic cloves. • Use 2 teaspoons dried parsley in place of chopped fresh parsley. • Serve with whole wheat pita bread, tortilla chips, or cut-up fresh veggies. • Use Great Northern or navy beans instead of cannellini beans. • For a chunkier dip, or to make without a blender, mash beans, oil and water together with a fork until well blended. Stir in rest of ingredients. Nutrition Facts Serving Size 1/4 cup Servings Per Recipe 6 \| Amount Per Serving \| % Daily Value* \| \|--------------------\|----------------\| \| Calories 100 \| \| \| Calories from Fat 25 \| \| \| Total Fat 2.5g \| 3% \| \| Saturated Fat 0g \| 0% \| \| Trans Fat 0g \| \| \| Cholesterol 0mg \| 0% \| \| Sodium 260mg \| 11% \| \| Total Carbohydrate 14g \| 5% \| \| Dietary Fiber 3g \| 11% \| \| Sugars 0g \| \| \| Protein 5g \| \| \| Vitamin A 6% \| \| \| Vitamin C 8% \| \| \| Calcium 4% \| \| \| Iron 10% \| \| *Percent Daily Values are based on a 2,000 calorie diet. Your daily values may be higher or lower depending on your calorie needs. Make Food Fun! – Spicy White Bean Dip Easy and fast tips for making food fun for kids. This recipe can work great for babies – just remove the seasonings. You can even make “dots” and freeze extra so kids can pick them up and/or try small bites at a time. Tips and Tricks: Bean dips are an easy snack that is full of fiber and protein, helping keep little bellies full longer. Tips and Tricks: This is a great pantry staple recipe – you can use what you have in your pantry and whip this up in no time using whatever beans and seasonings you have on hand. Don’t like white beans? Try this recipe with black beans instead! Use white bean dip as a spread on tortillas, crackers or bread. Extra points for creativity if you use veggies to make a face. Tips and Tricks: Try different spices and herbs to find the flavors you like best. This recipe works well with basil, cilantro or even spinach. Follow-Along Recipe – Spicy White Bean Dip Drain and rinse the beans. Rinse and chop parsley Peel and chop garlic Blend... Add water, oil and seasoning. ...Enjoy!	<urn:uuid:c1ed8f3e-3cd6-4883-b6f6-c15c2d993960>	CC-MAIN-2025-05	https://familykitchenvc.info/wp-content/uploads/2021/02/Hack-Your-Snack-ENGLISH.pdf	2025-01-19T10:12:50+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362514.64/warc/CC-MAIN-20250119083123-20250119113123-00053.warc.gz	249,671,496	1,203	eng_Latn	eng_Latn	0.973431	eng_Latn	0.994012	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 586, 1687, 3800, 4701, 4871 ]	[ 2 ]	1	0
Section A. In this section, there are 12 questions, fill in the correct answers in the spaces provided at the end of each question. Each correct answer is worth 5 points. 1. Starting from the southwest corner $(0,0)$ of a $5\times5$ net, an ant crawls along the lines towards the northeast corner $(5,5)$. It can only go east or north, but cannot get pass the four broken intersections at $(1,1)$, $(1,4)$, $(4,1)$ and $(4,4)$. What is the total number of different paths? Answer: ______________________ 2. The positive integer $a-2$ is a divisor of $3a^2 - 2a + 10$. What is the sum of all possible values of $a$? Answer: ______________________ 3. Let $a$, $b$ and $c$ be real numbers such that $a + b + c = 11$ and \[ \frac{1}{a+b} + \frac{1}{b+c} + \frac{1}{c+a} = \frac{13}{17}. \] What is the value of $\frac{a}{b+c} + \frac{b}{c+a} + \frac{c}{a+b}$? Answer: ______________________ 4. Let $x$ be any real number. What is the maximum real value of $\sqrt{2008 - x} + \sqrt{x - 2000}$? Answer: _______________ 5. How many ten-digit numbers are there in which every digit is 2 or 3, and no two 3s are adjacent? Answer: _______________ 6. On a circle, there are $n$ ($n > 3$) numbers with a total sum of 94, such that each number is equal to the absolute value of the difference between the two numbers which follow it in clockwise order. What is the possible value of $n$? Answer: _______________ 7. If the thousands digit of a four-digit perfect square is decreased by 3 and its units digit is increased by 3, the result is another four-digit perfect square. What is the original number? Answer: _______________ 8. Each segment of the broken line $A-B-C-D$ is parallel to an edge of the rectangle, and it bisects the area of the rectangle. $E$ is a point on the perimeter of the rectangle such that $AE$ also bisects the area of the rectangle. If $AB=30$, $BC=24$ and $CD=10$, what is the length of $DE$? Answer: _______________ 9. Let $ f(x) = ax^2 - c $, where $ a $ and $ c $ are real numbers satisfying $-4 \leq f(1) \leq -1$ and $-1 \leq f(2) \leq 2$. What is the maximum value of $ f(8) $? Answer: ______________________ 10. Two vertical mirrors facing each other form a 30° angle. A horizontal light beam from source $ S $ parallel to the mirror $ WV $ strikes the mirror $ UV $ at $ A $, reflects to strike the mirror $ WV $ at $ B $, and reflects to strike the mirror $ UV $ at $ C $. After that, it goes back to $ S $. If $ SA = AV = 1 $, what is the total distance covered by the light beam? ![Diagram](image) Answer: ______________________ 11. Let $ n $ be a positive integer such that $ n^2 - n + 11 $ is the product of four prime numbers, some of which may be the same. What is the minimum value of $ n $? Answer: ______________________ 12. $ ABC $ is an equilateral triangle, and $ ABDE $ is a rectangle with $ DE $ passing through $ C $. If the circle touching all three sides of $ \Delta ABC $ has radius 1, what is the diameter of the circle passing through $ A, B, D $ and $ E $? ![Diagram](image) Answer: ______________________ Section B. Answer the following 3 questions, and show your detailed solution in the space provided after each question. Each question is worth 20 points. 1. In the expression \[ \left\lfloor \sqrt{2008} + \sqrt{2008} + \sqrt{2008} + \ldots + \sqrt{2008} \right\rfloor \], the number 2008 appears 2008 times, and $[x]$ stands for the greatest integer not exceeding $x$. What is the value of this expression? Answer: ________________________ 2. In the triangle $ABC$, $\angle ABC = 60^\circ$. $O$ is its circumcentre and $H$ is its orthocentre. $D$ is a point on $BC$ such that $BD=BH$. $E$ is a point on $AB$ such that $BE=BO$. If $BO=1$, what is the area of the triangle $BDE$? (The orthocenter is the intersection of the lines from each vertex of the triangle making a perpendicular with its opposite sides. The circumcenter is the center of the circle passing through each vertex of the triangle.) 3. Let $t$ be a positive integer such that $2^t = a^b \pm 1$ for some integers $a$ and $b$, each greater than 1. What are all the possible values of $t$?	<urn:uuid:e564c5a8-3076-4ed5-84df-dd4c1e6be118>	CC-MAIN-2024-51	https://chiuchang.org/wp-content/uploads/sites/2/2018/02/2008-IWYMIC-Individual.x17381.pdf	2024-12-11T04:04:36+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066072935.5/warc/CC-MAIN-20241211020256-20241211050256-00400.warc.gz	150,198,043	1,208	eng_Latn	eng_Latn	0.992185	eng_Latn	0.995167	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 924, 1979, 3160, 3608, 4069, 4224 ]	[ 2.609375 ]	2	0
left continuous tribes, endowed with money and with brains. But many of our early noted and strong men, save in their noble and useful lives, are perpetuated only in names of counties and towns. Possibly the Washburns may prove an exception. The progenitors of William R. Merriam's family on the paternal side were of Scotch origin; on the maternal side they were French. John L. Merriam, father of the governor, traced his ancestry to that William Merriam who was born at Bedford, Massachusetts, in 1750, and served with the "Minute Men" in the war of the Revolution. He took part in the memorable fight at Concord Bridge, April 19, 1775. He was chairman of the Board of Select Men in Bedford, 1777. He was a prominent and well known citizen. The members of this particular branch of the Merriams located in northern New York. The father of the governor was born in Essex county, in 1828, and in time became a merchant at Wadham's Mills, and was also engaged in the iron trade, as were many others of the family. At one time, 1857, he was the treasurer of the county. His wife, Mahala De Lano, who, as the name indicates, was of French descent, was a woman of many estimable qualities, and strong, vigorous character. To this excellent couple was born William Rush Merriam, the future governor, July 26, 1849, in Essex county, N. Y., a region of beautiful and picturesque scenery. His birthplace was in a small village, called Wadham's Mills, where there were iron mills and manu- 306 Lines of the Governors of Minnesota. By James H. Baker. St Paul, Minn: Minnesota Historical Society, 1908. facturing industries, and the few citizens were intelligent, industrious, and thrifty. His middle name, Rush, was for the celebrated Dr. William Rush, of Philadelphia, a family relative, of Revolutionary fame. When William was but twelve years of age, in 1861, his father removed to Minnesota and settled at once in St. Paul. It was years before the advent of railroads, and in connection with those vigorous pioneers, James C. Burbank, Captain Russell Blakeley, and Colonel Alvaren Allen, he engaged in the stage and transportation business, under the name of the "Minnesota Stage Company." This firm secured all the mail contracts of the Northwest, and, with their passenger and express business, were men of great business affairs. John L. Merriam at once exhibited the pushing, energetic business qualities which made him eminently successful. In 1870 he was elected to the legislature, and again in 1871, and in both sessions he was made Speaker of the House. The son, as events proved, followed the footsteps of his father. Colonel John L. Merriam was known as one of the most enterprising and valuable citizens, whose unblemished character and fine social qualities gained him the esteem of all. From the time of the family's arrival in St. Paul till he was fifteen years of age, young William led an uneventful life, and was habitually in attendance at the public schools. In 1864 he was sent to school at Ra- 307 Lives of the Governors of Minnesota. By James H. Baker. St. Paul, Minn: Minnesota Historical Society, 1908.	<urn:uuid:a1717e90-ce65-4f9b-9a80-ca81239421fc>	CC-MAIN-2025-05	https://www.lrl.mn.gov/LegDB/articles/13948LoG.pdf	2025-01-19T09:51:48+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362514.64/warc/CC-MAIN-20250119083123-20250119113123-00041.warc.gz	912,706,235	720	eng_Latn	eng_Latn	0.998783	eng_Latn	0.998817	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1597, 3134 ]	[ 2.671875 ]	2	0
POLK COUNTY'S SEMI-CENTENNIAL. On the 8th day of July, 1896, the capital county of Iowa was fifty years old. This event was elaborately and fittingly celebrated in the city of Des Moines, the programme occupying the entire day. There was a salute of fifty guns at daybreak, fired by the artillery squad from the local companies of the National Guard; a gathering of thousands of people—among whom the early pioneers of Polk and adjoining counties were especially prominent and honored; parades in the streets and on the river; and addresses, historical and eloquent, by four gentlemen, three of whom were born in Des Moines. A delegation of Tama county Indians (Musquakees) were present during the day, dressed in the gaudy costume of the tribe. They marched in the procession, gave several exhibitions, including their war dance, and as primeval inhabitants, uniting the present with the far past, were objects of much interest. The day was one of great delight to the pioneers, who met old friends for the first time in many years, exchanging hearty congratulations, and narrating experiences of other days. The industrious and enterprising journalists of the city gathered up a world of facts connected with or illustrating the progress and development of the town and county, presenting an interesting detail of personal memoranda, and of facts and events, which our limited space prevents any attempt to follow. Suffice it to say, that all this valuable historical matter was carefully preserved in the State Historical Department, in convenient shape for reference or use hereafter. The capital city and county did themselves great credit in thus observing the close of the first half century of their existence. THE INDIAN CHIEF WAPELLO. McKenney and Hall’s great work on the Indian Tribes of North America contains a fine portrait—a lithograph colored by hand—of this distinguished Musquakee Chief, in all the glory of feathers, bead work and red and yellow paint. We have attempted its reproduction by the halftone process, but not with as good a result as we had hoped. No portrait of this estimable, peace-loving Indian, whose name was given by law to one of our richest and most populous counties, has ever before been published in our State. A better one may some day appear—when some artist paints his portrait in oil—but this presents a good representation of his dress and general appearance. According to the late Hon. A. R. Fulton’s “Red Men of Iowa,” (p. 252), Wapello was born at Prairie du Chien, Wisconsin, in 1787. The name signifies prince or chief. At the time of the erection of Fort Armstrong, Rock Island, he is said to have ruled over one of the principal Indian villages in that vicinity. In 1829 he removed to Muscatine Slough on the west side of the Mississippi, and afterward to a point in the vicinity of the present city of Ottumwa, near which he died, March 15, 1842. Judge Copyright of Annals of Iowa is the property of State of Iowa, by & through the State Historical Society of Iowa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.	<urn:uuid:592a84b3-5e72-48cf-8753-276e8c874414>	CC-MAIN-2025-05	https://pubs.lib.uiowa.edu/annals-of-iowa/article/10141/galley/118739/download/	2025-01-19T09:09:05+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362514.64/warc/CC-MAIN-20250119083123-20250119113123-00053.warc.gz	498,182,378	696	eng_Latn	eng_Latn	0.998046	eng_Latn	0.998214	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1313, 2914, 3249 ]	[ 2.453125 ]	4	0
1. Given a quadrilateral $ABCD$, show that the midpoints of its four edges form the vertices of a parallelogram. SOLUTION. Let $M, N, P, Q$ be the midpoints of $AB, BC, CD,$ and $DA$, respectively. Then $MN$ is the midline of $\triangle ABC$ opposite $AC$, so it is parallel to $AC$ and of length $\frac{1}{2} AC$. Similarly, $PQ$ is the midline of $\triangle ACD$, so $PQ \parallel AC$ and $PQ = \frac{1}{2} AC$. Thus, the opposite sides $MN$ and $PQ$ are equal and parallel, and similarly, $NP$ and $QM$ are equal and parallel. Thus, $MNPQ$ is a parallelogram. 2. Let $x, y, z$ be nonzero real numbers such that the equations \[ x + \frac{1}{y} = y + \frac{1}{x} \] \[ y + \frac{1}{z} = z + \frac{1}{y} \] \[ z + \frac{1}{x} = x + \frac{1}{z} \] all hold. Show that two of the three variables must be equal. SOLUTION. The equation $x + \frac{1}{y} = y + \frac{1}{x}$ rearranges as \[ 0 = x^2 + \left(\frac{1}{y} - y\right)x - 1 = \left(x + \frac{1}{y}\right)(x - y) \] so either $x = y$ or $x = -1/y$. By applying similar logic, we conclude that $y = z$ or $y = -1/z$. If we assume $x \neq y$, $y \neq z$, we thus see that $x = z$ follows. (Note the third equation was never used.) 3. There are $m$ friends with $n$ cupcakes each weighing 1 ounce. They wish to split the cupcakes equally by dividing each cupcake into some number of parts, and allocating some parts to each person. a) Assume $m = 3$ and $n = 5$. Show that they may divide the cupcakes with all pieces being larger than $\frac{1}{3}$ ounces. b) Assume $m = 5$ and $n = 3$. Show that they may divide the cupcakes with all pieces being larger than $\frac{1}{5}$ ounces. SOLUTION. a) Each person needs $\frac{5}{3} = \frac{20}{12}$ of a cupcake. If they cut four of the cupcakes into $\frac{5}{12}$ and $\frac{7}{12}$ and the last cupcake in half, then one person can take the four $\frac{5}{12}$ pieces, giving them $$4 \cdot \frac{5}{12} = \frac{20}{12}$$ and the other two can each take two $\frac{7}{12}$ pieces and one $\frac{1}{2} = \frac{6}{12}$ piece, giving them $$\frac{7}{12} + \frac{7}{12} + \frac{6}{12} = \frac{20}{12}$$ as well. b) Each person needs $\frac{3}{5} = \frac{12}{20}$ of a cupcake. We can divide two of the cupcakes into $\frac{6}{20}$, $\frac{7}{20}$ and $\frac{7}{20}$ pieces and the last cupcake into four $\frac{1}{4} = \frac{5}{20}$ pieces. Then four of the people can get one $\frac{7}{20}$ piece and one $\frac{5}{20}$ piece and the fifth person can get the two $\frac{6}{20}$ pieces. 4. Eight friends, Aerith, Bob, Chebyshev, Descartes, Euler, Fermat, Gauss, and Hilbert, bought tickets for adjacent seats at the opera. However when they arrived they mixed up their seats: - Bob sat in his assigned seat, - Chebyshev sat two seats to the right of Gauss’ assigned seat, - Descartes sat one seat to the left of Fermat’s assigned seat, - Euler sat four seats to the left of Hilbert’s assigned seat, - Fermat sat five seats to the right of Descartes’ assigned seat, - Gauss sat one to the right of Euler’s assigned seat, - Hilbert sat three seats to the left of Aerith’s assigned seat. In whose seat did Aerith sit? SOLUTION. Number the seats 1 through 8 and let $a, \ldots, h$ be the seat assignments. Let $A$ be the seat occupied by Aerith. As each seat is assigned to exactly one person we must have $a + \cdots + h = 1 + \cdots + 8$. As each seat is occupied by exactly one person we must have $$1 + \cdots + 8 = A + b + (g + 2) + (f - 1) + (h - 4) + (d + 5) + (e + 1) + (a - 3)$$ $$= A + (a + b + d + e + f + g + h).$$ Thus $A = c$, so Aerith occupies Chebyshev’s seat. 5. Let $ n $ be a positive integer which also divides $ 2^n - 1 $. Show that $ n = 1 $. SOLUTION. Assume not and let $ p $ be the smallest prime divisor of $ n $. We have $ p \mid 2^n - 1 $, and also $ p \mid 2^{p-1} - 1 $ by Fermat’s little theorem. By using the classical fact that $ \gcd(2^x - 1, 2^y - 1) = 2^{\gcd(x, y)} - 1 $, we conclude $ p $ divides $ 2^{\gcd(p-1, n)} - 1 $. But since $ p $ is the smallest divisor of $ n $, it follows $ \gcd(p - 1, n) = 1 $. So $ p $ divides $ 2^1 - 1 = 1 $ which is absurd. 6. Let $ ABC $ be an acute triangle with circumcenter $ O $, incenter $ I $, orthocenter $ H $. If $ OI = HI $, what are the possible values of the angles of triangle $ ABC $? SOLUTION. Answer: this occurs if and only if some angle is 60 degrees. One direction is immediate; if $ \angle A = 60^\circ $ then $ BHOIC $ are cyclic since $ \angle BHC = \angle BIC = \angle BOC = 120^\circ $. For the other direction, note that we have an “SSA congruence” of triangles $ AIH $ and $ AIO $. Consequently, either $ A $ lies on the circle $ (OIH) $ or $ \triangle AIH \cong \triangle AIO $. In latter case, $ AH = AO $, but since it’s known that $ AH = 2AO\cos A $, it follows that $ \cos A = \frac{1}{2} \implies \angle A = 60^\circ $. Now it’s impossible for $ A, B, C \in (OIH) $ since the points $ A, B, C, O $ are not concyclic. Thus some angle must be 60°. 7. Prove that if positive real numbers $ x, y, z $ have sum 1, then \[ \frac{x}{x + yz} + \frac{y}{y + zx} + \frac{z}{z + xy} \leq \frac{2}{1 - 3xyz}. \] SOLUTION. The idea is to use the identity \[ \frac{x}{x + yz} = \frac{x}{x(x + y + z) + yz} = \frac{x}{(x + y)(x + z)} = \frac{x(y + z)}{(x + y)(y + z)(z + x)}. \] So the left-hand side is exactly equal to \[ \frac{2(xy + yz + zx)}{(x + y)(y + z)(z + x)} = \frac{2(xy + yz + zx)(x + y + z)}{(x + y)(y + z)(z + x)}. \] We let $ k = (xy + yz + zx)(x + y + z) $. On the other hand, we claim that $ k \leq 1/3 $, which is sufficient. Indeed, to prove $ k \leq 1/3 $ it suffices to prove that \[ xy + yz + zx \leq \frac{(x + y + z)^2}{3} \] which is a direct consequence of Cauchy-Schwarz inequality. On the other hand, the left-hand side equals, exactly, \[ \frac{2k}{k - xyz} = 2 + \frac{2xyz}{k - xyz}. \] So simply noting $ k \leq 1/3 $ implies the desired conclusion, since this is a decreasing function of $ k $.	<urn:uuid:ea341908-ef27-41d9-a522-5b981217f9ea>	CC-MAIN-2022-05	https://mathcircle.berkeley.edu/sites/default/files/handouts_mc/solutions/2021/mc7s.pdf	2022-01-22T06:07:20+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303747.41/warc/CC-MAIN-20220122043216-20220122073216-00146.warc.gz	427,144,857	2,091	eng_Latn	eng_Latn	0.910252	eng_Latn	0.966846	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1203, 3615, 6070 ]	[ 2.640625 ]	1	0
1. A palindrome is a positive integer that reads the same forward and backward, like 2552 or 1991. Find a positive integer greater than 1 that divides all four-digit palindromes. Solution. We claim that 11 divides all four digit palindromes. Note that any four digit palindrome $ abba $ is the sum \[ abba = a00a + bb0 = a \times 1001 + b \times 110. \] Now, 110 is a multiple of 11, since it is $ 11 \times 10 $, and 1001 is a multiple of 11, since it is $ 11 \times 91 $. Thus, $ a00a $ and $ bb0 $ are multiples of 11, so their sum is also a multiple of 11. 2. A sheet of graph paper has perpendicular grid lines spaced 1 unit apart. On the paper, you draw a polygon all of whose edges lie along the grid lines. Determine all possible perimeters for this polygon. Solution. The possible perimeters are all even numbers greater than 2. To show that these are all possible, note that a $ 1 \times (n - 1) $ rectangle has perimeter $ 1 + (n - 1) + 1 + (n - 1) = 2n $, so there is a shape with perimeter $ 2n $ for every $ n \geq 2 $. To show that no shape can have odd perimeter, imagine walking along the boundary of the shape starting from some point and coming back to the same point. For every step to the right, you must also take a step to the left at some point, and for every step up, you must also take a step down at some point to end up back where you started. Thus, the total number of steps must be even. 3. Suppose $ x, y, $ and $ z $ are real numbers that satisfy $ x + y + z > 0 $, $ xy + yz + zx > 0 $ and $ xyz > 0 $. Prove that $ x, y, $ and $ z $ must all be positive. Solution. (Problem source: Aops) Note that $ x, y, $ and $ z $ are the roots of the polynomial \[ (t - x)(t - y)(y - z) = t^3 - (x + y + z)t^2 + (xy + xz + yz)t - xyz. \] We claim that this polynomial has no negative roots. To see this, if we plug in a negative value of $ t $, all four terms we are adding are negative, so the sum is negative. If we plug in $ t = 0 $, the first three terms are negative, and $-xyz$ is negative since $ xyz $ is positive, so the sum is again negative. Thus, whenever $ t \leq 0 $, the sum is negative, so any real root must satisfy $ t > 0 $. So, since $ x, y, $ and $ z $ are all roots, they must all be positive. 4. You are blindfolded and have a spinning table with four switches on it in front of you. The switches are always either up or down, and you don’t know what configuration they start in. On each move, you can spin the table some unknown amount, then reach out and choose two switches (either next to each other or diagonally opposite each other), feel whether they are up or down, and then choose to flip one, both, or neither of them. You win if you turn the switches either all up or all down. Determine whether it is always possible to win the game. Solution. It is indeed possible. One strategy is as follows: a) Choose two switches that are next to each other. Turn them so they are both up. b) Choose two switches that are diagonally opposite each other (so exactly one is a switch you picked last time). Turn them so they are both up. Now at least three switches are up, so if the fourth is also up, you win. Thus, assume the fourth switch is down. c) Choose two switches that are diagonally opposite each other. If one is down, turn it up, and you win since all four are up. Otherwise, both are up, so turn one of them down. There are now two adjacent down switches and two adjacent up switches. d) Choose two adjacent switches. If both are up, turn them both down, and you win. If both are down, turn them both up, and you win. Otherwise, one is up and the other down, so turn the up one down and the down one up. Now there are two diagonally opposite up switches and two diagonally opposite down switches. e) Choose two diagonally opposite switches. If they are up, turn them down, and if they are down, turn them up. Either way, you win! 5. Find a formula for the sum of the squares of the numbers in the $n$th row of Pascal’s triangle (i.e. the numbers $\binom{n}{0}$, $\binom{n}{1}$, \ldots, $\binom{n}{n}$). Solution. We claim that the sum of the squares of the numbers in row $n$ is $$\binom{n}{0}^2 + \binom{n}{1}^2 + \cdots + \binom{n}{n}^2 = \binom{2n}{n},$$ the middle number in row $2n$ of Pascal’s triangle. To prove this, we can think of the right side as the number of ways to form a committee of $n$ people chosen from some $2n$ people. For the left side, suppose the $2n$ people are $n$ men and $n$ women. If there are $k$ women on the committee, then there must be $n-k$ men, so there are $\binom{n}{k}$ ways to choose the women and $\binom{n}{n-k}$ ways to choose the men, giving $\binom{n}{k}\binom{n}{n-k} = \binom{n}{k}^2$ possible committees with $k$ women. Adding over the possible values of $k$ from 0 to $n$ gives the sum on the left. Since each side counts the same thing in a different way, the two sides must be equal. 6. Find all functions $f : \mathbb{R} \to \mathbb{R}$ such that for all real numbers $x \neq 0$, $$f(x) + 2f\left(\frac{x-1}{x}\right) = 3x.$$ (Note that the function must be defined for all $x \in \mathbb{R}$, including $x = 0$.) Solution. (Problem Source: Aops) Plugging $\frac{x-1}{x}$ in for $x$ in the functional equation gives $$f\left(\frac{x-1}{x}\right) + 2f\left(\frac{\frac{x-1}{x} - 1}{\frac{x-1}{x}}\right) = f\left(\frac{x-1}{x}\right) + 2f\left(\frac{1}{1-x}\right) = \frac{3(x-1)}{x}.$$ Now plugging $\frac{1}{1-x}$ in for $x$ gives $$f\left(\frac{1}{1-x}\right) + 2f\left(\frac{\frac{1}{1-x} - 1}{\frac{1}{1-x}}\right) = f\left(\frac{1}{1-x}\right) + 2f(x) = \frac{3}{1-x}.$$ We now have three equations in three “variables”: \begin{align} f(x) + 2f\left(\frac{x-1}{x}\right) &= 3x, \\ f\left(\frac{x-1}{x}\right) + 2f\left(\frac{1}{1-x}\right) &= \frac{3(1-x)}{x}, \\ f\left(\frac{1}{1-x}\right) + 2f(x) &= \frac{3}{1-x}. \end{align} To isolate $f(x)$, we take equation (1) minus 2 times equation (2) plus 4 times equation (3), which makes the $f\left(\frac{x-1}{x}\right)$ and $f\left(\frac{1}{1-x}\right)$ terms on the left cancel and gives $$9f(x) = 3x - 2 \cdot \frac{3(x-1)}{x} + 4 \cdot \frac{3}{1-x}.$$ Dividing by 9 on both sides and combining terms on the right with a common denominator gives \begin{align} f(x) &= \frac{x^2(1-x) + 2(1-x)^2 + 4x}{3x(1-x)} \\ &= \frac{-x^3 + 3x^2 + 2}{3x(1-x)}. \end{align} However, we note that this function is not defined for $x = 0$ or $x = 1$, while the domain of $f$ should be all real numbers. The only constraint on $f(0)$ and $f(1)$ comes from plugging $x = 1$ into the functional equation, giving $$f(1) + 2f(0) = 3.$$ Thus, $f(0)$ can be any real number $c$, and $f(1)$ must be $3 - 2c$. Putting this together gives the solutions $$f(x) = \begin{cases} \frac{-x^3 + 3x^2 + 2}{3x(1-x)} & x \neq 0, 1 \\ c & x = 0, \\ 3 - 2c & x = 1 \end{cases}$$ for any real number $c$. 7. An infinite castle has rooms labeled $1, 2, 3, \ldots$. If room $n$ is on the same hall as rooms $2n + 1$ and $3n + 1$ for every $n$, what is the maximum possible number of different halls on the castle? Solution. We claim that all rooms must be on the same hall. Suppose for contradiction there is a room other than room 1 that is the first room on its hall. We will show by induction that its room number must be congruent to $2^{2k-1} \pmod{3 \cdot 2^{2k-1}}$ for every positive integer $k$, and therefore must be infinitely big. First, note that room $2n$ is on the same hall as room $3n$ for every $n$, since both are connected to room $$3 \cdot 2n + 1 = 2 \cdot 3m + 1 = 6n + 1.$$ Thus, no room that is a multiple of 3 is first on its hall. Also, no room that is odd or that is 1 (mod 3) besides room 1 is first on its hall, since if $n$ is odd room $n$ is on the same hall as room $(n - 1)/2$, and if $n$ is 1 (mod 3) room $n$ is on the same hall as room $(n - 1)/3$. Now, for the base case, we claim that a room other than room 1 that is first on its hall must be 2 (mod 6). To see this, note that the room number cannot be 1, 3, or 5 (mod 6), since then it would be odd; it cannot be 0 (mod 6), since then it would be a multiple of 3; and it cannot be 4 (mod 6), since then it would be 1 (mod 3). Thus, it must be 2 (mod 6). For the inductive step, suppose our room number can be written as $3 \cdot 2^{2k-1} \cdot m + 2^{2k-1}$ for nonnegative integers $m$ and $k$. We claim first that $m$ is odd. Thus, suppose $m$ is even. By repeatedly applying the rule that room $2n$ is on the same hall as room $3n$, our room is on the same hall as room $$\left(\frac{3}{2}\right)^{2k-1}(3 \cdot 2^{2k-1} \cdot m + 2^{2k-1}) = 3^{2k} \cdot m + 3^{2k-1}.$$ Since we are assuming $m$ is even, this room number is odd, so it is on the same hall as room $$\frac{3^{2k} \cdot m + 3^{2k-1} - 1}{2}.$$ This room number is 1 (mod 3), so it is on the same hall as room $$\frac{3^{2k} \cdot m + 3^{2k-1} - 1}{3} = \frac{3^{2k-1} \cdot m + 3^{2k-2} - 1}{2}.$$ Repeatedly applying the rule that room $nis$ on the same hall as room $(n - 1)/3$, we find that this room is on the same hall as room $$\frac{3^i \cdot m + 2^{i-1} - 1}{2}$$ for every positive integer $i$. In particular, for $i = 1$, it is on the same hall as room $3m/2$. This is a smaller room number than the one we started with, contradicting the assumption that our room was the first on its hall. We conclude that $m$ must be odd. Thus, we can write $m = 2j + 1$ for some $j$, so our room number is now $$3 \cdot 2^{2k-1}(2j + 1) + 2^{2k-1} = 3 \cdot 2^{2k} \cdot j + 2^{2k+1}.$$ We now claim that $j$ is even, which will complete our induction. Thus, suppose $j$ is odd. As before, we repeatedly apply the rule that rooms $2n$ and $3n$ are on the same hall to find that this room is on the same hall as room $$\left(\frac{3}{2}\right)^{2k} (3 \cdot 2^{2k} \cdot j + 2^{2k+1}) = 3^{2k+1} \cdot j + 2 \cdot 3^{3k}.$$ Since we are assuming $j$ is odd, this number is odd, so it is on the same hall as room $$\frac{3^{2k+1} \cdot j + 2 \cdot 3^{3k} - 1}{2}.$$ This room number is 1 (mod 3), and similarly to before, we find by repeatedly applying the rule that rooms $n$ and $(n-1)/3$ are connected that our room is on the same hall as room $$\frac{3^i \cdot j + 2 \cdot 3^{i-1} - 1}{2}$$ for each positive integer $i$. In particular, it is on the same hall as room $(3j+1)/2$, which is smaller than our starting room number. This contradicts the assumption that $j$ was odd, so $j$ must be even. This completes our proof. $\square$	<urn:uuid:9b037120-005b-4592-8229-baf2f130e3bd>	CC-MAIN-2022-05	https://mathcircle.berkeley.edu/sites/default/files/handouts_mc/solutions/2020/mc5s.pdf	2022-01-22T05:17:21+00:00	crawl-data/CC-MAIN-2022-05/segments/1642320303747.41/warc/CC-MAIN-20220122043216-20220122073216-00149.warc.gz	440,362,694	3,486	eng_Latn	eng_Latn	0.961664	eng_Latn	0.994811	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2549, 5209, 7185, 9704, 10598 ]	[ 3.421875 ]	1	0
Keeping Calves Cool in Hot Weather Hot and humid weather can take its toll on people, but calves are also susceptible to heat stress. To ensure calves stay healthy and maintain their growth rates, it’s important to keep them cool and comfortable during the sticky summer months. Calves are at their best in environments between 12 – 25 degrees Celsius. Once it gets warmer than that, they’re eating less and using energy trying to keep cool instead of devoting that energy to growth. Calves suffering from heat stress will show signs of reduced movement, decreased feed intake, higher water consumption, rapid respiration, open-mouth breathing and a lack of co-ordination in their movement. Here are some top tips to keep calves cool in hot weather: • Try to do stressful activities, like moving, grouping, handling or vaccinating in the morning hours when it is cooler. Although evening temperatures can seem cool, a calf’s body temperature can lag behind ambient temperature by four to six hours so it is best to limit stressful activities to morning hours. • Make sure calves have plenty of cool, clean and fresh water. This helps ensure they don’t get dehydrated and keeps their internal temperature down. A heat-stressed calf can drink between 11 and 22 litres of water per day. • Provide fresh feed daily to ensure calves continue to eat even in hot weather. • Feed calves before or after peak times of heat and humidity. Calves’ digestion peaks approximately four hours after feeding so altering your feeding time will ensure this doesn’t happen during the hottest time of the day. • Clean and sanitize water and milk pails regularly – this prevents algae, mold and bacteria growth. • Keep calves well-bedded and dry. Sand bedding will keep calves cooler and also helps control flies. • For calves housed outdoors, make sure there is access to shade and protection from wind or heavy rain. • Fresh, clean air is important to maintain calf health. Either natural ventilation or total air exchange with fans is essential to keep their immune systems strong. In naturally ventilated buildings, all vents and sidewall curtains should be completely open. Bad ventilation can result in respiratory problems, decreased feed consumption and reduced gain. • Make sure there is good airflow in and around hutches. Keep hutch vents and doors open. • Lift the back of the hutch slightly off the ground. This lowers temperature and carbon dioxide levels inside the hutch and boosts air movement. • Situate calf hutches in shaded areas. If you do not have naturally shaded areas, consider building temporary shade structures – like those used to protect grazing crops from the sun – to keep the hutches cool. Feed and water should also be kept in the shade. These should be at least 14 feet (4.26 m) high to ensure good airflow. • Calves with dark hides are more susceptible to heat stress than those with lighter-coloured hides. Manure Tags – Why They’re a Problem and What To Do About It As veal producers, we’ve all seen those calves covered in manure tags. What’s the problem? Why can’t veal cattle be shipped covered in manure? Shipping finished cattle covered in manure tags is a food safety concern. Manure that is embedded in the calf’s hair can contaminate the meat at slaughter with harmful pathogens like Escherichia Coli (E. Coli) O157:H7, which causes people who consume contaminated food to become very sick. This bug can live in the intestines of healthy cattle, so you may not have any indication that this pathogen lives on your farm. As a rule of thumb, the VVP recommends that 75 per cent of calves on-farm have no more than 30 per cent of their abdomen covered in manure. To help keep calves sufficiently clean at all times, including their flanks and legs, there are a few things you can do: 1. Keep calves bedded. 2. Avoid overcrowding. 3. Clip calves with long hair. Other factors to consider include diet, housing, overall calf health and weather conditions. It’s important to adjust your bedding needs accordingly to prevent calves from lying in manure. The VVP recommends that producers evaluate the calves’ cleanliness at shipping and note it in the Outgoing Veal Record, which lists the animals being shipped, along with any notes about the cattle such as broken needles. It also verifies that the withdrawal periods for medications and vaccines have been met, providing a little reminder to check the withdrawal dates before shipping to ensure the finished cattle you are marketing are safe.	<urn:uuid:80a5d886-1b7f-4671-bee0-479b117ff152>	CC-MAIN-2017-30	http://ontarioveal.on.ca/wp-content/uploads/2015/07/keeping-calves-cool.pdf	2017-07-25T22:40:03Z	crawl-data/CC-MAIN-2017-30/segments/1500549425407.14/warc/CC-MAIN-20170725222357-20170726002357-00413.warc.gz	267,685,756	928	eng_Latn	eng_Latn	0.999038	eng_Latn	0.999038	[ "eng_Latn" ]	false	rolmOCR	[ 4539 ]	[ 2.890625 ]	2	3
WATER-HOLDING CAPACITIES OF BEDDING MATERIALS FOR LIVE STOCK, AMOUNTS REQUIRED TO BED ANIMALS, AND AMOUNTS OF MANURE SAVED BY THEIR USE By J. W. Whisenand First Assistant in Animal Husbandry, Illinois Agricultural Experiment Station For 25 years investigators and teachers have been expressing erroneous conclusions as to the relative values of shavings, sawdust, and the straws for bedding live stock. These conclusions are based upon a table showing the relative liquid-absorbing capacities of various substances which appeared in 1893 (5).¹ This table, which follows, was adapted from Deherain (4). Absorption of liquids by litter \| Kind of litter \| Water retained by 100 kgm. of material after 24 hours. \| Quantity of material necessary to replace 100 kgm. of wheat straw. \| \|---------------------------------------\|--------------------------------------------------------\|------------------------------------------------------------------\| \| Wheat straw \| 220 \| 100 \| \| Barley straw \| 285 \| 77 \| \| Oat straw \| 228 \| 96 \| \| Partially decomposed oak leaves \| 162 \| 136 \| \| Peat \| 500-700 \| 40 \| \| Sawdust of poplar wood \| 435 \| 50 \| \| Spent tan bark \| 400-500 \| 48 \| \| Air-dried vegetable mold \| 50 \| 440 \| According to this table sawdust has almost twice the water-holding capacity of wheat or oat straw. Not only has this point been repeatedly referred to, but the conclusions have also been drawn that sawdust or shavings will go nearly twice as far as straw as bedding for live stock and will save a much larger portion of the liquid manure. The above table, or portions of it, have been copied in a number of publications (2, 3, 7). On the basis of these figures, the statement is made in Vermont Bulletin 206 that— Nine pounds of straw or six pounds of shavings are needed to absorb a cow's 24 hour voidings. Special Circular 11 of the Dominion of Canada Experimental Farms (7) states concerning "dry sawdust and fine shavings" that— Their absorptive capacity according to fineness and dryness is from two to four times that of ordinary straw. ¹ Reference is made by number (italic) to "Literature cited," p. 190. The values given in this old French table are reversed by tests on the absorptive capacity of oat straw, wheat straw, and shavings, conducted by the writer in the spring of 1917. These tests show that oat straw absorbs 15 to 20 per cent more water than wheat straw and more than twice as much as ordinary commercial mixed shavings. The tests are well substantiated by records kept of the amount of bedding material of the different kinds actually used for different classes of animals. In order to determine the water-holding capacity of the various materials, weighed quantities (5 to 7 pounds per sack) were sacked loosely and soaked for 12 hours. The sacks were then hung in a room in a barn, and after 5 hours, when dripping had practically ceased, were weighed. They were weighed again after hanging for 24 hours. This test was repeated several times. There was a small variation from time to time, probably due to differences in the particular samples of material obtained and to differences in the rate of evaporation on different days. However, they were relatively the same in each test. In addition to oat straw, wheat straw, and two kinds of shavings which were being used for bedding purposes, some cut oat straw, some mixed sawdust, and some very light, fine white-pine shavings were obtained for these tests. Approximate averages of the results of the tests are given in Table I. Table I.—Water-holding capacity of litter \| Material \| Water retained by 100 pounds of material after 24 hours. \| Relative water-holding power after 24 hours. \| \|-----------------------------------------------\|----------------------------------------------------------\|---------------------------------------------\| \| Oat straw (whole) \| 250 \| 100.0 \| \| Cut oat straw (about ½-inch lengths) \| 244 \| 97.6 \| \| Wheat straw \| 210 \| 84.0 \| \| Mixed shavings from Chicago car load \| 119 \| 47.6 \| \| Mixed shavings from local planing mill \| 130 \| 52.0 \| \| Mixed sawdust from local planing mill \| 160 \| 64.0 \| \| Fine, dry white-pine shavings \| 185 \| 74.0 \| It will be noted that whole oat straw retained slightly more water than cut oat straw, about 19 per cent more than wheat straw, and twice as much as the ordinary mixed shavings used for bedding material. Whole oat straw came out slightly above the cut oat straw in every test made. The fine white-pine shavings and the sawdust retained considerably more water than the coarser mixed shavings, the white-pine shavings retaining three-fourths as much water as oat straw, and the sawdust two-thirds as much. It was impossible to get any accurate comparison between shavings and sawdust of the same kind, because the only kind of sawdust obtainable was mixed. The water-holding capacity of the sawdust varied more than that of any of the other materials. At the same time that these tests were being made, records were being kept on the relative amounts of oat straw, wheat straw, and shavings required to keep beef cows, dairy cows, and horses bedded, and on the amounts of manure saved by the use of each kind of bedding. Twelve head of beef cows kept in single stalls were divided into three comparable lots. One lot was bedded with oat straw, one with wheat straw, and one with shavings from a car load bought in Chicago. The wheat-straw and shavings lots were reversed at the middle of the 60-day period. With the dairy cows only two lots were used, 9 head in one lot and 10 head in the other. One lot was bedded with oat straw and the other with shavings from the local planing mill. The lots were reversed at the middle of the 30-day period. Only 3 horses were used: draft mares in box stalls, one bedded with each kind of material. The shavings used were from Chicago. The animals were all handled in the usual way. The beef cows were out of the barn about 9 hours a day, the dairy cows about $8\frac{1}{2}$ hours, and the horses about 9. No special attempt was made to regulate the amount of bedding used, the men in charge of each barn bedding as usual. The barns were cleaned out daily—that is, the manure and soiled part of the litter were removed. Table II shows the amount of bedding used. Table II.—Material used in keeping animals bedded \| Animals, period, and material \| Total bedding used. \| Amount per animal per day. \| Relative amount used. \| \|------------------------------\|---------------------\|----------------------------\|-----------------------\| \| \| Pounds. \| Pounds. \| \| \| Horses (1 per lot, 49 days): \| \| \| \| \| Oat straw \| 716 \| 14.61 \| 100 \| \| Wheat straw \| 844 \| 17.22 \| 118 \| \| Shavings \| 1,192 \| 24.32 \| 166 \| \| Beef cows (4 per lot, 60 days): \| \| \| \| \| Oat straw \| 1,766 \| 7.36 \| 100 \| \| Wheat straw \| 1,928 \| 8.03 \| 109 \| \| Shavings \| 3,207 \| 13.36 \| 182 \| \| Dairy cows (9\frac{1}{2} per lot, 30 days): \| \| \| \| \| Oat straw \| 2,064 \| 7.24 \| 100 \| \| Shavings \| 2,892 \| 10.15 \| 140 \| In keeping the animals bedded, 40 to 82 per cent more shavings than oat straw and 9 to 18 per cent more wheat straw than oat straw were used. About 15 pounds of oat straw per day was required to keep one of the horses bedded, about $7\frac{1}{2}$ pounds to keep one of the cows bedded. The horses were on an earth floor, the cattle on concrete floors. The Ohio Station found that about 7 pounds of straw were needed for steers on concrete floors (6). From the fact that the oat straw was capable of absorbing more liquid than wheat straw or shavings, one might suppose that more of the manure from the animals could be saved by the use of oat straw. In this experiment, however, about the same amount of animal excreta was saved, regardless of the kind of bedding used. To be sure, less oat straw was used as bedding to save the same amount of excreta. Table III shows the material removed. Table III.—Amount of manure saved by use of the various litters \| Animals and material \| Total manure removed \| Bedding used \| Excreta removed \| Excreta removed per animal per day \| \|----------------------\|----------------------\|--------------\|-----------------\|-----------------------------------\| \| \| Pounds \| Pounds \| Pounds \| Pounds \| \| Horses: \| \| \| \| \| \| Oat straw \| 3,551 \| 716 \| 2,835 \| 57.8 \| \| Wheat straw \| 3,409 \| 844 \| 2,505 \| 52.3 \| \| Shavings \| 3,925 \| 1,192 \| 2,733 \| 55.7 \| \| Beef cows: \| \| \| \| \| \| Oat straw \| 10,227 \| 1,766 \| 8,461 \| 35.2 \| \| Wheat straw \| 10,820 \| 1,928 \| 8,802 \| 37.0 \| \| Shavings \| 12,190 \| 3,207 \| 8,983 \| 37.4 \| \| Dairy cows: \| \| \| \| \| \| Oat straw \| 17,831 \| 2,064 \| 15,767 \| 55.3 \| \| Shavings \| 18,214 \| 2,892 \| 15,322 \| 53.7 \| While there is a variation of several per cent in the amount of excreta saved with each class of animals with the different kinds of bedding, still the variations are not large and are not consistently in favor of any one kind of material. It is evident that there is no very important difference in the amount of excreta saved as a result of the use of one or another of these materials. SUMMARY (1) The common belief that the shavings commonly used for bedding live stock have much greater water-holding capacity than straw is erroneous. Oat straw retained approximately twice as much water as shavings and 15 to 20 per cent more than wheat straw. (2) To keep animals bedded, 40 to 82 per cent more shavings than oat straw and 9 to 18 per cent more wheat straw than oat straw were required. (3) The amount of animal excreta removed from the barn in the manure was about the same regardless of the kind of bedding material used. LITERATURE CITED (1) [1917] BARNYARD MANURE. [Canada] Exp. Farms Spec. Circ. 11, 4 p. (2) BEAL, W. H. 1904. BARNYARD MANURE. U. S. Dept. Agr. Farmers’ Bul. 192, 32 p., 4 fig. (3) BURDICK, R. T. 1917. CONCERNING FARM MANURES. In Vt. Agr. Exp. Sta. Bul. 206, p. 53–72. (4) DEHERAIN, P. P. 1902. TRAITE DE CHIMIE AGRICOLE. ed. 2, 969 p., 88 fig. Paris. (5) HEBERT, A. 1893. FARM MANURE. In Exp. Sta. Rec., v. 5, no. 2, p. 141–158. (6) THORNE, C. E. 1907. THE MAINTENANCE OF FERTILITY. Ohio Agr. Exp. Sta. Bul. 183, p. 195–228, illus. (7) WINTER, O. B. 1915. LOSSES AND PRESERVATION OF BARNYARD MANURE. Mich. Agr. Exp. Sta. Circ. 26, 8 p.	<urn:uuid:223ca523-281b-4f6e-9925-a8c866518b0f>	CC-MAIN-2021-31	https://naldc-legacy.nal.usda.gov/naldc/download.xhtml?id=IND43966031&content=PDF	2021-07-25T00:40:17+00:00	crawl-data/CC-MAIN-2021-31/segments/1627046151531.67/warc/CC-MAIN-20210724223025-20210725013025-00213.warc.gz	416,929,157	2,871	eng_Latn	eng_Latn	0.992608	eng_Latn	0.998449	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 3220, 6813, 10523, 13989 ]	[ 2.796875 ]	2	0
Incey Wincey Spider Pictures Right here, we have countless book incey wincey spider pictures and collections to check out. We additionally come up with the money for variant types and furthermore type of the books to browse. The satisfactory book, fiction, history, novel, scientific research, as well as various supplementary sorts of books are readily comprehensible here. As this incey wincey spider pictures, it ends occurring swine one of the favored book incey wincey spider pictures collections that we have. This is why you remain in the best website to see the unbelievable ebook to have. SONG \| Eensy Weensy Spider Song and Lyrics The Very Hungry Spider (Sillywood Tales) - An animated children's story book ITSY BITSY SPIDER NURSERY RHYME SONG Incy Wincey Spider - Sounds Like This for Kids! The Itsy Bitsy Spider by Iza Trapani Incy Wincy Spider - Read aloud children's book scary incy wincy spider \| halloween song \| nursery rhymes \| kids songs \| scary pumpkin The Itsy Bitsy Spider + More \| Kids Songs \| Super Simple Songs Story Time: The Itsy Bitsy Spider Itsy Bitsy Spider Board book by Emily Bannister (Illustrator) The Eensy Weensy Spider \| Kids Songs \| Super Simple Songs Incey Wincey Spider Pictures Apr 26, 2017 - Explore Burkhard Oelze's board "Incy Wincy Spider" on Pinterest. See more ideas about Spider theme, Nursery rhymes activities, Spider. Incy Wincy Spider Collection by Burkhard Oelze. 27 Pins. B. Itsy bitsy spider water play. We have been singing and reading about the Itsy Bitsy Spider and my oh my this is truly a fun song or rhyme to extend into all parts of the classroom ... 20+ Best Incy Wincy Spider images \| spider theme, nursery ... Apr 8, 2020 - Explore Alison Webb's board "Incy wincy spider" on Pinterest. See more ideas about Spider activities, The very busy spider, Spider theme. Incy wincy spider Collection by Alison Webb. 156 Pins 31 followers "It's Raining" station for the sensory table in pre-kindergarten. Add colored animals or dinos for them to sort while playing in the water:) Alison Webb. Spectacular Spider ... 100+ Incy wincy spider ideas in 2020 \| spider activities ... Incy Wincy Spider Visual Aids (SB699) A set of simple A4-size visual aids for use when telling the popular nursery rhyme of Incy Wincy Spider. Beginning Of The School YearFirst Day Of SchoolSchool GiftsSchool StuffSchool FunSchool IdeasReligionStudent TeachingTeaching Kindergarten 22 Best incy wincy spider images \| Spider, Nursery rhymes ... Incy Wincy spider song prop: Making this song prop provides a great sensory experience when using the black paint with your hands. The children love squelching the paint and making marks with various items they choose as well as their hands of course. One of the best tools we have. To make the prop you will need: Kitchen roll tube Long piece of ... 20+ Incy Wincy Spider Activities ideas \| spider activities ... A super Incy Wincy Spider classroom display photo contribution. Great ideas for your classroom! ... Songs in Pictures ‧ Free Itsy Bitsy Spider PECs. The Itsy Bitsy Spider is a song that I've been trying to get Noah interested in for years. Finally, he's interested, but I can't always get him to do the gestures, so I thought I'd introduce a PEC board for it. It went over well today with ... 13 Best Incy wincy images \| Spider crafts, Spider ... This powerpoint features the classic children's nursery rhyme 'Incy Wincy Spider' with lovely hand drawn images to illustrate it. Use it to help demonstrate the use of rhyme, or to start discussions about the water cycle and where water goes when it rains. Nursery rhymes are also great for reinforcing letters and sounds, have your children learn the rhyme together using the powerpoint, and then ... Incy Wincy Spider Images (teacher made) - Twinkl This lovely set of colouring sheets features 6 different images from the nursery rhyme 'Incy Wincy Spider'. Great for increasing familiarity with key plot point and characters, you can use them to reinforce fine motor skills, or just for fun! Try putting the finished pictures up on display, or send them home for the parents. Incy Wincy Spider Colouring Sheets (teacher made) Listen to Nursery Rhymes & Kids Songs - Best Videos Click Here - https://www.youtube.com/watch?v=Hq3TFxehq6s&list=PLbELaiA4QD9oV2bB4KpVn7s6jWHW35Eb6 Listen... Incy Wincy Spider \| Itsy Bitsy Spider \| Plus Lots More ... Incy wincy spider Climbed up the waterspout Down came the rain And washed the spider out Out came the sunshine And dried up all the rain And incy wincy spider Climbed up the spout again. Incy wincy spider Climbed up a tree Down came the snow And made poor incy freeze Out came the sunshine And melted all the snow So incy wincy spider Had another go. Play School - Incy Wincy Spider Lyrics \| MetroLyrics We found for you 15 pictures from the collection of Spider coloring incy wincy spider! Use these images to quickly print coloring pages. And you can freely use images for your personal blog! Incy wincy spider - Coloring pages - Print coloring 2019 A collection of Incy Wincy (Itsy Bitsy) Spider activities and resources to encourage creativity, counting and literacy development for young children! I'm excited to begin a new series about singing, rhymes and music, starting with some popular nursery rhymes and counting songs over the next few weeks. Where possible I will be linking to one of my new favourite online resources, Twinkl, an ... Incy Wincy Itsy Bitsy Spider Activities and Resources ... Jul 14, 2019 - Explore Roxy Grant's board "Incy Wincy Spider" on Pinterest. See more ideas about Spider activities, Nursery rhymes activities, The very busy spider. 10+ Best Incy Wincy Spider images \| spider activities ... Incey-wincey spider. TV-AM First Anniversary. Tarantula by bath plug hole. Mexican red knee tarantula (Brachypelma smithi) crawling amongst leaf litter. Entertainment - TV-AM Presenters. Wincey Willis outside the ITV studios Featuring: Wincey Willis Where: London, United Kingdom When: 29 Sep 2014. Tarantula by Wincey Stock Photos & Wincey Stock Images - Alamy Follow the Incy Wincy Spider up the waterspout with this adorable nursery rhyme. Printables, Games and Crossword Incy Wincy Spider. Incy Wincy Spider is one of the most popular nursery rhyme. This joyful rhyme describes how a spider goes up, comes downs and again climbs up the waterspout of a gutter system. incy wincy spider printable Incy Wincy Spider - Nursery Rhyme - Lyrics and Printables ... Incy Wincy Spider (Itsy bitsy spider) craft and activity idea for kids. Use these simple props to sing-a-long to this popular nursery rhyme. The Eensey Weensey Spider Craft - Fine Motor Skills Craft - Super Simple. Act out The Eensey Weensey Spider with this Dramatic Play Set craft. Attach the pieces to clothes pins and a ruler to help kids develop fine motor skills and strengthen their hand ... 40+ Eensey Weensey Spider (or Itsy Bitsy Spider) ideas ... This great set of A4 story sequencing cards features key scenes from the story of Incy Wincy Spider. Great for young or lower ability children, they can be used to increase and assess familiarity with the main events in the story, as well as for starting discussions about the different key points and story structure. Incy Wincy Spider Story Sequencing 4 per A4 (teacher made) This lovely set of colouring sheets features a scene from the nursery rhyme 'Incy Wincy Spider'. Great for increasing familiarity with key plot point and characters, you can use them to reinforce fine motor skills, or just for fun! Try putting the finished pictures up on display, or send them home for the parents. Incy Wincy Spider Scene Colouring Sheet (teacher made) Incy Wincy Spider Song Sheet (SB10810) A printable sheet featuring the words to the "Incy Wincy Spider" nursery rhyme in a simple format for use with children. Preview & Download. Incy Wincy Spider Role-Play Masks (SB6104) Printable role-play masks to accompany the well-known nursery rhyme. Includes colour and black and white versions. Preview & Download. Spider A4 Page Borders (SB8059 ... Incy Wincy Spider Nursery Rhyme Teaching Resources ... Jan 29, 2015 - Free Printable Itsy Bitsy Spider. Free Printable Itsy Bitsy Spider Nursery Rhyme to sing and color the page. You can use the printable Itsy Bitsy Spider for school, homeschooling, or home, print the Itsy Bitsy Spider using your inkjet or laser printer and share with kids. They can sing the nursery rhyme together and have fun coloring the letters in Copyright code : 2a18f492f4760a41b3ac176d4e77472a	<urn:uuid:b7e53905-21de-47fb-92c8-468a2f2884b0>	CC-MAIN-2021-49	http://myprofile.recordnet.com/cgi-bin/content/view.php?data=incey_wincey_spider_pictures&filetype=pdf&id=2a18f492f4760a41b3ac176d4e77472a	2021-11-28T23:25:07+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358673.74/warc/CC-MAIN-20211128224316-20211129014316-00156.warc.gz	55,639,519	2,011	eng_Latn	eng_Latn	0.986595	eng_Latn	0.990964	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 599, 2490, 4343, 6054, 7772, 8584 ]	[ 2.703125 ]	1	0
graphers will be glad to answer your questions. And any good book on photography techniques will be invaluable. The most important thing to remember when first beginning to take pictures for the classroom is to keep records of your photography attempts. Take a number of slides of various subjects, varying the lens setting and lighting each time, until you get a perfect exposure. Then use that technique for future pictures. Experience is always the best teacher, but especially so for the photographer. Randall P. Moore Refugio High School Refugio, Tex. 78377 AN INQUIRY APPROACH TO BIOLOGY The scene is a tenth grade biology class, and the students, working in groups of four, are performing a laboratory investigation. Student A is directing the team in answering discussion questions. Student B will soon lead the team in performing the experiments by delegating the work. Meanwhile, student C's responsibilities are concerned with data gathering and recording. The fourth team member, student D, is responsible for observing and recording all four students' performance of the experiment. If problems in working together or difficulties with the investigation should arise, student D will call these to the group's attention and lead a discussion to resolve these problems. The situation described above is not unique to biology or, for that matter, to science. Group work has probably been used in many or most classes. But in biology a program has been developed in which the process of group work is very specific and detailed. Well defined responsibilities are designated four different roles. Student A's role is discussion coordinator. Student B is the technical advisor. Student C is the data organizer, and student D's role is process advisor. The biology program using these student assignments is called the Inquiry Role Approach (Bingman et al. 1974). The students begin using the IRA activities at the beginning of the year—on the first day of class, if possible. Those activities will introduce them to inquiry and orient them to the processes of group work. After using IRA in the classroom for three years, we are convinced that it is a beneficial and necessary instructional procedure that meets imperative needs. The "knowledge explosion" has made content mastery as the major goal of any discipline impractical. There is more to be learned in school than what is between two book covers, and IRA offers more than content. The program is designed to lead students toward achievement in three principal areas: (i) social skills—communicating information, making decisions, reaching agreements with peers, carrying out responsibilities, and accepting others' ideas and feelings; (ii) inquiry skills—formulating problems and hypotheses, designing studies, executing plans, interpreting data or findings, and applying and synthesizing knowledge; and (iii) attitudinal qualities—openness, curiosity, confidence, objectivity, and responsibility (Bingman 1969). Enhancement of the attitudinal and social skills is achieved by the students' working in groups and assuming within the groups the roles described earlier. These roles should be alternated during the year to provide each student the opportunity to experience them all. Assessment forms for these two goal areas are available with the IRA program. They consist of a list of the skills on which the students are rated by their peers according to their performance. Each student is awarded points according to how often he exhibits a skill as follows: 1—rarely or never; 2—occasionally; 3—sometimes; 4—frequently; 5—very frequently. The students use and learn inquiry skills with the IRA inquiry guide and the LEIB (Laboratory Explorations in Biology). The inquiry guide is a paper-and-pencil problem-solving activity in which the students are given a series of biological statements; for example, "Water and energy are the principal limiting factors to the life of an ecosystem." Their task is to determine if the statement is acceptable or unacceptable and to support their positions with evidence from textual references. After the inquiry guide is completed individually, team and then full class discussions take place, frequently challenging results. Greater retention and understanding of the biology content is achieved by this sequence. The LEIBs differ greatly from traditional "cookbook" laboratories. Each team chooses its own problem to study, formulates a hypothesis for the problem, and designs experiments to prove or disprove the hypothesis. Further, the team researches related literature, gathers and interprets data from the experiments, and, finally, applies and synthesizes the knowledge. In other words, the last step of the LEIB is to relate the data and conclusions of the experiment to other situations (yeast population studies, for example, are related to man's population problem). Teams may spend as much as a month pursuing a LEIB, after which they report to the class. With the learning and execution of the inquiry skills through the LEIBs and inquiry guides, students have the opportunity to develop perhaps the single most important product of education—the ability to think and to solve problems. Our prior research (Renner et al., in press) has shown that approximately 65% of the students enrolling in our biology classes were concrete operational thinkers. That told us that they could function and think only with concrete objects, events, or situations. We do not believe our students are atypical. Other research (Sheehan 1970) has shown that even students who are thinking at the formal level demonstrate higher levels of achievement while in school if they are taught concretely as opposed to formally. IRA is ideally suited to concrete teaching, because it is predominantly laboratory work and group discussion. The interaction with the materials of a discipline and discussion about that interaction and its results constitutes what we believe to be concrete teaching. In the IRA plan, approximately 3% of the time is devoted to lecture, that is, listening to the abstractions of a discipline being described without interacting with the materials. When the teacher only spends 3% of his time lecturing, the remainder can be spent moderating class or team discussions, interacting with individuals or entire teams, and, in general, circulating among the various teams. We feel this situation is the epitome of the individualization of instruction. The teacher can spend time with each team or individual student discussing problems and questions unique to that group or person. This procedure combines the best of two pedagogical worlds—individual attention from the teacher and the social interaction of group discussion. Even though content retention is not the primary goal of IRA, scores on content tests of IRA students are much higher than scores on similar tests administered in years previous to its use (Seymour et al. 1973). Tangible evidence of success with IRA is shown through more class involvement than in previous years, better attendance (14% improvement in biology classes at Norman High School in 1972–73 over 1971–72), greater content mastery, and improved grades. Before the IRA program was used at Norman High School, approximately 50% of the biology grades were C's and D's. With the IRA, 50% of the grades were B's and C's. Working in teams results in students putting pressure on their peers to become involved. That peer pressure results in involvement of the learners with the content. We hypothesize that involvement is what produces the increased content mastery. There is no doubt that one of the major advantages of any school situation is the opportunity for students to interact in a social setting. IRA provides such experience. But as science teachers we want that social experience to be provided within the context of good, sound science content. From our perspectives—teaching high school students and teaching potential teachers—the IRA program meets both content and process needs in science, and we feel it would do so in any discipline. We recommend it. Often when a new program such as IRA is introduced, teachers have specific questions they would like answered. What follows are four questions we have been asked; the answers have been formulated from our experience with IRA at Norman High School. 1. Does the program involve team teaching? Team teaching and team planning could be used to implement IRA, but these methods aren't mandatory. We have seen success with team planning (at Norman High School in 1972–73) and without it. 2. What about students who cannot work effectively as team members? This situation should be resolved with the student's best interests in mind, which may mean letting him work alone. This solution may be at the expense of the social skills the IRA program develops. The decision will depend on the immediate circumstances. 3. How much time is spent on laboratory work in which the student interacts with laboratory materials? About 70% of class time. 4. How much time is spent on paper-and-pencil activities? Approximately 20% of class time, and the remaining 7% is devoted to class discussions. References BINGMAN, R. M., ed. 1969. Inquiry objectives in the teaching of biology. Biological Sciences Curriculum Study-Mid-continent Regional Educational Laboratory, Kansas City, Mo. __, P. G. KOUTNIK, L. A. SEYMOUR, L. F. PADBERG, and K. J. BINGMAN. 1974. Inquiry role approach. Silver Burdett Publishing Co., Morristown, N.J. RENNER, J. W., D. G. STAFFORD, A. E. LAWSON, J. W. McKINNON, F. E. FRIOT, and D. H. KELLOGG. In press. Research, teaching, and learning with the Piagetian model. University of Oklahoma Press, Norman. SEYMOUR, L. A., R. M. BINGMAN, P. G. KOUTNIK, L. F. PADBERG, L. L. HAVKICEK, A. T. KOCHER, and K. A. BURTON. 1973. Inquiry role approach field test report (1972–73). Mid-continent Regional Educational Laboratory, Kansas City, Mo. SHEEHAN, D. J. 1970. The effectiveness of concrete and formal instructional procedures with concrete- and formal-operational students. Unpublished doctoral dissertation. State University of New York, Albany. Ed Marek West High School Norman, Okla. 73069 John W. Renner Science Education Department University of Oklahoma Norman 73069 Terrestrial Habitats . . . from p. 410 reproduce. In light of this finding, plus the fact that the cells are constantly being distributed by animal activity and by passive transport in the air, it is not difficult to comprehend the abundance and universal distribution of the opportunistic C. cucullus. This paper suggests but a few of the many experiments students can undertake using this easily accessible animal. Although the suggested questions have already been answered in the literature, they encourage original thought and investigation—an ideal way to turn on students to the joy of discovery. REFERENCES BARKER, H. A., and C. V. TAYLOR. 1931. A study of the conditions of encystment of Colpoda cucullus. Physiological Zoology 4:620. GOODEY, T. 1911. A contribution to our knowledge of the Protozoa of the soil. Proceedings of the Royal Society of London, B, 84:165. MUELLER, J. A., and W. P. MUELLER. 1969. Colpoda cucullus and the honeybee. Journal of Protozoology 16:60. ___. 1970. Colpoda cucullus: a terrestrial aquatic. American Midland Naturalist 84:1. PENN, A. B. 1936. Reproduction in Colpoda cucullus. Archiv für Protistenkunde 88:366. TAYLOR, C. V., and W. J. van WAGTENDONK. 1941. Growth studies of Colpoda duodenaria in the absence of other living organisms. Journal of Cell and Comparative Physiology 17(3):349.	<urn:uuid:5be43923-24c2-4d68-bbab-3877eef4cf13>	CC-MAIN-2021-49	https://watermark.silverchair.com/4445323.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAArEwggKtBgkqhkiG9w0BBwagggKeMIICmgIBADCCApMGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMSHSebke38cTxqV2-AgEQgIICZFjLGrMFTZIwlX3gHeR4peQeKMBsDItgf1lj7h3WgFmV6DTBw-vxCOYJatTtG0H7yjZyAutN_hzQqQWOC2Hs6bVvvMhxLeoIeq17v9bSPAHL_JIxKIeLaYksh_UPtd29XBmLD1OmW2E9J6NaRAn3-XUwcLPpzD9Gummlo5TkuCIcfIXo2zv2dJ2bwoku4fAeddqmm0tFWanosPTWG3khaxZhaNAz-PU6YMkRE8IoGv51R7TiVIWJfMdugEhMD-KU4JH9FxL70dH9fpSpw6TEOcAEBeGMOrf0u5ls5nkVj0w2U0OvWa3MRaiPmLpwugzCnDgYpDPOs9KhKwvOV-mfUPwD_SO2cA37axx_5CNd1fnHQ4lDSnGXTLmKW_vTFF45knjHEex0oOmPuQ0CE1qT_qEI_vxAuyutR82jH5BKKJv01x1UcpfViU6PCu6VH4F9thfN6zjkPSaF1nARdNh8usklPwVs1MZCfmuOoOn6xnxXUflDM1t-PyzZHHTFbmW9eixeP9UG97FzkgrQK7EWZnwh7Bl9a28pfslWA9MyFG52zWHkCB7dcQMIZ18FkxOMmIThuBJh57ZBxSILMjYpjOPV24YcyydFJ7Vw7ZsG3LqAYvgKVIfgRdKBx0pWjzrsC6PToghsavw7Vv42j48MsFvJTA7mFKyAVP-smIdu-QLtYcqGWUbPBT2i3vvLSGIF7vGeXPU2LHYZwgQv0hsFGU9D8_4tBphlFhMlCHQklxMUyABXsdGgGkkSgUNSvnjNsWzG4_WrRZFfGHLqn6sq9tINI4kKbu19Xm2bYXZ9u0S11_G7Zw	2021-11-29T00:49:34+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358673.74/warc/CC-MAIN-20211128224316-20211129014316-00158.warc.gz	700,568,556	2,509	eng_Latn	eng_Latn	0.995517	eng_Latn	0.997476	[ "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 6113, 11699 ]	[ 2.859375 ]	2	0
ATOMIC BOMB DOCUMENTS As we continue learning about WWII, one of the most important decisions the United States had to make in regards to ending the war was whether or not to drop the atomic bomb on the citizens of Japan. In this packet, you are receiving several documents regarding both the pros and cons of this decision. It is your job to go through and annotate these documents. These documents will be used for your essay. You do not need to answer the questions that go along with the documents. Simply annotate them using your marking the text bookmark. This will be turned in on Friday, March 6th for a grade. We have discovered the most terrible bomb in the history of the world. It may be the fire destruction prophesied in the Euphrates Valley Era, after Noah and his fabulous Ark. Anyway we "think" we have found the way to cause a disintegration of the atom. An experiment in the New Mexico desert was startling - to put it mildly. Thirteen pounds of the explosive caused the complete disintegration of a steel tower 60 feet high, created a crater 6 feet deep and 1,200 feet in diameter, knocked over a steel tower 1/2 mile away and knocked men down 10,000 yards away. The explosion was visible for more than 200 miles and audible for 40 miles and more. This weapon is to be used against Japan between now and August 10th. I have told the Sec. of War, Mr. Stimson, to use it so that military objectives and soldiers and sailors are the target and not women and children. Even if the Japs are savages, ruthless, merciless and fanatic, we as the leader of the world for the common welfare cannot drop that terrible bomb on the old capital or the new. He and I are in accord. The target will be a purely military one and we will issue a warning statement asking the Japs to surrender and save lives. I'm sure they will not do that, but we will have given them the chance. It is certainly a good thing for the world that Hitler's crowd or Stalin's did not discover this atomic bomb. It seems to be the most terrible thing ever discovered, but it can be made the most useful... Mr. Akihiro Takahashi was 14 years old, when the bomb was dropped. He was standing in line with other students of his junior high school, waiting for the morning meeting 1.4 km away from the center. He was under medical treatment for about year and half. And even today black nail grows at his finger tip, where a piece of glass was stuck. The heat was tremendous. And I felt like my body was burning all over. For my burning body the cold water of the river was as precious as the treasure. Then I left the river, and I walked along the railroad tracks in the direction of my home. On the way, I ran into another friend of mine, Tokujiro Hatta. I wondered why the soles of his feet were badly burnt. It was unthinkable to get burned there. But it was undeniable fact the soles were peeling and red muscle was exposed. Even I myself was terribly burnt, I could not go home ignoring him. I made him crawl using his arms and knees. Next, I made him stand on his heels and I supported him. We walked heading toward my home repeating the two methods. When we were resting because we were so exhausted, I found my grandfather's brother and his wife, in other words, great uncle and great aunt, coming toward us. That was quite coincidence. As you know, we have a proverb about meeting Buddha in Hell. My encounter with my relatives at that time was just like that. They seem to be the Buddha to me wandering in the living hell. Eiko Taoka, then 21, was one of nearly 100 passengers said to have been on board a streetcar that had left Hiroshima Station at a little after 8:00 a.m. and was in a Hatchobori area, 750 m from ground zero, when the bomb fell. Taoka was heading for Funairi with her one year old son to secure wagon in preparation for her move out of the building which was to be evacuated. At 8:15, as the streetcar approached Hatchobori Station, an intense flash and blast engulfed the car, instantly setting it on fire. Taoka's son died of radiation sickness on August 28. The survival of only ten people on the streetcar have been confirmed to date. When we were near in Hatchobori and since I had been holding my son in my arms, the young woman in front of me said, 'I will be getting off here. Please take this seat.' We were just changing places when there was a strange smell and sound. It suddenly became dark and before I knew it, I had jumped outside.... I held [my son] firmly and looked down on him. He had been standing by the window and I think fragments of glass had pierced his head. His face was a mess because of the blood flowing from his head. But he looked at my face and smiled. His smile has remained glued in my memory. He did not comprehend what had happened. And so he looked at me and smiled at my face which was all bloody. I had plenty of milk which he drank all throughout that day. I think my child sucked the poison right out of my body. And soon after that he died. Yes, I think that he died for me. Question 3: Does the first-hand account of the injuries and deaths caused by the dropping of the atomic bombs influence your view of the decision to drop the bombs? Why or why not? The 50th anniversary of the end of World War II led to a wide variety of commentaries about the war itself, but most especially about the dropping of atomic bombs on Hiroshima and Nagasaki. Those two bombs killed and maimed a horrific number of people. It is not unreasonable to suppose that more than 125,000 people were killed and perhaps another 125,000 severely injured. It has been common and appropriate to emphasize the human suffering caused by the bombs. What was always most moving were the hospital scenes of burned children who, one easily imagined, died miserable deaths a few months after the camera recorded their suffering. However, we must also consider the casualties that would have borne on both sides had the bombs not been dropped. So what might it have been like not to drop the bombs? Very likely the war would have continued for some time. The bombing campaign of the mainland would have continued, perhaps for two or more months. The number of Japanese killed from these bombings alone would likely have equalled those killed by the two nuclear bombs. But then there is the invasion of Kyushu (one of the 4 main islands of Japan) to consider. It was scheduled for early November 1945. In size and scope, that campaign was to be much larger than the costly fight for Okinawa. Okinawa cost the Japanese well over 100,000 lives, in effect their whole fighting force on the island. On the U.S. side more than 12,000 soldiers and sailors died, and more than 40,000 were wounded. But the Kyushu invasion would have involved a U.S. fighting force at least twice the size of the Okinawa force. The Japanese defenders on the mainland were likely five or six times more numerous compared to those on Okinawa. Further, the suicide attackers in the form of several thousand airplanes, hundreds of mini submarines and small boats were likely to be far more effective defending the homeland than Okinawa, simply because the American and other Allied ships would be right off shore rather than several hundred miles away. U.S. casualties very likely would have reached more than 200,000 and, if things had not gone well, even 300,000. Japanese casualties no doubt would have been much higher both because of overwhelming U.S. and Allied fire power and the desperate way the Japanese were fighting. But now, beyond these figures, one needs to imagine all those dead soldiers and civilians, and the lives they would have led had they not been cut short by a bomb or a bullet. One needs also to imagine the suffering of all their relatives and friends, and imagine, as well, the suffering of those who survived the battle minus appendages, sight and sanity. Only after one has done this and then compared all that suffering to all the suffering caused by the dropping of the nuclear bombs is one in a position to begin making a rational judgment about whether nuclear bombs should have been dropped. Question 4: Why does the author think the dropping of the atomic bombs may have been justified? Do you agree? Why or why not? Considering Hiroshima: 60+ Years Later After the conclusion of the Battle for Okinawa, President Truman warned the Japanese that they could expect a "rain of ruin from the air" if they did not surrender. The Japanese did not reply. The overwhelming destruction caused by the Hiroshima and Nagasaki bombs changed the nature of war forever and led to questions about the ethics of the scientists and politicians who chose to develop and use the bomb. The following article contains two opinions; what is yours? Use the right column to respond to the following question: Did President Truman make the correct decision in using the atomic bomb? Why or why not? *** PRO AND CON ON DROPPING THE BOMB BY BILL DIETRICH Seattle Times staff reporter Historians are still divided over whether it was necessary to drop the atomic bomb on Japan to end WWII. Here is a summary of arguments on both sides: Why the bomb was needed or justified: - The Japanese had demonstrated near-fanatical resistance, fighting to almost the last man on Pacific islands, committing mass suicide on Saipan and unleashing kamikaze attacks at Okinawa. Fire bombing had killed 100,000 in Tokyo with no discernible political effect. Only the atomic bomb could jolt Japan's leadership to surrender. - With only two bombs ready (and a third on the way by late August 1945) it was too risky to "waste" one in a demonstration over an unpopulated area. - Military strategists speculated that an invasion of Japan would have caused casualties on both sides that could easily have exceeded the toll at Hiroshima and Nagasaki. - The two targeted cities would have been firebombed anyway. - Immediate use of the bomb convinced the world of its horror and prevented future use when nuclear stockpiles were far larger. - The bomb's use impressed the Soviet Union and halted the war quickly enough that the USSR did not demand joint occupation of Japan. Why the bomb was not needed, or unjustified: - Japan may have been ready to call it quits anyway. More than 60 of its cities had been destroyed by conventional bombing, the home islands were being blockaded by the American Navy, and the Soviet Union was attacking Japanese troops in Manchuria. - American refusal to modify its "unconditional surrender" demand to allow the Japanese to keep their emperor needlessly prolonged Japan's resistance. - A demonstration explosion over Tokyo harbor would have convinced Japan's leaders to quit without killing many people. - Even if Hiroshima was necessary, the U.S. did not give enough time for word to filter out of its devastation before bombing Nagasaki. - The bomb was used partly to justify the $2 billion spent on its development. - The two cities were of limited military value. Civilians outnumbered troops in Hiroshima five or six to one. - Japanese lives were sacrificed simply for power politics between the U.S. and the Soviet Union. - Conventional firebombing would have caused as much significant damage. Leaflets Dropped On Cities in Japan Leaflets dropped on cities in Japan warning civilians about the atomic bomb, dropped c. August 8, 1945 TO THE JAPANESE PEOPLE: America asks that you take immediate heed of what we say on this leaflet. We are in possession of the most destructive weapon ever devised by man. A single one of our newly developed atomic bombs is actually the equivalent in explosive power to what 2000 of our giant B-29s can carry on a single mission. This awful fact is one for you to ponder and we solemnly assure you it is grimly accurate. We have just begun to use this weapon against your homeland. If you still have any doubt, make inquiry as to what happened to Hiroshima when just one atomic bomb fell on that city. Before using this bomb to destroy every resource of the military by which they are prolonging this useless war, we ask that you now petition the Emperor to end the war. Our president has outlined for you the thirteen consequences of an honorable surrender. We urge that you accept these consequences and begin the work of building a new, better and peace-loving Japan. You should take steps now to cease military resistance. Otherwise, we shall resolutely employ this bomb and all our other superior weapons to promptly and forcefully end the war. EVACUATE YOUR CITIES. ATTENTION JAPANESE PEOPLE. EVACUATE YOUR CITIES. Because your military leaders have rejected the thirteen part surrender declaration, two momentous events have occurred in the last few days. The Soviet Union, because of this rejection on the part of the military has notified your Ambassador Sato that it has declared war on your nation. Thus, all powerful countries of the world are now at war with you. Also, because of your leaders' refusal to accept the surrender declaration that would enable Japan to honorably end this useless war, we have employed our atomic bomb. A single one of our newly developed atomic bombs is actually the equivalent in explosive power to what 2000 of our giant B-29s could have carried on a single mission. Radio Tokyo has told you that with the first use of this weapon of total destruction, Hiroshima was virtually destroyed. Before we use this bomb again and again to destroy every resource of the military by which they are prolonging this useless war, petition the emperor now to end the war. Our president has outlined for you the thirteen consequences of an honorable surrender. We urge that you accept these consequences and begin the work of building a new, better, and peace-loving Japan. Act at once or we shall resolutely employ this bomb and all our other superior weapons to promptly and forcefully end the war. EVACUATE YOUR CITIES. Source: Harry S. Truman Library, Miscellaneous historical document file, no. 258. Source: Excerpts from “Three Narratives of our Humanity” by John W. Dower, 1996. The following is from a book written by a historian about how people remember wars. John W. Dower explains the two different ways that the dropping of the atomic bombs on Hiroshima and Nagasaki is remembered. Hiroshima as Victimization Japanese still recall the war experience primarily in terms of their own victimization. For them, World War II calls to mind the deaths of family and acquaintances on distant battlefields, and, more vividly, the prolonged, systematic bombings of their cities. If it is argued that the nuclear bombing of Hiroshima was necessary to shock the Japanese to surrender, how does one justify the hasty bombing of Nagasaki only three days later, before the Japanese had time to investigate Hiroshima and formulate a response? Hiroshima as Triumph To most Americans, Hiroshima—the shattered, atomized, irradiated city—remains largely a symbol of triumph—marking the end of a horrendous global conflict and the effective demonstration of a weapon that has prevented another world war. It is hard to imagine that the Japanese would have surrendered without the atomic bomb. Japanese battle plans that were in place when the bombs were dropped called for a massive, suicidal defense of the home islands, in which the imperial government would mobilize not only several million fighting men but also millions of ordinary citizens who had been trained and indoctrinated to resist to the end with primitive makeshift weapons. For Japanese to even discuss capitulation (surrender) was seditious (against the law). Guiding Questions** 1. In 1-2 sentences each, explain the two narratives (stories) about Hiroshima. 2. Which narrative do you agree with more? Why? Document A: Textbook Even before the bomb was tested, American officials began to debate how to use it. Admiral William Leahy, Chairman of the Joint Chiefs of Staff, opposed using the bomb because it killed civilians indiscriminately. He believed that an economic blockade and conventional bombing would convince Japan to surrender. Secretary of War Henry Stimson wanted to warn the Japanese about the bomb while at the same time telling them that they could keep the emperor if they surrendered. Secretary of State James Byrnes, however, wanted to drop the bomb without any warning to shock Japan into surrendering. President Truman later wrote that he “regarded the bomb as a military weapon and never had any doubts that it should be used.” His advisers had warned him to expect massive casualties if the United States invaded Japan. Truman believed it was his duty as president to use every weapon available to save American lives. Source: American History Textbook, American Vision, pg. 615. Document B: Thank God for the Atomic Bomb My division, like most of the ones transferred from Europe was going to take part in the invasion at Honshu (an island of Japan). The people who preferred invasion to A-bombing seemed to have no intention of proceeding to the Japanese front themselves. I have already noted what a few more days would mean to the luckless troops and sailors on the spot…. On Okinawa, only a few weeks before Hiroshima, 123,000 Japanese and Americans killed each other. War is immoral. War is cruel. Source: Paul Fussell, a World War II Soldier, Thank God for the Atom Bomb, 1990. Document C: Stopping Russia "[Byrnes] was concerned about Russia's postwar behavior. Russian troops had moved into Hungary and Romania, and Byrnes thought it would be very difficult to persuade Russia to withdraw her troops from these countries, that Russia might be more manageable if impressed by American military might, and that a demonstration of the bomb might impress Russia." Source: James Byrnes was one of Truman’s advisors on the atomic bomb. In addition to defeating Japan, he wanted to keep the Soviet Union from expanding its influence in Asia and to limit its influence in Europe. Manhattan Project scientist Leo Szilard met with Byrnes on May 28, 1945. Leo Szilard wrote about his meeting with Byrnes in 1980. Document D: Survivor One of my classmates, I think his name is Fujimoto, he muttered something and pointed outside the window, saying, "A B-29 is coming." He pointed outside with his finger. So I began to get up from my chair and asked him, "Where is it?" Looking in the direction that he was pointing towards, I got up on my feet, but I was not yet in an upright position when it happened. All I can remember was a pale lightening flash for two or three seconds. Then, I collapsed. I don’t know much time passed before I came to. It was awful, awful. The smoke was coming in from somewhere above the debris. Sandy dust was flying around. . . I crawled over the debris, trying to find someone who were still alive. Then, I found one of my classmates lying alive. I held him up in my arms. It is hard to tell, his skull was cracked open, his flesh was dangling out from his head. He had only one eye left, and it was looking right at me. . . . he told me to go away. I, so, was running, hands were trying to grab my ankles, they were asking me to take them along. I was only a child then. And I was horrified at so many hands trying to grab me. I was in pain, too. So all I could do was to get rid of them, it’s terrible to say, but I kicked their hands away. I still feel bad about that. I went to Miyuki Bridge to get some water. At the river bank, I saw so many people collapsed there. . . I was small, so I pushed on the river along the small steps. The water was dead people. I had to push the bodies aside to drink the muddy water. We didn’t know anything about radioactivity that time. I stood up in the water and so many bodies were floating away along the stream. Source: Yoshitaka Kawamoto was thirteen years old. He was in the classroom at Zakoba-cho, 0.8 kilometers away from the hypocenter. He is now working as the director of the Hiroshima Peace Memorial Museum, telling visitors from all over the world what the atomic bomb did to the people of Hiroshima. ### TABLE A: Estimates of Casualties \| \| Hiroshima \| Nagasaki \| \|------------------------\|-----------\|----------\| \| Pre-raid population \| 255,000 \| 195,000 \| \| Dead \| 66,000 \| 39,000 \| \| Injured \| 69,000 \| 25,000 \| \| Total Casualties \| 135,000 \| 64,000 \| ### TABLE B: Cause of Immediate Deaths #### Hiroshima \| Cause of Death \| Percent of Total \| \|--------------------\|------------------\| \| Burns \| 60% \| \| Falling debris \| 30 \| \| Other \| 10 \| #### Nagasaki \| Cause of Death \| Percent of Total \| \|--------------------\|------------------\| \| Burns \| 95% \| \| Falling debris \| 9 \| \| Flying glass \| 7 \| \| Other \| 7 \| To Drop or Not to Drop the Atomic Bomb PART A - SHORT ANSWER The documents below relate to the bombing of Hiroshima and Nagasaki. Examine each document carefully and then answer the question or questions that follow. Documents 1-3: Drop the Bomb Document 1 "Having found the bomb we have used it. We have used it against those who attacked us without warning at Pearl Harbor, against those who have starved and beaten and executed American prisoners of war, against those who have abandoned the pretense of obeying international laws of warfare. We have used it in order to shorten the agony of war, in order to save the lives of thousands and thousands of young Americans. - President Truman defends his decision to drop the atomic bombs, August, 1945 How did Truman justify the use of the atomic bomb? Document 2 Back in August 1944, the government had issued a decree, officially classifying all Japanese citizens (what’s left of them, mostly women, children, and the elderly, as all young men had already been mobilized) as military combatants and armed them all with bamboo spears. Yes, bamboo spears. The women and children were told to fight the invading American ground forces with their bamboo spears until death. They were told that to surrender and be captured by the enemy was the ultimate shame and that they should die fighting instead. They were absolutely prepared to die fighting the American soldiers with their bamboo spears. - Published on August 21, 2008 by Satoshi Kanazawa in The Scientific Fundamentalist Why did the Japanese refuse to surrender? _______________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ Document 3 "The day was August 6, 1945. I was a G.I. who had weathered the war in Europe and now awaited my place in the storming of Japan's home islands. On Truman's orders, the first atomic bomb ever wielded in war exploded over Hiroshima. For Americans in uniform and those who waited for them to come home, outrageous as this might appear from the moral heights of hindsight, it was a sunburst of deliverance." —Lester Bernstein, New York Times, 10/24/65 Why did Bernstein feel "a sunburst of deliverance" when the atomic bomb was dropped on Hiroshima? _______________________________________ ___________________________________________________________________________ Documents 4-6: Don’t drop the bomb Document 4: "The use of this barbarous weapon at Hiroshima and Nagasaki was of no material assistance in our war against Japan. The Japanese were already defeated and ready to surrender... "In being the first to use it, we . . . adopted an ethical standard common to the barbarians of the Dark Ages. I was not taught to make war in that fashion, and wars cannot be won by destroying women and children." — Admiral William E. Leahy, President Truman's Chief of Staff, in his memoirs "I Was There" Why did Admiral Leahy feel the use of the atomic bomb on Japan was unnecessary and unethical? "The view where a moment before all had been so bright and sunny was now dark and hazy... What had happened? All over the right side of my body I was bleeding... My private nurse set about examining my wounds without speaking a word. No one spoke... Why was everyone so quiet? The heat finally became too intense to endure... Those who could fled; those who could not perished... Hiroshima was no longer a city but a burned-over prairie. To the east and to the west everything was flattened. The distant mountains seemed nearer than I could ever remember... How small Hiroshima was with its houses gone." - Michihiko Hachiya, Hiroshima Diary: The Journal of a Japanese Physician August 6 - September 30, 1945 What observations did the doctor make about the effects of the bombing on his city? 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Take a deep breath, and then let it out. How does that feel? How long can you hold your breath? How do you feel afterwards? Although there are divers who have held their breath for many minutes, the average person can only hold his or her breath for about 30 seconds. Consider how vital breath is to your body and how often you need it. It has been said that prayer is the breath of the soul. Just as you need breath to stay alive physically, you also need prayer to stay alive spiritually. Just as a breath once in a while is not enough for the physical body, a prayer once in a while will not keep you alive spiritually either. What Is Prayer? Do you know the key to every good relationship? It is communication. When there is little or no communication, relationships will suffer. For instance, would it be a problem if your mother or father never talked to you? If they had expectations concerning your behavior and house rules but never told you what they were? What if you had a job where your employer never communicated with you? Would it be stressful not knowing what was expected out of you? Many books are written about the subject of communication—how important it is and how to communicate better with others. Communication is giving information about something to someone else. Good communication is sharing ideas, thoughts, and problems that are important to you with someone who you believe will understand and be able to help you. Prayer is communication with God. It is telling Him about the problems, burdens, and thoughts that are very important to you. It is also letting Him know how thankful you are for what He has done for you. Just as a relationship with your parents, friends, teachers, etc. requires good communication, communication with God is necessary as well. Prayer is the communication cable that connects you and God. Why Should I Pray? "Wise is he who in the day of trouble knows his true source of strength and fails not to pray" (E. M. Bounds). One excuse too many people give for not praying is that they do not have enough time. Martin Luther once said: "I have a busy day and much to do tomorrow. I must get up three hours earlier and spend it in prayer." He did not let the busyness of his day prevent him from prayer, but rather it made him more aware of his need to talk to God first. Every day brings challenges, problems, decisions, or trials. It does not matter whether you are rich or poor, sick or healthy, young or old, according to Job 14:1, life is "full of trouble." You will need help, guidance, and direction. Jeremiah 10:23 tells us that "it is not in man that walketh to direct his steps." If you cannot determine which way to go and which decisions to make, you must talk to the One who is "mighty in strength and wisdom" (Job 36:5). Only He has all the right answers. When Should I Pray? Too many Christians consider prayer as something on their daily "to-do" list. They believe it is necessary, but it becomes more of a chore than a privilege. Often it is remembered right before falling asleep at night, and so a quick prayer is offered up to make the conscience feel better. Is that the best time to talk to God? How strong do you think a marriage would be if the only communication was a few words before the husband and wife fell asleep? God deserves our very best. When are you at your best? Some people wake up very slowly. Perhaps immediately after getting out of bed is not the best time for anything other than a short prayer. Likewise, some people are too sleepy right before going to bed to pray a lengthy prayer. Ask God to help you know when is the best time of the day for you to talk to Him. Are you limited to praying only once a day? What kind of a relationship would you have with God if you spoke to Him more than once per day? Daniel was able to go through a terrible trial of being thrown into a den of lions. No doubt, his habit of prayer three times every day (which he established long before this) gave him the spiritual strength he needed. Think of how many times you talk to God every day. Do you pray before every meal? Do you say a prayer before you leave home, asking for protection and help? Do you talk to God before going to bed at night? Do you have a time of more lengthy prayer, a time when you are alone and can tell God all the burdens and concerns you have? Do you ever say quick prayers of thanksgiving? Think of ways you can add extra prayer time in your day. Just as your relationships with family and friends improve with regular communication, so will your relationship with God deepen and improve as you talk to Him more often. First Thessalonians 5:17 says to "Pray without ceasing." Is that possible? Does that mean you should always be on your knees, praying out loud to God? No. God knows you have to go to school, go to work, and that you have other responsibilities. God does want you to live in a way that you are constantly aware of His presence. Prayer should be your first response to every difficult situation. How Should I Pray? Have you ever heard someone pray a beautiful prayer and thought, "I can't pray like that; I shouldn't even try"? Jesus told a story about two different prayers in Luke 18:9-14. The first prayer was much lengthier than the second (which was only seven words). Yet, it was the second prayer that touched God's heart. Why? The first man had pride in his heart, but the second man was humble. Do not be concerned when you cannot pray the same way as someone else. God wants to hear from you. Your unique personality will make your prayer your own. Speak to God from your heart—honestly, humbly, and sincerely—and He will hear you. In Sunday school, teachers often tell the smaller children to bow their heads, fold their hands, and close their eyes. Why is this important? It is teaching the children the importance of reverence during prayer. Our attitude before and during prayer will determine whether God hears our prayers or not. Before praying, were you thinking, saying, or looking at something God would not approve of? Too often people have allowed ungodly things into their lives and then think they can pray over top of all of that. If you have allowed sin into your life, Isaiah 59:2 warns that "your sins have hid his face from you, that he will not hear." What is your attitude during prayer? Do you realize you are in the presence of the One who created the universe, the One who knows everything and can do anything? As you learn more about who God truly is and what He can do, your prayers should be more reverent, more serious, and more thankful. Also, as you begin to understand who God is, your faith will increase, and you will pray with "confidence [knowing] . . . if we ask any thing according to his will, he heareth us" (1 John 5:14). 1. What is the key to good relationships? __________________________ 2. It has been said that prayer is the ________________ of the soul. 3. What is prayer? ____________________________________________ ___________________________________________________________ 3. Why should you pray? _______________________________________ 4. When should you pray? ______________________________________ 5. How can you pray without ceasing? _____________________________ 6. How should you pray? _______________________________________ 7. What can hinder prayer? _____________________________________ 8. When can you add more prayer time into your day? _______________ ________________________________________________________________ A Few Prayer Tools 1. KEEP A PRAYER JOURNAL - write down prayer burdens and date - write down answers to prayers and date 2. PRAY WITH THANKSGIVING - begin prayers with thanks - sets the tone of your prayers 3. READ ENCOURAGING BOOKS ABOUT PRAYER - read books about answered prayers 4. SEARCH FOR ANSWERED PRAYERS IN THE BIBLE - this will build your personal faith 5. TALK TO GOD ANYTIME - don't limit your conversation to prayer time only - make prayer as easy and necessary as breathing 6. BE SURE YOU ARE PRAYING IN GOD'S WILL - Bible study and prayer work together - Read 1 John 5:14 What Does the Bible Say Draw a line to the matching Scripture ♦ Pray without ceasing ♦ Ask according to God's will ♦ Do not use vain repetitions ♦ Do not be "careful" (anxious) ♦ Ask in faith ♦ Do not ask "amiss" (with the wrong motive) ♦ Pray humbly ♦ Pray with thanksgiving ♦ Pray for others ♦ Pray continually and not "faint" (lose courage) ♦ Do not pray like the hypocrites ♦ 1 John 5:14 ♦ Colossians 1:3 ♦ James 4:3 ♦ Philippians 4:6 ♦ James 1:6 ♦ 2 Chronicles 7:14 ♦ 2 Thessalonians 1:11 ♦ 1 Thessalonians 5:17 ♦ Luke 18:1 ♦ Matthew 6:5 ♦ Matthew 6:7 About Prayer?	<urn:uuid:1939d2b9-380f-4af8-bc68-80d3fdc07d92>	CC-MAIN-2021-49	https://www.gods-acres.com/uploads/5/1/3/0/51300023/yl.lesson30.pdf	2021-11-28T22:59:41+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358673.74/warc/CC-MAIN-20211128224316-20211129014316-00156.warc.gz	875,851,028	2,008	eng_Latn	eng_Latn	0.977438	eng_Latn	0.999691	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2470, 6833, 8215, 8791 ]	[ 2.15625 ]	1	1
Shooting Stars (Primula Family) Dodecatheon hendersonii, blooms January to March Also known as Mosquito Bills, this plant is widespread in moist grassy places in open woods or brush. You can see it on Ring Mountain. After the flower has been pollinated, it points up. This lets bees know which flowers still need pollinating. Pomo Indians dangled Shooting Stars above a baby’s cradle, much as we dangle a mobile above a crib. Photo by William Follette © Creative Commons BY-NC --- Fiddleneck (Borage Family) Amsinckia intermedia, blooms February to June Fiddleneck grows at the edge of brush and in grassy fields. You can find it at the entrance to Elliot Nature Preserve at the end of Cascade Drive in Fairfax, on Ring Mountain, and in Mount Burdell Open Space. There are three species of Fiddleneck in Marin; one is rare. Fiddleneck provides food for the caterpillars of Painted Lady butterflies. Photo by Theresa Fisher © Creative Commons BY-NC --- Cow Parsnip (Parsley Family) Heracleum maximum, blooms March to August Cow Parsnip is found in moist places next to roads and at the edges of woodlands. You can find it at the Limantour end of Muddy Hollow Trail. Cow Parsnip is a big plant – it can grow to be 10 feet tall. Because of its size, the scientific name recalls Hercules. Miwok Indians boiled the roots to make cough medicine. Kashaya Pomo Indians in Sonoma County ate new shoots, boiled or raw. Photo by Bruce Homer-Smith © Creative Commons BY-NC --- Checkerbloom (Mallow Family) Sidalcea malviflora, blooms May to August Also known as Wild Hollyhock and Checkermallow, this plant is widespread, and is found in grasslands. You can see it on Ring Mountain and at Chimney Rock. A rare species of Checkerbloom, the Point Reyes Checkerbloom, grows in marshes. Checkerbloom provides food for caterpillars of West Coast Lady, Common Checkered Skipper, and Painted Lady butterflies. Native Americans parched Checkerbloom seeds with hot coals, and then ground them into flour for pinole. Photo by William Follette © Creative Commons BY-NC	<urn:uuid:4d7fff88-f3b2-4fae-bdf3-69d98f5de134>	CC-MAIN-2022-40	http://classic.plantid.net/Marin/Flash-Cards/7-Fiddleneck_Shooting-Stars_Checkerbloom_Cow-Parsnip.pdf	2022-09-27T16:33:26+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335054.79/warc/CC-MAIN-20220927162620-20220927192620-00138.warc.gz	10,499,721	516	eng_Latn	eng_Latn	0.996872	eng_Latn	0.995853	[ "eng_Latn" ]	false	rolmOCR	[ 2094 ]	[ 2.328125 ]	1	0
The Experience of Iranian Architecture in Direction of Urban Passages and Forming of Urban Structures to Increase Climatic Comfort N. Utaberta, N. Sharifi, M. Surat, A. I. Che-Ani and N.M. Tawil Abstract—Iran has diverse climates and each have established distinct properties in their area. The extent and intensity of climatic factors effects on the lives of people living in various regions of Iran is so great that it cannot be simply ignored. In a large part of Iran known as the Central Plateau there is no precipitation for more than half of the year and dry weather and scarcity of fresh water pose an ever present problem for the people of these regions while in north of Iran upon the southern shores of the Caspian Sea the people face 80% humidity caused by the sea and 2 meters of annual precipitation. This article tries to review the past experiences of local architecture of Iran’s various regions so that they can be used to reshape and redirect the urban areas and structure of Iran’s current cities to provide environmental comfort by minimum use of fossil fuels. Keywords—Urban Passage; Architecture in Iran; Urban Structure, Climatic Comfort I. INTRODUCTION In the northern shores of the Persian Gulf and Oman Sea south of Iran, a region with very high temperature, humidity and low precipitation, hardships of life never ends. In the northwest and west mountainous regions of Iran, snowfall and freezing temperature impose another challenge for the residents. [1] Such effects of climate on the life of Iran’s people causes any planning concerned with their lifestyle to consider climate factors. Therefore traditional architecture of Iran innovated methods and principles that without any mechanical means the environmental conditions of the buildings in various climates were brought to comforting setting for human life as much as possible, to such success that even today with all of the new materials and technologies which are costly and pollutant cannot provide the comfort of traditional buildings and structure. Traditional architects were always trying to coordinate the main direction of buildings and urban areas southwards or towards suitable wind or any other direction which would provide the most comforting conditions for the residents. They paid utmost attention to comfort of the residents in designing the areas and relations. But nowadays that buildings are hot in summer, even hotter than their surroundings and cold in winter, comfort is almost forgotten and modern polluting and costly equipments are used to provide a semblance of comfort to the building. High costs of mechanical installations and their required energies and pollutions generated by these equipments, scholars and engineers in various countries are turning their attention to environment and each day a new innovation and method is presented. Renewable energy sources without pollutions such as solar, water and wind power and utilizing climate conditions to adjust temperature are some examples. Iran with its rich resources of fossil fuels especially natural gas and oil has been dependent upon this resource for energy supply ever since oil was discovered in its soil. [2] However, economic experts and planners believe that fossil fuel consumption must be reduced as soon as possible. Therefore extensive research to utilize the architecture experience of other countries and also successful experiences of Iran in the past seems to be necessary. This article tries to review the past experiences of local architecture of Iran’s various regions so that they can be used to reshape and redirect the urban areas and structure of Iran’s current cities to provide environmental comfort by minimum use of fossil fuels. II. FORMING OF URBAN STRUCTURES AND CITIES ACCORDING TO CLIMATIC CONDITIONS The most important event in the social life of Iran in the 20th century was the change in the lifestyle of people to move towards cities from rural areas, a rate of currently 70% and predicted to increase steadily in future years. With more than 700 cities and predicted 1000 cities in the next 20 years, if not managed properly will mean dramatic environmental degeneration. Changes in lifestyles during the recent four decades were accompanied by increasing consumption of fossil fuels or in other words, nonrenewable resources. Change of habitats from homes to apartment, high density of population in cities and fast but semi-systematic or non-systematic constructions and the resulting increase in energy consumption to provide comforting conditions has made planners to determine polities to reduce the consumption of nonrenewable energies. [3] One the effective factors on environmental comfort and reducing fuel consumption in houses is correct direction, method of establishment and general form of these buildings. In this regard various successful experiences are seen in the traditional architecture of Iran and therefore reviewing Iranian traditional architecture and utilizing their measures of adoption to climate can be very effective in using renewable energies and reducing consumption of nonrenewable fossil fuels. These experiences considered five important climatic factors: Sunlight, wind, humidity, vegetation and geography. Traditional architects, like other capable architects of the world, in order to achieve the intended comforting conditions, considered the following as the principles of climatic designing: 1) Reducing the effect of cold winds in cold regions and utilizing cool winds in torrid regions. 2) Minimizing the effect of sunlight in torrid regions and maximum utilization of sunlight in cold regions. 3) Creating slow air currents in urban areas and interior of the building in humid regions and conserving humidity in arid regions. 4) Utilizing vegetation and the geography of the region to adjust comfort factors Based on these principles, the architects studied the climatic conditions of each region and planned the building accordingly so that gradually these designs became stable patterns in each region and every architect would bind him/herself to observe these patterns. The mentioned patterns determined specific frameworks for direction of passages and buildings, positioning of structures and their general forms. III. CLIMATIC DIVERSITY OF IRAN As mentioned Iran has diverse climates and without considering them it is impossible to design a successful urban and architectural plan. Diversity of Iran’s climates includes temperate and humid regions of the north, ward and humid regions of the south, cold and mountainous of the west, warm and arid plains of the central plateau. In addition to the major climates of Iran, because of diverse regional conditions such as topography, surface waters, local and seasonal winds and etc there are various microclimates present as the subsidiary of the major climates of Iran which often does not follow the dominant climate of their region. [1] Microclimates in Iran are varied and their study requires a separate research. [1] A. Temperate and Humid Climate of North This region is the southern shores of the Caspian Sea with humid and temperate climate during winter and warm and humid during summer and is located in the north of Iran up to the northern steps of the Alborz mountain range. While this region is not near the equator, warm seasons bring about equator-like weather. Also while climate is temperate and humid during winter, the high temperature and humidity of warm seasons is the factor most affecting the trend of residential and urban patterns of this region. Humidity of about 80% in all seasons and high precipitation reaching 1818 mm in some regions, low difference between day and night temperature and extensive vegetation are the characteristics of this region. The architects of this region always followed these objectives: [4]. Provide the most shade and minimizing heat absorption 1) Create air currents in urban areas and interior of the buildings 2) Protect building against heavy rainfall and the resulting humidity In these regions the determining factor for direction of buildings was utilization of wind energy and had priority over the direction against sunlight. Confined urban areas without air currents in this region will result in accumulation of humidity which will cause breathing problems and severely degenerated comfort conditions. Therefore urban passages and structures were designed according to the mentioned objectives. In this region which is located near the shore, at daytime natural air current as a breeze blows from the sea towards shore and in the night vice versa. Therefore passages perpendicular to the shoreline would help provide almost constant air flow throughout day and night. On the other hand, constructing buildings with in-between spaces provided air flow among the structures. These spaces, especially those perpendiculars to the shoreline greatly helped to prevent accumulation of humidity in urban areas. Therefore the characteristics of urban structure of this region in the past can be summarized as follows: 1) Expanded and spread structure (separated buildings) 2) Passages constructed aligned with air flow and creating air current in urban areas 3) Relatively vast urban areas 4) Relatively wide passes and alleys Along these characteristics, residential buildings directions and general form in this region were those providing the most air current. Therefore many residential buildings in this region have east-west coordination and their southern and northern regions were in contact with open air. This was to utilize sea to shore and vice versa breeze throughout day and night to create air currents inside the building. By positioning windows opposite of each other in north and south sides of the building this current was established. Along these characteristics, residential buildings directions and general form in this region were those providing the most air current. Therefore many residential buildings in this region have east-west coordination and their southern and northern regions were in contact with open air. This was to utilize sea to shore and vice versa breeze throughout day and night to create air currents inside the building. By positioning windows opposite of each other in north and south sides of the building this current was established. Fig. 1 Sky view of Bandar Anzali, North of Iran B. Warm and Humid Climate of the South In addition to north, the south also experiences warm and humid climate with completely different temperature and vegetation and etc. compared to the north of Iran and instead of just summer, it is prevalent throughout the year. This region includes the northern shores of Persian Gulf and Oman Sea in the south of Iran. Life is very hard in these regions, long hot summers with high humidity along with low precipitation and scarce vegetation provide a challenging lifestyle for the residents. It must be noted that by just using climatic factors, providing comfort conditions in this region is very difficult and in most cases it is possible only through mechanical equipments [5]. But traditional architects of this region, whom sought agreeable living conditions, followed these objectives: 1) Constructing houses and urban areas perpendicular to wind direction and create air current and air flow in urban areas and houses. 2) Utilizing shades in urban areas and houses. To achieve said objectives, architects expanded along the shoreline and positioned the buildings towards the sea to utilizing sea-shore breeze and also prevent humidity accumulation by construction a wide urban area. But because of intense sunlight and need for shades in urban areas, they compromised with semi-concentrated structure so that in addition to preventing humidity accumulation, shades could be made in urban areas. Therefore numerous high walls to create shades and creating air pressure difference between sunlit and shaded side became a characteristics of urban areas of this region. In summary the properties of urban areas of this region are as follows: 1) Expanding of cities along shoreline and positioning them towards the sea 2) Semi-concentrated urban structure 3) Semi confined urban areas 4) Relatively narrow passages to create shade Residential architecture of this region is also formed by its unpleasant climatic conditions. Very high temperatures and need for shades drives architects to construct central yards to control climatic conditions and also humidity and prevention of its accumulation makes them to position windows opposite of each other towards exterior spaces, especially towards the shore line and its opposite (north and south of the building). High humidity and temperature of this region inclined the architects to construct semi-open spaces with shades and high balconies to prevent stagnant humidity to bother the residents. In summary, the characteristics of residential architecture of this region are: 1) Coordination of buildings along with shoreline to utilize most shade and air current 2) Using central yard and vast and high balconies 3) High and large windows to create air current C. Cold and Mountainous Climate of West and Northwest Alborz and Zagros mountain ranges respectively separate the shores of the Caspian Sea and the plain of Mesopotamia from the central Iran. Regions located in the steps of these mountains, especially Zagros, have quite different climatic conditions compared to the two already mentioned. Severe cold in winter and relatively temperate climate in summer, heavy snowfall in the north and northwest regions of these mountains, low humidity and high difference of day and night temperature has made these regions completely different. The architects of this region like their other colleagues adopted their methods according to climatic conditions and to provide the most comforting conditions which can be summarized in the following: 1) Maximum use of sunlight 2) Utilizing daily fluctuations of air and heat conservation 3) Preventing cold winter winds Considering the climatic conditions of the region the priorities are quite obvious. For example preventing cold winter winds is important, but the more important is using sunlight especially during cold and frigid seasons. Although these regions are located in the steps and are windy and cold winds during winter have significant effect on development of cities in this region. Studies made into past architecture of Iran has shown that this decision was made to satisfy both needs but focusing on the more essential factor. Form, shape and direction of traditional residential houses in this region were also completely influenced by climatic conditions. Characteristics of urban structure in this region are: 1) The determining fact of sunlight direction and topography in continuation method and development of general urban and rural structure 2) Formation of alleys and main passages parallel to surface level and mostly narrow to reduce wind penetration and utilizing the heat leaking from the walls of the residential buildings to warm the alleys. 3) Concentrated urban structure and connected buildings. 4) Small and confined urban areas to prevent wind penetration and uncontrolled cold air. 5) Using introvert patters and central yard. 6) Positioning the main section of the house northwards to utilize maximum sunlight and east-west coordination 7) Small balconies and yards (most activities were performed inside the house) 8) Reducing the ratio of exterior surface to the volume of the building 9) Using small doors and windows D. Warm and Arid Climate of Central Plains of Iran These plain which constitute a major area of Iran are located in the central and eastern regions. Warm and arid climate in summer and cold and arid in winter, very low precipitation and humidity, scarce vegetation, high difference between day and night temperature and warm winds along with dust are the characteristics of this region. While difficult conditions for living, the traditional Iranian architecture provide agreeable living comfort. The adaptation of urban structure and lifestyle with natural elements and also utilizing these elements in the unfavorable conditions of this region is considerable. It can even be said that one the greatest achievements of Iranian tradition architecture is adapting of proper living conditions to these arid and warm regions. Formation of urban structure in these regions is based on maximum utilization of favorable air flow, avoiding troublesome winds, providing maximum shade and minimum heat absorption. Considering coordination with sunlight direction is more important than coordinating with wind direction, also conservation of humidity to cool urban areas and buildings were among the most important objectives and therefore the urban structure of these areas follows these principles: [5]. 1) Coordination and establishment according to wind and sunlight direction 2) Very concentrated structure 3) Completely confined urban areas 4) Narrow and irregular mazelike alleys often covered to reduce the effect of troublesome winds and also minimize indirect reflection of sunlight and heat from the surface of streets and open spaces. The important characteristics of the residential buildings of this region for adapting to the climate are: 1) Introvert and central yard for shading and improving ventilation 2) Using north and south sides (in the northern hemisphere, the angle of sun rays makes the south side absorb less heat during summer and the north side is warmer during winters and vice versa) 3) Lower level of the yards compared to passages 4) Compact forms and arrangement of buildings, low area to volume ration and creating layers of shades to reduce sunlight 5) Relatively equal heights of the buildings for uniform distribution of wind This issue has created numerous troubles in urban areas and residential buildings. Warm and irritating summers disrupt outdoor activities and life inside buildings, while cold winters with uncontrolled winds disrupt the comfort outside and inside buildings. These problems also increase the use of mechanical equipments and seasonal fuel consumption surges. The experiences of Iranian traditional architecture can provide effective guidelines to adopt designs conforming to climatic conditions. Of course a retrospective return to past architecture is not possible and the lifestyle of the past is not sufficient for today needs. But extensive studies in this field as carried out in other countries seems to be necessary. Learning from traditional architecture does not mean imitating old patterns, but their logic must be gleaned and adapted. The objective of these studies must be reutilization of climatic factors and establishing the lost connection between human and nature so that modern technology is used only when climatic measures cannot provide comfort requirements. REFERENCES [1] Ghobadian.V, “Climate Analysis of the Traditional Iranian Buildings, 5th ed”, Tehran: University of Tehran Press, 2008. [2] Koch-Nielsen.H, “Stay Cool. A Design Guide for the Built Environment in Hot Climate, Sofalaii.F, 1th ed”, Tehran: Center for Architectural and Urban Studies and Research, 2010, pp. 63-77. [3] Evan.M, “Housing Climate and Comfort”, London: Architectural Press, 1980. [4] Givoni.B, “Passive and Low Energy Cooling of Buildings”, New York: John Wiley and Sons Inc, 1994. [5] Tavassoli M, “Build City and Architecture in Arid Climate”, Tehran: University of Tehran Press, 2003, pp. 68-70.	<urn:uuid:29642b63-da0b-4f04-a4a9-4b54f15157fc>	CC-MAIN-2022-40	https://publications.waset.org/12757/pdf	2022-09-27T18:47:02+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335054.79/warc/CC-MAIN-20220927162620-20220927192620-00131.warc.gz	522,350,667	3,612	eng_Latn	eng_Latn	0.996249	eng_Latn	0.997232	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 5151, 10433, 13199, 17207, 19628 ]	[ 2.03125 ]	1	0
Children’s Day In 1925, the World Conference for the Well-Being of Children in Geneva, Switzerland, proclaimed June 1 to be International Children’s Day, and many countries celebrate a “Children’s Day” on this date (http://www.educationscotland.gov.uk/resources/i/internationalchildrensday.asp). A similar day of honor is Universal Children’s Day on November 20, a date selected by the United Nations General Assembly in 1954 to be a day of “worldwide fraternity and understanding between children.” On this day, the Assembly adopted the Declaration of the Rights of the Child in 1959 and the Convention on the Rights of the Child in 1989 (http://www.un.org/en/events/childrenaday/). (Legislative Research) It appears that at least the last four U.S. presidents have proclaimed a National Child’s Day, but have varied in whether they designated June 1 or November 20 as the day of honor. For example, in 2008, President George W. Bush proclaimed June 1 as National Child’s Day (http://www.presidency.ucsb.edu/ws/index.php?pid=77456), but in 2013, President Obama proclaimed November 20 as National Child’s Day (https://www.whitehouse.gov/the-press-office/2013/11/19/presidential-proclamation-national-childs-day-2013). (Legislative Research) June 8th United States celebrates children’s day but is not establish in Alaska. June 1st is the most popular day (47 countries) celebrated Children’s Day National Children’s day Second Sunday in June "The one thing all children have in common is their rights. Every child has the right to survive and thrive, to be educated, to be free from violence and abuse, to participate and to be heard." Secretary-General Ban Ki-moon A woman teacher leads children in a game involving singing and role playing at a BRAC childcare centre in the Mirpur sub-district of Dhaka, the capital. UNICEF/NYHQ2013-0364/Noorani By resolution 836(IX) of 14 December 1954, the General Assembly recommended that all countries institute a Universal Children's Day, to be observed on 20 November, as a day of worldwide fraternity and understanding between children. It recommended that the Day was to be observed also as a day of activity devoted to promoting the ideals and objectives of the Charter and the welfare of the children of the world. The Assembly suggested to governments that the Day be observed on the date and in the way which each considers appropriate. The date 20 November, marks the day on which the Assembly adopted the Declaration of the Rights of the Child, in 1959, and the Convention on the Rights of the Child, in 1989. Nearly 25 years ago, the world made a promise to children: that we would do everything in our power to protect and promote their rights to survive and thrive, to learn and grow, to make their voices heard and to reach their full potential. In spite of the overall gains, there are many children who have fallen even further behind. Old challenges have combined with new problems to deprive many children of their rights and the benefits of development. To meet these challenges, and to reach those children who are hardest to reach, we need new ways of thinking and new ways of doing - for adults and children. There is much to celebrate as we mark the 25th anniversary of the Convention, from declining infant mortality to rising school enrolment, but this historical milestone must also serve as an urgent reminder that much remains to be done. Too many children still do not enjoy their full rights on par with their peers. The World Conference for the Well-being of Children in Geneva, Switzerland, proclaimed June 1 to be International Children's Day in 1925. It is usually marked with speeches on children's rights and wellbeing, and other events involving or dedicated to children. A similar event, Universal Children's Day, falls on 20 November. It was established by the United Nations in 1954 and aims to promote the welfare of children around the world. Resources Wikipedia - Children's Day Information about when and how Children's Day is celebrated in different parts of the world. Universal Children's Day Find out more about this day of worldwide fraternity and understanding between children. Human Rights Education Associates - Universal Children's Day Learning materials and useful links to support using Universal Children's Day as a context for learning. British Red Cross - Child soldier This lesson plan looks at the way some armies and militias "press gang" children and young people into fighting. Children's Day The second Sunday in June has been designated as Children’s Day since the 1860s. As that date (This year, it is June 9) approaches, we can find no mention of Children’s Day on the calendar. It seems ludicrous for Mother’s Day, Father’s Day and even Grandparents Day to be so popular, but no mention of Children’s Day. So many terrible things are happening to children, and we repeatedly learn about their misfortunes. Too many are not getting messages of endearment, for they are dying and/or killing each other or living in a world of fear where planning for their funeral is their plan for the future. Children now more than ever need the assistance of parents, educators, religious and business leaders and other adults to cope with the many issues and problems they are experiencing. Where should we start? Let’s start with celebrating Children’s Day with simple, inexpensive activities such as ongoing words of encouragement and appreciation and notes of admiration. Wouldn’t it be great if all kinds of writing paper were available in beauty salons, barber shops, churches and stores for adults to take a few minutes to write a note to their children and other children such as, “Have I told you lately how much I love you? I am proud of you.” Take a family trip to the park or ice cream shop that you went to as a kid. Maybe the adult can do the child’s chore for the day. Go to church with your child, where childhood poems and songs can be led by an adult. For next year, start working on a calendar that includes Children’s Day. One day cannot cure everything, but we can learn a lot. Mary Cornish, Mae Bradley, Margaret Womack	<urn:uuid:f2fd1a43-0c84-49d1-91a3-db53712c93ca>	CC-MAIN-2024-51	https://www.akleg.gov/basis/get_documents.asp?session=29&docid=8485	2024-12-11T03:05:53+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066072935.5/warc/CC-MAIN-20241211020256-20241211050256-00392.warc.gz	583,329,534	1,311	eng_Latn	eng_Latn	0.992691	eng_Latn	0.996796	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 1448, 3501, 4503, 6163 ]	[ 3.734375 ]	2	0
The development of wayfinding abilities in children: Learning routes with and without landmarks Jamie Lingwood\textsuperscript{a, }, Mark Blades\textsuperscript{a}, Emily K. Farran\textsuperscript{b}, Yannick Courbois\textsuperscript{c}, Danielle Matthews\textsuperscript{a} \textsuperscript{a} Department of Psychology, University of Sheffield, UK \textsuperscript{b} Department of Psychology and Human Development, Institute of Education, UK \textsuperscript{c} Department of Psychology, Laboratoire PSITEC, EDL3, Université Lille Nord de France, France \textbf{Article history:} Available online 22 November 2014 \textbf{Keywords:} Wayfinding Route learning Landmarks Virtual environments \textbf{Abstract} Young children experience wayfinding difficulties. A better understanding of the development of wayfinding abilities may inform strategies that can be used to improve these skills in children. The ability to learn and remember a route was assessed in 220 6-, 8-, and 10-year old children and adults. Participants were shown a route in a virtual environment, before they were asked to retrace this route until they had achieved two consecutive trials without error. The virtual environment contained (i) no landmarks (ii) landmarks or (iii) landmarks that were verbally labelled. Adults, 10-year-olds and most 8-year-olds learnt the route when landmarks were present, but not all the 6-year-olds were successful. All age groups of children improved when the landmarks were labelled. Children were much poorer when there were no landmarks. This is the first study to distinguish between route learning dependent on landmarks, and route learning without landmarks (i.e. dependent on directions). Crown Copyright \copyright 2014 Published by Elsevier Ltd. This is an open access article under the CC BY license (\url{http://creativecommons.org/licenses/by/3.0/}). \section{1. Introduction} The development of spatial abilities have been of interest to psychologists for decades (Acredolo, 1977, 1978; Bullens, Iglói, Berthoz, Postma, & Rondi-Reig, 2010; Hermer & Spelke, 1994; Nardini, Thomas, Knowland, & Braddick, 2009). Spatial tasks such as the reorientation task have been used to explore the developmental trajectory of spatial abilities. Wayfinding is a spatial ability that is used by most people every day and refers to the ability to learn and remember a route through an environment. Wayfinding involves learning routes successfully and there are various strategies for encoding and retracing a route (Kitchin & Blades, 2001). The two most important ones are a landmark based strategy in which an individual learns that a particular landmark indicates a turn (e.g., turn left at the sweet shop), and a directional strategy, when an individual learns a route as a sequence of junctions (e.g., turn left, then left again and then turn right). Such strategies are not mutually exclusive but can be used together for effective route learning. However, previous research has suggested that young children’s route learning may be particularly dependent on recalling landmarks (Cohen & Schueper, 1980; Heth, Cornell, & Alberts, 1997). As discussed below there is much evidence that children rely on landmarks, but previous research has not been able to distinguish performance based on learning landmarks and performance based on learning directions, and we do not know whether, in the absence of landmarks, children’s wayfinding will be negatively affected. This has often been an assumption (Kitchin & Blades, 2001), but for the reasons explained below this is an assumption that has rarely been tested. Landmarks are considered to be important for successful performance on spatial tasks such as the reorientation task (Lee, Shusterman, & Spelke, 2006; Nardini et al., 2009) and the ability to use landmarks has often been considered to be an essential foundation for children’s successful wayfinding (Cornell, Heth, & Alberts, 1994; Courbois, Blades, Farran, & Sockeel, 2012). In one of the first theories of wayfinding, Siegel and White (1975) emphasised the importance of landmarks by arguing that landmarks were the first elements that children learnt visually when encoding a route. Only after learning the landmarks along a route did children relate the landmarks to particular turns. Finally, children could demonstrate an understanding of the relationship between... different points of the route in a survey like representation of the environment (Siegel & White, 1975). Siegel and White (1975) emphasised how a landmark would cue a turn, so that when a child saw a specific landmark along a route he/she would know which turn to make next. Previous research has demonstrated the importance of landmarks in the development of children’s wayfinding (see Kitchin & Blades, 2001). For instance, Cohen and Schuepfer (1980) showed children and adults a route displayed on six consecutive slides, and once the participants had ‘navigated’ their way through the slides, they were presented with identical slides with no landmarks and asked to recall the appropriate landmarks that they had previously seen. Younger children (6– to 8-year olds) recalled fewer landmarks than older children (11-year olds) and adults. Other research has demonstrated that children are dependent on landmarks remaining exactly the same as when they were encoded, because changes in the appearance of a landmark disrupts younger children’s ability to use them when retracing a route (Cornell et al., 1994; Heth et al., 1997). Young children are more likely to rely on landmarks that are closely associated with a turn. Cornell, Heth, and Broda (1989) asked 6 and 12-year-olds to retrace a route through a University campus and told some children just to pay attention, some children to note landmarks that were near junctions, and other children were advised to remember distant landmarks that were not on the route itself but were visible from different parts of the route. The older children benefitted from advice about noting any landmark, but the performance of the younger ones only improved when their attention was drawn to landmarks very close to junctions. Young children’s focus on landmarks near to choice points has been found when children have to name what they think are the best landmarks along a route (Allen, 1981), or when they are learning a route over a number of trials (Golledge, Smith, Pellegrino, Doherty, & Marshall, 1985). Taken together the past studies of children’s wayfinding have demonstrated that young children are particularly dependent on landmarks closely associated with junctions/choice points. Despite the evidence above, previous studies of children’s wayfinding have all been limited because of the impossibility of distinguishing between wayfinding that is based on purely landmark strategies (‘turn at the tree’) and wayfinding based on directions (‘first left, then right’). The routes used in previous experiments have been presented as slides, as films, or have been actual routes in real environments like towns, campuses or buildings (Kitchin & Blades, 2001), and in all such environments children’s performance could well be based on recalling specific landmarks along the route, but it could also be based on recalling the sequence of junctions. Alternatively, children’s performance could be a combination of both strategies – for example remembering that the first turn was a right turn, the second was by the shop, then the next was a left turn, the next was by a tree, and so on. Nothing in previous research excludes the possibility that even young children may rely on the sequence of turns (left, right) as well as on the presence of landmarks. One of the aims of the present study was to find out when children could learn a route in an environment with no landmarks, in other words in an environment where they were dependent on encoding just the turns. The route that children were asked to learn was through a maze in a VE. The maze was made of uniform and indistinguishable paths and brick walls so that the walls provided no wayfinding cues. In one condition we included salient landmarks at the junctions of the maze, and in another condition we removed all of the landmarks entirely. In the landmark condition children could learn the route through the maze by attending to the landmarks and/or by noting the sequence of the turns. In the condition without landmarks children could only navigate by remembering the sequence of turns. Creating an environment without landmarks is only possible in a VE, because any real world environment includes numerous landmarks (buildings, signs, marks on the sidewalk) that can be used for wayfinding. Only by using a VE were we able to remove all cues from the environment. VEs are an effective way to study wayfinding because VEs can depict visual and spatial information from a 3D first person perspective (Jansen-Osmann, 2002; Richardson, Montello, & Hegarty, 1999) and successful route learning in VEs can transfer to real environments (Ruddle, Payne, & Jones, 1997). VEs have also been used to assess wayfinding by children (Farran, Courbois, Van Herwegen, & Blades, 2012), and are an efficient tool for improving route learning abilities (Farran, Courbois, Van Herwegen, Cruickshank, & Blades, 2012). Jansen-Osmann and Fuchs (2006) compared how 7- and 11-year-olds learnt their way around a VE with and without landmarks and found that wayfinding performance was poorer without landmarks. However, in Jansen-Osmann and Fuchs children freely explored a whole maze (rather than learnt a specific route), and their knowledge of the maze was then measured by assessing how well they navigated between two places in the maze separated by just two turns. Therefore, Jansen-Osmann and Fuchs’s procedure was different from the real world route learning studies described above which always involved participants leaning a specific route with several turns. In a further study, Jansen-Osmann and Wiedenbauer (2004) used a VE to assess children’s reliance on landmarks. The children freely explored a VE maze while attempting to reach a goal, and later they had to find the goal again when the landmarks had been removed from the maze. 6- and 8-year-old children found this difficult, but 10-year-olds and older children were successful. In the present study we wanted to extend Jansen-Osmann and Wiedenbauer’s (2004) findings. We asked 6-year olds, 8-year olds, 10-year olds and adults to learn a specific route through a VE, rather than asking participants to freely explore the VE. The route had six junctions with a choice of two directions at each junction. Participants were guided along the correct route once, and were then asked to retrace the route, from the start, on their own. Participants retraced the route until they achieved two consecutive completions without error. We used a between participants design (unlike Jansen-Osmann & Wiedenbauer, 2004) to eliminate the possibility that participants improved their performance due to practice effects. In condition 1, participants were tested along a route that included no landmarks (so that wayfinding was dependent on learning the sequence of turns). In condition 2, participants were tested along a route that included landmarks (which could be used to identify turns). Given the previous research (discussed above) that has indicated children’s dependence on landmarks, we expected the children to learn the route better in condition 2 (with landmarks) than in condition 1 (without landmarks), but we expected that adults would be equally proficient at learning both the route with and the route without landmarks. The age when children can learn just a sequence of turns (without landmarks) has never been established before. 1.1. Hypotheses The ability to use directions such as left and right does not fully develop until the age of 10 years (Blades & Medlicott, 1992; Boone & Prescott, 1968; Ofte & Hugdahl, 2002), and Jansen-Osmann and Fuchs (2006) found that 6- and 8-year-olds had difficulty in an environment without landmarks. Therefore our first prediction was that 6- and 8-year olds would perform poorly in condition 1 without landmarks relative to condition 2. We expected 10-yearolds would learn the route without landmarks, because this age group had been successful in Jansen-Osmann and Fuchs’ study, albeit along a route with only 2 turns. We assumed that the adults would be able to learn the route in condition 1 without difficulty. Condition 3 of the present experiment was included to find out if a small amount of training would improve children’s route learning. The VE in condition 3 (as in condition 2) had landmarks. When the children in condition 2 were first shown the route by the experimenter none of the landmarks were pointed out, but in condition 3 the landmarks at correct junctions were each named as the child was led by the experimenter. Studies have shown that children benefit from being told to attend to landmarks in real environments (Cornell et al., 1989). Therefore, for our second prediction we expected children would perform better when the landmarks had been named in condition 3 than when they had not been named in condition 2. 2. Method 2.1. Participants Sixty 6-year olds ($M = 6; 3$, $SD = 0.26$), 60 8-year olds ($M = 8; 5$, $SD = 0.31$), and 60 10-year olds ($M = 10; 4$, $SD = 0.53$), were recruited from a number of primary schools in the UK. Twenty of each age group (10 boys and 10 girls) were randomly allocated to condition 1, condition 2, and condition 3. Forty adult participants (mainly postgraduate students) aged 20–37 years also took part ($M = 25$ years, 6 months, $SD = 3$ years, 8 months). Twenty adults (10 male and 10 female) were randomly allocated to condition 1 and condition 2. No adults took part in condition 3, because pilot data suggested that adults’ performance was already near ceiling in condition 2 and so no further improvement would have been detected in condition 3. Ethical approval was granted by the University of Sheffield Department of Psychology ethics committee. 2.2. Apparatus and materials 2.2.1. Virtual environments Five different VEs were created using Wizard, a software program which uses python scripting. VEs were presented to participants on a 17-inch Dell laptop that was placed on a desk. Participants sat in a chair at the desk and were approximately 50 cm from the screen. Participants navigated through the maze using the arrow keys on the keyboard. 2.2.2. Practice maze One maze (maze A) was used as a practice maze to familiarise participants with moving in a VE. This maze was a similar but different layout to the test mazes. It did not contain any landmarks. 2.2.3. Test mazes Four VE mazes (mazes 1–4) were used to test participants. Each maze was a brick wall maze (see Fig. 1) with six junctions. Each junction was a two-choice junction with a correct path and an incorrect path. The incorrect path ended in a cul-de-sac. From the junction the cul-de-sac looked like a T-junction rather than a dead-end. Therefore, participants could not tell that they had made an error until they had actually committed to walking along a chosen path. Of the six junctions in each maze, there were two right, two left and two straight ahead correct choices that were balanced with the same type and number of incorrect choices. All of the path lengths between junctions were equal. A white duck marked the start of the maze and a grey duck marked the end of the maze. When participants reached the grey duck, the maze disappeared indicating the end of the trial. Maze 1 and maze 2 were used in condition 1. Maze 1 is illustrated in Fig. 2. Maze 2 was exactly the same design as maze 1 except that the start point of maze 2 was the end point of maze 1, and the end point of maze 2 was the start point of maze 1. Maze 1 and maze 2 were therefore equivalent, but each included a different sequence of left, right, and straight ahead correct choices. We included two mazes in condition 1 so that the findings were not specific to a particular route. Half the participants in condition 1 received maze 1 and half received maze 2. Maze 3 and maze 4 were used in condition 2. Maze 3 is illustrated in Fig. 3. Maze 3 was the same as maze 1 but included 12 landmarks. Maze 4 was the same as Maze 2 but included 12 landmarks. In both mazes, the landmarks were all objects that would be familiar to children: ball, bench, bus, bicycle, car, cow, playground slide, street lamp, traffic light, bin, tree and umbrella. There were 6 landmarks placed at path junctions on the correct route and 6 landmarks placed at dead-end junctions on the incorrect route. Maze 3 and maze 4 were also used in condition 3 (the training condition). Like condition 2 half of participants were tested in each maze. ![Fig. 1. Participant's view of maze.](image) ![Fig. 2. Maze 1 layout. Maze 2 was the same layout as maze 1 but the start and end points were counterbalanced.](image) 2.3. Procedure All participants were tested individually. Adults completed the experiment in a quiet office in a University Department. Informed consent was obtained prior to data collection. Children completed the experiment in a quiet room in their school. Informed consent was obtained from all the children’s parents, and all the children were asked if they wanted to take part. No children refused to take part. The participant sat at the desk facing a computer and the experimenter sat beside them. The experimenter spent 2 min talking to the participant informally to establish rapport. Participants were asked for their age and birthdate. The experimenter introduced the task by saying, ‘This computer has got some mazes on it that we are going to use. First, we’re going to practice using the computer to walk around a maze. I’ll go first and show you how, and then you can have a turn.’ The experimenter then demonstrated how to navigate through the practice maze using the arrow keys. Participants were then given time to walk around the maze until they were confident in using the arrow keys to navigate, at which point the experimenter ended the practice phase by saying, ‘Well done, I think you’ve had enough practice now, do you? Let’s have a go at another maze now.’ All participants were given preliminary instructions for the test phase: ‘Now I’m going to show you the way through a new maze. Somewhere in this maze there is a little grey duck to find. I’ll show you the way to the grey duck once, and then you can have a go.’ The experimenter then demonstrated the correct route from the start to the end of the maze, giving verbal instructions that differed according to condition. In conditions 1 and 2, the experimenter used generic terms such as ‘You go past here, then you turn this way, and then you turn this way’. In condition 3, the experimenter verbally labelled each landmark. For example, ‘You go past the bench, turn this way at the traffic light, and then you turn this way at the bin’. In all conditions, the experimenter did not use any directional language, such as ‘Turn right’. At the end of the demonstration, the experimenter exclaimed, ‘Hooray, we’ve found the duck!’, and the screen went blank. The participant was then asked to retrace the route they had been shown from the beginning of the maze and used the arrow keys to walk through the maze. The experimenter sat behind the participant and traced the exact route the participant took on a paper copy of the maze, out of the participant’s sight. The experimenter timed how long it took the participant to complete the maze. If, after 5 min, a participant had not reached the end of a maze on a particular trial, the experimenter ended the trial by saying, ‘Oops, it looks like you’ve got a bit lost. Not to worry, let’s start back from the beginning, shall we?’ In practice, this happened infrequently. A note was made that the trial was curtailed, and a new trial commenced. Participants did not receive any help in finding their way after the initial demonstration of the correct route. If a participant asked which way to go, the experimenter said, ‘I want you to show me the way to go. Just try your best.’ If a participant returned to the start position but thought that they had reached the end, they were told, ‘You’re back at the beginning of the maze now. Let’s turn around and try again to remember the way I showed you to the little grey duck.’ Again, in practice, this happened infrequently. When the participant reached the end of the maze, the experimenter congratulated the participant, and asked them to walk the route again from the start. This procedure was repeated until the participant had walked the route to a criterion of two consecutive completions without error. At the end of the final trial, all participants were thanked, and children, regardless of their performance, received a sticker. If a participant had not walked the route with two consecutive completions after 20 min or after eight attempts, the experiment was stopped and the children were given a sticker. 3. Results Successful learning was defined as two consecutive completions of the route without error. To achieve this criterion, participants had to walk the route without walking down any incorrect paths on two consecutive learning trials. Walking down an incorrect path was classed as an error. Looking down an incorrect path was not classed as an error. The total number of learning trials to reach criterion excluded the final two perfect trials. For example, if a participant made an error on trial 1, but then walked the route without error on trials 2 and 3, they would be scored as having required 1 trial to reach criterion. A lower score indicated better performance. If a participant never achieved the criterion, the number of learning trials was calculated as the number of trials that were completed. For example, if a participant completed 6 trials within the 20-min cut-off time, but did not complete 2 consecutive trials without error, they scored 6. Participants received a mark of 1 for every error they made during a trial. On each trial a proportional error score was calculated as the number of errors divided by the number of decisions made. For example, Fig. 4 shows the route taken by one participant. This participant made 5 errors out of a total of 13 decisions, producing a proportional error score of 0.38. This scoring captured participants’ wayfinding behaviour every time they made a decision. This scoring method accounted for occasions when participants doubled back and returned to the same junction more than once within a trial. Some participants who got lost did not reach the later junctions, so any junctions not reached were also scored as errors at decision points. A mean proportional error score was calculated for each participant across learning trials. The proportional error score captured all of a participant’s behaviour on a trial. We note that alternative coding criteria produced the same patterns of performance. For example, we coded just the decisions made the first time a participant approached a junction in each trial. Participants scored 0 if they chose the correct path or 1 if they chose the incorrect path and any junctions not reached were counted as errors. Therefore 6 indicated the worse performance, and 0 perfect performance. When this scoring was compared to the proportional error score (above), there were no differences in the results. Therefore, in the results section we report only the proportional error scores. Independent sampled $t$-tests showed that there were no differences between performance on maze 1 and maze 2 or maze 3 and maze 4 for any of the dependent variables (all $p$-values >0.05). We explored whether there were any differences in performance at path junctions across the six landmarks. The assumption of sphericity could not be met ($\chi^2(14) = 164.20$, $p < 0.001$.) and so a geisser-greenhouse correction is reported instead ($e = 0.72$). A one-way repeated measures ANOVA (6 levels: tree, bench, bike, umbrella, traffic light, bin) demonstrated a main effect of landmark type ($F(3.957, 492.794) = 5.466$, $p < 0.001$, $n^2_p = 0.03$). A Bonferroni corrected post-hoc test revealed that participants made fewer errors at the bench than at the bin ($p < 0.01$) and at the bike than at the bin ($p < 0.001$). Performance at all other choice point pairings were equal (all $p$-values >0.05). Both the bike and bench were straight ahead junctions and therefore at these junctions participants did not have to remember to turn left or right. But at the bin, participants had to remember to turn either left or right. This may explain why there was a difference in performance at certain junctions in the maze. ### 3.1. Scoring method To test our predictions relating to children’s and adults’ performance across the different conditions, we analysed three dependent variables: – (i) proportion of participants reaching the learning criterion, (ii) number of trials to reach learning criterion (for those who reached criterion) and (iii) proportion of errors. Chi-square analyses were used to explore the proportion of children and adults who reached learning criterion in the three different maze conditions. ANOVA analyses were then conducted to explore number of trials to reach criterion and proportion of errors made by children and adults in the different maze conditions. ### 3.2. Proportion of participants reaching the learning criterion Chi-square analyses were conducted to explore how many participants reached the learning criterion in the different maze conditions. In condition 1 (no landmarks) 10% of 6-year olds, 40% of 8-year olds, 80% of 10-year olds, and 100% of adults reached the criterion of 2 successive trials without error. In condition 1 there was a relationship between age and reaching the learning criterion ($\chi^2 = 39.90$, df = 3, $p < 0.001$). Standardized residuals show that this was accounted for by adults whom were more likely to more likely to reach criterion than 6-year olds. In condition 2 (with landmarks) 90% of 6-year olds, 95% of 8-year olds, 100% of 10-year olds, and 100% of adults reached the criterion. There was no significant relationship between age and reaching the learning criterion in condition 2 ($\chi^2 = 3.81$, df = 3, $p > 0.05$). In condition 3 100% of 6-year olds, 100% of 8-year olds, 100% of 10-year olds, reached the criterion, so no statistical analyses could be conducted. Adults were not included in condition 3 because, as had been expected they were at 100% in condition 2. ### 3.3. Number of learning trials to reach criterion In condition 1, for only those participants who reached criterion, 6-year olds required more trials ($M = 5.00$, SD = 0) than 8-year olds ($M = 2.13$, SD = 2.36), 10-year olds ($M = 2.00$, SD = 1.71) and adults ($M = 0.30$, SD = 0.73). As noted above many children did not reach the learning criterion (notably 6- and 8-year olds), so it was not appropriate to conduct any statistical analyses with such uneven groups. In condition 2 (landmarks) for only those participants who reached criterion, 6-year olds required more trials ($M = 2.06$, SD = 1.83) than 8-year olds ($M = 1.21$, SD = 1.90), 10-year olds ($M = 0.25$, SD = 0.55) and adults ($M = 0.30$, SD = 0.73). A one-way ANOVA was carried out with age (6 years, 8 years, 10 years, adults) on the number of learning trials to reach criterion. There was an effect of age ($F(3, 76) = 7.42$, $p < 0.001$). Tukey post-hoc tests showed that in condition 2 the 6-year olds required more trials to reach criterion than the 10-year olds ($p < 0.01$) and adults ($p < 0.01$). All other post–hoc tests were non-significant ($p > 0.05$). In condition 3 the 6-year olds ($M = 0.90$, SD = 1.07) required more trials than the 8-year olds ($M = 0.15$, SD = 0.57) and 10-year olds ($M = 0.05$, SD = 0.22). Analysis of this condition is considered within the ANOVA below. To consider the data from the child groups across conditions (adults did not complete all condition 3), a 2 (condition 2, condition 3) $\times$ 3 (6, 8, 10 year olds) ANOVA was performed on the number of learning trials to reach criterion in each condition. Two 6-year olds and one 8-year old did not reach the learning criterion in condition 2 and therefore were not included. There was an effect of condition ($F(1, 111) = 13.73$, $p < 0.001$, $n^2_p = 0.11$) because children required fewer trials to reach criterion in condition 3 than condition 2. There was an effect of age ($F(2, 111) = 12.56$, $p < 0.001$, $n^2_p = 0.19$). As confirmed by Tukey pairwise comparisons, 6-year olds required more trials to learn the route than 8-year olds ($p < 0.05$) and 10-year olds ($p < 0.001$). Eight-year olds did not require more trials than 10-year olds ($p = 0.13$). These significant main effects support our second hypothesis that verbal labelling reduced the number of trials required to reach criterion. There was no interaction between maze condition and age group ($F(2, 111) = 1.98$, $p = 0.14$). 3.4. Proportional errors during the learning phase In condition 1 the 6-year olds ($M = 0.42$, $SD = 0.15$) made more errors than the 8-year olds ($M = 0.23$, $SD = 0.18$), 10-year olds ($M = 0.14$, $SD = 0.13$) and adults ($M = 0.03$, $SD = 0.06$). In condition 2 the 6-year olds ($M = 0.12$, $SD = 0.14$) made more errors than the 8-year olds ($M = 0.06$, $SD = 0.08$), 10-year olds ($M = 0.01$, $SD = 0.02$) and adults ($M = 0.01$, $SD = 0.03$). In condition 3 6-year olds ($M = 0.07$, $SD = 0.08$) made more errors than 8-year olds ($M = 0.01$, $SD = 0.03$), and 10-year olds ($M = 0.01$, $SD = 0.01$). We did not conduct a Maze (condition 1, condition 2, condition 3) $\times$ Age (6-, 8-, 10-year old, adults) ANOVA, given that no adults took part in condition 3. Rather, we conducted two separate analyses: A Maze (condition 1, condition 2) $\times$ Age (6-, 8-, 10-year olds, adults) ANOVA and to explore the effect of verbal labelling, a Maze (condition 2, condition 3) $\times$ Age (6-, 8-, 10-year olds) ANOVA. A 2 (condition 1, condition 2) $\times$ 3 (6-, 8-, 10-year olds) ANOVA was performed on the proportion of errors. There was an effect of maze ($F(1, 114) = 70.26$, $p < 0.001$, $n^2_p = 0.38$) because participants made proportionally more errors in condition 1 than condition 2. There was an effect of age ($F(1, 114) = 24.32$, $p < 0.001$, $n^2_p = 0.30$). As confirmed by Tukey pairwise comparisons, 6-year olds made a higher proportion of errors than 8-year olds ($p < 0.001$) and 10-year olds ($p < 0.001$). The proportional of errors for 8-year olds and 10-year olds did not differ ($p = 0.06$). There was also an interaction between maze condition and age group ($F(2, 114) = 4.43$, $p < 0.05$, $n^2_p = 0.07$) as there was a greater age related improvement between 6- and 8-year olds than between 8- and 10-year olds in condition 1, but in contrast there was a greater age related improvement between 8- and 10-year olds than between 6- and 8-year olds in condition 2. This supported our first hypothesis that younger children (6- and 8-year olds) would make more errors when learning the route without landmarks than when learning the route with landmarks. A 2 (condition 2, condition 3) $\times$ 3 (6, 8, 10 year olds) ANOVA was performed on the proportion of errors. There was an effect of condition ($F(1, 114) = 6.88$, $p < 0.05$, $n^2_p = 0.06$) because children made proportionally more errors in condition 2 than condition 3. There was also an effect of age ($F(2, 114) = 14.78$, $p < 0.001$, $n^2_p = 0.21$). As confirmed by Tukey pairwise comparisons, 6-year olds made more errors than 8-year olds ($p < 0.01$) and 10-year olds ($p < 0.001$). The proportional of errors for eight-year olds and 10-year olds did not differ ($p = 0.20$). These significant main effects supported our second hypothesis that verbal labelling reduced the number of errors made by participants. There was no interaction between maze condition and age group ($F(2, 114) = 1.21$, $p = 0.30$). 4. Discussion The aim of the present study was to investigate the development of children’s wayfinding strategies. As noted in the introduction there are two predominant strategies that can be used for learning and retracing a route (Kitchin & Blades, 2001). One is a strategy based on landmarks so that a child encodes a turn in relation to a particular landmark, and one is a directional strategy when a child learns a sequence of turns. From previous research we predicted that children would rely heavily on the presence of landmarks and that this would be particularly the case for the younger children (Cohen & Schuepfer, 1980; Jansen-Osmann & Wiedenbauer, 2004). Therefore we expected young children to encode a route much better in a maze with landmarks than they would in a maze without landmarks. In a maze without landmarks children are dependent on learning a sequence of turns and therefore one aim was to establish if any of the age groups of children in the study could use this strategy when wayfinding. Our results showed that only a quarter of the 6- and 8-year olds achieved the learning criterion in condition 1 when there were no landmarks available. In other words, without the presence of landmarks their route learning was poor, and they made a large number of errors. In contrast, four-fifths of the 10-year olds were able to learn the route even when there were no landmarks present. The latter finding indicated that by the age of 10 years children can adopt a directional strategy and consider a route in terms of left, right and straight ahead directions. The 10-year olds were therefore mostly competent wayfinders even when they were unable to rely on landmarks. Though we note that the 10-year olds did not perform as well as the adult group, and therefore children’s ability to use just directions for route finding is still developing at the age of 10 years. 6 and 8-year olds found it difficult to find their way in the absence of landmarks. These children may have had a more limited memory capacity, and therefore might have had difficulty encoding six turns. However, this is unlikely because the results from condition 2 showed that nearly all the children could learn six turns when landmarks were present, and other research has shown that learning six turns is easily possible for these age groups (Farran, Courbois, Van Herwegen, & Blades, 2012; Farran, Courbois, Van Herwegen, Cruickshank, et al., 2012). Therefore the younger children’s difficulty in the present experiment was probably due to their failure to employ a directional strategy (i.e. using left, right and straight ahead) to find their way in the absence of landmarks. Young children may have difficulty using such a strategy because their use of spatial directions like left and right may not be fully developed until about the age of 10 years (Blades & Medlicott, 1992; Boone & Prescott, 1968; Ofte & Hugdahl, 2002). When landmarks were available in the maze (in condition 2) 90% or more of each group learnt the route successfully. However, even when landmarks were available the 6-year-olds required more trials to reach criterion than the older children and adults. In other words, children can learn a route with landmarks, but how effectively they do so improves with age, and this corresponds to previous findings (Cornell et al., 1989; Siegel & White, 1975). The younger children might have required more trials than older children to learn the maze with landmarks for several reasons. Younger children could have less mature cognitive abilities, and/or their lack of wayfinding experience, because young children, especially 6-year olds rarely have to encode new routes for themselves. We considered whether the children’s poorer than optimal performance in condition 2 with the landmarks, was a reflection of difficulty with route learning or because the children who did poorly were less aware of appropriate wayfinding strategies. In condition 3 we pointed out and emphasised the landmarks during the children’s first walk through the maze. This in itself led to an improvement in the performance, because all the children reached criterion in condition 3 and all three age groups of children had fewer errors in condition 3 than in condition 2. We can conclude that the wayfinding limitations shown by a few children in condition 2 were most likely due to those children not attending sufficiently to the landmarks during the learning trial. At 6-years of age the executive-frontal functions required for efficient navigation begin to develop (Bullens, Nardini, et al., 2010; Nardini, Jones, Bedford, & Braddick, 2008; Nardini, et al., 2009). Furthermore at 6-years of age children are particularly reliant on landmark cues for successful navigation (Bullens, Iglói et al., 2010). When all the children had the landmarks explicitly pointed out to them in condition 3 they all learnt the route successfully. The effect of verbally emphasising landmarks during learning supports previous research (Cornell et al., 1989; Farran, Blades, Boucher, & Tranter, 2010), possibly by triggering verbal recoding and suggests that this simple training technique can be very effective. We emphasise that in condition 3 we did not train the children by indicating the relationship between a landmark and the corresponding turn (which would have been an explicit wayfinding strategy), all we did was get the children to pay attention to the landmarks the first time they walked the route, and this was sufficient for children’s route learning to improve. Therefore the limitations in young children’s performance in condition 2 were probably due to lack of experience (in this case not realising the need to attend to all of the landmarks). Therefore, it seems likely that if adults make an effort to emphasise landmarks along new routes then the children’s wayfinding will be improved, without the need for any more specific training. Emphasising appropriate landmarks in real world contexts might be particularly important because the real environment can include a great many potential landmarks. Future research could manipulate the number and complexity of landmarks in a VE maze to find out the effects of multiple landmarks at decision points along a route. Our cross sectional design only allowed us to examine a snapshot of how children find their way at a certain age. Future research could also explore how children’s wayfinding abilities develop longitudinally over time using controlled VEs which (unlike real environments) do not change over time. Like previous research the present study has demonstrated that VEs can be an effective method for investigating how children learn a route (Farran, Courbois, Van Herwegen, & Blades, 2012; Jansen-Osmann, 2002; Jansen-Osmann & Fuchs, 2006), because a VE allows complete control of the environment and is a safe way to test young children’s wayfinding. More importantly a VE allows the creation of routes (like the ones without landmarks in condition 1) that would be impossible in a real environment and this has led to novel findings. However, unlike the real world participants were not immersed in the VE and nor did participants experience the same whole body kinaesthetic information. Therefore we recognise that there are limits to using desktop VEs to study wayfinding. This is the first study to distinguish between route learning dependent on landmarks and route learning dependent on learning directions. Without the presence of landmarks, 6- and 8-year olds were much poorer at learning the route than when landmarks were present. This suggests that landmarks are crucial for children’s route learning and that route learning based on directions does not develop until the age of 10. Our findings also showed that when landmarks were labelled this improved wayfinding performance for all children. Acknowledgements This research was funded by the ESRC (RES-062-33-0005). Special thanks go to the children and teachers of Bamford Primary School, Lydgate Infant School and St Marie’s Catholic Primary School for enabling this research to take place. References Acredolo, L. P. (1977). Developmental changes in the ability to coordinate perspectives of a large-scale space. Developmental Psychology, 13, 1–8. http://dx.doi.org/10.1037/0012-1622.214.171.124. Acredolo, L. P. (1978). Development of spatial orientation in infancy. 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Do individuals with intellectual disability select appropriate objects as landmarks when learning a new route? Journal of Intellectual Disability Research, 57, 80–89. http://dx.doi.org/10.1111/j.1365-2788.2011.01409.x. Farran, E. K., Courbois, Y., Herwegen, J., & Blades, M. (2012). How useful are landmarks when learning a route in a virtual environment? Evidence from typical development and Williams syndrome. Journal of Experimental Child Psychology, 111, 571–586. http://dx.doi.org/10.1016/j.jecp.2011.10.009. Farran, E. K., Courbois, Y., Herwegen, J., Cruickshank, A. G., & Blades, M. (2012). Colour as an environmental cue when learning a route in a virtual environment: Typical and atypical development. Research in Developmental Disabilities, 33, 900–908. http://dx.doi.org/10.1016/j.ridd.2011.11.017. Colledge, R. G., Smith, T. R., Pellegrino, J. W., Doherty, S., & Marshall, S. P. (1985). A conceptual model and empirical analysis of children’s acquisition of spatial knowledge. Journal of Experimental Psychology, 5, 125–132. http://dx.doi.org/10.1037/0022-3718.104.22.1684. Hermer, L., & Spelke, E. S. (1994). A geometric process for spatial reorientation in young children. Nature, 370, 57–59. http://dx.doi.org/10.1038/370057a0. Heth, C. D., Correll, E. H., & Alberts, D. M. (1997). Differential use of landmarks by 8- and 12-year-old children during route reversal navigation. Journal of Environmental Psychology, 17, 199–213. http://dx.doi.org/10.1006/jevp.1997.0057. Jansen-Osmann, P., & Fuchs, P. (2006). Wayfinding behaviour and spatial knowledge of adults and children in a virtual environment: The role of landmarks. Experimental Psychology, 53, 171–181. http://dx.doi.org/10.1027/1618-322.214.171.124. Jansen-Osmann, P., & Wiedenbauer, G. (2004). The representation of landmarks and routes in children and adults: A study in a virtual environment. Journal of Environmental Psychology, 24, 347–357. http://dx.doi.org/10.1016/j.jenvp.2004.08.003. Kitchin, R., & Blades, M. (2001). The cognition of geographic space. London: IB Taurus. Lee, S. A., Shusterman, A., & Spelke, E. S. (2006). Reorientation and landmark-guided search by young children: Evidence for two systems. Psychological Science, 17, 577–582. http://dx.doi.org/10.1111/j.1467-9280.2006.01747.x. Nardini, M., Jones, P., Bedford, R., & Braddick, O. (2008). Development of cue integration in human navigation. Current Biology, 18, 689–693. http://dx.doi.org/10.1016/j.cub.2008.03.050. Nardini, M., Jones, R. L., Knowland, V. C. P., & Braddick, O. J. (2009). A viewpoint-independent process for spatial reorientation. Cognition, 112, 241–248. http://dx.doi.org/10.1016/j.cognition.2009.05.003. Otte, S. H., & Hugdahl, K. (2002). Right-left discrimination in younger and older children measured with two tests containing stimuli on different abstraction levels. Perceptual and Motor Skills, 94, 707–719. http://dx.doi.org/10.2466/pms.2002.94.3.707. Richardson, A. R., Montello, D. R., & Hegarty, M. (1999). Spatial knowledge acquisition from maps and from navigation in real and virtual environments. Memory and Cognition, 27, 741–750. http://dx.doi.org/10.3758/BF03211506. Ruddle, R. A., Paule, S. J., & Jones, D. M. (1997). Navigating buildings in ‘desk-top’ virtual environments: Experimental investigations using extended navigational experience. Journal of Experimental Psychology: Applied, 3, 143–159. http://dx.doi.org/10.1037/105474698565668. Siegel, A. W., & White, S. H. (1975). The development of spatial representations of large-scale environments. In H. Reese (Ed.), Advances in child development and behavior (Vol. 10, pp. 9–55). 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ECOLOGY OF WILD DUCKS IN INLAND AUSTRALIA* H. J. Frith (Wildlife Survey Section, C.S.I.R.O., Canberra) Summary In inland Australia waterfowl habitats fluctuate greatly in extent from year to year. Small areas of permanent habitats occur but the most extensive habitats are those that are formed periodically and erratically by flooding of the rivers. The movement patterns of the various species of wild ducks that inhabit the region vary according to the habitat occupied by the species and vary in regularity according to the permanence of the habitat. Species which are confined to the permanent swamps are very regular in movement, being either sedentary or regularly migratory, but those that utilize the more temporary habitats have developed nomadic habits to a very high degree. The degree of mobility of the different species is related to their food requirements. The species having regular movements have regular food cycles. Some nomadic species have very adaptable food habits and can utilize a very wide variety of foods, thus being able to exploit all types of water as they occur. One nomadic species, however, is a food specialist and accordingly has developed an extreme type of nomadic wandering. The species characteristic of permanent swamps have very regular breeding seasons but the nomadic species are able to breed at any time of the year whenever suitable conditions occur. The sexual cycle culminating in breeding is initiated by increasing water level in rivers. In this manner whenever flooding occurs the birds breed in the newly developed floodwater. The same factor, increasing water level, that initiates breeding in the birds initiates breeding in the animals forming the food of the ducklings so that abundant food is available. Reprinted from Biogeography and Ecology in Australia pp. 383-395, published by W. Junk, Den Haag, 1959, with the permission of the author, the publishers and the Officer-in-Charge, Wildlife Survey Section, C.S.I.R.O., Canberra. Introduction In many countries and in the coastal regions of Australia, where the seasons are reasonably regular, the movements, breeding and feeding patterns of waterbirds are well established. In the Northern Hemisphere it has been possible to accurately chart migration routes and breeding seasons and to forecast with some expectation of accuracy the numbers of birds liable to reach the extremities of their migration routes and the dates of their movements. In inland Australia, however, the climate is arid and erratic. The depth and extent of water areas fluctuate widely from year to year. In some years, following flood, there may be hundreds of square miles of swamp in a region, but this may dry up and the land remain dry and parched for many years. Under conditions such as these it is apparent that waterbirds must develop adaptations to enable them to deal with the rapidly and erratically changing situations. This paper summarizes the results of studies on various aspects of the ecology of wild ducks in inland New South Wales and seeks to explain how wild ducks can exist in very large numbers in this semi-arid environment. The Environment The climate of inland Australia has been discussed in detail by many authors (e.g. Lawrence, 1937). The boundaries of the State of New South Wales enclose a typical cross section of all environmental conditions that are found on the continent ranging from the well watered coast to the semi-deserts in the far western parts of the State. The majority of the work on which this paper is based, was carried out in mid-western New South Wales between the 20-inch isohyet in the east and the 8-inch in the west; the rainfall is erratic and seldom approximates the annual average. In the north most of the rain falls in the summer and in the south most of it falls in the winter. Summer temperatures are high and the annual evaporation varies between 50 inches in the east and 100 inches in the west. The region is semi-arid with unreliable rainfall. The land is flat and forms part of the flood plain of the Murray-Darling river system. The principal rivers, the Murray, Murrumbidgee, Lachlan, Macquarie, and Darling are sluggish and characterised by extensive systems of meanders, "billabongs" (ox-bows) and effluent streams. The levels of the rivers vary greatly; in times of flood the waters of the Murray, Murrumbidgee, and Lachlan may actually join across the plains but at other times the rivers may cease to flow and even dry up. The level of these rivers and flooding of the plains are mainly determined by conditions on the catchments hundreds of miles to the east and local rainfall is seldom sufficient to affect their level. They need have no relation to the local climate at the time and may occur at any time of the year. Waterfowl Habitat Streams None of the rivers is entirely permanent but although they often cease to flow they seldom dry up entirely. Flooding is rather frequent and each 4 or 5 years on an average much of the region is inundated. The rivers in general have steep bare banks and under these conditions few aquatic plants grow. Herbs, however, periodically flourish on exposed mud banks and beaches. The effluent streams are normally dry but when the river reaches a sufficient level water flows into them and is carried far into the plains. The extent of the development of effluents and their type varies greatly between rivers and accordingly minor flooding gives different effects. In some cases a minor increase in water level merely leads to an increased rate of flow through the numerous streams, but in others quite a small rise in river level forces water to flow through the numerous effluents and sends shallow, temporary water across very large areas of swamps and reedbeds. Irrigation areas, and Domestic Stock and Water Supply districts have been developed in the region. The channels carry water only periodically but, in some places, their banks support dense growths of Eleocharis, Juncus, Polygonum, and Carex, and provide thin strips of green herbage through otherwise dry plains. Billabongs* For the present purpose three distinct types are recognised. The juvenile billabong is one which has apparently only recently been separated from the river. Its banks are tree lined, steep, deep, and bare of herbage. It has virtually no shallows. The inlet and outlet creeks are always present and almost as deep as the river itself. This means that a rise of a few feet in river level will cause water to flow through the billabong, but also a fall of a few feet will cause it to drain out again. Juvenile billabongs are usually dry or nearly so. In more mature billabongs the banks are eroded to a gentle slope and the water course itself has partly filled with silt. The water is relatively shallow and supports perennial aquatic plants including Potomogeton. They usually have quite extensive shallow edges well colonised by Carex and Eleocharis. As the billabong silts up further it often loses its characteristic shape and the normal water level recedes further from the tree line which remains to mark flood level. Due to the relative shallowness of the water the whole area is usually colonised by aquatic plants. A lagoon usually has relatively wide shallow edges carrying Juncas, Scirpus, and Polygonum, and in the deeper centre may be Azolla, Marsilea drummondii and other aquatic plants. Swamps Swamps with dense emergent vegetation are formed in the more permanent water areas. Three distinct types are developed depending on the permanence of the water. Where the water is deep and permanent the dominant vegetation is cumbungi, Typha angustifolia, which forms dense pure stands. The deeper parts are occupied by Azolla and Myriophyllum, and the shallow edges usually carry stands of Eleocharis, Carex, Marsilea drummondii, Agrostis avenacea, and Paspalum distichum. In those depressions in which the water is less permanent and shallower, cane grass Glyceria ramigera is dominant forming a cane grass swamp. Normally Marsilea drummondii and Azolla do not occur and the more open parts of the swamp support heavy growth of Eleocharis, Carex, Scirpus, and other aquatic plants. Lignum Muehlenbeckia cunninghamii is the dominant vegetation in areas subject to less frequent inundation, the more frequent the flooding the denser the lignum; few other aquatic plants occur in lignum swamps. Temporary Water On flooding of the rivers very large areas of the plain are covered by water to a shallow depth. These areas of residual floodwaters make available to the ducks an abundance of submerged dry-land plants and become colonised by large numbers of aquatic animals. They are sometimes sufficiently permanent for aquatic plants to develop. Temporary water is also held in claypans, naturally occurring, circular depressed areas on the treeless plains. The bottoms are flat and composed of heavy clay, and support no plant growth. In times of heavy rain these collect water and form shallow temporary lakes but this water quickly evaporates and although claypans are often the source of some animal, particularly insect, life, they never support any plant growth. Habitat Utilization Twelve species of waterfowl, listed below, occur regularly and breed in the region. \| Species \| Scientific Name \| \|----------------------------------------------\|----------------------------------\| \| Black Swan \| Cygnus atratus (Latham) \| \| Mountain Duck (Australian Shelduck)* \| Tadorna tadornoides (Gardine & Selby) \| \| Wood Duck (Plumed Goose) \| Chenonetta jubata (Latham) \| \| (Australian) Black Duck \| Anas superciliosa Quoylin \| \| (Australian) Grey Teal \| Anas gibberifrons Muller \| \| Chestnut (-breasted) Teal \| Anas castanea (Eyton) \| \| (Australian) Blue-winged Shoveler \| Anas rhynchotis Latham \| \| Pink-eared Duck \| Malacorhynchus membranaceus (Latham) \| \| Freckled Duck \| Stictonetta naevosa (Gould) \| \| White-eyed Duck (Australian White-eye) \| Aythya australis (Eyton) \| \| Musk Duck \| Biziura lobata (Shaw) \| \| (Australian) Blue-billed Duck \| Oxyura australis Gould \| names in parentheses are those used in A Coloured Key to the Wildfowl of the World.* (P. Scott, 1957). The Plumed Tree Duck Dendrocygna eytoni (Eyton) is an irregular visitor and may sometimes breed. Among these species some distinct habitat preferences exist. Streams The main stream of the rivers forms the principal Wood Duck and Mountain Duck habitat in the region. Both these species are almost exclusively grazing animals and feed on the banks. The rivers are used to a very limited extent by Black Duck and Grey Teal, but are completely avoided by the other species. Even in times of drought, when the main streams retain some water, few ducks are found on them. Presumably river water does not provide sufficient food for the wild ducks. The effluent streams, which are not so deep nor as permanent as the rivers, provide important feeding habitat for all species except the swan and diving ducks. These are apparently excluded by lack of breeding sites and of suitable food. The species utilizing effluent streams vary according to the vegetation. Where the stream flows through living timber Wood Ducks, Black Ducks, and Grey Teal are abundant; where the timber fringe is not continuous Wood Ducks and Black Ducks are less numerous and Grey Teal the commonest species. Where the stream crosses treeless plains Grey Teal and Pink-eared Ducks may be found in very large numbers but rarely are other species seen. Where the stream is deep and flows through lignum or cane grass the White-eyed Duck and Freckled Duck are the commonest species. The larger storage dams are deep and usually contain few aquatic plants. They are not generally suitable for the breeding or feeding of waterfowl and few birds are found on them. In times of drought, however, they serve as temporary refuges for congregations of all species, when all other water has dried up. The irrigation channels provide some water habitat through large areas of otherwise dry country. They serve as focal points for Wood Duck flocks and frequently support small numbers of Black Duck and Grey Teal. In general, however, they are not an important waterfowl habitat. Billabongs Billabongs are the principal relatively permanent habitat for wild ducks in the region and are used for breeding, feeding, or refuge by all species. Immature billabongs seldom contain wild ducks apart from small numbers of Black Duck and Grey Teal, but the mature billabongs and lagoons form very important and extensive semi-permanent breeding places for many species and, after breeding, support very large numbers of all species except the diving ducks. Swamps The cumbungi swamps are the breeding and feeding habitat for Musk and Blue-billed Ducks and the usual habitat for Black Swans. A few Black Duck and Grey Teal may breed in them if some trees are available, but they are usually avoided by Wood Ducks. During the summer very large concentrations of Black Duck, Grey Teal, White-eyed and Freckled Ducks congregate in them but usually feed elsewhere (Frith, 1957a). Lignum and cane grass swamps form almost the sole breeding and feeding habitat for Freckled Ducks and White-eyed Ducks, and sometimes support large numbers of non-breeding Grey Teal. Over the western part of the region studied lignum and cane grass swamps are almost the sole waterfowl habitat. Temporary Water When the rivers flood all vegetation associations are submerged and the waterfowl habitat in the region is increased many hundredfold. The utilization of the floodwater by waterfowl varies according to the type of country flooded and the birds' breeding and feeding requirements. On flooding, especially in the lightly timbered and treeless plains, vast areas of new waterfowl habitat are created and these areas are invaded by very great numbers of Grey Teal, Pink-eared Ducks, and Shovelers, and smaller numbers of Black Duck, and sometimes White-eyed Duck. Normally floodwaters are ignored by other species. The extensive breeding that may occur has been described (Frith, 1957b and unpublished). Large and relatively deep claypans are an important site for opportunist breeding by Grey Teal and small numbers of Blue-winged Shovelers. They are also important opportunist feeding places for Grey Teal and Pink-eared Duck. On the whole, however, their filling is infrequent and permanence slight. Movements It has frequently been observed that the numbers of wild ducks in different localities usually vary greatly from year to year (e.g. Morgan, 1954; Downes, 1955; Hobbs, 1957) and that, in the southern and coastal parts of the continent, a tendency exists for the numbers to increase during the summer. Banding returns and field observations, however, show that these movements cannot be explained as a simple migration. It is apparent that both migration and nomadic movements, dictated by climatic conditions, must be considered in the interpretation of waterfowl movements. Among the different species and, in some cases, within the one species, every movement pattern from completely sedentary through erratically nomadic to regularly migratory can be found. The movement patterns of the different species seem to be determined largely by their habitat requirements and alterations in the extent of this habitat. Those species which inhabit the permanent swamps, exclusively, are quite regular in their movements. Thus the Musk Duck, which is confined to the heavily vegetated permanent swamps, is sedentary and is practically never seen beyond these swamps. The Blue-billed Duck which inhabits the same swamps has very regular seasonal movements. Both species can apparently afford to be regular in habit, in the one case sedentary and in the other migratory, because their habitats are permanent and "safe." The White-eyed Duck, whilst mainly confined to the deep permanent swamps is also able to utilize deep semi-permanent floodwater. In accordance with these habitat requirements a regular north-south movement occurs in the permanent swamps, the species being more numerous in southern regions during the summer. In times of drought, when the permanent swamps decrease in area, this movement, however, decreases in volume or may not occur. In addition to this regular movement the birds are sufficiently adaptable to utilize deep floodwaters at any time of the year wherever they occur. Severe flooding is usually followed by an influx of White-eyed Ducks, but this influx when compared to the species discussed below is slight except into those areas where lignum and cane grass are flooded. The Black Duck prefers deep, heavily-vegetated swamps but is more elastic in its habitat requirements than the White-eyed Duck and is able to utilize, to some extent, most other habitats for breeding and feeding. Each permanent swamp contains some Black Ducks always, but annually the number of birds in southern and coastal regions increases each summer and decreases each winter. The movements are, however, strongly affected by climatic conditions and, although dry seasons are characterized by an increased volume of movement to the coast, the majority of birds remain in the inland where great concentrations occur. In times of flood a movement to the flooded area occurs in any direction and at any time of the year. This movement however, in volume, is only a fraction of that of the Grey Teal. The Grey Teal is a true nomad and may move over the whole continent in all directions and at all seasons in search of suitable living conditions. In the inland each creek, swamp and billabong supports small numbers of birds and, as in the Black Duck, these numbers increase annually in the better watered areas of the south and on the coast; this movement superficially resembles true migration. However it has been shown by banding (Frith, unpublished data) that these movements are erratic. Birds from one breeding place may disperse over the whole continent in all directions. In time of flood immense numbers of Grey Teal arrive in that area within a few days. In time of drought virtually the whole population vacates the interior and concentrates on the coast or wherever rain has fallen. This is in contrast to the Black Duck which at these times has a tendency to concentrate in increasing numbers on the permanent waters inland. The Pink-eared Duck is even more strongly nomadic that the Grey Teal. Whereas, in the Grey Teal, there are birds permanently in most areas and some semblance of regular movements, at times, in the Pink-eared Duck there is none. The whole population is nomadic and may appear in a district in very great numbers in one year but then disappear and not be seen again for many years. The birds require for their habitat expanses of shallow water, dirty, stagnant and dense with plankton. This type of water in the inland is only provided by flooding and under the conditions of high evaporation that exist is very temporary, and as it dries up the Pink-eared Ducks vacate the district completely. Extreme mobility is apparently essential for their survival. Food Habits In the period 1952-56 about 4,000 gizzards of the six common species of ducks in the inland were examined. From this study it was apparent that most of the movements of wild ducks could be explained by fluctuations in the food supply due to flooding or rainfall. Among the nomadic species, the Grey Teal had a very variable diet. On the average the food consisted of 27% of plants usually growing on dry land, 40% aquatic plants and 33% aquatic animals, predominantly insects. The composition of the diet at any time, however, rarely approximated the average and varied greatly from place to place and from time to time according to the weather and the flooding of the rivers. There was no regular annual cycle of food but a cycle existed that depended on the stage of flooding in the area. Thus as the streams increased in level, or flooded, the birds fed almost entirely on dry-land plants and dry-land insects but as these were exhausted and the swamp plants (e.g. Carex, Polygonum, Eleocharis) were established the seeds of these swamp plants became the most important source of food. As the waters fell in level or evaporated the aquatic insects became more concentrated and these in turn became the most important source of food until ultimately the diet consisted entirely of them. The Blue-winged Shoveler ate mainly aquatic animals, insects being most important, and was less dependent on vegetable food than the Teal. Of the vegetable food the majority was collected from the bottom of shallow water and negligible amounts only were derived from growing swamp plants. In conformity with this food preference the Shoveler occupies principally floodwaters at a rather later stage in their development arriving as the waters are receding and these foods are abundant. The Pink-eared Duck fed almost exclusively on aquatic animals, including large quantities of microscopic forms collected by filtration of water and not from the bottom or edge as in other species. Accordingly Pink-eared Ducks do not compete with other species for food and at the same time the type of water in which they can live is limited. They are extremely mobile and arrive in an area as the floodwaters are receding and evaporating and can remain longer than most other species. The diet of the less mobile Black Duck was similar to that of the Grey Teal but included greater quantities of swamp plants and aquatic animals. The Black Duck fed predominantly on the animals and seeds of larger size and characteristic of more permanent water. They were not adapted to collecting small submerged grass seeds and so were not able to exploit freshly flooded areas as efficiently as the Grey Teal; accordingly floodwaters were only used to a limited extent. Similarly the White-eyed Duck, Musk Duck, and Blue-billed Duck fed predominantly on the larger animals characteristic of deep permanent water. These species were unable to utilize temporary floodwater and their movements correspondingly restricted. In inland Australia where the water areas fluctuate rapidly both in extent and depth, it is apparent that for a water bird to exist permanently in very great numbers it must be sufficiently adaptable, in its food habits, to deal with a food supply that may alter rapidly in both composition and abundance. The seeding swamp plants being used as food one day may be covered by several feet depth of clear water the next, whereas the dry grass seed far from the river may equally suddenly become available due to flooding. The Grey Teal has evolved great adaptability in both the food eaten, the methods of collection and feeding habitat. This adaptability enables it to exploit most types of water and food as soon as they occur. There is no doubt that this adaptability to the food supply accounts, at least in part, for the Grey Teal being the commonest and most widespread and mobile species of wild duck in Australia. The movements of the other highly nomadic species, the Pink-eared Duck, may also be explained on its food requirements. The birds are completely dependent on plankton and insects which are only common in drying waters. In order to secure this food regularly the birds must be prepared to move very widely and rapidly as water conditions alter. The Black Duck and White-eyed Duck are adapted to utilize the foods produced by more permanent water than the other species. Their distribution and movements are controlled by the availability of this water, and as changes in its extent cannot be widespread nor rapid these species are accordingly comparatively local in distribution and relatively low in numbers in the inland. Breeding Breeding Seasons The breeding of many species of wild ducks is strongly affected by rainfall and flooding. Among the common species every stage exists between those having regular annual breeding seasons and those that may breed at any time of the year when conditions are suitable; they may breed at a different time and in a different place in successive years. In the period 1950-1957 observations were made on the breeding of the common species of wild ducks in the Murrumbidgee and Lachlan regions, New South Wales. In this period conditions varied from extensive unprecedented flooding in 1951 and 1956 to droughts in 1954 and 1957. The volume of breeding also of many species varied directly with the seasonal conditions in each year. Those species which inhabit the permanent stable water areas have regular breeding seasons. Thus the Musk Duck which is sedentary and confined to the cumbungi swamps where the water is deep and permanent with dense emergent growth of bulrushes has a regular breeding season beginning in late August and continuing until mid-October. Neither the extensive flooding that occurred in some years nor the droughts in others caused any significant departure from these dates or differences in the volume of breeding in different years. Similarly the Blue-billed Duck and Black Swan which occupy the same habitat are regular spring breeders and are not noticeably affected by flood or rain. In the nomadic species the position is quite different and no regular breeding season exists. The birds breed wherever and whenever suitable conditions occur. Small numbers of Grey Teal are widely distributed throughout but they do not breed unless exceptionally heavy rainfall or, more usually, a fresh in the river causes an increase in water level. Such an increase in level is followed immediately by sexual display and, within a few days, by ovulation. In addition to the resident Grey Teal, however, very large nomadic flocks move about the inland from place to place as water areas change in extent. In 1955 for instance extensive breeding of these nomadic birds occurred in widely separated parts of the country throughout the whole year as floods or heavy rain occurred at different times. This breeding season began in February in southwestern Queensland, in March in northern New South Wales, in April in central New South Wales, in May on the Lachlan River (south-western N.S.W.), in July on the Murrumbidgee River, in August on the Murray River, and again in October on the Lachlan River. The movements and breeding of the Pink-eared Duck are completely dominated by the climate and there is no regular breeding season, they move and breed wherever and whenever the correct habitat is provided. When breeding is finished and the water dries up the whole population moves elsewhere and no residue remains. The Black Duck is intermediate in habitat requirement; it is commonest in permanent swamps but is less regularly found in the temporary waters. Similarly the Black Duck is intermediate in its degree of nomadism and regularity of breeding season. The species tends to have a regular breeding season but apparently individuals differ greatly in the sensitivity of their response to the proximate factors initiating breeding. In unfavourable seasons, those with low rainfall and shrinking water levels, very few birds breed. In seasons of normal rainfall all the local birds breed and when floods occur the local birds are reinforced by newcomers who occupy and breed in the extra habitat created. In the Grey Teal unusually good conditions are utilized by a great influx of nomads and an extension of the length of the breeding season, but in the Black Duck there is no such extension of the breeding period but the good conditions are exploited by a greater proportion of the local birds breeding. Effect of Water Level on Breeding There have been several observations that, in inland Australia, breeding seasons of birds are closely associated with rainfall (Serventy & Whittell, 1948; Keast & Marshall, 1955). Serventy & Marshall (1957) concluded that in W.A. photoperiodicity was of little importance as a regulator of most birds, and that the critical stimuli to breeding were environmental conditions arising after rainfall in relatively high temperatures. In wild ducks where some species have completely erratic breeding seasons ranging from mid-winter to midsummer, clearly fixed annual factors such as daylength or air temperature could have little effect in determining the onset of breeding. In studies of the sexual cycle of wild ducks (Frith, unpublished) it has been shown that in the Grey Teal every outburst of sexual activity followed an increase in water level and every increase in water level was followed by sexual activity whether rain had fallen or not. The response to a rise in water level is very rapid; sexual activity begins immediately and eggs may be laid 7—10 days later. There is little doubt that in the Grey Teal the breeding season is initiated by an increase in water level. The Pink-eared Duck carries the adaptation towards a breeding season initiated by a rise in water level one stage further. In the Grey Teal an increase in level sufficient to fill the lagoons is followed by ovulation. The Pink-eared Duck, even if already present in the district is not affected sexually by such a change in level. The sexual cycle leading to ovulation does not begin until actual flooding of low-lying land occurs—the species only breeds when these conditions occur. In both the preceding species it has been shown that the rising water level which initiates the breeding season also initiates an increase in the amount of food available for the ducklings. Grey Teal ducklings feed entirely on animal food, principally Corixidae and Dytiscidae (Insecta). It has been shown that each increase in water level is followed by the sudden appearance of large numbers of juvenile forms and ultimately an increase in the number of insects available. Apparently the breeding season of the insects is also initiated by a rise in water level. The result is that a greatly increased food supply is available for the ducklings. Similarly the ducklings of the Pink-eared Duck require large quantities of plankton. These organisms are only abundant in drying floodwater; the flooding of low-lying country, whilst initiating the sexual cycle of the ducks, at the same time provides conditions suitable for an increase in the duckling food supply. Synchrony of the ducklings and their food supply, which increases slowly, is achieved by a relatively slow development of the Pink-eared duck gonad following its initial stimulation. References Downes, M. C. 1955. Where are the ducks? The Bird Observer. Leaflet No. 286. Frith, H. J. 1957a. Wild ducks and the rice industry in New South Wales. C.S.I.R.O. Wildl. Res. 2 : 32-50. Frith, H. J. 1957b. Breeding and movements of wild ducks in inland New South Wales. C.S.I.R.O. Wildl. Res. 2 : 19-31. Hobbs, J. 1957. Notes on the Pink-eared Duck. Emu 57 : 265-8. Keast, J. A. & Marshall, A. J. 1955. The influence of drought and rainfall on reproduction in Australian desert birds. Proc. Zool. Soc. Lond. 124 : 493-9. Lawrence, E. F. 1937. A climatic analysis of New South Wales. Austr. Geographer 3, (3) : 3-24. Morgan, D. C. 1954. Seasonal changes in populations of Anatidae at the Laverton Saltworks, Victoria, 1950-1953. Emu 54 : 263-78. Serventy, D. L. & Whittle, H. M. 1948. A Handbook of the Birds of Western Australia. Perth. Serventy, D. L. & Marshall, A. J. 1957. Breeding periodicity of Western Australian birds with an account of unseasonal nesting in 1953 and 1955. 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Who Are We? Diversity Role Models is a dynamic charity whose vision is a world where everyone embraces diversity and can thrive. Our mission is to promote understanding and acceptance of individual differences and end LGBTQ+ bullying in schools. We do this by harnessing the power of storytelling and delivering pioneering educational workshops. Our mission is to create an education system in which every young person will know they are valued and supported, whoever they are. The Challenge 42% of secondary students say pupils who are gay or thought to be gay are bullied at their school (Diversity Role Models, Embracing Difference, Ending Bullying Impact Report, 2022) 54% of secondary and 42% of Year 5 & 6 pupils say homophobic, biphobic and transphobic language is common at their school (Diversity Role Models, Pathways to LGBT+ Inclusion, 2020) 65% of secondary students said they would report bullying or prejudice to a teacher if they witnessed it (Diversity Role Models, Embracing Difference, Ending Bullying Impact Report, 2022) 23% of secondary students think someone who is LGBTQ+ would feel comfortable coming out at their school (Diversity Role Models, Impact Report, 2022/23) Diversity Role Models welcomes partnerships with organisations of any size from across a wide spectrum of sectors whose values align with our own. The Solution Our workshops, training, and inclusive teaching resources help young people feel less alone by equipping them with the compassion, knowledge, and confidence to become ‘upstanders’ rather than ‘bystanders’ when they witness bullying. The highlight of our workshops is the opportunity to hear from Volunteer Role Models who share their lived experiences. Their stories build empathy and connect with young people to drive positive change in their behaviour. From this, pupils begin to recognise the (often unintended) impact of their language and actions, as well as build confidence to respond to bullying when witnessed. Our Impact Secondary School students that said they would support a friend that came out as LGBTQ+ after attending one of our workshops. Primary pupils said that they would feel more comfortable to do something if they witnessed bullying after attending one of our workshops. 74% 90% Quotes Thank you so much for this lesson. It has really helped me understand the challenges some people may face. Before I had less of an understanding of this matter but I learnt a lot from your talk. Thank you for sharing your story with us - it was inspirational. Student, Scotland Diversity Role Models welcomes partnerships with organisations of any size from across a wide spectrum of sectors whose values align with our own. Our Partners Our partner organisations come from across many different sectors including but not limited to finance, insurance, retail, hospitality, entertainment and education. All organisations that we work with openly share our values when it comes to ending bullying and making schools a safe and fulfilling place for all young people. Contact Details Thank You No two organisations are the same. We have years of experience developing and tailoring our partnerships to meet the aims and goals of our partners. If you would like to discuss how you can Partner with Diversity Role Models, please contact our CEO, Alex Feis-Bryce: email@example.com +44 204 570 3313 www.diversityrolemodels.org Copyright © 2025 Diversity Role Models. Registered charity number: 1142548 Company limited by guarantee number: 07640644	586082fc-bb4d-40d5-ab5c-f1223e8d4ee8	CC-MAIN-2025-08	https://www.diversityrolemodels.org/media/2219/partnership-opportunities-december-2024.pdf	2025-02-16T11:16:39+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831952524.17/warc/CC-MAIN-20250216104521-20250216134521-00378.warc.gz	686,661,372	706	eng_Latn	eng_Latn	0.995539	eng_Latn	0.996984	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1201, 2565, 3549 ]	[ 2.515625 ]	1	0
Imagine It! Technology Enhance reading instruction with a full spectrum of integrated technology Free Demo Disc Inside! Imagine It! technology components include: For the Teacher - ePlanner - eBackground Builders - eTeacher’s Edition - ePresentation - eAssess - eProfessional Development For the Student - eStudent Reader - eSkills & eGames - eInquiry - eFluency - eFrom A to Z - eAlphabet Book - eAlphabet Sound Cards - eSound/Spelling Cards - ePre-Decodables/Decodables - eDecodable Stories Save preparation and organization time Use this interactive planner to create and print yearly, monthly, and daily lesson plans. This time-saving tool reduces preparation and planning by giving you smart, intuitive features, including prepopulated lessons and links to Blackline Masters. The dynamic online version of ePlanner contains an even richer technology toolbox: - Allows you to plan lessons from anywhere - Offers a Lesson Search based on state standard, topic, keyword, or lesson number - Includes an export function to print or e-mail your lessons to others - Includes a high-level correlation to each state’s standards - Shows objectives/materials/vocabulary for each day’s instruction - Allows you to shift all lesson plans automatically due to holidays, snow days, etc. Quickly and easily plan, organize, and access daily, weekly, and monthly lesson plans Access other materials needed to complete the lesson and view state standards for each lesson Save notes for each lesson that you can reference for years to come Export lesson plans to common programs such as Excel or your e-mail, or simply print your lessons ePlanner, Grade 1 ePlanner, Grade 3 ePlanner, Grade 6 Need to prepare for a substitute teacher? The online version of ePlanner allows you to plan and access lessons from home. Use the Notes field to leave tips and information for the substitute for each planning day—all without ever leaving your home! Provide background knowledge with engaging videos eBackground Builders offer a wonderful resource to enhance instruction with real images and video clips based on each unit’s theme. Use the videos to provide background information about the unit theme and prepare students for the concepts they are about to learn. Full-color videos provide important background information for each unit Simple navigation allows you to easily select other units eBackground Builder, Grade K eBackground Builder, Grade 2 Use the Zoom tool to get a closer look at the video Pause, stop, fast-forward, rewind, and adjust the volume at any point in the video Exit the video at any time Each eBackground Builder video is linked from the online ePlanner for easy integration into your lesson planning. Speed up preparation and save time on every lesson The eTeacher’s Edition makes planning, preparing, and reviewing lessons easier and faster than ever before. The convenient electronic format allows you to access the entire Teacher’s Edition with built-in, powerful convenience tools. - An Electronic Table of Contents makes it easy to quickly find and select the lesson you want to teach - The Notes feature allows you to make and store notes with each lesson - A Highlight tool lets you isolate specific areas on each page eXtra benefits for teachers! Need to prepare for lessons from home? The online version of the eTeacher’s Edition is accessible from home so you can review and prepare for upcoming lessons—you can even make and save notes online! Use the Highlight tool to draw attention to specific areas on the page Simple, intuitive navigation buttons make it easy to explore the eTeacher’s Edition, view pages or spreads, and zoom in or out Use the Notes tool to enter and save notes on teaching the lesson that you can access at any time Discover a whole new teaching format The Imagine It! ePresentation turns the main features of the Teacher’s Edition into an electronic format that puts the power of instruction at your fingertips. - The electronic format increases the efficiency of classroom instruction - It provides a dynamic way to enhance print instruction - A user-friendly presentation style is simple to navigate - Handy features include a toolbox of important and frequently used materials such as Graphic Organizers, Rubrics, and Routine Cards Visual cues help you lead students through the concepts and skills they are learning Reveal answers to comprehension questions so the entire class can participate in answering Easy-to-navigate format doesn’t slow down your planning and teaching Extra benefits for teachers! Electronic Teacher Tips offer suggestions and methods for enhancing instruction within each lesson. Quickly build tests and monitor student progress With eAssess, you’ll have the flexibility and speed to generate customized tests that are quickly and automatically scored and stored! You’ll save time by using or modifying existing question banks, and a variety of automatic reports that help track student progress and offer effective remediation suggestions. eAssess offers you advanced features, including: - Report generating for individual students or an entire classroom - Ability to review how students perform by indicating the grading scale and reviewing how students do by standard, question, etc. - State-specific test formats - Grouping and Remediation Reports to inform you how to structure classroom groups - Gains Reports to show student performance over time Looking for ways to differentiate assessment for each student? With eAssess you can customize any assessment for the entire classroom or for individual students to test them on specific areas, concepts, and skills. Select from a variety of results reporting formats including charts and graphs You also can view group or individual reports Creating reports is easy with simple instructions and navigation Generate your own custom tests or select from existing tests or questions Bright, colorful reports help simplify student results What do you want to do? - Create a new test using a wizard - Create a new test from scratch - Open an existing test - Create a new question bank - Open an existing question bank See what’s new in ExamView 6 Engage students with interactive lessons Now you can bring the lessons within Imagine It! to life for your students through a dynamic eStudent Reader. Using Flash-based software, you and your students will be able to review large-screen projections of the Student Reader content in an interactive format. It combines exciting visuals, interactivity, and audio content to make each lesson entertaining as well as educational. - An Electronic Table of Contents makes it easy to quickly find and select the lesson you want to teach - The Zoom tool allows you to focus attention and review specific content - Vocabulary words can be isolated using the Highlight tool and defined using the Glossary tool - Audible reading selections on each page allow the entire classroom to hear recordings of the reading selections Simply click on any lesson within the Table of Contents to go directly to the lesson Return to the Table of Contents from any lesson at any time All glossary or vocabulary words within each reading selection are linked to an audio file for quick and easy review to enhance teaching on the go. Select any vocabulary word to hear the definition Use the Highlight tool to display vocabulary words from the lesson Audio reading selections allow students to hear recorded passages Start students learning with fun practice eSkills & eGames put hundreds of fun, learning-based activities at your students’ fingertips to keep them practicing key skills in phonics, spelling, writing, and vocabulary. - Deepen understanding in core skills areas - Hundreds of different activities provide ample practice and learning opportunities - The fun format of eGames keeps students engaged while they practice multiple skills Because eSkills & eGames are based on the Scope and Sequence, each activity targets skills covered within the lesson you’re teaching. At any time during the skill or game, students can get help. Grade-appropriate game formats provide fun activities at every level. Fun game formats like tic-tac-toe engage students while they learn. The audio option allows students to hear the question being posed. Games and skills directly reinforce lesson concepts students have just reviewed. Challenge students with higher-order thinking The activities within eInquiry challenge students to enhance their creative and critical thinking skills while learning how to find answers to their own questions. - Each activity contains a themed project for students to complete individually or in small groups - Web links within the eInquiry activities are used to gather information - Students record their findings and notes in a PDF notebook throughout the project - Students report results as presentations to the class in a variety of formats Each step of the project is clearly labeled and visible A PDF version of a project notebook is provided with each project for students to record their notes, questions, and answers Research, exploration, and investigation are part of each project Students follow on-screen prompts to complete each step of the project Clear questions and instructions guide students through project completion The varied and engaging topics of the eInquiry projects give students important cross-curricular exposure in subject areas such as science, social studies, and more! Monitor fluency with fast results eFluency gives you an exceptional tool for monitoring fluency at any point in instruction. Students will record themselves reading passages from the Fluency Readers; then you’ll use the eFluency software to: - Listen to individual students’ audio recordings - Review data on words read per minute, total words, and words recorded Simple navigation makes it easy for students to select a unit and lesson. Students follow simple instructions to record themselves. Looking for additional ways to save time in the classroom? Students can record their eFluency readings during small group time and you can review them later at your convenience. Return to the lesson to make a new selection. Students scroll along with the text selection as they audio record themselves. Keep students learning with fun practice Give students valuable opportunities to practice key spelling, letter, and sound skills on their own. Each program translates the print cards into a fun, interactive experience using animation, music, and audio recordings of the stories and jingles. eAlphabet Book, Grade K Students learn each letter of the alphabet with a cheerful rhyme and cartoon This interactive version of the Big Book delights children with charming songs and animations eAlphabet Sound Cards, Grades Pre-K–K A memorable jingle is animated for each letter of the alphabet Each letter is represented by readily identifiable objects and animals, with sound and spelling properties shown on the back of each card eSound/Spelling Cards, Grades 1–3 eExtra benefits for teachers! The online versions of the eAlphabet Sound Cards, eSound/Spelling Cards, eAlphabet Books, and eFrom A to Z are linked from the ePlanner to provide quick and easy access as you are preparing to teach the lessons. Practice reading skills independently ePre-Decodables/Decodables and eDecodable Stories provide students with valuable independent reading practice by turning the Pre-Decodable and Decodable Books into a handy electronic format. - Read Mode allows students to click on specific words to hear pronunciations - In Listen Mode, students listen to audio recordings of the stories Students enjoy bright, full-color illustrations Even the youngest students follow the simple navigation tools It’s simple to exit any story and select a new title Older students have access to more challenging, age-appropriate texts Because students can practice independently at their own pace, not only do they build reading skills but they also build confidence in their abilities.	1bee925a-0677-48bf-bf63-5525a23ff1c0	CC-MAIN-2023-40	https://www.mheducation.com/unitas/school/program/imagine-it-2008/ii-2008-technology-overview-brochure.pdf	2023-09-22T11:52:12+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233506399.24/warc/CC-MAIN-20230922102329-20230922132329-00046.warc.gz	1,003,189,705	2,354	eng_Latn	eng_Latn	0.966791	eng_Latn	0.9961	[ "eng_Latn", "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	[ 121, 499, 1945, 2735, 3793, 4697, 6227, 7527, 8449, 9564, 10371, 11383, 12152 ]	[ 3.625 ]	1	0
The Law of Moses The first five books of the Old Testament are commonly called "The Law," "The Five Books of Moses," and the "Pentateuch" (which means five volumes). In the Hebrew language these books are called the "Torah" (which means the law, or instruction). Joshua called them the "book of the law of God" (Joshua 24:26); Judah was taught from the "book of the law of the LORD" (2 Chronicles 17:9); Jesus called them the "law" (Matthew 12:5); Luke said it was the "law of the Lord" (Luke 2:23); and Paul talked about the "book of the law" (Galatians 3:10). Although it is not for certain, the author of these five books is commonly thought to be Moses. We know that at least a portion of these were written by Moses, because Scriptures refer to the "law of Moses" (1 Kings 2:3; Luke 2:22) and to the "book of Moses" (Mark 12:26). It is believed that Joshua wrote the last part of Deuteronomy, describing the death of Moses. Five Books of the Law Genesis: the very first book in the Bible is a book about beginnings. There we read of the beginning of the world, people, sin, civilization, marriage, languages, and nations, including the nation of Israel from which the Savior of the world would be born. We do not learn about God's beginning in this book, because God has no beginning or ending; He is eternal. In Genesis we read of the first commandment God ever gave to man (2:17). Genesis answers the question, "Where did I come from?" and it lays the foundation for the rest of the Bible. This is why atheists and evolutionists work so hard to disprove the stories of Genesis. If they can prove that Genesis is untrue, then the rest of the Bible could be discredited as well. Exodus: the name of this second book means "going out" or "departure." The story of how God delivered His people from Egyptian bondage is not only a historical account of the nation of Israel, but it also helps people to understand the story of redemption that came in the New Testament. Jesus set every sinner free from the bondage of sin through His death on the Cross. This book also contains the many laws (or commandments) God gave to His people. One well-known set of those laws is the Ten Commandments, sometimes called the "Decalogue" (which means ten words or sayings). Leviticus: the third book contains commandments for the Levites (priests) concerning worship, sacrifices, and offerings to the Lord. It also contains commandments to the people concerning their worship and their everyday living. God is a holy God who wants His people to be clean and separate. He gave these laws so that His people would know the difference between clean and unclean, between holy and unholy. At first, Leviticus might seem like a hard book to read, but without this book and its laws, we could never fully understand the final and ultimate sacrifice Jesus made at Calvary. NUMBERS: the fourth book is also known as the "Book of the March" or "Roll Call." The Hebrew title is "In the Wilderness." In this book you will read how Israel wandered in the wilderness for 40 years because of their unbelief. Twice a census (numbering) of the Israelites is recorded in this book: before leaving Mt. Sinai (Chapter 1) and before entering Canaan (Chapter 26). When reading this book you will learn that God hates sin and that there is a punishment for sin. But you will also read of a God who is faithful and who is patient. DEUTERONOMY: the last book of the Law is also called the "Second Giving of the Law." In three separate speeches, Moses told the people of Israel to remember the commandments given by God to His people. The last part of this book is a description of the death of Moses. Jesus quoted the words of Deuteronomy 6:4-5 when He answered a scribe in Mark 12:29-31. Also, the Ten Commandments are restated in Chapter 5. --- The Importance of the Law God placed great importance on His people knowing the commandments He had given in these five books. Over and over they were told to "remember." God told parents to teach His laws to their children and to their grandchildren. "This book of the law" was to be kept in the Ark of the Covenant (Deuteronomy 31:26). Many times Israel came together to hear the Law read aloud (Joshua 8:34-35; Deuteronomy 31:9-13; Nehemiah, Chapter 8). Every king of Israel was to write out a copy of the Law and also to read it "all the days of his life" (Deuteronomy 17:18-19). God's people were commanded to write God's laws on the doorposts of their houses and on their gates (Deuteronomy 11:20). Why do you think God put such emphasis on hearing and knowing His commandments? --- Moral, Ceremonial, and Civil Laws When you read the Pentateuch, you will find different kinds of laws. Some might seem strange, but it is important to understand why they were given at that time. The Mosaic Law (Law of Moses) can be divided into three parts: moral law, ceremonial law, and civil law. There are people who believe we should obey all of these laws still today, and then there are people who say we do not have to obey any of it because it is the old Law. Are either of these opinions true? MORAL LAWS: these laws reveal God's character. They are a reflection of who He is. Moral laws are unchanging—just as God is unchanging (Malachi 3:6). When Adam and Eve disobeyed, when Cain killed Abel, when Jacob lied to his father—all these are examples of God's moral laws being broken. The moral laws are incorporated within the Mosaic Law (example: the Ten Commandments), but they were in effect long before Moses wrote them down. We can find God's moral laws restated in the New Testament. These laws are for everyone (not just the Jews). CEREMONIAL LAWS: these laws were given to prepare people to worship a holy God. God gave these laws so that His people would be separate, pure, and clean (ceremonially). These laws include commandments about sacrifices, being clean and separate, and the institution of remembrance feasts and festivals. When Jesus died on the Cross, He became the Ultimate Sacrifice. It is through Him that we are clean and pure (not through ceremonial cleansing). These laws were temporary; under the New Covenant they were fulfilled in Jesus (Matthew 5:17-18). CIVIL LAWS: these laws were given to govern the nation of Israel. They included punishments for people who broke these laws. Today, God's people live in many different nations, under different forms of governments. We are not bound by the civil laws that were given for Israel. --- Why Was the Law Given? In Greek society families often had a slave who was in charge of supervising the master's children. His duties were to make sure the children went to school and did their homework. This slave would also make sure the children knew manners and social customs. The children could be disciplined by this slave when necessary. Yet, the slave was not the teacher. No doubt Paul was thinking of this when he wrote that the "law was our schoolmaster to bring us unto Christ" (Galatians 3:24). Christ is the Teacher; the Law could only bring us to Him. We needed the Law to make us aware of our need of a Savior (Romans 3:20). The Law was merely a shadow (a rough outline) of what was to come (Hebrews 10:1). Under the New Covenant we do not need God to write His laws on tables of stone (as the Ten Commandments were) nor are we commanded to write them on the doorposts of our houses. The Holy Spirit will write God's laws in our hearts and in our minds (Hebrews 10:16). The Old Covenant only brought guilt and punishment, but under the New Covenant we can find love and forgiveness. 1. The Ten Commandments were written on two tables of stone. It is believed that the first four commandments were on one table and the last six were written on the other. The first four describe man's duties to _________________________ The last six describe man's duties to ___________________________ 2. Read Leviticus, Chapter 11. List some of the animals that were considered unclean: ____________________________________________ ___________________________________________________________ ___________________________________________________________ 3. The Ten Commandments have become the foundation of all the law in the Western world. Name one commandment that is a part of your country's laws: ___________________________________________________________ 4. Fourteen months after leaving Egypt, the first census (numbering) of Israel took place. Look at the first chapter of Numbers to find out how many men were counted: ___________________________________________________________ 5. What do evolutionists teach that is contrary to the stories in Genesis? ___________________________________________________________ 6. There are several feasts described in the Law. One of these feasts is Passover. What does this feast celebrate? (Exodus 12:26-28) ___________________________________________________________ 7. In 2 Chronicles, Chapter 34, the Book of the Law was found. When it was read, why did King Josiah tear his clothes? What did the king do in verse 31 concerning the words that were written in that book? 8. The words of Jesus in Luke 24:44 tell us that He had come to fulfill (to make complete) all the things that were written in _________________________, and in the _________________________, and in the _________________________. Using the definitions below, determine which laws are civil, ceremonial, or moral. Thou shalt not covet: ______________________ If your ox kills another man’s ox, you must sell your ox and divide the money with the owner of the dead ox: ________________ Do not eat or touch pigs: ______________________ Thou shalt sacrifice burnt offerings: ________________ Honor thy father and thy mother: ________________ Every seven years you must cancel the debts of people who owe you money: ________________ Whosoever touches a dead body is unclean for seven days: ________________ MORAL LAW: laws that show us who God is; these laws are forever (includes 10 Commandments) CIVIL LAW: laws that are for governing the nation of Israel; laws were for Israelites only CEREMONIAL LAW: temporary laws dealing with preparing Israelites to worship a Holy God	<urn:uuid:e5571128-b21d-46ce-8640-44895a13f03a>	CC-MAIN-2021-49	https://www.gods-acres.com/uploads/5/1/3/0/51300023/yl.lesson2.pdf	2021-11-28T22:55:35+00:00	crawl-data/CC-MAIN-2021-49/segments/1637964358673.74/warc/CC-MAIN-20211128224316-20211129014316-00155.warc.gz	890,892,367	2,307	eng_Latn	eng_Latn	0.998645	eng_Latn	0.999604	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	false	rolmOCR	[ 2747, 7642, 9412, 10262 ]	[ 2.21875 ]	2	0
VBS 2019 DIRECTOR’S BASE CONFERENCE PLAN (2 HOURS) Purpose Statement This two-hour teaching plan is designed to train and equip VBS directors and pastors to conduct Lifeway’s 2019 In the Wild™ VBS. Needed Resources - VBS 2019 Administrative Guide - VBS 2019 Jump Start Kit - VBS 2019 Preschool Starter Kit - VBS 2019 Kids Starter Kit - VBS 2019 Music for Kids CD (inside the Jump Start Kit) - VBS 2019 Kids Gospel Guide (1 per conferee) - VBS 2019 Backyard Kids Club® Kit - Go & Tell Kids® - 5 VBS 2019 Nametags—Print one word on the name portion of each tag: calendar, budget, format, schedule, ordering. - VBS 2019 String Flags - VBS 2019 Tablecloths - VBS 2019 Whirleys - VBS 2019 Visual Pack - VBS 2019 Tiger Backpack - VBS 2019 Bookmark (1 per conferee) - VBS 2019 Devotional Bible for Kids - Devotions in the Wild: 100 Devotions to Zoom in on Jesus - VBS 2019 Supersized Postcards - VBS 2019 Pencils - VBS 2019 Kids Wraps (only use 4) - 5 VBS 2019 Snapshot Viewers—Print one word on each viewer: Zoom, In!, Focus, on, Jesus! (Optional: Print the words on pieces of tape and attach to each viewer.) - Item 1 “Handout”—Make one copy per conferee. - Item 2. “Snapshots”—Attach each snapshot to the wall as directed throughout the conference. - Item 3. “Circles”—Cut out and tape one circle to the bottom of each plastic cup. - Item 4. “Questions”—Cut apart each question, fold, and place in the Tiger Backpack. - Item 5. “Pin the Lens”—Cut out and mount to heavyweight black paper to make them sturdier. - Item 6. “Footprint Letters”—Cut apart each set of letters. - OPTIONAL: Cell phone with camera - 5 balloons - 15 plastic cups - 4 cans of play dough - 1 box of animal crackers - Large colored paper—Use to make a camera on the wall (see sample picture of camera on Item 5). Make the circular lens of the camera the same size as the lens on “Pin the Lens” (Item 5). - 4 swim noodles—Cut each noodle into 12-inch pieces. Line up four swim noodle pieces side-by-side to make one paw print and glue together with hot glue. Make a total of four Paw Print Shoes (2 sets). - Hot glue gun and glue stick • Duct tape—Cut four pieces of duct tape the width of each set of swim noodles. Place one piece along the width of the noodles near the top and one near the bottom. Flip the noodles over and place the third piece near the top and the fourth piece near the bottom for more reinforcement. To make a strap for each paw print, tear a piece of tape and place it sticky side up across the middle of the noodles. Tear a second piece a bit longer and attach it to the sticky tape. Place the strap across the middle of the noodles. • CD player Room Setup Arrange chairs in a semi-circle facing the focal wall. Place a copy of Item 1: “Handout” in each chair. Cover display tables with VBS 2019 Tablecloths and arrange items from the VBS 2019 Jump Start Kit, Preschool Starter Kit, and Kids Starter Kit on top. Set one table (without a tablecloth) near the front of the room. Provide space for volunteers to stand behind it for several of the activities. Drape VBS 2019 String Flags from the ceiling across the doorway and hang VBS 2019 Whirleys around the room. Display VBS 2019 Visual Pack posters on the walls. Teaching Steps 1. Welcome and Intro Game (5 minutes) • Greet conferees and welcome them to In the Wild VBS. • Play the theme song “In the Wild” from the Music for Kids CD and greet Wildlife Specialists (conferees) as they arrive. • Introduce yourself and summarize the purpose of the conference. • Lead the conferees in prayer, asking God to help you learn how to teach kids about the encounters people had with Jesus. • Invite conferees to play “Camera Roll.” o Lead conferees to open the photo app on their phones. Explain that they should start at their most recent photo of a person and count the photos backwards from there. Explain that they should skip over any photos that contain only objects or text and simply count the photos with people. o Ask them to listen to each scenario and count backwards to the appropriate photo: • Say: “You are stranded in the jungle! The person in photo number 5 is your one and only phone call to come and rescue you. Will they answer? Can they help? Will you survive?” (Allow conferees to count backwards 5 photos then share it with their neighbor.) • Say: “Your all-terrain vehicle has a flat tire in the middle of the desert. It’s hot and you are thirsty! The person in photo number 10 is with you and has offered to change the tire. Can they do it? Will it successfully get changed?” (Allow conferees to find and share their photos.) • Say: “You’ve won an all-expense paid safari vacation to see lions, tigers, elephants, and zebras. The person in photo number 15 is your travel partner. Is that going to be a good thing or a bad thing?” (Allow conferees to find and share their photos.) • Mention that we use cameras to capture moments and experiences all the time. Hold up a VBS 2019 Snapshot Viewer and continue: “This year at VBS, kids will focus in on some amazing, real-life encounters with Jesus. Each encounter is like a snapshot—a specific moment in time captured on the pages of Scripture.” • Comment: “Today, we will look at seven steps or snapshots to help you understand your role as a Wildlife Specialist for In the Wild VBS.” • Display the VBS 2019 Administrative Guide and explain how conferees can find the steps in book. • Refer conferees to the Item 1: “Handout.” Guide them to fill in the handout as they go. 2. Snapshot #1: Know Your Purpose, Theme, and Bible Content (20 minutes) - Add Snapshot #1 (Item 2) to the wall. - Share that the first snapshot we must focus on is the purpose, theme, and Bible content. - Explain that you will ask three multiple choice questions and conferees will show their answer with an animal pose. - Ask conferees to stand and pose in three different animal positions. - A is for alligator. Guide conferees to put their arms straight out in front of them and open and close their arms like an alligator’s mouth if the answer is A. - B is for bear. Guide conferees to open their hands like paws, pose like a standing bear, and growl if the answer is B. - C is for cockatoo. Guide conferees to bounce their head and flap their arms up and down like wings as if they were a cockatoo if the answer is C. - Ask each question and lead conferees to wait for you to complete each answer before they pose with their answer. - VBS is a: - A) Fundraiser - B) Ministry (CORRECT) - C) Scholarly education program for doctoral students - VBS is designed to reach: - A) Kids - B) Families - C) People of all ages (CORRECT) - VBS helps people know and respond to Jesus as led by: - A) The Holy Spirit (CORRECT) - B) The Pastor - C) You and only you - Say: “Good job! You understand the basic components of VBS!” - Introduce the theme for VBS 2019. Explain that through this theme, kids will learn about five encounters with Jesus. - Hold up the camera and say: “To really see something close, you need to zoom in.” - Distribute the five VBS 2019 Snapshot Viewers to five conferees. - Lead them to stand at the front in the order of the VBS Motto: - Zoom - in! - Focus - on - Jesus! - Lead all of the conferees to pretend they are holding a camera as they say the VBS Motto together. - Call attention to the VBS Scripture from the VBS 2019 Visual Pack. - Explain that kids will have one focal passage for the week, found in John 20:31. - Lead the group to read the verse together. - Explain that a habitat is a location where animals live. Name several habitats such as the jungle, savannah, or mountains. - Share that each of the five Bible stories includes encounters that take place in five different locations. - Lead the activity: - Choose five conferees and give them each a balloon. - Assign each of the volunteers one day (1–5) and ask them to stand behind the table and face the group. Place the cups upside down on the table. Point out that each cup has either the location of the Bible story, the people from the Bible story, or the Point of the day on the bottom of it. Explain that each volunteer will blow up a balloon and squeeze the opening of it to release the air to knock the cups off the table. Share that volunteers should only knock off the cups that relate to their assigned day. If they knock off a different cup, they should pick it up off the floor and put it back on the table. Begin the game and challenge the volunteers to be the first to knock off all three of their cups. Allow the remaining conferees to look on page 8 in the Administrative Guide to help the volunteers know which cups belong to each day. Once a winner has been declared, lead the five volunteers to pick up the cups from the floor and stack the three cups that represent each day on the table. Thank volunteers and ask them to return to their seats. - Briefly talk about the Bible story for each day by reading the location, people, and the Point on the bottom of each stack of cups. - Explain that VBS is intentionally evangelistic and each day provides an opportunity to share the gospel. - Talk about some of the available evangelistic resources. - The Gospel: God’s Plan for Me - Leading a Child to Christ - Devotions in the Wild: 100 Devotions to Zoom in on Jesus - Distribute a VBS 2019 Kids Gospel Guide to each conferee and ask conferees to turn to page 10 in the Administrative Guide. - Talk about the steps of sharing the gospel with kids: - God Rules - We Sinned - God Provided - Jesus Gives - We Respond - Admit - Believe - Confess 3. Snapshot #2: Start Planning (15 minutes) - Add Snapshot #2 (Item 2) to the wall. - Explain that the second snapshot we must focus on is planning. - Ask conferees to stand and pose in the three previously taught animal positions. - A is for alligator. - B is for bear. - C is for cockatoo. - Ask each question and lead conferees to wait for you to complete each answer before they pose with their answer. - Planning for VBS should begin: - A) 1 month before VBS - B) 2 months before VBS - C) 9-12 months before VBS (CORRECT) - Key Dates on the Planning Calendar should include: - A) Your birthday - B) The VBS Kickoff Event (CORRECT) - C) Your favorite movie’s release date - Use the checklist of tasks on pages 12–13 in the Administrative Guide: • A) Before VBS • B) Before, during, and after VBS (CORRECT) • C) After VBS only ● Explain that planning includes several different aspects and Wildlife Specialists should focus on five things: calendar, budget, format, schedule, and ordering. ● Lead the activity: ○ Choose five volunteers to stand at the front of the room. Give each volunteer one VBS 2019 Name Tag. ○ Hold up the VBS 2019 Tiger Backpack filled with the “Questions” (Item 4). ○ Explain that the bag contains some of the many questions Wildlife Specialists will ask in the VBS planning process. ○ Invite individual conferees to choose a question and read it aloud. ○ Guide them to hand the question to the person wearing the nametag with the correct category: calendar, budget, format, schedule, or ordering. ○ Share that each category will have three questions. ○ Once all of the questions have been distributed, thank volunteers and ask them to return to their seats. ● Answers for the questions are as follows: ○ When should I place the VBS dates on the church calendar? (calendar) ○ How much money should I spend on decorations? (budget) ○ Will my church include student VBS? (format) ○ Should we hold VBS in the morning or at night? (schedule) ○ How many Leader Guides should I order? (ordering) ○ When should I plan the kick-off event? (calendar) ○ How much money should I spend on crafts? (budget) ○ Will we use a mainstream or self-contained option for Special Friends? (format) ○ How much time should we spend in the Worship Rally? (schedule) ○ How many Recreation Rotation Leader Cards should I order? (ordering) ○ When should I assign pre-enrolled participants to a Bible Study room? (calendar) ○ How much money should I spend on curriculum? (budget) ○ Will we have leaders rotate or kids rotate? (format) ○ How much time should kids spend in the Bible Study room? (schedule) ○ How many 3s--Kindergarten Rotation Packs should I order? (ordering) ● Highlight the planning calendar, budget form, format information, schedule options, and curriculum ordering on pages 12–25 in the Administrative Guide. ● Display and answer any questions about the contents of the VBS Jump Start Kit, VBS 2019 Preschool Starter Kit, and VBS 2019 Kids Starter Kit. ● Point out the Student VBS, Adult VBS, and Special Friends VBS biblical content and information on pages 26–28 in the Administrative Guide. 4. Snapshot #3: Enlist and Train Your Leaders (20 minutes) ● Add Snapshot #3 (Item 2) to the wall. ● Explain that the third snapshot we must focus on is enlistment and training of VBS leaders. ● Ask conferees to stand and pose in the three previously taught animal positions. ○ A is for alligator. ○ B is for bear. ○ C is for cockatoo. ● Ask each question and lead conferees to wait for you to complete each answer before they pose with their answer. Enlistment should always begin with: - A) Reciting the Books of the Bible - B) A nap - C) Prayer (CORRECT) What is the maximum number of kids that should be enrolled for each Bible study room? - A) 5 - B) 25 (CORRECT) - C) 55 The best way to recruit leaders is: - A) Ask individuals face to face (CORRECT) - B) Make a boring, generic announcement from the pulpit - C) Send out a group text Say: “Good job! You seem to already have a good idea about recruiting VBS leaders.” Explain there are some important numbers directors need to remember in regards to the number of staff needed. Lead the activity: - Choose four volunteers and lead them to stand behind the table. Give each volunteer a can of play dough. - Guide them to use the play dough to answer each question. Explain that the first two answers will be a number. - Allow them to make imprints in the play dough, shape it into a number, or divide it into the correct number of pieces. - Ask each round of questions and lead each volunteer to display his answer to the group after his question. Round #1: - Ask the first volunteer: What is the maximum number of Babies—2s in each class? (9) - Ask the second volunteer: What is the maximum number of 3s—Pre-K in each class? (16) - Ask the third volunteer: What is the maximum number of kindergarteners in each class? (20) - Ask the fourth volunteer: What is the maximum number of elementary kids for each Bible study room? (25) Round #2: - Ask the first volunteer: You should enlist one leader for every ______ number of Babies—2s? (3) - Ask the second volunteer: You should enlist one leader for every ______ number of 3s—Pre-K? (4) - Ask the third volunteer: You should enlist one leader for every ______ number of kindergarteners? (5) - Ask the fourth volunteer: How many leaders should you enlist for each Children’s Bible study room? (1 lead + 2 assistants = 3) Round #3: - Ask each volunteer to use the play dough to shape one leadership area that needs to be staffed. Whisper suggestions to each volunteer, if needed, such as: prayer, telephone, snack, music, missions, recreation, crafts, worship, and so forth. - Lead each volunteer to display their creations and ask conferees to guess the specific area. - Thank volunteers and ask them to return to their seats. Comment that once you discover how many people you need, Wildlife Specialists should follow some enlistment tips: - Pray: Ask God for specific needs. - Plan: Begin enlistment 4–6 months before VBS. - Share: Explain qualifications and expectations. - Ask: Ask in person individually. - Train: Provide thorough training. Point out the Bible Content and Overview Training in the Administrative Guide on pages 32–36. - Appreciate: Show support and appreciation. Say: “It’s important to train VBS leaders to not only serve during VBS, but to also be a part of the follow-up.” Explain the I’m a Christian Now! Leader Kit, Revised kit. Explain that the resource is an eight-week class that covers how to become a Christian; a deeper understanding of salvation, baptism, and the Lord’s Supper; what it means to be a church member; the importance of Bible reading, prayer, worship, service and giving; how to tell your testimony; going on mission; and continuing to grow as a Christian in difficult times. Comment that learner guides and Devotionals are other elements to help kids continue the connection. Display the VBS 2019 Devotional Bible for Kids and the Devotions in the Wild: 100 Devotions to Zoom in on Jesus. Explain that the Administrative Guide includes two different Follow-Up and Discipleship Training plans that help kids understand what it means to be a Christian. Emphasize that children who made professions of faith in VBS need concerned Christian teachers to love and encourage them in their faith. 5. Snapshot #4: Promote and Publicize (15 minutes) - Add Snapshot #4 (Item 2) to the wall. - Explain that the fourth snapshot we must focus on is promotion and publicity. - Ask conferees to stand and pose in the three previously taught animal positions. - A is for alligator. - B is for bear. - C is for cockatoo. - Ask each question and lead conferees to wait for you to complete each answer before they pose with their answer. - Promotion for VBS should begin: - A) 1 month before VBS - B) 4–6 months before VBS (CORRECT) - C) 2 years before VBS - Promotion for VBS should include: - A) One strategy - B) Two strategies - C) Several different strategies (CORRECT) - Promotion for VBS should be: - A) In your church - B) In your community - C) Both (CORRECT) Share that Wildlife Specialists should promote and publicize both inside the church as well as outside the church walls. Explain that it is our job to reach out to as many people as possible and invite them to be a part of In the Wild VBS. Lead the activity: - Place conferees into four groups. Give each group one item: - Box of animal crackers - VBS 2019 Supersized Postcards - VBS 2019 Pencils - Cell phone (ask someone in the group to use their phone) Give each group one minute to come up with three ways to use the item to promote their VBS. Allow each group to respond. Lead conferees to find at least one idea for their item on page 44 of the Administrative Guide. Challenge conferees to involve kids in promotion strategies. Encourage leaders to ask kids why they want to attend VBS and highlight those specific reasons in the promotion. 6. Snapshot #5: Register Participants (15 minutes) Add Snapshot #5 (Item 2) to the wall. Explain that the fifth snapshot we must focus on is registration. Ask conferees to stand and pose in the three previously taught animal positions. - A is for alligator. - B is for bear. - C is for cockatoo. Ask each question and lead conferees to wait for you to complete each answer before they pose with their answer. Registration should be available for VBS: - A) only on the first day - B) only on the first 2 days - C) all week long (CORRECT) The Registration area should include: - A) greeters, tables, forms, pencils (CORRECT) - B) scratch paper and crayons - C) food Members of the Registration team should wear: - A) choir robes - B) VBS T-shirts (CORRECT) - C) formal gowns and tuxedos Share how registration is an important part of VBS. Encourage directors to staff the registration area all week. Briefly explain each strategy: - Pre-enrollment registers kids before VBS begins. - Use Registration forms. - Host a VBS Kickoff Event. - Pre-enroll children in church-sponsored programs. - Send registration information home with church members. - Set up a registration table during Wednesday night activities. - Registration enrolls kids during VBS. - Provide a registration area with tables. - Provide plenty of Registration Forms and VBS 2019 Pencils. - Enlist a member of the team who is bilingual. - Ask members of the Registration team to wear VBS T-shirts. Highlight the benefits of KidEvent Pro: • Helps churches manage departments, class rolls, rotation schedules, and personal information • Prints name tags and security tags • Manages class attendance • Provides 24/7 access to every detail before, during, and after VBS ● Say: “One of the best times to pre-register kids is during your VBS Kickoff Event.” ● Lead the activity: ○ Invite four conferees to play “Pin the Lens.” ○ Place a VBS 2019 Kids Wrap on the four volunteers as a blindfold. ○ Point out the camera on the wall and give each volunteer a “Pin the Lens” (Item 5) circle. ○ Lead volunteers to try and pin the lens on the camera. ○ Remove the blindfolds, thank volunteers, and ask them to return to their seats. ● Talk about the Kickoff Event ideas as you remove each lens from the camera. ○ Mobile Petting Zoo or Exhibit ○ Photo Scavenger Hunt ○ A Day at the Zoo ○ Photo Op Stop ● Remind conferees that VBS directors should enlist a team to be in charge of planning, decorating, and executing the Kickoff event. 7. Snapshot #6: Continue the Connection (15 minutes) ● Add Snapshot #6 (Item 2) to the wall. ● Explain that the sixth snapshot we must focus on is how to Continue the Connection. ● Ask conferees to stand and pose in the three previously taught animal positions. ○ A is for alligator. ○ B is for bear. ○ C is for cockatoo. ● Ask each question and lead conferees to wait for you to complete each answer before they pose with their answer. ○ One of the goals of VBS is for families to feel: • A) ignored • B) uncomfortable • C) connected (CORRECT) ○ VBS has the potential to: • A) bring people into your church • B) connect families and your community to the church • C) Both (CORRECT) ○ Connection after VBS should be done by: • A) just the Pastor • B) everyone (CORRECT) • C) just the kids ● Challenge conferees to think about the connection after VBS even before VBS begins. ● Explain how there are two types of connection. ● Lead the activity: ○ Scramble one set of the “Footprint Letters” (Item 6) in one pile on one end of the table and the second set of letters on the other end. ○ Choose two volunteers and ask them to each slide their feet into the paw print shoes and stand behind the Start line. Lead each volunteer to walk with the paw prints to the table, place their set of letters in order, and walk back to the Start line. Guide volunteers to keep their answer (word) to themselves. (FAMILY and COMMUNITY) Ask each volunteer to share the type of connection once they cross the line. Thank volunteers and ask them to return to their seats. - Talk about how to make the Family Connection. - Hold up each letter from the word FAMILY and invite conferees to think of an idea of a family connection that begins with each letter. Offer suggestions such as: - F: Family retreat or camp - A: Adult VBS or Parenting Seminars - M: Monthly emails - I: Invite visitors to Wednesday night meals/activities - L: Learn and use visitor’s names - Y: YES to the VBS Family Experience - Talk about how to make a Community Connection. - Display each item and explain the differences. - Backyard Kids Club® Kit - All-in-one box - Includes five days of a two-hour club - Available in: Submerged™, Galactic Starveyors™, Game On!™ and In the Wild® - Fits in limited outdoor setting - Go & Tell Kids® - On-the-go curriculum - Great for mission trips - Reaches people who may or may not be prospects for your church - Includes: flash drive, flip chart, and backpack - Emphasize that another way to continue the connection is to hold a VBS Celebration. - Share that it is an opportunity for members of the church to build relationships with unchurched children and their families. - Offer suggestions such as: - Host a musical drama - Host a family night - Host a wildlife learning day 8. Snapshot #7: Prayer and VBS (10 minutes) - Add Snapshot #7 (Item 2) to the wall. - Explain that the final snapshot we must focus on is prayer. - Comment that prayer is the foundation for a successful VBS experience. - Encourage conferees to observe the National Day of Prayer for VBS on May 19, 2019. - Suggest Wildlife Specialist use the Prayer Calendar on page 56 of the Administrative Guide. - Lead the activity: - Distribute a VBS 2019 Bookmark to each conferee and lead conferees to find a partner. - Guide each conferee to write down his name, church name, and dates of his VBS on the bookmark. - Ask conferees to trade the bookmarks with their partners. - Lead conferees to share a specific request with their partners and give them time to pray for each other. 9. Closing (5 minutes) - Hold up a VBS 2019 Snapshot Viewer and say: “Earlier we said that when you want to see something close, you zoom in. Let’s talk about few other photography tips and how they relate to VBS.” - Use the viewer as a camera as you explain the following tips: - Move around and get in close. - Explain that during VBS, Wildlife Specialists should move around to every area, and get in close to see how lives are being changed. - Hold the camera straight. - Share that no matter what happens, Wildlife Specialists can stay focused and straight toward the goal, which is helping people learn about the encounters people had with Jesus. - Use different modes for different settings. - Comment that VBS has several ages and the learning and activities are different for every age. Challenge Wildlife Specialists to keep their VBS organized and accessible to everyone. - Thank conferees for attending In the Wild Training. - Say: “I hope you enjoyed the training to become a Wildlife Specialist and you have learned some new things about how to make your own VBS a success this year.” - Close in prayer. Item 1. Handout KNOW YOUR PURPOSE AND THEME #1 START PLANNING IN THE WILD #2 Item 2. Snapshots ENLIST AND TRAIN YOUR WORKERS IN THE WILD #3 PROMOTE AND PUBLICIZE #4 REGISTER PARTICIPANTS IN THE WILD #5 CONTINUE THE CONNECTION IN THE WILD #6 VBS AND PRAYER IN THE WILD #7 In the temple At the river On the water At the tomb On the road Jesus Mary Joseph Jesus John Jesus Peter Jesus Mary Magdalene Jesus 2 men Jesus knew why He came. Jesus is the Son of God. Item 3. Circles Jesus proved He is God’s Son. Jesus rose from the dead. The Bible was written so I can believe. \| When should I place the VBS dates on the church calendar? \| How much money should I spend on decorations? \| Will my church include student VBS? \| \|--------------------------------------------------------\|---------------------------------------------\|-----------------------------------\| \| Should we hold VBS in the morning or at night? \| How many Leader Guides should I order? \| When should I plan the kick-off event? \| \| How much money should I spend on crafts? \| Will we use a mainstream or self-contained option for Special Friends? \| How much time should we spend in the Worship Rally? \| \| How many Recreation Rotation Leader Cards should I order? \| When should I assign pre-enrolled participants to a Bible Study room? \| How much money should I spend on curriculum? \| \| Will we have leaders rotate or kids rotate? \| How much time should kids spend in the Bible Study room? \| How many 3s-Kindergarten Rotation Packs should I order? \| Item 4. Questions Photo Scavenger Hunt Sample shape of camera for wall. Item 5. Pin the Lens A Day at the Zoo Item 5. Pin the Lens Photo Op Stop Item 5. Pin the Lens Mobile Petting Zoo or Exhibit Item 5. Pin the Lens Item 6. Footprint Letters Item 6. Footprint Letters Item 6. 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CLOVERBUD READING ADVENTURES Just Camping Out By Mercer Mayer Little Critter and his sister have a camping adventure. ACTIVITIES AND CRAFTS Handprint Campfire Materials: Yellow, red, and orange paint, piece of construction paper, brown paint or brown construction paper for logs What to do: 1. Paint fingertips yellow, the bottom of the palm red, and the rest of the hand orange. Be sure not to use too much paint. 2. Press down the hand onto a piece of paper. 3. Paint 2 logs with the brown paint or use pieces of brown construction paper to make logs. Camping Lantern Materials: Water bottle with label removed, Yellow Paint, two small strips of green (or whatever color you choose) construction paper (3 inches tall), Pipe cleaner, Hole punch, Tape, Scissors, Marker, battery tealight, if desired What to do: 1. If you are going to use the tea light, cut the top of the bottle off first so that you have access to drop in the tealight. 2. Paint water bottle yellow, 3. After paint dries, tape 3” tall green strips on top and bottom of “lantern”. 4. Hole punch or make a slit on each side of the lantern and thread the pipe cleaner through to make a handle. 5. If you want to be more creative, allow the Cloverbiuds to decorate with stickers, beads, or other embellishments. 6. Draw on the main “dimmer” knob and any additional buttons or decor you want on the camping lantern. 7. Drop the tea light into the lantern to make it glow. STEM Tent Challenge Supplies: gumdrops, toothpicks, tissues, animal crackers How to play: 1. Provide each Cloverbud with a variety of supplies. You can give each child a few supplies or have the supplies on a table and the Cloverbuds come up and get what is needed. 2. Ask the Cloverbuds to create a tent that will shade an animal (the animal cracker) using the supplies provided. Camping Story Cards Supplies: Camping Story Cards How to play: 1. Print the camping story cards found at the end of this Reading Adventure on heavy cardstock and laminate. You can print multiple copies if you have a lot of participants. 2. Have each Cloverbud choose 3 or more cards they want to tell a story about. 3. Have an adult model how to tell a story using the cards. 4. Let each child tell a story using the cards. SNACK S’mores Snack Mix Ingredients: 10 oz. box honey flavored Teddy Grahams, 12 oz. bag semi sweet chocolate chips, 5 oz. mini marshmallows, 8 oz. bag yogurt covered raisins, 11 oz. box Chocolate Cheerios, large bowl, snack size zipper bags What to do: 1. Combine all ingredients in a large bowl 2. Distribute and store the snack mix into snack baggies or plastic containers until ready to eat You can adapt the ingredients to your taste. Try golden graham cereal, add pretzels, S’mores on a Stick from fun-a-day.com Ingredients: Large marshmallows, Stick (lollipop sticks, bamboo skewers, straws), chocolate chips, graham crackers What to do: 1. Place the marshmallows on a stick of your choosing. If using bamboo skewers, be careful of the sharp points. 2. Place some graham crackers in a zipper bag and crush. 3. Melt the chocolate—you could use a fondue pot or a microwave cup (microwave for about 20 seconds and stir until smooth). 4. Dip a marshmallow on a stick into the chocolate. Let some of the excess chocolate drip off, then dip it into graham cracker crumbs. 5. Enjoy! Campfire Snack from skiptomylou.org Ingredients: round crackers (ground), purple grapes (rocks), pretzel sticks (wood), yellow cheese (fire) What to do: 1. Cut grapes in half and place in a ring along the outer edge of cracker. 2. Take a piece of cheese and cut flames on one end. Then place in the middle of the rocks (grapes) 3. Break pretzels in half and pile them on the campfire to finish the snack. OTHER BOOKS TO READ ALOUD Goodnight Campsite, by Loretta Sponsler Llama, Llama Loves Camping, by Anna Dewdney Curious George Goes Camping, by Margret Ray Amelia Bedilia Goes Camping, by Peggy Parish Toasting Marshmallows: Camping Poems, by Kristine O’Connell George What Camping Can Teach Us: Life’s Lessons Learned from the Great Outdoors, by Willow Creek Press EVALUATION We value your input! After completing a Reading Adventure with your Cloverbuds, please tell us what you think. Your feedback will be used to improve the Reading Adventure program. Type the link in your browser and navigate to the evaluation site: https://go.osu.edu/evaladventures 4-H CLOVERBUD READING ADVENTURES Reading Adventures are part of the Ohio 4-H Cloverbud Program. This adventure was developed by Christy Millhouse, Extension Educator, 4-H Youth Development, Ohio State University Extension. It contains well-known activities, games, and snacks. Sources are indicated where appropriate. Find more reading adventures online at ohio4h.org/cloverbudresources. TIP: This 4-H Cloverbud Reading Adventure works well with Chapter 19 ‘Nature Fun’ in The Big Book of 4-H Cloverbud Activities available through OSU Extension offices or online at extensionpubs.osu.edu. 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STEAM EDUCATION AND INEQUALITY IN AFRICA Project Establishment of Solar-Powered STEAM Centers with satellite internet access in off-grid village schools. Beginning with villages in Ghana and Kenya. Outcomes - Enhanced STEAM proficiency - Nurturing innovators and creativity - Advancing STEAM Education - Fostering cross-disciplinary learning - Promoting gender equality - Empowering communities Impact Projections Over 8000 student dreamers K-12 (ages 4-17) served annually. Fund Utilization Estimated implementation cost analysis is $25k per village school, which means we can support 10 schools. - Construction and equipping of STEAM Centers - Solar power integration - Innovative STEAM curriculum development - Empowering teachers with increased leadership trainings Background A Utah based 501 c3 non-profit established in 2021 by Godwill Tandoh, a Ghanaian immigrant living in Utah, looking to giveback to underprivileged children in his mother’s village. Currently serving over 1600 kids in Ghana and Kenya. Partnered with 3 universities, 3 non-profits and 6 local businesses. The Problem - Limited Infrastructure and Resources - Teacher Training and Capacity - Limited Access to Technology - Gender Disparities - Curriculum Alignment - Language Barriers - Socio-Economic Disparities - Policy and Governance Population served - Age: African children and adolescents 4-17 years old. In Utah, African refugee immigrants. - Location: Rural villages in West and East Africa - Gender & Ethnicity: All - Family background: Low-income living under poverty line - Educational background: Students attending usually the only primary school in their village. The school faces resource constraints, with few educational materials and limited access to technology. The quality of education is impacted by a shortage of trained teachers, leading to large class sizes and limited individual attention. - Language Barrier: The language of instruction in the school might not be students’ native language, which can pose communication difficulties and impact the comprehension of lessons. - Physical ability: some students of physical disabilities for e.g., Eye disability, walking, reading. MISSION To empower, inspire and educate underserved and technologically impoverished students through STEAM education Annual Budget $50,000 Revenue: $20,000 Spending: $15,000 YTD Current program - Voluntourism: Volunteer to serve on humanitarian projects in a village school in Africa as well as participate in a cultural immersion program. As short as 10 days or as long as 3 months (with ability to extend). - Education and Literacy Programs: provided library books and encouraged guided reading sessions. - Future Leader youth mentorship program: Students are paired with a local or international mentor who helps them navigate choosing a career, college prep and personal excellence goals. - Health and Medical Initiatives: provide hygiene kits for girls and educate youth once a month on personal health care. - Arts and Cultural Preservation: Dance 4 A Cause using dance as a platform to promote the preservation and celebration of African arts, culture, and heritage. Also helps recruit volunteers. - Refugee youth apprentice program (BETA TESTING): Job experience for youth empowers them to develop an entrepreneurial mindset. Size of organization - 1 Founder and Executive Director - 1 Treasurer /Accountant - 4 board directors - 3 Advisors - 1 program director - Over 40 volunteers - 2 area directors - 1 technical director Impact & Effectiveness Innovation - Embrace Technology: We use online tools to direct fundraising and recruiting efforts - Collaborate and Partner - Implement Creative Fundraising: Dance 4 A Cause - Human-Centered Design: voluntourism - Experiment with Pilot Programs - Continuous Learning and Improvement - Monitor Trends and Research - Empower Staff and Volunteers - Monitor and Measure Impact - Address Emerging Challenges How we measure and evaluate impact and effectiveness Outcome Measurement Data Collection and Analysis Pre- and Post-Assessments Case Studies and Stories: - Cost-Benefit Analysis - Stakeholder Feedback - Theory of Change - Impact Evaluation Studies - External Evaluations - Continuous Learning - Reporting and Communication How the project is innovative - Sustainable Energy Integration using solar panels and battery cells to provide electricity to power up to 40 laptop computers per school - Addressing Educational Gaps with a holistic approach that uses hands-on and experiential learning - Inclusivity and gender equality is addressed by encouraging parents to send girls to school - Bridging Urban-Rural Divide by bringing electricity and technology to remote locations - Long-term Impact on Local Economy through the STEAM learning Center that provides resources to student and community at large - Role Model and Inspiration through the future Leader mentorship program Partnerships Non-Profits Ngoma y’Africa Bomba Marile Fathers & Families Coalition of Utah Utah Valley Refugees UTAH Non-Profit Association 365 Poetry Salt Lake Capoiera Dream Feet Foundation Institutions Weber State University University of Utah Neighborhood partner program Utah State University extension 2023 Sponsors Harvest Consulting ExploreNotBoring Lila Yoga Studio Duvin Pintor Art Gallery Clubhouse SLC Andorful Real Estate K-Real Estate Laonga Social Project Proposal Qualitative Impact - Promotion of Arts and Culture through art mural installation in Dadome Primary School (Ghana) - Improved Access to Education via books, shoes and school supplies - Community Development: via parent-teacher "accountability-buddy" - Empowerment of girls via workshops on hygiene and health care - Social Inclusion and Advocacy via all-4-one program - Nurturing Innovation and Entrepreneurship Quantitative Impact - Improved student retention rate by 80% via Future Leader mentorship program - Improved graduation rate 95% via Book and exam kit supply project - Increased attendance 60% via art back to school drive and art mural installation - 40% improved literacy rate i.e., reading and writing via guided reading sessions in library space - 400 girl hygiene kits distributed for 1 year’s worth via health and medical initiative - Over 200 students attending arts & culture preservation via Dance 4 A Cause program - 6 classrooms refurbished to offer a higher quality learning experience - 1 historical playground completed in Mepe, Ghana to serve 3000 community students. Maintenance budget: $3000 annually How we will measure impact These are some of metrics we measure: - Student retention rate by percentage - Graduation rates by percentage - Literacy rate - How many supplies are distributed - Number of classrooms refurbished - Number of volunteers attending dance 4 A cause a number participating in voluntourism - Number of playgrounds installed - Number of local jobs created - How many students will attend the steam centers - Number of teen pregnancies and STI - Crime rate reduction RACHEL-Plus 4.0 Internet ($750) 1,000 GB SSD This RACHEL Server is designed for use in offline schools, community centers, health centers, or places of learning worldwide where internet access does not exist or is limited. This is our primary product, which is used by hundreds of partner organizations in over 40 countries worldwide. Enhanced hardware features include: - Up to 20-50 simultaneous users* - Remote access and updates if/when plugged into the internet - No recurring fees of any kind - 5 hour+ battery life - Extended WiFi range - Password protected teacher portal to easily upload PDFs, Movies, and other files Project Proposal How the project is scalable - Modular Design and Standardization - Teacher Training and leadership empowerment - Technology-Enabled Learning - Local Resource Mobilization - Partnerships and Collaborations - Monitoring and Evaluation - Community Empowerment - Replication and Adaptation - Advocacy and Awareness Ongoing engagement Opportunities for GS Folks - Changemaking voluntourism opportunities for particularly black employees and all others to participate in a heritage cultural Immersion Travel experience to Africa. Connect with roots while serving underprivileged communities and giving back. - Open invitation to participate as a board member - Project partnership & collaboration with GS owned e-learning platform Kahoot - Virtual Mentorship via Future Leader mentorship program - Investment opportunity to invest in a child’s future - Path to simply becoming a good human. Projected impact Over 8000 Children K-12 (ages 4-17) annually Gender: All types 2023-2024 Impact in Ghana and Kenya Stakeholders 8000 students 5500 boys 2500 girls 110 teachers 10 schools (5 per country) 10 Steam Centers 400 computers STEAM Center Activities - Basic Computer lessons such as typing - Coding - 3-D Design and printing - Robotics (Includes virtual robotics) - Problem solving and critical thinking - Computational Thinking - Fine & liberal art cultural heritage dance Quantitative and Qualitative Impact - Improved Access to Quality Education - Skill Development for Local Industries - Bridging the Digital Divide - Greater Opportunities for Higher Education - Regional Progress and Connectivity - Empowering girls to become future leaders - Creating next generation of innovators, problem-solvers, and change-makers, creating a brighter and more sustainable future for all. CONCLUSION WHY SHOULD YOU INVEST IN AFRICA'S FUTURE? By investing in Africa's future leaders, we tap into the next generation of innovators, problem-solvers and critical thinkers in a currently underprivileged part of the world. You can help uncover the genius within each of these children who can be a part of creating a brighter and more sustainable future for us all. In addition to this, it is a very strategic and socially responsible choice for companies. It not only enhances their competitiveness and market presence but also contributes to the sustainable development and prosperity of Africa as a whole. By empowering the next generation of leaders, companies can leave a lasting positive impact on the continent and build a brighter future for both themselves and Africa's youth. Building STEAM (Science, Technology, Engineering, Arts, and Mathematics) centers in remote villages in Africa offers numerous benefits: 1. It provides access to quality education and modern learning resources, empowering young minds with the skills needed to thrive in the 21st-century job market. 2. STEAM centers foster innovation, critical thinking, and problem-solving abilities, nurturing a new generation of creative leaders. 3. These centers bridge the digital divide by introducing technology and digital literacy to underserved communities, empowering them to participate in the global digital economy. 4. STEAM centers promote gender equality by encouraging girls' participation in STEM fields, challenging societal norms and empowering girls. 5. 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Creating Heavenly Homes, p. 26 Do You Already Know? p. 6 Climbing Out of Addiction, p. 36 Courage to Be Strong, p. F4 Adults FIRST PRESIDENCY MESSAGE 2 Prayer and the Blue Horizon By President Dieter F. Uchtdorf VISITING TEACHING MESSAGE 25 Participate in Sincere Prayer FEATURE ARTICLES 8 Breaking the Language Barrier By Melissa Merrill Language doesn’t have to be a barrier to unity. 14 Leading Class Discussions By Robb Jones You ask a question. The class is silent. What now? 26 Our Refined Heavenly Home By Elder Douglas L. Callister The nearer we get to God, the more easily our spirits are touched by refined and beautiful things. 32 Run and Not Be Weary Testimonies of the blessings of the Word of Wisdom. 36 Addiction Recovery: Healing One Step at a Time By Lia McClanahan If you struggle with addiction, you can find hope and healing through the Atonement and the Church’s addiction recovery program. DEPARTMENTS 44 Latter-day Saint Voices Clean language; a prompting to stop driving; a prophecy fulfilled after 20 years; the Lord provides. 48 Using This Issue Family evening ideas and topics in this issue. Youth FEATURE ARTICLES 6 You Already Know By Eddy Daniel Chávez Huanca What do you do when you think the Church is true but aren’t sure? 16 What One Person Can Do By Richard M. Romney Small ways one young man in Suriname makes a difference. 20 The 20-Mark Note By President Boyd K. Packer If we live as we should, the Lord will guide us. DEPARTMENTS 31 Poster: Take the Next Step 42 Questions and Answers “Some of my Church friends argue with nonmember friends over religion. I know contention is wrong, but how do I let my friends know how I feel about the gospel?” ON THE COVER Front: Photo illustration by Jerry Garns. Back: Photograph of butterfly © Photospin; background © Nova Development. Answers to Questions Every month in the magazine I find guidance and help for my life, and I know that what it contains is true. In the article “God’s Guiding Hand” (July 2008), by Elder Wolfgang H. Paul, I found answers to questions that had been on my mind only days before the magazine came. This reinforced to me that the magazine is the word of the Lord, given to us through messages from His faithful servants. Sandra Sanchristobal, Uruguay Overcoming Challenges I am so grateful for the articles about President Henry B. Eyring and President Dieter F. Uchtdorf in the July 2008 Liahona. After reading these articles and praying, I received answers to questions that had been a source of distress to me. I learned that the challenges that my family had experienced had also come to President Eyring and his family, and I saw that we are making the correct choices, even though the logic of the world may say otherwise. Reading of the difficulties President Uchtdorf and his family endured led me to have more humility and gratitude for the blessings I have. Luane Izabel Fernandes Dias, Brazil Please send your feedback or suggestions to firstname.lastname@example.org. Letters that are printed may be edited for length or clarity. 2 Prayer and the Blue Horizon BY PRESIDENT DIETER F. UCHTDORF Second Counselor in the First Presidency One of the things I loved most about flying was departing from a dark and rainy airport, climbing through thick and threatening winter clouds, and then suddenly breaking through the dark mist and steeply gaining altitude into the bright sunshine and endless blue sky. I often marveled at how this physical act parallels our personal lives. How often do we find ourselves surrounded by threatening clouds and stormy weather, wondering if the darkness will ever pass? If there were only a way for us to lift ourselves up from the turmoil of life and break through to a place of peace and calm. Members of The Church of Jesus Christ of Latter-day Saints know that such a thing is possible; there is a way to rise above the turbulence of everyday life. The knowledge, understanding, and guidance we receive from the word of God and from prophetic guidance in our day show us how to do exactly that. Lift In order to get an airplane off the ground, you must create lift. In aerodynamics, lift happens when air passes over the wings of an airplane in such a way that the pressure underneath the wing is greater than the pressure above the wing. When the upward lift exceeds the downward pull of gravity, the plane rises from the ground and achieves flight. In a similar way, we can create lift in our spiritual life. When the force that is pushing us heavenward is greater than the temptations and distress that drag us downward, we can ascend and soar into the realm of the Spirit. Dictionaries describe lift as carrying or directing from a lower to a higher position; the power or force available for raising to a new level or altitude; a force acting in an upward direction, opposing the pull of gravity.$^1$ The Psalmist sets the goals even higher: “Unto thee, O Lord, do I lift up my soul” (Psalm 25:1) and “I will lift up mine eyes unto the hills, from whence cometh my help. My help cometh from the Lord” (Psalm 121:1–2). We lift our eyes toward the God of heaven by cultivating our own personal spirituality. We do it by living in harmony with the Father; the Son, our Savior; and --- $^1$ Webster’s New World College Dictionary, 4th ed., p. 603. Prayer is a heavenly gift designed to help us achieve spiritual lift. It enhances and cultivates our relationship with God. the Holy Ghost. We do it by striving to be truly “submissive, meek, humble, patient, full of love, willing to submit to all things which the Lord seeth fit to inflict upon [us], even as a child doth submit to his father” (Mosiah 3:19). The Sincere Prayer of the Righteous Heart Though there are many gospel principles that help us to achieve lift, I would like to focus on one in particular. Prayer is one of the principles of the gospel that provides lift. Prayer has the power to elevate us from our worldly cares, to lift us up through clouds of despair and darkness into a bright and clear horizon. One of the greatest blessings and privileges and opportunities we have as children of our Heavenly Father is that we can communicate with Him. We can speak to Him of our life experiences, trials, and blessings. We can listen for and receive celestial guidance from the Holy Spirit. We can offer our petitions to heaven and receive an assurance that our prayers have been heard and that He will answer them as a loving and wise Father. Prayers that ascend beyond the ceiling are those that are heartfelt and avoid trite repetitions or words spoken with little thought. Our prayers should spring from our deepest yearning to be one with our Father in Heaven. Prayer, if given in faith, is acceptable to God at all times. If you ever feel you cannot pray, that is the time you definitely need to pray, exercising faith. Nephi taught in plainness: “If ye would hearken unto the Spirit [of God] which teacheth a man to pray ye would know that ye must pray; for the evil spirit . . . teacheth him that he must not pray” (2 Nephi 32:8). President Harold B. Lee (1899–1973) taught: “The sincere prayer of the righteous heart opens to any individual the door to divine wisdom and strength in that for which he righteously seeks.”² Are prayers answered? I testify that they are. Can we receive divine help, wisdom, and support from heavenly realms? Again, I testify with certainty that such is the case. Obedience assures us an answer to our prayers. We read in the New Testament that “whatsoever we ask, we receive of him, because we keep his commandments, and do those things that are pleasing in his sight” (1 John 3:22). The answers to our prayers come in the Lord’s due time. Sometimes we may become frustrated that the Lord has delayed answering our prayers. In such times we need to understand that He knows what we do not know. He sees what we do not see. Trust in Him. He knows what is best for His child, and being a perfect God, He will answer our prayers perfectly and in the perfect time. In other times, answers to our prayers may come instantaneously. The Prophet Joseph Smith learned in a revelation given to him in Kirtland in 1831: “He that asketh in the Spirit asketh according to the will of God; wherefore it is done even as he asketh” (D&C 46:30; emphasis added). What a remarkable promise! A New Vista Prayer is a heavenly gift designed to help us achieve spiritual lift. It enhances and cultivates our relationship with God. Isn’t it remarkable that we can converse with the supreme Source of wisdom and compassion in the universe at any time of our choosing, in any place? Daily simple, sincere, and mighty prayers lift our lives to a higher spiritual altitude. In our prayers we praise God, give thanks to Him, confess weaknesses, petition needs, and express deep devotion to our Heavenly Father. As we make this spiritual effort in the name of Jesus Christ, the Redeemer, we are endowed with increased inspiration, revelation, and righteousness, which bring the brightness of heaven into our lives. I think back on my days as a pilot and those times when thick clouds and threatening thunderstorms made all appear dark and gloomy. In spite of how bleak things looked from my earthly vantage point, I knew that above the clouds the sun beamed brightly like a dazzling jewel in an ocean of blue skies. I did not have faith that such was the case—I knew it. I knew it because I had experienced it for myself. I did not need to rely on other people’s theories or beliefs. I knew. In the same way that aerodynamic lift can transport us above the outer storms of the world, I know that the principles of spiritual lift can take us above the inner storms of life. And I know something else. Although it was a breathtaking experience to break through the clouds and fly to the bright blue horizon, that is nothing compared to the wonders of what we all can experience as we lift up our hearts in humble and earnest prayer. Prayer helps us transcend the stormy times. It gives us a glimpse of that blue sky that we cannot see from our earthly vantage point, and it reveals to us another vista—a glorious spiritual horizon filled with hope and the assurance of the bright blessings the Lord has promised to those who love and follow Him. NOTES 1. See, for example, Merriam-Webster’s Collegiate Dictionary, 11th ed. (2003), “lift,” 718–19. 2. Harold B. Lee, Stand Ye in Holy Places (1974), 318. IDEAS FOR HOME TEACHERS After prayerfully studying this message, share it using a method that encourages the participation of those you teach. The following are some examples: 1. Show a picture of an airplane, and explain the concept of lift. Read the first two paragraphs of the section “A New Vista.” Share experiences when prayer has lifted you in difficult times, and invite family members to share experiences too. 2. Read the second paragraph of the section “A New Vista.” For a family with young children, write “Increased inspiration,” “Revelation,” and “Righteousness” on a piece of paper, and place it on a shelf above the children’s view (or use pictures representing these concepts). Have a parent or older sibling lift one of the smaller children so he or she can see the paper. Explain to the children what these concepts mean. Discuss how prayers “lift our lives to a higher spiritual altitude” so that we can receive these blessings. 3. Hold up a piece of paper, and let it fall to the floor. Then fold it into a paper airplane, and throw it softly so it flies. Read the last three paragraphs of the article. Explain how prayer can lift us above our trials. Share your testimony of prayer. JOURNAL ILLUSTRATION BY DAN BURR Like Nephi, I was born to parents who taught me the gospel. My family had scripture study and family prayer daily. I listened as my parents testified of Joseph Smith, the Book of Mormon, and each principle of the gospel. Because of these experiences, I never doubted that the Church was true. But at a certain point, despite being taught the gospel and learning from the good examples of my parents, I realized that while I did not doubt the Church was true, I also did not have a burning testimony of its truthfulness. And although I had dreamed of going on a mission my whole life, I knew I would need to know for sure that the gospel was true. Shortly before turning 18, I started to attend a ward missionary preparation class. I also started to keep a journal. One day in the missionary preparation class, we had a lesson I will never forget. The subject was “The Book of Mormon—the Heart of Missionary Work.” The teacher showed us a video with young people throughout the world bearing their testimonies of the Book of Mormon and the experience of one young man who was undecided about going on a mission until he asked of God. The teacher then asked us to bear our testimonies. The Spirit could not be restrained. I realized that the Book of Mormon had blessed my life. However, I also realized I had never prayed and asked God about the truthfulness of the Book of Mormon or about Joseph Smith’s First Vision. Several days later I was reading the Book of Mormon and decided to put Moroni’s promise to the test (see Moroni 10:3–5). I knelt down and poured out my soul to God. I didn’t know how the answer would come or when I would receive it, but I trusted that He would make these things known unto me in His own time. When I stood up, I felt a desire to write in my journal. I opened my journal and read the last entry, which was from the previous Sunday after my missionary preparation class. When I read my own words, which described how I had felt, a peaceful feeling came over me that took possession of my whole body. With great certainty I felt in my heart the words, “You already know; you already know.” I knelt down again and thanked Heavenly Father for answering my prayer. I had received an answer that confirmed what I had believed my whole life. Now I can boldly testify that Joseph Smith saw the Father and the Son and that the Book of Mormon is true. Knowing that I knew, I was able to serve full-time in the Peru Piura Mission. On my mission, I saw how the Lord answers the prayers of all those who humbly seek the truth. And for this I will always be grateful. Members all over the world are turning to the Lord to find ways to communicate with their brothers and sisters in the gospel. BY MELISSA MERRILL Church Magazines When Kazue Horikami moved from her native Japan to Hawaii as a young adult, she had little need to learn English. She spoke Japanese at home, did her shopping in areas where there was a high concentration of Japanese speakers, and later worked as a guide for Japanese tourists. The only place she sometimes encountered a language barrier was at church—a scenario common to many Latter-day Saints. But even at church she got along by building friendships with the three or four other sisters who spoke her native tongue. Then, after more than 25 years of living in Hawaii, Sister Horikami was called to be the Relief Society president in her ward, a prospect that overwhelmed her. “Most of the sisters spoke only English, and others spoke only Samoan or Tagalog,” she remembers. “By that point I could understand other languages fairly well, but I was not confident in speaking them. Even though I comprehended most of what my sisters said, I wondered how I could possibly serve them when I couldn’t even talk to them.” Sister Horikami knew taking language classes wasn’t an option—she simply didn’t have the time. She expressed her concerns to her stake president during a temple-recommend interview. “I told him that I was afraid—not only of the responsibility but also of creating misunderstandings,” she says. The stake president paused thoughtfully and then told Sister Horikami not to worry about the language, at least not right away. “Just do your work the best you can,” he said. She promised she would. Days later, when Sister Horikami was in the temple, the story of Peter walking on water came into her mind (see Matthew 14:22–33). “I realized that as long as I clung to Even when members of wards and branches don’t all speak the same language, they can break down the barrier and achieve unity. my fear, I would sink,” she says. “But if I put my faith in the Savior, He would help me do the impossible.” “The impossible” began with simple, though powerful, efforts. Sister Horikami recalls spending long periods of time looking over the Relief Society roll. “As I studied the name of an individual sister, I would recognize thoughts coming into my mind Looking for additional ideas for transcending language barriers? Try these: - When possible, provide curriculum materials for members in their native language. Visit the nearest Distribution Services center, or in North America, visit www.ldscatalog.com for more information. - Encourage members to subscribe to the Liahona in their native language or the language of the place where they live. - In setting up home and visiting teaching assignments, consider members’ native languages as well as languages they have learned on missions or at school. - Teach members basic greetings or phrases in the language of members who don’t speak the common language. - Be patient and support each other in callings. - Consider inviting members to teach things that don’t center on language: cooking, gardening, or music, for instance. - Consider providing interpretation services for those who need it. At www.lds.org, select Serving in the Church and then Interpreter’s Resources for more information. Realize That Language Is Secondary Overcoming language barriers is a familiar challenge to the Frankfurt Germany Stake, where members come from more than 80 nations. But language, says stake president Axel Leimer, is of secondary importance. President Leimer, whose own family didn’t speak German when they first moved to Frankfurt, points out that his children and the children of other families are perhaps the best examples of this. “They were never slowed down by the fact that they didn’t understand each other,” he says. “They played with the other children anyway. To them, the language difference didn’t matter at all. They had not yet learned to be prejudiced or afraid.” President Leimer notes that the many English-speaking missionary couples who serve in ward callings in the stake are not inhibited by language differences either. “Many of these couples do not speak German, but they bring a lot of experience to their assignments and make significant contributions,” he says. “Sisters have served in the nursery, in Primary classes, and as librarians, including developing a library where none had before existed. Some of the brethren have served as high priests group leaders, finance clerks, and home teachers. They participate in classes (with someone translating their remarks) and sometimes even teach. “The common foundation of the gospel is often all that people need,” President Leimer continues. “I have observed conversations in the halls where neither party spoke the other’s language, but somehow they still understood each other. You can communicate the important things regardless of language: ‘I love the Lord. I care about my brothers and sisters. I am here to help.’” Help People Feel at Home In many cases wards and branches are able to accommodate people in ways that help them feel at home. In the McCully Ward of the Honolulu Hawaii Stake, for instance, Sunday School is taught in eight languages (Chuukese, English, Japanese, Korean, Marshallese, Pohnpeian, Spanish, and Tagalog) so that most members can hear the gospel taught in their own tongue. Moreover, members who are called on to pray in sacrament meeting or classes do so in their native language if they are not prepared to pray in the language of the majority of the members. While the separate Sunday School classes serve an important role, the McCully Ward also makes efforts to plan activities that bring everyone together. Regular events such as an annual international food festival, cultural shows at Mutual, a Micronesian choir (in addition to the ward choir), and a quarterly “ohana night” (family night) with the entire ward celebrate members’ unique cultural heritages and highlight their common spiritual heritage. “We are all children of our Heavenly Father,” says Marlo Lopez, bishop of the McCully Ward. “In His sight there is no distinction in race or language. The love of God is for everyone, and we are only instruments to teach this truth.” Adopt the Culture of Where You Live While many people wish to retain fluency in their native language and uplifting elements of their culture, members can also benefit from learning the language and culture of the area in which they now live. President Eric Malandain of the Paris France East Stake, which includes members from throughout the world, promotes this. “Leaders generally encourage members living here to learn French,” President Malandain says. “It can help them improve professionally, personally, and spiritually.” Members of the San Francisco California West Stake are encouraged to develop additional language skills too. In addition to the English-speaking wards, the stake includes three language-specific units (Chinese, Samoan, and Tagalog) so that the members speaking these languages can be taught the gospel in their own tongue. But stake and ward leaders --- Practice, Preparation, and Prayer Fabiola Simona, from Indonesia, is now a member of the Hyde Park Branch in Sydney, Australia. She relates her experience with learning not only a new language but also the gospel as a convert to the Church: “When I first joined the Church, I didn’t speak or understand English very well. Additionally, I was very shy, so it was difficult for me to even offer a prayer. I remember being asked to give the opening prayer in Sunday School one time. I wrote a draft on a piece of paper and then fixed the grammar before I felt comfortable praying in front of others. “Later, when I was called as a teacher, I had to prepare weeks in advance. I worked hard. I thought, ‘If people have to endure my strong accent and broken grammar, I should at least prepare myself the best I can.’ “I prayed a lot for the Spirit to help me as I taught those lessons. I prayed that I wouldn’t be nervous and that people would understand what I was saying. “That preparation and those prayers helped me in overcoming language barriers. Now, after more than nine years as a member of the Church, I can easily accept assignments to pray or to give a lesson. Additionally, I find that the more assignments I accept, the more confident I become.” also encourage members to participate in conversation learning groups. The small “huddles” meet twice a week to cover basic conversational English. The lessons focus on learning how to say phrases such as “How do I get to the hospital?” or “Where is the nearest bus stop?” And since many members of the stake are also first-generation Latter-day Saints, some of the English lessons also focus on gospel basics, such as praying or conducting family home evening. “The language issue is a significant challenge for us, but we work at it, and we keep getting better at it,” Ronald Dillender, stake president, says. “We will continue to work, to teach, and to give members access to every stake conference, every stake talent show, every training meeting, every function. We want everyone to have access to all that the Church and the gospel offer. That is extremely important.” Work Together Differences in language present plenty of obstacles, says President Brent Olson of the Philadelphia Pennsylvania Stake, from performing temple-recommend interviews to translating talks and prayers in sacrament meeting. Adopting a welcoming, tolerant attitude has made all the difference for members of the stake. President Olson says, “We have a theme we repeat often in our stake: whoever enters the doors of the chapel is sent from the Lord. When we adopt this attitude of acceptance, we realize that the extra effort we take in helping everyone participate isn’t a burden. It’s simply living the gospel.” Although the Clendon Ward of the Auckland New Zealand Manurewa Stake is technically an English-speaking unit, members also speak Maori, Niuean, Samoan, Tongan, local dialects, and several languages spoken in the Cook Islands. Ward leaders are trying to become like the Good Shepherd, who knows every one of His flock—“regardless of what language they speak,” Bishop Hans Key says. For instance, as home and visiting teaching assignments are prayerfully considered, companionships may be formed to include a brother who speaks only his native language and a brother who speaks that same language as well as English. As the two work together in home teaching, the first brother gains confidence in English. Later, he might be able to accept an assignment to speak in sacrament meeting. Recognize That the Lord Qualifies Us for His Work Francisco Ayres Hermenegildo joined the Church in his native Rio de Janeiro, Brazil, at age 21 and later served a mission in São Paulo. After he and his wife, Kallya, were married, they moved to Sydney, Australia, in 2002. In 2006 Francisco was called to be the president of the Hyde Park young single adult branch. President Hermenegildo felt overwhelmed not only because he was still learning English but also because members of the branch were natives of more than 10 countries, and many of them were also learning English. “I confess that we felt inadequate when we were called to look after the Hyde Park Branch,” President Hermenegildo says. “The language barrier seemed enormous, and we prayed to the Lord for His help. But I am learning that the Lord inspires, qualifies, and fortifies those who are engaged in building His kingdom.” In addition to recognizing the Lord’s direction in his own life, President Hermenegildo sees it in the lives of the members of the branch—many of whom, like him, are first-generation members. “Each of us has been brought here at this time in our lives for a reason,” he says. He explains that each member has an opportunity to grow in testimony, serve in callings, and share the gospel message with friends and loved ones. “We believe that the prophecies related to the gospel filling the earth are happening,” says President Hermenegildo. “The members of the branch are and will be leaders wherever they go in the world. It is a great privilege to help prepare those leaders, which we do every time we teach and nurture members of the branch.” Be of One Heart and One Mind “I believe it’s a blessing rather than a challenge to serve and work in a ward that is so diverse in its cultures and languages,” says Bishop Hans Key of the Clendon Ward. “God confounded the language of the people during the construction of the Tower of Babel, but we can strive for what the people in the City of Enoch achieved: to be of one heart and one mind and to dwell in righteousness.” (See Genesis 11:1–9; Moses 7:18.) That unity was also emphasized by President Gordon B. Hinckley (1910–2008): “We have become a great worldwide Church, and it is now possible for the vast majority of our WELCOME IN ANY LANGUAGE By Marianne Hansen Rencher Are you in a branch or ward whose members don’t all speak the same language? As the Church continues to grow worldwide, this experience is becoming more common. For two years my husband and I attended such a branch in New York. My background in teaching English to speakers of other languages was helpful, but even if you don’t have this experience, there’s much you can do to bridge the communication gap with others who don’t speak your native language. Smile and greet others. Make an effort to learn how to say hello to others in their native language. But even if you can’t speak a word of their language, you can still make them feel welcome. Every Sunday, Marta welcomed me with a warm hug and a greeting in Spanish. Although I didn’t understand what she was saying, I felt her love through her hug and the tone of her voice. Answer with correct grammar. People learn a language, in part, by hearing it. It is better for someone to learn “I don’t have my manual” than “No have manual.” Even if another’s speech is choppy, answer with correct language. This shows respect for others and helps them to learn the language correctly. Speak slowly, not loudly. Words often blend together when we hear them, particularly if someone is learning a new language. When you speak, slow down to make sure you are easy to understand. There’s no need to speak louder unless the other person has difficulty hearing. If you’re a teacher, you include non-native speakers when they have a chance to understand a question and form a simple response. Encourage others to help, thus creating a sense of friendship and ease within the classroom. Use visual aids. Non-native speakers may not understand all the words in a lesson about the First Vision, for instance. But they will understand a picture of Joseph Smith kneeling in front of God and Jesus Christ. They will also be able to increase their vocabulary by associating the words you use with the account of the Restoration they already know. Write scripture and lesson references on the chalkboard. This will make it easier for non-native speakers to locate the references. Fortunately, our lesson manuals and scriptures are available in a variety of languages. While someone reads them out loud, the other class members can follow along with materials in their own languages. Not only does this allow everyone to participate in class, but it also encourages class members to bring their scriptures and manuals. Be a better visiting teacher or home teacher. Offer to assist those who are new to your country. For starters, you might help them shop, use the post office, or register for school. Some of my most cherished friendships in New York were with those to whom I could barely speak five words in their language. I knew they needed my help, and that was enough to start a friendship. When you teach, try these tips for improving class participation. BY ROBB JONES Curriculum Development Brother Johnson asked the Gospel Doctrine class a question. There was a long silence that seemed to make him and the class members uncomfortable. As the stake Sunday School president observing the class, I noticed that just as some class members were about to comment, Brother Johnson answered the question and went on to another part of the lesson. This can happen in Church classes as well as in the teaching in our homes. I have learned that two things are essential to encourage class discussions: (1) ask questions with more than one possible answer and (2) give class members adequate time to search for or think about an answer. Ask Open-Ended Questions Asking the right types of questions can lead to good class discussions. Church manuals are filled with carefully crafted questions designed to encourage class members to search the teachings for answers or to ponder and apply what they have learned. You can ask questions that will require students to search the scriptures or the words of the latter-day apostles and prophets for information. Here are two examples of search questions based on the teaching suggestions in Teachings of Presidents of the Church: Joseph Smith: “Study the section beginning on page 52. What has the Savior done so we can become joint heirs with Him?” and “Review the section beginning on page 211. What did Joseph Smith teach about the significance of having a physical body?” Other questions ask class members to think about the meaning of what they have read or to apply to their lives what they have learned. These questions are usually asked after class members have become familiar with the lesson material. For example, after asking the search questions above, you could ask the following questions to help class members think about and apply what they have read: “What are ways we can show the Lord our gratitude for His atoning sacrifice?” or “How can understanding the significance of having a physical body affect the way we care for our bodies?” Wait for Student Responses Regardless of the questions you ask, give class members adequate time to search for or think about the answer. Students will learn to answer questions if they know that you will not answer the questions for them. After my experience in Brother Johnson’s class, I decided to keep track of how long teachers waited for a response after they asked a question. I found that most teachers waited only two or three seconds, though when I asked them, they thought they had waited much longer. Students, on the other hand, told me they needed more time to think about their answers. In an attempt to help teachers get more class participation, I encouraged them to count silently to 20 after asking a question, giving the class time to ponder. They learned to say things like “I’ll give you time to think” or “Would you please ponder this question, and then I’ll ask for responses.” As teachers in my stake began to do this, class participation increased and class members felt the Spirit as they began to “teach one another” (D&C 88:77). I attended a class in which the teacher gave class members over two minutes to ponder a question related to the application of a gospel doctrine. For me it was a time of quiet reflection. I felt the Spirit and gained some insights about the doctrine that I probably would not have learned without those moments to myself. This particular experience helped me understand that giving class members time to ponder a question gives them time to think more deeply and to listen to the Spirit. (See 3 Nephi 17:1-3.) Your class or family can enjoy similar spiritual experiences during discussions if you use open-ended questions and then give everyone time to ponder before responding. WHAT ONE PERSON CAN DO This young man from Suriname doesn’t do dramatic things. But the simple things he does make a dramatic difference. BY RICHARD M. ROMNEY Church Magazines Yves Verwey is quiet, maybe even a little shy. But that doesn’t stop him from seeing things that need to be done and doing them. Music Makers For example, Yves, an 18-year-old from the Tamenga Branch, Paramaribo Suriname District, saw that when he played the keyboard at Church meetings and activities, lots of people were interested in learning how to play. So he started teaching free classes for children, teens, and adults. The classes are taught at several branches and are open to anyone who wants to come. Most evenings when Yves teaches, there are at least a half dozen students in attendance, both Latter-day Saints and others who heard about the class from members of the branch. He also teaches flute when someone is interested. He leads the branch choir, and he directed a special presentation by the district choir. He says his musical involvement is a way of showing thanks for the missionary couple who taught him how to read notes and make music. Scripture Readers Yves also found a way to help several of his friends who wanted to share with each other what they were learning in the scriptures. They were attending church and seminary or institute, speaking when assigned and participating in lessons. But they wanted to talk with each other, youth to youth. So once a week they started reading the Book of Mormon together for about half an hour, and they started inviting others, especially some youth who were less active, to join them. Now they’ve been reading together for months, sometimes at one person’s house, sometimes at another’s. “It started with my friends Larry Roseval, who’s in the Wanica Branch, and Saffira Zeegelaar from my branch. But now there are eight of us,” Yves says. “We read a chapter, talk about it, bear our testimony about it, and share something we learned during the week.” These scripture readers have also encouraged each other in additional ways. For example, they challenged themselves to make fast Sundays more meaningful by fasting with a purpose. “Last fast Sunday we thought about specific people who are less active and fasted and prayed that they might return to full activity in the Church,” Yves explains. Missionary Friends Full-time missionaries need support from members, and Yves has done something about that too. He goes with them to teaching appointments as often as he can. “I just love to be with the missionaries,” he says. “It makes me feel positive and happy.” HELP FROM THE BOOK Yves says the Book of Mormon helps him in many ways. “It gives me a better knowledge of things that will happen,” he says. “And I get gospel questions answered when I read about things that happened to other people long ago.” He says the Book of Mormon, as another testimony of Jesus Christ, helps us to better understand the importance and purpose of the Bible. He quotes the eighth article of faith: “We believe the Bible to be the word of God as far as it is translated correctly; we also believe the Book of Mormon to be the word of God.” “The Bible has had some plain and precious things taken out of it,” Yves says, “but the Book of Mormon fills in those holes. You need to study both of them, as well as the other scriptures.” The missionaries seem to have the same feeling about being with him. Yves generates an upbeat energy that lifts everyone, and they also know he is willing to share his testimony of the truth. Yves will soon turn 19, and he is eager to serve a full-time mission himself. “Ever since I was in Primary,” Yves says, “I have repeated 1 Nephi 3:7, and I have sung the song about the same thing: ‘I will go; I will do the thing the Lord commands,’ so there’s no question about whether or not I will accept the call.” Blessing Counters Yves first became aware of the Church when his mother joined. He was seven years old at the time and was baptized and confirmed a year later. He has remained active, even through tough times like his parents’ divorce and seeing his family’s home sold to pay debts. He has endured being taunted by people as he walked to church on Sundays wearing a suit and tie. “I know why I dress that way to go to church, so it doesn’t really bother me,” he says. He has turned away when others tried to get him to smoke or drink. “I’ve never had trouble saying no. Obeying the Word of Wisdom brings me physical health and spiritual strength. Can they offer me something better than that?” Through it all Yves has been a blessing counter. He encourages others to count their blessings too. “As you learn about the gospel and how you should obey the commandments,” he says, “you understand more and more that Heavenly Father wants to bless us all. Happiness isn’t about being cool; it’s about having standards and living them. Happiness is about being grateful to God and to others for all the good things in life.” Having such an attitude is just one more thing Yves sees that needs to be done. And so he’s doing it, and he’s encouraging others to do the same. NOTE 1. See “Nephi’s Courage,” Children’s Songbook, 120–21. Excited about missionary work, Yves reminisces with his mother about his baptism and prepares for his own full-time mission. He loves to mingle with members at meetings and to visit the historic district in Suriname’s capital, Paramaribo. Over 30 years ago I was assigned with then-Elder Thomas S. Monson to organize a servicemen’s stake in Europe. We met at Berchtesgaden, Germany, high in the Bavarian Alps. Originally it was a headquarters built by Adolf Hitler in an incomparably beautiful place. Seldom has there been on this earth anyone who has duplicated in personality and purpose the adversary quite as much as did Adolf Hitler. I thought that we had come full circle where that had taken place on that site, and now we were gathered there to organize a stake of Zion. After we had finished setting apart and completing that organization, we were assigned to go to Berlin for a stake conference. We needed to get from Berchtesgaden high in the Alps down to Munich to the airport. We got to the airport in ample time for our plane, which was scheduled to leave at about 10:00 in the morning, but it was fogged in. We sat there listening to the announcements for nearly 12 hours. They kept saying they thought the fog would clear. It did not clear. That night near 10:00, two missionary elders came to the airport. We knew then that the planes would not fly. They told us there was a train leaving Munich for Berlin at midnight. The elders took us to the train station, helped us buy our tickets, and saw us aboard the train, which would take from about midnight until about 10:00 the next morning to arrive in Berlin. As the train was pulling out, one young elder said, “Do you have any German money?” I shook my head no. He said, “You better have some,” and, running alongside, pulled from his pocket a 20-mark note. He handed that to me. At that time the Iron Curtain was very “iron.” The train stopped at Hof on the border between West Germany and East Germany, and the crews were changed. All of the West German crew members got off the train, and the East German crew got on the train. Then the train set out across East Germany toward Berlin. The U.S. government had just begun to issue five-year passports. I had a new passport, a five-year passport. Before our trip, we went to have my wife’s passport renewed, but they sent it back saying that the three-year passports were honored as a five-year passport. She still had more than two years left on her passport. At about two o’clock in the morning, a conductor, a military-type soldier, came and asked for our tickets, and then, noting that The elder who handed me the 20-mark note was David A. Bednar, a young elder serving in the South German Mission, who is now a member of the Quorum of the Twelve Apostles. we were not German, he asked for our passports. I do not like to give up my passport, especially in unfriendly places. But he took them. I almost never dislike anybody, but I made an exception for him! He was a surly, burly, ugly man. We spoke no German. In the train compartment, there were six of us: my wife and a German sitting to the side of her and then almost knee to knee in a bench facing us were three other Germans. We had all been conversing a little. When the conductor came in, all was silent. A conversation took place, and I knew what he was saying. He was denying my wife’s passport. He went away and came back two or three times. Finally, not knowing what to do, I had a bit of inspiration and produced that 20-mark note. He looked at it, took the note, and handed us our passports. The next morning when we arrived in Berlin, a member of the Church met us at the train. I rather lightly told him of our experience. He was suddenly very sober. I said, “What’s the matter?” He said, “I don’t know how to explain your getting here. East Germany right now is the one country in the world that refuses to honor the three-year passport. To them, your wife’s passport was not valid.” I said, “Well, what could they have done?” He answered, “Put you off the train.” I said, “They wouldn’t put us off the train, would they?” He said, “Not us. Her!” I could see myself having someone try to put my wife off the train at about two o’clock in the morning somewhere in East Germany. I am not sure I would know what to do. I did not learn until afterwards how dangerous it was and what the circumstances were, particularly for my wife. I care a good deal more about her than I do for myself. We had been in very serious danger. Those whose passports they would not accept were arrested and detained. Our Lives Are Guided All of this comes to this point: the elder who handed me the 20-mark note was David A. Bednar, a young elder serving in the South German Mission, who is now a member of the Quorum of the Twelve Apostles. So why was it that this young elder from San Leandro, California, handed me the 20-mark note? If you understand that and understand what life is about, you will understand really all you need to know about life as members of the Church. You will understand how our lives are really not our own. They are governed—and if we live as we should live, then we will be taken care of. I do not think he knew the consequences of what he was doing. That 20-mark note was worth six dollars, and six dollars to an elder is quite a bit! As you go through life, you will find that these things happen when you are living as you ought to live. If you can learn what the Spirit is, then you never need to be alone. In Doctrine and Covenants 46:2, it says, “Notwithstanding those things which are written, it always has been given to the elders of my church from the beginning, and ever shall be, to conduct all meetings as they are directed and guided by the Holy Spirit.” Your Spirit Body The doctrine explained in the scriptures, the revelations, tells us that we are dual beings. We know there is a spirit and a body. “The spirit and the body [when they are eternally combined, become] the soul of man” (D&C 88:15). So there are two parts of you. There is a spirit inside of a body. You have a spirit body; your intelligence existed forever (see D&C 93:29). That is hard to get through your mind. We are going to live forever. You believe that, don’t you? In the Resurrection, we will live eternally. That cannot be unless that is true of the past too, that we lived eternally in the past. We are in the middle of something eternal here. I have wondered about when the day comes that my spirit leaves my body. When that “unwrapping” takes place and your body is set aside and we are looking at your spirit, what are you going to look like? What will your spirit look like? Some of you might be described as perfect athletes—perfectly coordinated, able to do anything! You have beautiful physical bodies. If we separated your body from your spirit, what would your spirit look like? You will learn, if you will study and pray and feel, that you could have a beautiful body and a shriveled, weak spirit. On the other hand, you can have a body that is limited in many ways, and yet in the eternal scheme of things, you can train and teach your spirit so that it becomes of imperishable worth. You can look forward to the day when you are “unwrapped” and your spirit is separated from the body. Your spirit is young and vibrant and beautiful. Even if your body is old and diseased or crippled or disabled in any way, when the spirit and body are put together in the Resurrection, then you will be glorious; then you will be glorified. A man I knew—one of the great men I have known—was in a bunch of roustabout boys. They were always where they should not be and never where they should be. Finally, a wise, resourceful leader got them into a Sunday School class. The teacher was this old man—just an ordinary, homely old man. More than that, he was a convert from Europe, and he did not speak English very well. They giggled, “Our teacher? Him?” These boys, I suppose, had the reputation of running any teacher out. Then my friend said that something happened. The teacher started to speak, and they all began to listen. This friend said, “You could warm your hands by the fire of his faith.” That meant that in that older, worn-out body that did not seem to be able to Make sure you learn the things that you are not taught overtly. If all you know is what you read or what you can hear, you will not know very much. Moments of reverence are so precious when you think and feel. That is why temples are so important. You can go to the temple and be out of the world. Erase an accent, there was a powerful spirit. In the Resurrection the body—the dust of the earth, the carnal part of us—can be renewed and made powerful if it is to equal the spirit. The Holy Ghost Will Guide You If you can understand how the Spirit operates, you will be all right. There is not enough evil put together—if it was all brought together as some kind of a dark, ugly laser beam and focused on you, it could not destroy you, unless somehow you consented to it. In the course of your learning, “wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding” (Proverbs 4:7). Make sure you learn the things that you are not taught overtly. If all you know is what you read or what you can hear, you will not know very much. Moments of reverence are so precious when you think and feel. That is why temples are so important. You can go to the temple and be out of the world. The promise from the Lord is that when you receive the Holy Ghost, “he shall teach you all things, and bring all things to your remembrance, whatsoever I have said unto you” (John 14:26). You will be doing some things automatically, almost unwittingly. Without thinking, you will find you have been prompted and guided by the Holy Spirit. That is why this young elder, without knowing why, took a 20-mark note out of his wallet as he was trotting alongside the train and handed it to me as the train was pulling out. He saved us from great danger. That is how you will do things and then later look back and know that you were guided. And also that is how you will be warned. You will be warned, “Don’t go there! Don’t do that!” You will be warned, “Don’t go with him! Don’t go with her! Don’t be with them!” And then, “Do be in this company!” You will be guided, and the Lord will watch over you. I know that the gospel is true, that Jesus is the Christ, that He lives, that this is His Church. Find a place in the world where you can, without embarrassment, without any hesitancy, declare to yourself: first, that you accept the gospel of Jesus Christ and, second, that what you are is more important than what you do. What you do, if it is guided, will make you what you are and what you can be. Adapted from a devotional address given at Brigham Young University–Idaho on March 12, 2002. For the full text of the address in English, visit www.byui.edu/Presentations/Transcripts/Devotionals/2002_03_12_Packer.htm. Participate in Sincere Prayer Prayerfully teach these scriptures and quotations or, if needed, another principle that will bless the sisters you visit. Bear testimony of the doctrine. Invite those you visit to share what they have felt and learned. Sincere Prayer Has Strengthening Power Julie B. Beck, Relief Society general president: “Think of our combined strength if every sister had sincere prayer every morning and night or, better yet, prayed unceasingly as the Lord has commanded. If every family had family prayer daily . . . , we would be stronger” (“What Latter-day Saint Women Do Best: Stand Strong and Immovable,” Liahona and Ensign, Nov. 2007, 110). Elder Bruce R. McConkie (1915–85) of the Quorum of the Twelve Apostles: “Prayer changes our lives. Through it we draw near to the Lord, and he reaches out his finger and touches us, so we never again are the same. “Prayer is a great tower of strength, a pillar of unending righteousness, a mighty force that moves mountains and saves souls” (“Patterns of Prayer,” Ensign, May 1984, 32). Elder M. Russell Ballard of the Quorum of the Twelve Apostles: “Every honest and sincere prayer adds another piece to chain-mail armor. . . . One of the most important ways to clothe yourselves in the armor of God is to make sure that prayer—earnest, sincere, consistent prayer—is part of your daily lives” (“Be Strong in the Lord,” Ensign, July 2004, 10). D&C 112:10: “Be thou humble; and the Lord thy God shall lead thee by the hand, and give thee answer to thy prayers.” Sincere Prayer Is Holy Communication President James E. Faust (1920–2007), Second Counselor in the First Presidency: “First, prayer is a humble acknowledgment that God is our Father and that the Lord Jesus Christ is our Savior and Redeemer. Second, it is a sincere confession of sin and transgression and a request for forgiveness. Third, it is recognition that we need help beyond our own ability. Fourth, it is an opportunity to express thanksgiving and gratitude to our Creator. It is important that we frequently say: ‘We thank Thee . . . ;’ ‘We acknowledge before Thee . . . ;’ ‘We are grateful unto Thee . . . ’ Fifth, it is a privilege to ask Deity for specific blessings. “. . . Sincere prayers come from the heart. Indeed, sincerity requires that we draw from the earnest feelings of our hearts” (“The Lifeline of Prayer,” Liahona, July 2002, 62; Ensign, May 2002, 59–60). Elder David A. Bednar of the Quorum of the Twelve Apostles: “Meaningful prayer requires both holy communication and consecrated work. Blessings require some effort on our part before we can obtain them, and prayer, as ‘a form of work, . . . is an appointed means for obtaining the highest of all blessings’ (Bible Dictionary, ‘Prayer,’ 753). We press forward and persevere in the consecrated work of prayer, after we say ‘amen,’ by acting upon the things we have expressed to Heavenly Father” (“Ask in Faith,” Liahona and Ensign, May 2008, 95). President Thomas S. Monson: “As we offer unto the Lord our family and our personal prayers, let us do so with faith and trust in Him. Let us remember the injunction of the Apostle Paul to the Hebrews: For he that cometh to God must believe that he is, and that he is a rewarder of them that diligently seek him.” If any of us has been slow to hearken to the counsel to pray always, there is no finer hour to begin than now” (“A Royal Priesthood,” Liahona and Ensign, Nov. 2007, 61). The Bible is the most widely read book in the world. It has been translated into more than 2,000 languages and dialects. The Bible is also the best-selling book ever published. Our Refined Heavenly Home BY ELDER DOUGLAS L. CALLISTER Of the Seventy If we could part the veil and observe our heavenly home, we would be impressed with the cultivated minds and hearts of those who so happily live there. I imagine that our heavenly parents are exquisitely refined. In this great gospel of emulation, one of the purposes of our earthly probation is to become like them in every conceivable way so that we may be comfortable in the presence of heavenly parentage and, in the language of Enos, see their faces “with pleasure” (Enos 1:27). President Brigham Young (1801–77) said, “We are trying to be the image of those who live in heaven; we are trying to pat[t]ern after them, to look like them, to walk and talk like them.”¹ I would like to peek behind the veil that temporarily separates us from our heavenly home and paint a word picture of the virtuous, lovely, and refined circumstances that exist there. I will speak of the language, literature, music, and art of heaven, as well as the immaculate appearance of heavenly beings, for I believe that in heaven we will find each of these in pure and perfected form. The nearer we get to God, the more easily our spirits are touched by refined and beautiful things. Language God speaks all languages, and He speaks them properly. He is restrained and modest of speech. When God described the grand creational process of this earth, He said in measured tones that “it was good” (Genesis 1:4). We would be disappointed if God had used “awesome” or other exaggerated phrases. Britain’s Ben Jonson said: “Language most shows a man. Speak, that I may see thee.”² Our language reveals our thoughts, virtues, insecurities, doubts—even the homes from which we come. We will feel more comfortable in Heavenly Father’s presence if we have developed proper habits of speech. I suppose that the language of heaven, properly spoken, may approach a form of music. Did C. S. Lewis have this in mind when he wrote, “Isn’t it funny the way some combinations of words can give you—almost apart from their meaning—a thrill like music?”³ At the birth of Jesus the angels appeared and spoke, not sang, “Glory to God in the highest, and on earth peace, good will toward men” (Luke 2:14). We now try to capture that beauty in song, but the original angelic utterance was in spoken words. In his biography on Ralph Waldo Emerson, Van Wyck Brooks relates that Emerson was invited to speak at the commemoration of the 300th anniversary of the great poet Shakespeare’s birth. After proper introduction Emerson presented himself at the pulpit and then sat down. He had forgotten his notes. He preferred to say nothing rather than words not well measured. For some, it was Emerson in one of his most eloquent hours.$^4$ Refinement in speech is more than polished elocution. It results from purity of thought and sincerity of expression. A child’s prayer on occasion may reflect the language of heaven more nearly than a Shakespearean soliloquy. Refinement in speech is reflected not only in our choice of words but also in the things we talk about. There are those who always speak of themselves; they are either insecure or proud. There are those who always speak of others; they are usually boring. There are those who speak of stirring ideas, compelling books, and inspiring doctrine; these are the few who make their mark in this world. The subjects discussed in heaven are not trifling or mundane; they are sublime beyond our most extended imagination. We will feel at home there if we are rehearsed on this earth in conversing about the refined and noble, clothing our expressions in well-measured words. Literature Is Friday evening a frenetic flight to see where the entertainment and action will be? Could our society today produce an Isaac Newton or a Wolfgang Amadeus Mozart? Can 85 channels and uncountable DVDs ever fill our insatiable appetite to be entertained? Do any unwisely become addicted to computer games or Internet surfing, thereby missing the richer experiences of great reading, conversations, and enjoyment of music? I don’t know whether our heavenly home has a television set or a DVD player, but in my mind’s imagery it surely has a grand piano and a magnificent library. There was a fine library in the home of President Gordon B. Hinckley’s (1910–2008) youth. It was not an ostentatious home, but the library contained about 1,000 volumes of the rich literature of the world, and President Hinckley spent his early years immersed in these books. To be well-read, however, it is not necessary to possess expensive collections of literature, for they are available to rich and poor alike in the libraries of the world. President David O. McKay (1873–1970) was inclined to awaken daily at 4:00 a.m., skim read up to two books, and then commence his labors at 6:00 a.m. He could quote 1,000 poems from memory. He referred to the grand masters of literature as the “minor prophets.” He was a living embodiment of the scriptural admonition to “seek ye out of the best books words of wisdom” (D&C 88:118). My wife and I recently spent four years on Church assignment in Eastern Europe. We often traveled on the Moscow underground subway, called the Metro. We noticed the bowed heads of the Russian passengers, for they were reading Tolstoy, Chekhov, Dostoyevsky, or Pushkin—and, sometimes, Mark Twain. The people were poor, but they were not obsessed with their poverty. They possessed the rich tradition of Russian literature, art, and music. President McKay noted: “As with companions so with books. We may choose those which will make us better, more intelligent, more appreciative of the good and the beautiful in the world, or we may choose the trashy, the vulgar, the obscene, which will make us feel as though we’ve been ‘wallowing in the mire.’”$^5$ Of course, the scriptures stand paramount among good literature, for they are not founded on the opinions of men. Music If we could peek behind the heavenly veil, we would likely be inspired by the music of heaven, which is probably more glorious than any music we have heard on this earth. When some music has passed the tests of time and been cherished by the noble and refined, our failure to appreciate it is not a condemnation of grand music. The omission is within. If a young person grows up on a steady diet of hamburgers and french fries, he is not likely to become a gourmet. But the fault is not with fine food. He just grew up on something less. Some have grown up on a steady diet of musical french fries. This would be a good time to sift through your music library and choose primarily that which uplifts and inspires. It is part of the maturing process of your eternal journey. This would also be a fine time to learn a musical instrument or improve musical skills now partially possessed. Elder Neal A. Maxwell (1926–2004) of the Quorum of the Twelve Apostles said: “We . . . live in a world that is too prone to the tasteless and we need to provide an opportunity to cultivate a taste for the finest music. And likewise, we’re in a world that’s so attuned to the now. We need to permit people to be more attuned to the best music of all the ages.”⁶ Recognizing the penetrating influence of great music, Oscar Wilde had one of his characters say, “After playing Chopin, I feel as if I had been weeping over sins that I had never committed, and mourning over tragedies that were not my own.”⁷ After the first performance of Messiah, Handel, responding to a compliment, said, “My lord, I should be sorry if I only entertained them—I wish to make them better.”⁸ Haydn “dressed in his best clothes to compose because he said he was going before his maker.”⁹ Some events in life are so sublime that they cannot be imagined without the companionship of beautiful music. We could not have a Christmas without carols or a general conference without sacred anthems. And there could not be a heaven without music of surpassing beauty. President Young said, “There is no music in hell, for all good music belongs to heaven.”¹⁰ It would be punishment enough to go to hell and not hear a note of music for all eternity. Art, Appearance, and Attitude What I have shared about bringing great language, literature, and music into the home may be said with equal truth of great art—perhaps tastefully displayed in our heavenly home. It may also be said of our physical appearance and manners, the order of our homes, how we offer our prayers, and how we read God’s word. I once visited briefly with the great actress Audrey Hepburn while she was making the movie My Fair Lady. She spoke of the opening scene in the movie in which she depicted a modest, unpolished flower girl. Her face had been besmirched with charcoal to make her seem part of her surroundings. “But,” she said with a twinkle in her eye, “I was wearing my perfume. Inside I still knew I was a lady.” It doesn’t take expensive perfume to make a lady, but it does require cleanliness, modesty, self-respect, and pride in one’s appearance. Many years ago an associate of mine decided he would please his wife by sharing with her a specific compliment each night as he arrived home. One night he praised her cooking. A second night he thanked her for excellence in housekeeping. A third night he acknowledged her fine influence on the children. The fourth night, before he could speak, she said, “I know what you are doing. I thank you for it. But don’t say any of those things. Just tell me you think I am beautiful.” She expressed an important need she May we become worthy to enjoy the refined society of heavenly parentage, for we are of the race of the Gods, being “children of the most High.” had. Women ought to be praised for all the gifts they possess—including their attentiveness to their personal appearance—that so unselfishly add to the richness of the lives of others. We must not let ourselves go and become so casual—even sloppy—in our appearance that we distance ourselves from the beauty heaven has given us. Some flippantly say, “How I look has nothing to do with how God feels about me.” But it is possible for both earthly parents and heavenly parents to have unspoken disappointment in their offspring without diminished love. President Joseph F. Smith (1838–1918), sixth President of the Church, owned few things, but he took care of them. He was fastidious in his appearance. He pressed his dollar bills to remove the wrinkles. He allowed none but himself to pack his overnight bag. He knew where every article, nut, and bolt of the household was, and each had its place. Would this be true of the environment in which you live? Is it a house of order? Need you dust, clean, and rearrange before you invite the Spirit of the Lord into your home? President Lorenzo Snow (1814–1901) said: “The Lord does not intend that the Saints shall live always in dens and caves of the earth, but that they shall build fine houses. When the Lord comes he will not expect to meet a dirty people, but a people of refinement.” David Starr Jordan, former president of Stanford University, wrote: “To be vulgar is to do that which is not the best of its kind. It is to do poor things in poor ways, and to be satisfied with that. . . . It is vulgar to wear dirty linen when one is not engaged in dirty work. It is vulgar to like poor music, to read weak books, to feed on sensational newspapers, . . . to find amusement in trashy novels, to enjoy vulgar theatres, to find pleasure in cheap jokes.” Your Father in Heaven has sent you away from His presence to have experiences you would not have had in your heavenly home—all in preparation for the conferral of a kingdom. He doesn’t want you to lose your vision. You are children of an exalted being. You are foreordained to preside as kings and queens. You will live in a home and environment of infinite refinement and beauty, as reflected in the language, literature, music, art, and order of heaven. I close with the words of President Young: “Let us . . . show to the world that we have talent and taste, and prove to the heavens that our minds are set on beauty and true excellence, so that we can become worthy to enjoy the society of angels.” Even more, may we become worthy to enjoy the refined society of heavenly parentage, for we are of the race of the Gods, being “children of the most High” (Psalm 82:6). From a devotional address given at Brigham Young University on September 19, 2006. For the full text in English, visit http://speeches.byu.edu. NOTES 1. Brigham Young, “Remarks,” Deseret News, Mar. 5, 1862, 1. 2. In Algernon Swinburne, A Study of Ben Jonson, ed. Sir Edmund Gosse and others (1926), 120. 3. C. S. Lewis, They Stand Together: The Letters of C. S. Lewis to Arthur Greeves (1914–1963) (1979), 96. 4. See Wendell J. Ashton, In Your Own Image (1959), 113. 5. David O. McKay, Pathways to Happiness, comp. Llewelyn R. McKay (1957), 15. 6. Neal A. Maxwell, in LaMar Barrus, “The Joy of Music,” New Perspectives, Apr. 1997, 10. 7. The Works of Oscar Wilde (1909), 112. 8. In “A Tribute to Handel,” Improvement Era, May 1929, 574. 9. In Hal Williams, “Dr. Reid Nibley on Acquiring a Taste for Classical Music,” BYU Today, Apr. 1980, 14. 10. Discourses of Brigham Young, sel. John A. Widtsoe (1954), 242. 11. Lorenzo Snow, in Wilford Woodruff: History of His Life and Labors, ed. Matthias F. Cowley (1964), 468. 12. David Starr Jordan, “The Strength of Being Clean,” in Inspirational Classics for Latter-day Saints, comp. Jack M. Lyon (2000), 191. 13. Discourses of Brigham Young, 424. TAKE THE NEXT STEP Don’t let worries or doubts keep you from serving a full-time mission. Get ready, get set, and go! (See D&C 15:6.) One of the greatest blessings we received when we came to earth is a physical body. The Word of Wisdom, found in Doctrine and Covenants section 89, teaches us “the order and will of God in the temporal salvation of all saints in the last days” (v. 2). Following are testimonies of the Word of Wisdom from Latter-day Saints around the world. Never Too Young I’m 13 years old, and I know that when we take care of our bodies, we will receive the blessings promised in the Word of Wisdom that we can “run and not be weary” (D&C 89:20). When I play sports, eat healthy food, and get enough sleep, I grow stronger. When I keep this commandment, I am free of addictive substances, and I am not under their control. I know that Heavenly Father gave us the Word of Wisdom not to limit our lives but to help us live healthy and happy lives. Satan tries to tempt us into believing that smoking and drinking will make us popular, free, and happy. But that is not true. Sometimes it is hard to keep high standards, especially at school, but when I try to be a good example, I help my friends understand the importance of choosing the right. The biggest blessing I have received from keeping the Word of Wisdom is the opportunity to have the Spirit as my constant guide. My goal is to be worthy to go to the temple one day. Sevil V., Plovdiv, Bulgaria Help with Diabetes I am a 57-year-old grandmother who was diagnosed with diabetes in June 2006. In addition to using medication, I turned to the Word of Wisdom for help. I learned the value of regular exercise and a healthy diet. I lost 88 pounds (40 kg) and have kept the weight off. I felt very blessed for my obedience to the Word of Wisdom the day my doctor discontinued my medications for diabetes and high blood pressure. I have a testimony of the Word of Wisdom because the spiritual and physical blessings I have received through obedience to it continue to bless my life. Beverly Rutherford, Washington, USA Running Marathons at 73 I was born in Brazil with rickets—a disease characterized by distorted bones. At 19 I weighed 50 kilos (111 lbs) and was 1.64 meters (5’5”) tall. As a result, I was not accepted into the military, so I began looking for ways to improve my physical condition. I began a series of exercises and ate a balanced diet. During this time, I met the missionaries. I became acquainted with the Church and learned about the commandments, including the Word of Wisdom. It was just what I needed. It gave me guidelines of foods to eat and a list of impure items to avoid, namely tobacco and strong drinks. By reading the Doctrine and Covenants, I learned about the need for rest and sleep (see D&C 88:124). I gained strength and weighed 78 kilos (172 lbs). I became a champion weight lifter. I also did judo and swam. Today at age 73 I am a marathon runner and have finished 30 marathons. In 2005 and 2006, I was second in my age class in Brazil. I have excellent health, and I am very happy. I am grateful to our Heavenly Father for giving us laws that, if obeyed, will bring us blessings of health. Antonio Olívio de Oliveira, São Paulo, Brazil A Jug of Wine As I cleaned the beauty shop after school, I found a half-full jug of wine left over from a party. I asked my boss what I should do with it. “Dump it out, and throw away the bottle,” he said as he left. He locked the door on his way out, and I was alone. I continued my usual cleaning routine, but that bottle of wine was on my mind. I was 14 and had never tasted wine. I was tempted. I cleaned the restroom, sanitized the hairbrushes, and mopped the floor, thinking the entire time about that jug of wine in the back workroom. I knew one taste would not make me drunk. I knew that nobody else would ever know. With that thought I realized that I would know and so would my Heavenly Father. My struggle was over. I knew I would be sorry if I gave in to this temptation, and I wanted to be strong enough to resist all temptations. I poured the wine down the drain, rinsed the bottle, and dropped it into the trash. This experience might seem unimportant except for the difference it made in me. I had made a decision that I would keep the commandments even when nobody was looking. I wanted to do the right thing for the right reason. I now know that I have the strength to resist temptation, and I feel more confident that I can walk the path back to my Heavenly Father. Beth M. Stephenson, Oklahoma, USA Strength to Endure The year after I was baptized, I became a volunteer firefighter. I kept the Word of Wisdom even though my friends offered me tobacco, alcohol, tea, and coffee. When they asked me why I refused these things, I told them it was because I was a Mormon. Most of them mocked me and laughed. One day we were required to take a three-hour physical exercise test to determine who could stay on as firefighters. We each wore a heavy uniform and boots and carried breathing equipment. Before the test I saw the others smoking and laughing at me because I was only a teenager and they thought I wouldn’t be able to pass the rigorous test. First, we had to run laps around a field, carrying extremely heavy hoses. After the first lap my legs and body ached, and my co-workers laughed at me. It was then that I remembered what it says in Doctrine and Covenants 89: “All saints who remember to keep and do these sayings, walking in obedience to the commandments, shall receive health in the navel and marrow to their bones; . . . and shall run and not be weary” (vv. 18, 20). I knelt down and prayed to the Lord, asking Him for faith to see the promise fulfilled. Several men came over to see if I was OK, and I told them I was fine. Then we started running again. Right away the pain left my legs. I ran and ran and realized that the others had fallen to the ground with fatigue, but I didn’t even feel like stopping. I passed the test, while my co-workers had to repeat the exercise. I know that thanks to my obedience to the Word of Wisdom, I was able to get through that test. I know that God was with me that day and that if we obey His commandments, He will bless us with His infinite mercy. Cristian Castro Marin, Santiago, Chile A Daily Commitment Two days after my mother’s funeral, I looked in the mirror. I didn’t like what I saw: dark circles under my eyes, pale skin, bad posture, and 10 to 15 excess pounds. The last three years of caring for my parents had taken a toll on me. With the stress of having both of my parents fall ill and pass away within two years of each other, it was no wonder that I looked like I hadn’t slept well or eaten a balanced meal in weeks. At 26 years of age I was at a crossroads. I could carry on as I was and risk succumbing to diabetes, heart disease, or cancer, which ran in my family, or I could take control and make my health a priority. This was a commitment I needed to make for life—not just for a few weeks. As I stared at my unhealthy reflection, I made myself a promise. I was going to live the Word of Wisdom in a way I never had before. My husband and I started working out two to three times a week. I became more aware of how many calories I ate. I added more fruits and vegetables to my meals. It took effort, but I learned how to read nutrition labels and make healthier food choices. The real key to my success was setting realistic goals. I wanted to lose some weight, increase my energy level, and look healthier. With the help of Heavenly Father and a wonderfully supportive husband, I accomplished all three. Six years later I’m still exercising regularly and watching what I eat. I continue to set fitness and dietary goals and work to reach them day-by-day. If someone had told me back then that one day I’d be this passionate about exercising, I honestly wouldn’t have believed it. I’m living proof that you can change your lifestyle if you really want to. If you will put your faith in Heavenly Father, He will support you in your efforts. I feel good about myself as I strive to reach my optimum health. Since I made this commitment, my mind is clearer and quicker, and my body is stronger and more energized. Because of this, I’m able to enjoy the wonderful blessings Heavenly Father has promised to those who follow the Word of Wisdom. He says that all obedient Saints will “receive health in their navel and marrow to their bones; and shall find wisdom and great treasures of knowledge, even hidden treasures” (D&C 89:18–19). Meagan Sandor, Ontario, Canada Outlining a Plan Shortly after my mother and I were baptized, she began working as a registered nurse. As a single parent, she didn’t have time to cook, so we began eating more processed and fast foods. Although I was only 12, my health began to decline. I didn’t have the energy I once had. I felt tired and anxious. I gained weight. I asked my mom how I could get into better shape. Hoping for a medical response, I was a little surprised when she simply said, “Live the principles of the Word of Wisdom.” I thought she would give me advice on calories and carbohydrates and fats, but her answer was exactly what I needed. For family home evening the following Monday, we reviewed Doctrine and Covenants 89 and outlined an eating and activity plan. Our lifestyle change was dramatic. We both began to feel healthier and happier. I noticed more peace in my life and more quiet promptings from the Holy Ghost. I am grateful to a loving Heavenly Father, who wants to communicate with us. I know now that we must be prepared physically and spiritually to receive sacred, personal revelations. Eric D. Richards, Utah, USA Arise Early Arising early is not in Doctrine and Covenants 89, but rather in section 88: “Retire to thy bed early, that ye may not be weary; arise early, that your bodies and your minds may be invigorated” (v. 124). My husband gets up for work at 5:00 a.m. In the past, I didn’t get up with him. I would sleep in, and I didn’t get up with my teenage sons either. At night I went to bed early, but my husband stayed up until 11:00 p.m. or later. I was worried about him because he would get sleepy when driving. We needed a change. I decided to get up with my husband and have breakfast with him. Now we spend time together talking over breakfast. As a result, I am up now with my children before they go to school, and I send them off with prayers and hugs. My husband is now going to bed early too. I find that my sleep, which had always been poor, has become much sounder, so I don’t need as much. It seems that many things are working better in my life because I strive to heed the counsel to “arise early.” Linda Davis, Utah, USA The Ascent, by David Linn, courtesy of Church History Museum Addiction Recovery: Healing One Step at a Time BY LIA McCLANAHAN Church Magazines About a year ago, I woke up in a trailer someplace in Illinois, full of drugs and alcohol, and I didn’t remember anything I’d done. I remembered only that on my business trip, as soon as the plane landed, it took me all of about 10 minutes to ditch my colleague, go straight to the bar, and disappear for three days. The second day—the day I was supposed to fly home—was my daughter’s birthday. Just a year ago. A year ago Mark (names have been changed) didn’t know how he would overcome his addiction to drugs and alcohol. He had already tried to quit. He had visited with his bishop, been to professional counselors, gone through rehabilitation centers, and exerted all the willpower he could, but nothing brought permanent change. Soon after that critical moment in Illinois, he found the Church’s 12-step addiction recovery program, sponsored by LDS Family Services. In the program, he found the principles and direction that would change his life. The change occurred as he studied and applied the principles taught in the program workbook and weekly recovery meetings. The workbook guides readers toward recovery using 12 steps, each of which addresses an essential principle of recovery such as honesty, hope, or trust in God. At the weekly meetings, participants are able to gain strength from others and share their own experiences of applying the principles. Mark learned that the journey from addiction to recovery is a difficult one, but knowing people who have already made that journey can give hope to those who struggle. At each meeting a facilitator—someone who has experienced recovery—encourages others by sharing insights based on his or her own recovery. Mark is now a facilitator. Each week he shares his experiences (included in this article in italics) to help others understand that they are not alone and that addiction can be overcome. The Trap of Addiction After each time I gave in, I would say, “This time is going to be different. Please, Lord, help me. I don’t want this to be a part of my life.” Yet it continued to be. Mark was an active member of the Church. He never thought he could get trapped in an addiction. Living the standards of the Church, such as the Word of Wisdom, keeps members safe from many addictive behaviors, but in a world where harmful influences are increasingly Grace, a power that comes through the Atonement of Jesus Christ, makes recovery possible. Through grace, participants in the recovery program regain the hope they have lost. In some locations, groups created specifically for pornography problems are available. Garrett, who regularly attends such a group, says at first he didn’t realize his habit was an addiction. “There’s no way I would have bought a pornographic magazine, but it was so easy to get on the Internet,” he says. He realized he had to change when his marriage was on the verge of falling apart. Coming to the Program My inability to reconcile my testimony with my behavior, along with my inability to forsake my addiction, put me in a place where the shame was unbearable. Finally I was willing to try something different. An oft-repeated phrase among program participants is that an individual seeks recovery “when the pain of the problem becomes greater than the pain of the solution.” When Mark reached that point, he took a friend’s suggestion and came to a Latter-day Saint addiction-recovery meeting. Some people decide on their own to come. Others are encouraged to attend by friends or priesthood leaders. Some have been ordered by a court of law to attend 12-step recovery meetings. Many are reluctant to attend a meeting because they feel ashamed of their struggle. In her work as a Church-service missionary, Suzanne marvels to see the change that comes over the participants. “When they first start coming to the meetings,” she says, “their heads are often down. They are embarrassed and filled with guilt and fear. After a few weeks their heads lift up with newfound hope. They realize they’re not alone in their struggle.” Church-service missionaries are ready to welcome participants and offer them hope and encouragement. Participants focus on a different step from the workbook each week, and the facilitator shares his or her own experience with that step. Those who wish to share their thoughts on recovery introduce themselves by their first names only. A meeting always includes a reminder of the principles of anonymity and confidentiality, which are critical to fostering a safe atmosphere. An important aspect of the meetings is that participants are in a setting where they can feel the Spirit again. They can say a prayer and bear testimony, even if their choices have led to their being disfellowshipped or excommunicated. This spiritual environment is a source of great strength to participants as they focus on the 12 steps. Steps to Recovery Working the steps of this program simplified the gospel in a way that I could apply the testimony I had always had. As Mark discovered, the steps of the addiction recovery program are a systematic way of implementing gospel principles. The 12 steps are adapted from the original Twelve Steps of Alcoholics Anonymous, but the Church’s program is unique because it puts the steps into “a framework of the doctrines and beliefs of the Church.” In the addiction recovery program, the 12 steps are actually steps to accessing the power of the Atonement. The workbook, Addiction Recovery Program: A Guide to Addiction Recovery and Healing (item no. 36764), outlines the 12 steps and the principles associated with them. Each step has a scripture study section with questions to ponder and space for writing. One participant says that the straightforward approach of the 12 steps gave him hope. By the time Clifford awoke from a coma caused by a drug overdose, his marriage and career had ended. He wondered how he could ever put his life back together. “To have the gospel in little bite-sized steps, 12 of them—I could do that,” he says. Many say that steps four and five, which focus on personal inventory and confession, are the most challenging. But it depends on the individual. Paula, who struggled with compulsive eating and overdependence in her relationships, worked hardest on step eight—forgiving and restoring relationships—as she tried to forgive her abusive father. She says now, “I can’t tell you how grateful I am for this miracle in my life: to love and forgive.” Hope in the Atonement The change that has happened to me is I’m not miserable all the time. Sometimes it’s not easy. Perhaps the Lord doesn’t see fit to take it all from me right now, but He strengthens me so I can bear it patiently and cheerfully, and I can progress. He lightens it just enough that I learn the most that I can. The gospel teaches that grace comes through the Atonement of Jesus Christ (see Ether 12:27). Grace is an enabling power that makes recovery possible. It is “divine means of help or strength” that helps us do good works we wouldn’t be able to do or maintain by ourselves. Suzanne, who went through the program herself before becoming a Church-service missionary, says, “I knew that God could tell me what to do, but I never knew He had the power to help me do it. Now I understand the grace that comes through the Atonement of Jesus Christ.” Through grace, participants regain the hope they have lost. One participant, Edward, grew up in the Church, but his childhood insecurities left him feeling that he wasn’t as good as other people. He says, “I didn’t understand the Atonement, and I didn’t love myself, so nothing really mattered.” When he was in his 20s, he started drinking and using drugs in an attempt to dull his negative feelings—a pattern that continued for 20 years. When he was arrested a second time for drunk driving, he was ordered to get treatment. In the Church’s program, he learned that receiving forgiveness and regaining a sense of self-worth were possible. He attended church every Sunday, studied the 12 steps, and applied these gospel principles and actions to his life. He became willing to turn his life over to Heavenly Father and, in the process, learned how to love himself and how to let the Atonement work in his life. “I couldn’t overcome all these things by myself,” he says. “The Savior can do for me what I can’t do for myself.” Those who struggle with addiction aren’t the only ones who can experience a mighty change: loved ones find that as they apply the 12 steps to their own lives and attend recovery meetings, they can experience the blessings of the Atonement in regard to their own grief. In some areas the addiction recovery program provides support groups for family and friends, who discover that the Savior can heal them of the pain, anger, and guilt that loved ones sometimes feel. When Deborah learned of her son’s drug addiction, she was plagued by feelings of guilt as she thought about how she could have been a better mother. Then she discovered that she could apply the steps to herself. She says, “What I learned in the program is that no matter how my son is doing, I can still be happy and have Heavenly Father in my life.” She adds, “On the outside I look the same, but my life has completely changed on the inside.” Shannon, whose husband faced a pornography addiction, attended the support group for spouses. As she participated, she noticed a change in herself as well. At first she focused on the pain she felt over her husband’s addiction. But then, as she started learning and applying the steps, a miraculous change occurred. She says, “I began talking less and less about my husband and more about what I had learned from each step. I began to see how the Lord was working in my life.” The End Goal In the past I was able to abstain for periods of time. I’d get myself back in good standing with the Church and serve in callings, and everyone would tell me how great I was. But I didn’t feel great on the inside at all. And that’s why abstaining is just one part of it. True recovery is not doing it and not wanting to do it because our nature is changed. Mark learned that through the Atonement, individuals can not only stop their addictive behaviors but also heal the underlying causes of their addiction. And with the help of their priesthood leaders, they can repent and bring the blessings of the gospel back into their lives. Doug LeCheminant of LDS Family Services clarifies the objective of the program: “Our end goal for those in the program is that they will be able to make and keep temple covenants—not just stay sober.” The sweetest fruits are activation, baptism or rebaptism, priesthood advancement, temple ordinances, and restoration of blessings. Steve, who found himself in jail wearing his church suit, says, “Today I’m clean and sober because of my Heavenly Father and the 12 steps.” His activity in the Church is especially meaningful to him. “I am a father. I am a priests quorum adviser. I am also a facilitator because I want to give back to a program that gave so freely to me.” Maintaining Recovery Day to Day Every day I seek my Heavenly Father in prayer and through the scriptures. In the morning I read books about recovery, and I write my feelings and my impressions. I call a support person in the program to help clarify my thinking. I go to the meetings. I try to serve. And I have never relapsed on a day that I have done those things. Those daily tasks keep Mark spiritually well. Others who have been through the program have discovered the same truth: maintaining spiritual strength requires continuous effort. No one is completely safe from relapse, but through daily gospel living, those who struggle with addiction come unto Christ and receive strength and hope. “I’m learning bit by bit, precept upon precept,” says Mark. “My nature is changing, and it’s the first time since this started that I can say I have hope. I truly believe that I never have to relapse again.” NOTES 1. James E. Faust, “The Power to Change,” Liahona and Ensign, Nov. 2007, 124. 2. See Bible Dictionary, “Grace,” 697; Guide to the Scriptures, “Grace,” 103. --- THE 12 STEPS OF THE ADDICTION RECOVERY PROGRAM 1. Admit that you, of yourself, are powerless to overcome your addictions and that your life has become unmanageable. 2. Come to believe that the power of God can restore you to complete spiritual health. 3. Decide to turn your will and your life over to the care of God the Eternal Father and His Son, Jesus Christ. 4. Make a searching and fearless written moral inventory of yourself. 5. Admit to yourself, to your Heavenly Father in the name of Jesus Christ, to proper priesthood authority, and to another person the exact nature of your wrongs. 6. Become entirely ready to have God remove all your character weaknesses. 7. Humbly ask Heavenly Father to remove your shortcomings. 8. Make a written list of all persons you have harmed and become willing to make restitution to them. 9. Wherever possible, make direct restitution to all persons you have harmed. 10. Continue to take personal inventory, and when you are wrong, promptly admit it. 11. Seek through prayer and meditation to know the Lord’s will and to have the power to carry it out. 12. Having had a spiritual awakening as a result of the Atonement of Jesus Christ, share this message with others and practice these principles in all you do. “Some of my Church friends argue with nonmember friends over religion. I know contention is wrong, but how do I let my friends know how I feel about the gospel?” Rather than trying to share your feelings when tempers are high and the Spirit isn’t there, look for opportunities to approach your friends one-on-one, at a time and in a place in which the Holy Ghost can help. Pray for opportunities to talk to your friends about the gospel. When given the opportunity, explain your beliefs and bear your testimony. Make sure you show them that you genuinely care about them. If your friends are interested in learning more, you could give them a pass-along card, invite them to church, refer them to Mormon.org, or contact the missionaries. Pray for the guidance of the Spirit to know what to say to your friends and how to say it. Pray for help in avoiding contention. If your friends begin to argue with you, it is often best to change the subject or leave the conversation. Pray for Direction Contention does not come from God (see 3 Nephi 11:29), so it’s not the right way to share this wonderful gospel. A good way to share the gospel is to invite your friends to go to church or activities. Prayer has helped me know how I can share the gospel with my friends. I know the Lord answers prayers. He will always show you the right way to do things. Celeste R., 22, California, USA Teach Them How They Can Know When you argue or contend about what you believe, the Spirit leaves. He cannot be there to testify that you speak the truth. The best thing to do is testify. Simply state what you believe and how you know it to be true. When I talk to people about our Church, I tell them they can know it is true for themselves by praying, reading the Book of Mormon, and listening to the feelings of their hearts. Your friends can still disagree, but they can’t deny the power of your testimony. Sister Clement, 22, Tennessee Knoxville Mission Avoid Contention I have a friend who belongs to another church. Last year he came to me at school one day and started to try to prove to me that the Book of Mormon was not true and that The Church of Jesus Christ of Latter-day Saints was not a Christian church. After replying to all of his questions, I began to realize that he wasn’t even paying attention to my answers because he kept challenging me with the same question. From what I learned from this experience, my advice is that all you can do is explain that you don’t want contention and bear testimony of the truthfulness of the Lord’s Church. Jayden C., 13, Washington, USA Contention Creates Resentment Contention has never been the right way. It chases away the Spirit of the Lord and leaves in its wake feelings of resentment and hatred. It also changes your way of looking at other people. Generally, what people end up debating about are points of doctrine, so it is really important to be a peacemaker and never forget to bear your testimony about the truths of the gospel and the good fruits it has brought you. Carlos F., 19, Guárico, Venezuela Respect Others’ Beliefs Instead of saying to your friends, “My religion is true, and yours isn’t,” share with them your testimony. Find a time when you and your friend are alone, and ask if you can share your testimony. I did that once with a close friend who is a Christian and is very faithful to her church. She thought it was great that I had a testimony. After that, we discussed what we believed, but it wasn’t an argument. However, when you come up and say, “Your church is not true,” you’ll be disrespectful to something that could be near to their heart. Friends don’t do that. You may disagree about points of doctrines with your friends, but a true friend will listen to your testimony and understand that the gospel is very important to you. Amber P., 17, Utah, USA Live the Gospel Live so that those who know you and do not know this true gospel would want to know about this gospel because they know you. Let the joy of the gospel be seen in you. Be a light, a guide, and the very best example to your friends and others that you can be. Elder Kamah, 20, Ghana Cape Coast Mission Bear Testimony The best way to share the gospel is to do so sincerely and lovingly. Arguing won’t get you anywhere. Jesus Christ didn’t argue with the Pharisees; instead, He taught them through love, word, and example. Preach My Gospel states: “People may sometimes intellectually question what you teach, but it is difficult to question a sincere, heartfelt testimony” ([2004], 199). Bear your testimony of what you know is true and how you know it. When the Spirit testifies of the truthfulness of what you say, that is the best opportunity for your friends to understand. Ephraim S., 20, New South Wales, Australia CONTEND WITH NO MAN “Ours is to explain our position through reason, friendly persuasion, and accurate facts. Ours is to stand firm and unyielding on the moral issues of the day and the eternal principles of the gospel, but to contend with no man or organization. Contention builds walls and puts up barriers. Love opens doors.” Elder Marvin J. Ashton (1915–94) of the Quorum of the Twelve Apostles, “No Time for Contention,” Ensign, May 1978, 8. No Swearing Allowed By Keith Porter In 1962, 11 of my high school classmates from Preston, Idaho, and I joined the National Guard. Basic training was like a vacation until we got to Fort Ord, in California. We needed one another in order to survive our new military surroundings and the onslaught of the other recruits, many of whom used reprehensible language and seemed to have no morals. I sought every opportunity to be with my Latter-day Saint buddies for support from the harassment of our fellow recruits. After basic training, a couple of my school classmates and I stayed on at Fort Ord to continue training in field communications. Soon, two of the tough, stout recruits in our training class began having a contest to see which one could say the most detestable and vulgar things. Each morning when they arose, they would shout vulgarities so everyone in the barracks could hear their filthy language. One morning I found myself in front of them and, longing for relief, demanded that they stop. Embarrassed, they turned their ugliness on me, calling me several names. Then they warned me that they had better not catch me alone. Later that morning, as I was picking up trash, I found myself alone between barracks. Suddenly I saw someone coming my way. It was one of the recruits who had threatened me. I prepared for the worst as he approached me. But he began telling me how much he respected me and wished that he had the courage to live as I lived. He admitted that his parents would be disappointed if they knew how he was living. He said he would never again use vulgar language in my presence. Then he turned and left. As I passed the next barracks, I saw the second fellow coming my way. He approached me and apologized for the way he had been acting. He also told me how much he respected me, saying he hoped that someday he could live as he had been taught. One weekend when my Latter-day Saint buddies were on leave, these two young men invited me to go to a movie with them and their group. As we walked together, someone swore. The two stout recruits told the group that there would be no swearing while I was with them. After the movie, when the group decided to go to a club for some drinking, my friends excused themselves, explaining that they were going to spend the evening with me. Once we were alone, they asked me about my family and the kind of church I belonged to that would help young men develop the standards by which our Latter-day Saint group lived. I answered their questions and told them about the Church. I learned that heaven sustains courage and blesses those who stand up for what is right. Stay Here! By Dennis Salazar, as told to Sedley Parkinson Spending time with my family is always a cherished experience for me. Because I work as a railroad engineer, my schedule is unpredictable. Occasionally I am transferred to distant locations and become temporarily separated from my wife and children. During these times, I see them only a few days each week—and only after a lengthy drive home. Once, my wife, Scarlett, and our sons traveled to visit me during one of my breaks. Our sons enjoyed sleeping in a motel room and eating at restaurants. This trip became a vacation for them. This refreshing reunion passed quickly, and before too long we were hugging and saying good-bye. Glancing in my rearview mirror, I saw Scarlett’s car disappear from view as we got on opposite on-ramps to the freeway. I was traveling back to the railroad, and Scarlett was taking our children home. I smiled as I thought about my family and decided to call Scarlett to thank her again for coming to visit me. I reached for my cell phone in my coat pocket, but it was not there. After an unsuccessful search, I realized that the phone must have been put in Scarlett’s car by accident. I used my cell phone to keep in touch with my family, but it was also necessary for my work. My wife and I had been driving in separate directions for 10 minutes, but I knew I had to retrieve my phone. I decided I would dash up to the next overpass, turn back in the opposite direction, and try to catch her. As I prepared to turn around, I seemed to hear a voice say, “Stop!” I began slowing down, even though each passing moment was making it more difficult to recover my phone. A second thought came: “Stay here!” This strong feeling swept over me. Defying logic and reason, I pulled over and turned off the car. I did not know why, but I sensed that I should stay put. As I yielded to what I felt was a prompting from the Holy Ghost, I felt panic being replaced by peace. I offered a humble prayer, grateful for Heavenly Father’s direction and guidance. Shortly thereafter I caught sight of Scarlett driving toward me. When she saw me, she quickly brought the vehicle to a halt and came over to me with the cell phone in hand. “How did you know to stop and wait?” she asked. Joyful tears filled our eyes as I related my experience receiving promptings from the Holy Ghost. That incident has stayed with me, and I can never deny the divine help I received that day. It strengthened our testimonies that Heavenly Father is aware of the seemingly minute details of our lives. I strive to remain worthy of that same guidance I received many years ago. The Savior Had Not Forgotten Me By Roland Livings When I was young, my mother taught me how to pray, and I would attend church with her every Sunday. My sister and brother were members of the choir at the local parish church in Hertfordshire, England, and it seemed natural to follow their example and attend. Because I was only eight years old, I wasn’t required to attend communion service early on Sunday mornings. I would sleep in but eventually would get up and cycle to the main morning service. In the middle of the winter of 1952, with a foot of fresh snow on the ground outside and frost on the inside of my bedroom windows, I snuggled down in bed, determined not to go to church that Sunday. My mother called for me to get up, but I pretended to be asleep. Then I could hear her footsteps as she started to climb the stairs. I called out, “It’s all right. I’m getting up.” But then I said under my breath, “What’s the point? There is no such person named Jesus Christ anyway.” Immediately a voice came into my head and said to me, “There is, and you will serve me one day.” The voice seemed so natural, as if a friend were talking to me. The years went by, however, and I forgot about the experience. I grew up, joined the Royal Navy, and after nine years began working for a fire-protection company. One evening after work, I heard a knock at the door. When I opened it, two sister missionaries introduced themselves. I was tired, dirty, and hungry, so I suggested that they come back later in the evening or some other time. To my surprise they returned an hour later. I invited them in. As soon as they started talking, I knew there was something special about their message. My home felt different, and I knew it emanated from these two sisters. They gave me the first discussion that night and the second discussion the following night. Two elders then came every night until I had received all the discussions. I began reading the Book of Mormon and praying. Getting down on my knees to pray for the first time in 20 years was the most spiritual experience I had had in my life. I made the commitment to be baptized a week after finishing the discussions. After my baptism, Elder Ross and Elder Fullerger laid their hands on my head to give me the gift of the Holy Ghost. As soon as their hands touched my head, my experience with the Spirit 20 years before came back to me. Something precious that had been preserved within me—but had been suppressed by all the mistakes I had made in life—was spiritually reunited with my memory. I was overwhelmed to think that I meant so much to the Savior that He had not forgotten me. I’m grateful to the missionaries who taught me the gospel and to the members of my first ward who nourished me. Most of all, I’m grateful to my Savior, whose existence I had once doubted but whom I now gratefully serve. The Lord Has Provided By Piera Zuppardo After I married, one of my greatest desires was to have a large family. One night I had a dream and saw four girls and three boys who would become part of our family. As I started to have these children, the Lord helped my husband and me care for them. Anytime there was an illness or problem, priesthood blessings and miracles brought happy endings. But then my husband passed away. Besides dealing with grief, I was pregnant and worried about how I would provide for my children. Yet I knew the Lord would continue to help me. One of the ways He helped was to comfort me. While in the temple, I came to know that my husband was fine, that there was a reason he had to leave the earth, and that he would be helping us from the other side of the veil. I also felt strongly that I needed to return to the temple soon. I wanted very much to return in three months, but I knew that finding both time and money to return would be difficult. I attend the Bern Switzerland Temple, which is a long way from my home in Italy. As I was walking out of the hostel near the temple, a member of the Church stopped me. He handed me an envelope and said, “This is for you.” I opened the envelope and found money inside. “I can’t take this,” I said. “Please take it,” he told me. “While I was in the temple, I felt the Spirit prompting me to give this to you.” When I counted the money, I found that it was what I needed to cover the cost of driving from Italy to the temple and back. Three months later I returned to the temple. The Lord also provided for me by helping me get a job at a doctor’s office. Soon I had an opportunity to certify to work in emergency care. I took the certification class, but the exam fell just two weeks after my baby was born. I had studied and attended class all through the course, but during those two weeks when I needed to study the most, I also needed to take care of my new daughter. I was overwhelmed. Without study time, I wasn’t sure I could pass the exam. I was about to give up and not take the test, but then I realized that the Lord had blessed me with this opportunity. When I prayed, the Spirit assured me that I had done my part and I would receive the Lord’s help. Trusting that the Lord would help me, I took the exam. I was relieved to find that it focused on material I knew best. I passed, and the increased opportunities that the emergency certification gave me were exactly what my family needed. I was able to spend more time with my children and earn more money to care for them. I know Heavenly Father listens to my prayers and helps me when I ask obediently in faith. I know that He has helped me provide for my children and that I will be with them and my husband for eternity. These teaching suggestions can be used in the classroom as well as in the home. You may tailor these ideas to your family or class. “You Already Know,” p. 6: Share the story of Eddy Huanca. Invite family members to read Moroni 10:3–5. Discuss the promise Moroni gives. Have family members write their testimonies of the Book of Mormon and Joseph Smith (younger children could draw the Book of Mormon and the Prophet). “What One Person Can Do,” p. 16: Begin the activity by singing the song “Nephi’s Courage” (Children’s Songbook, 120–21). Share the story of Yves Verwey, and summarize the ways he looked for opportunities to do good, just as Nephi. Invite family members to share positive experiences when they have served others. As a family, prayerfully think of a way to serve others (or choose an idea from the article) during the week. Conclude by reading and discussing 1 Nephi 3:7. “The 20-Mark Note,” p. 20: Before the lesson, wrap several small household items. Share the story of the 20-mark note. Show the items you have wrapped, and invite family members to guess what each item is before unwrapping it. Explain that you knew what the items were because you wrapped them. Compare this to the knowledge Heavenly Father has of our lives and why we should turn to Him for guidance. Read the last four paragraphs of the article, and discuss what we need to do to be worthy to receive the Lord’s guidance. “Our Refined Heavenly Home,” p. 26: Read the first two paragraphs of the article, then assign family members to present ideas from each of the four areas: language; literature; music; and art, appearance, and attitude. Discuss how you can make your home more heavenly in each area. As a family, make a goal to remove media from your home that could keep it from being a “heavenly home.” Also consider setting a goal to bring good books, art, and music into your home. In a future home evening, discuss the difference these actions made in the spirit of your home. “Run and Not Be Weary,” p. 32: Read some of the testimonies from this article. Consider having family members write their own testimonies about the blessings of living the Word of Wisdom. Younger children could draw pictures of some of the foods listed in Doctrine and Covenants 89:10–17. Invite family members to always strive to live the Word of Wisdom. You could follow this lesson with a nutritious snack. “Strength to Follow the Lord,” p. F4: Invite family members to share an experience in which they gave up something in order to follow the Savior. Ask what made it hard and what made it easy. Tell the story of Elder Claudio D. Zivic giving up running on Sunday, and discuss the difficulties and blessings he experienced because of his decision. Conclude by reading the last paragraph of the article. Topics in This Issue Number represents first page of article. \| Topic \| Pages \| \|------------------------\|-------\| \| F = The Friend \| 6 \| \| Addictions \| 36 \| \| Art \| 26 \| \| Atonement \| 36 \| \| Callings \| 8 \| \| Contention \| 42 \| \| Conversion \| 46 \| \| Faith \| 2, 8, 25, F14 \| \| Family \| F10, F13, F16 \| \| Forgiveness \| F14 \| \| Friends \| 42 \| \| Health \| 32 \| \| Holy Ghost \| 8, 20, 45 \| \| Home \| 26 \| \| Inspiration \| 20, 45, 46, 47 \| \| Journals \| 6 \| \| Language \| 8, 26 \| \| Literature \| 26 \| \| Missionary work \| 42, 46 \| \| Mission preparation \| 6, 16, 31 \| \| Music \| 16, 26 \| \| Prayer \| 2, 6, 25, F14 \| \| Primary \| F14 \| \| Repentance \| F14 \| \| Resurrection \| 20 \| \| Scripture study \| 16 \| \| Service \| F2 \| \| Speech \| 26, 44 \| \| Spirituality \| 2, 20 \| \| Standards \| 32, 44, F4 \| \| Sunday School \| 14 \| \| Talents \| 16, F8 \| \| Teaching \| 14 \| \| Temples \| 47, F6 \| \| Testimony \| 6 \| \| Unity \| 8 \| \| Visiting teaching \| 25 \| \| Word of Wisdom \| 32 \| Your Favorite Home Evening Send a description of your favorite family home evening to email@example.com. FOR CHILDREN • THE CHURCH OF JESUS CHRIST OF LATTER-DAY SAINTS • JUNE 2009 the Friend How Many People Can We Help? BY PRESIDENT THOMAS S. MONSON When we have eyes that see and ears that hear and hearts that know and feel, we will recognize needs of our fellow beings who cry out for help. How do they eat—without food? How do they keep warm—without clothing? without shelter? How do they live—without means? How do they get well—without doctors, medicines, and hospitals? I believe that when we face our Maker, we will be asked, “How many people did you help?” From an address given to the Coalition for Utah’s Future, Common Good Awards Luncheon, Oct. 25, 2000. President Monson says that many people in the world need help. He says Heavenly Father wants us to notice them and see how many we can help. Match each person who needs help with some things that person might need. People Who Need Help Things People Need HELPING CLOSE TO HOME No matter how old you are, you can do a lot to help the people you know. You can comfort your brother or sister when he or she is upset. You can invite someone to play who feels left out, or you can help your parents without being asked. Small ways of helping really add up! PRESIDENT MONSON AND THE GREAT DEPRESSION President Thomas S. Monson was born in 1927. When he was two years old, the Great Depression began. Many people had trouble finding jobs. It was hard for them to earn enough money to buy food. Some of President Monson’s friends didn’t have warm clothes in the winter or enough food to eat. During the Great Depression, lots of men traveled across the United States on trains looking for jobs. President Monson’s home was near the train tracks. Sometimes men would get off the train and knock on the back door of the Monsons’ home to ask for food. President Monson’s mother would always give them something to eat. She would also send her son to take a plate of hot food to a poor neighbor. The Great Depression ended in 1939, when President Monson was 12 years old. DID YOU KNOW? Just as President Monson’s mother helped people in need many years ago, children and adults today can help people by giving the Church humanitarian aid donations. You can put your donation in the same envelope as the tithing envelope you give to your bishop or branch president. This money helps people all around the world. In 2007 the Church gave aid to about four million people in 85 countries. Here are some ways the Church helped: - Emergency supplies—45 countries - Earthquake help—5 countries - Flood and storm help—34 countries - Fire help—6 countries - Clean water—25 countries - Wheelchairs—60 countries - Eyeglasses—11 countries - Measles immunizations for children—10 countries - Training to help doctors and nurses care for sick newborn babies—23 countries Running was one of my favorite activities when I was young. I was on the track and field team, and my specialty was the 800-meter dash. That meant I ran two laps around the track. My dream was to be in the Olympics. My trainer had been an Olympic athlete. He thought I was talented enough to go to the Olympics if I practiced hard. I practiced a lot and ran in many races. When I was 15, I was the second-place champion for my category in the whole country of Argentina. I hoped that if I continued working, perhaps I could go to the Olympics. But there was a problem. Often our races were on Sunday. Soon I realized that I could not continue competing. So I chose to stop running. The choice was hard. I had to give up my dream of being in the Olympics. My trainer didn’t understand why I stopped. But I knew I had made a good decision. Even though sports are a good thing, choosing to follow the Lord and His Church is better. Later, while I was serving in the military, I was sent to a regiment (a military unit) near the Andes Mountains. When I received my assignment, I felt that the Lord had something special for me to do there. I prayed a lot, asking, “What is my purpose here?” After I had been there three months, our officer said, “I want to organize a club for the soldiers.” He wanted a place for us to read, listen to music, play games, write letters, and rest. The Holy Ghost helped me know that this was what the Lord wanted me to do. I was asked to be the club president. Getting the club ready was a lot of work. We painted and furnished a building to meet in. At the club’s opening ceremony, I was asked to talk in front of the officers and soldiers. I had the opportunity to share my testimony of the gospel and my feelings about the Church with many of the soldiers who did not live the standards of the gospel. They all knew I was a “Mormon boy” who lived my standards. I didn’t do the things they did, but they respected me. The officers respected me too. One of them said to me, “I admire you for your standards.” Never be afraid to tell people what you believe in and what your standards are. You don’t need to hide who you are. I know the Lord will bless you when you are courageous enough to follow Him. Right: Elder Zivic and his family in 2007. Below: At age 15, crossing the finish line of an 800-meter dash in Buenos Aires, Argentina. In many of the places where Church members lived, the Lord commanded them to build a temple. Kirtland I know we don’t have much—many of you don’t even have homes—but the Lord has commanded us to build a temple. Far West Although they were not always able to build a temple because of persecution, the Saints did try. Brothers and sisters, let us build a temple. Nauvoo Our most important work is to build a temple. Joseph worked hard alongside the Latter-day Saints to build the Nauvoo Temple. This will be a beautiful building when it’s finished. Not just a building but the house of the Lord. Joseph was killed before the temple was finished. But the Saints worked day and night to finish it. They wanted to receive in the temple the spiritual gifts that the Lord had promised them. We must give all we can to finish this temple. The Saints enjoyed the Nauvoo Temple for only a short time. The temple was destroyed but not before many Saints received temple ordinances. After the Latter-day Saints arrived in Utah, Brigham Young received revelations to build more temples. St. George (dedicated April 6, 1877) Logan (dedicated May 17, 1884) Manti (dedicated May 2, 1888) Salt Lake (dedicated April 6, 1893) Adapted from Teachings of Presidents of the Church: Joseph Smith (Melchizedek Priesthood and Relief Society course of study, 2007), 13–14, 413–16. What did you learn in Primary today, Sasha?” Mom asked as they drove home from church. “Sister Duffy taught us about special gifts called talents,” Sasha said. “She said Heavenly Father gave us all talents so we can help others. She said when we share our talents, it makes people happy.” “That’s right,” Mom said. “Jesus taught that we should use our talents to serve others.” Sasha sat quietly for a moment, staring out the window. “But, Mom, what about Lauren?” she asked. “What about her?” Mom asked. “Well, she can’t talk, and she’s in a wheelchair. What kinds of talents does she have that can help others?” “What is the first thing you notice about Lauren when you see her?” Mom asked. Sasha thought for a minute and then said, “Her smile. Lauren is always smiling.” “That’s right,” Mom said. “What else?” “She’s always laughing. Especially when we sing or she hears the piano. She always gets so excited. And she loves to blow kisses to people.” “How do you feel when you are with Lauren?” Mom asked. “Happy. I always feel happy when I’m around Lauren,” Sasha said. “Me too,” Mom said. “That is one of Lauren’s talents. She shares love and happiness with everyone around her. That is one of the most special talents of all.” Helping Her Family Children all over the world love helping their families—just like you! This month let’s meet Cinthia Noemí Jara Humada from Asunción, Paraguay. BY LENA HARPER AND DON L. SEARLE Church Magazines Cinthia and her family: father (Miguel), mother (Liz), Cinthia, Gustavo, and Débora. Meeting Cinthia Just outside the city of Asunción, Paraguay, sits a small repair and blacksmith shop. The shop is full of metal tools and objects needing repair. Behind the shop is a small house. On the back patio hang freshly cleaned clothes. This is the home of nine-year-old Cinthia Noemí Jara Humada and her family. Helping at Home Cinthia has a younger brother, Gustavo (7), and a baby sister, Débora. She most often helps take care of Gustavo, but she also likes to help with Débora. Her mother says Cinthia helps out a lot by keeping her room clean, cleaning around the house, and sweeping the patio. One day Cinthia wants to be a mom and have six children. Family Home Evenings Cinthia is always ready to help with family home evening. Sometimes when her father is busy in his blacksmith shop, Cinthia volunteers to help him by preparing a family home evening lesson. Cinthia wants to be a teacher when she grows up. She enjoys teaching others. Learning from the Scriptures Cinthia loves to read—especially the scriptures. Her favorite scripture story is about Ammon preaching to the Lamanites (see Alma 18). She likes how it shows that we all should do missionary work. Standing Firm at School Cinthia’s school runs in shifts. Some students attend in the morning, some in the afternoon, and some in the evening. Cinthia goes to school in the mornings. She is in third grade and is a very good student. Her favorite subject is social studies. Her school has more than 1,000 students, but only 12 are members of the Church. Her schoolmates often ask her questions about her religion. She answers the questions the best she can and sets an example by living the gospel. WHERE IN THE WORLD IS ASUNCIÓN, PARAGUAY? WHAT CINTHIA LIKES - Studying at school - Watching cartoons on TV - Playing with her baby sister (right) - Reading all kinds of books I Can Help My Family Be Happy BY CHAD E. PHARES When we share with and serve family members, our families can be happy. When we fight or yell, our families are not happy. Look at the pictures on this page. In the circle next to each picture, draw a happy face if the child is doing something to make the family happy, or draw a sad face if the child is doing something that doesn’t make the family happy. \| Read Scriptures \| Pray \| Play \| Go to Church \| \|-----------------\|------\|------\|--------------\| \| Serve \| Mealtime \| Family Home Evening \| \| Note: This activity may be copied or printed from the Internet at www.liahona.lds.org. Foundation for Happiness “Successful . . . families are established and maintained on principles of faith, prayer, repentance, [and] forgiveness” (“The Family: A Proclamation to the World”). BY CHERYL ESPLIN A foundation gives a sure, firm base upon which something can be built. Most buildings and homes are built on foundations. When the Latter-day Saints began building the foundation of the Salt Lake Temple, they used layers of sandstone blocks. It took them five years to build the eight-foot-deep (2.4-m) foundation. When they heard that soldiers were coming, the Saints covered the foundation with dirt to hide it. When the dirt was later cleared off, the foundation had cracked and shifted. The Saints knew the cracked foundation could not support the temple. So they removed the sandstone foundation and replaced it with large blocks of granite. When that strong foundation was in place, workers began building the walls of the temple. Just as the temple needed a strong granite foundation, you and your family need a strong foundation to build on. The Lord said, “Build upon my rock, which is my gospel” (D&C 11:24). The gospel of Jesus Christ includes faith, prayer, repentance, and forgiveness. Building on these principles will give you a firm foundation to help you and your family stand strong. Activity Remove page F14 from the magazine. Cut out the cards. Place the picture cards in one stack and the word cards in another stack. Draw one card from each stack. If the cards match, tell how you can help your family do that particular thing, and then keep the cards. If the cards don’t match, start two more stacks for the unmatched cards. Continue playing, letting each person draw cards. When the first two stacks are gone, shuffle the second stacks and continue playing until all the cards are matched. Sharing Time Ideas 1. Faith in the Lord Jesus Christ strengthens me and my family. Help the children memorize “If ye have faith ye hope for things which are not seen, which are true” (Alma 32:21). Show Gospel Art Picture Kit 240 (Jesus the Christ), and explain that to have faith in Jesus Christ means that even though we do not see Him, we believe that He lives. We trust Him and try to follow His commandments. Before sharing time, find scripture stories and pictures that illustrate how faith in Jesus Christ helped people keep the commandments in hard situations. For example: Gospel Art Picture Kit 102 (Building the Ark), 112 (David Slays Goliath), 114 (Daniel Refusing the King’s Meat and Wine), 125 (Esther), 210 (Jesus and the Fishermen), 301 (Lehi’s Family Leaving Jerusalem), 313 (Two Thousand Young Warriors). Give each class a picture, and invite the teachers to tell the stories, emphasizing how the people showed their faith. Have each class think of a situation they might face when they would need to have faith. Ask them to talk about how faith in Jesus Christ could help them in that situation. Invite each class to share the scripture story and their modern situation. Sing “I’ll Follow Him in Faith” (Liahona, Feb. 2003, F16). 2. Prayer strengthens me and my family. Show the children a small electrical appliance or a picture of one. Explain that it can get electrical power only when it is connected to a power source. Tell the children that we need to be connected to a “power source” to receive spiritual power. Heavenly Father is our source for spiritual power, and we can be connected to Him through prayer. From the Primary picture packets, show picture 7-13 (boy praying) or 1-9 (girl praying), and teach that we can pray for Heavenly Father to help us with our problems and decisions. Tell the story of Mosiah praying for help to know if he should let his sons preach to the Lamanites (see Mosiah 28:1–6). Ask the children to work together to find the Lord’s answer in verse 7. Tell the story of Joseph Smith praying to know which church to join (see Joseph Smith—History 1:7–18). Ask the children again to work together to find the Lord’s answer in verse 19. Share a personal experience and your testimony of how your prayers have been answered. Invite the children to say their personal prayers each day this week. FAITH, PRAYER, REPENTANCE, AND FORGIVENESS STRENGTHEN ME AND MY FAMILY “Successful . . . families are established and maintained on principles of faith, prayer, repentance, [and] forgiveness” (“The Family: A Proclamation to the World”). The Savior Walked on Water, by Walter Rane “When Peter was come down out of the ship, he walked on the water, to go to Jesus. “But when he saw the wind boisterous, he was afraid; and beginning to sink, he cried, saying, Lord, save me. “And immediately Jesus stretched forth his hand” (Matthew 14:29–31). Let us,” encouraged President Brigham Young, “show to the world that we have talent and taste, and prove to the heavens that our minds are set on beauty and true excellence.” See Elder Douglas L. 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Ensuring Kids Reach Their Full Potential! 25% of school-age children in America suffer from a vision problem – that is 12.5 million children who may be unable to see the blackboard or read their textbooks. Spot the Problem The U.S. Centers for Disease Control and Prevention (CDC) states that vision disability is the single most prevalent disabling condition among children. Additionally, studies highlighted by the American Optometric Association found: - 70% of children diagnosed with a learning disability have a vision issue. - Only 1/3 of kids have had a vision screening by the time they enter kindergarten. - Between the ages of 9 - 15, only 10 percent of kids who need eyeglasses actually have them. Without a doubt, we have a silent vision epidemic in our country. But, you can do something today about this senseless handicap. Spot the Solution PediaVision – a company dedicated to solving the critical issues of undetected vision problems – introduces you to Spot. Spot is the first binocular, WiFi enabled, portable vision screener on the market. With Spot, school administrators and charitable organizations can perform important vision screening with greater efficiency, accuracy, and confidence, while improving each student’s potential for learning and academic success. As a result of its easy operation, more children can be screened and – in conjunction with adequate follow-up care – more vision problems can be resolved. “The teachers reported an increase in grades. One teacher of an autistic student came into the office in tears, so grateful. The student now has glasses, stays in her seat and keeps working.” — Sarah Miranda, Vision Screening Coordinator Palmetto Elementary Poinciana, FL Screeners Love Spot Whether you’re screening 10 or 10,000 kids, any member of your team can conduct vision screenings. Spot is as easy to use as a camera and does the work for you; most operators become proficient within a few practice screenings. Spot provides a reliable, objective and immediate assessment. Spot can screen up to 60 children per hour. That’s enough to surpass the goals of even the most ambitious schools and charities. Spot vision screening: - Easily screens all age groups, from six months and up - Requires minimal cooperation from children - Is quick and non-invasive - Provides accurate results that are easy to understand Fast. Easy. Portable. - Fast binocular-style screening with a capture time of one second - Works from about three-feet away - Automated screening provides thorough, objective results in seconds - Easy-to-understand results help parents and caregivers determine proper follow-up vision care - Portable and WiFi enabled Routine vision screening is vital for kids. According to the American Academy of Pediatrics, it’s appropriate to conduct vision screening every one to two years throughout the following four life stages: - 6 months to 4 years - The ideal stage to detect amblyopia or “lazy eye.” - the most common cause of vision problems in children. 2 - 5 to 8 years - Identify the following visual issues that could hinder learning: - Nearsightedness - Farsightedness - Astigmatism - 9 to 15 years - Vision changes occur the most between the ages of 11-14. - 16 to 19 years - Undiagnosed & untreated vision problems could lead to poor academic grades & low Scholastic Aptitude Test (SAT) scores. 1 Spot is Thorough Spot instantly detects the indication of major vision issues, including: - Anisometropia (unequal refractive power) - Hyperopia (farsightedness) - Strabismus (eye misalignment) - Myopia (nearsightedness) - Astigmatism (blurred vision) - Anisocoria (pupil size deviations) Spot’s unique binocular screening for amblyopic precursors (anisometropia/eye misalignment) makes it the ideal tool for early intervention programs targeted at special needs, pre-verbal and pre-school children. As children develop and change, so can their vision. Administrators Love Spot Educators are expected to bring more value to our children than ever before – all while supporting higher enrollments with fewer resources. An investment in Spot can help you improve your academics, school-parent communication, and health/wellness programs simultaneously. With the information Spot provides, you can print reports, perform large-scale data analysis, monitor follow-up care, and substantiate improvement levels. With Spot, you can: - Gather quantifiable results to determine areas of improvement - Share meaningful data with parents, assisting in proper follow-up eye care - Perform a vital vision screening to help students reach their full potential “Two years ago, our school was a B school. Last year we implemented a comprehensive vision-screening program with proper follow-up exams and glasses for those in need. We feel our vision improvement program contributed to our school moving back up to an A school.” — Brandy Hogue, Principal, Spirit Elementary School * Deltona, FL One of the first schools to use Spot. Spot it Early Because Spot is fast and simple to use, it’s easy to integrate into any charitable, non-profit or school-based screening program. Spot goes where you go with a lightweight design and battery that powers a typical day of screening. You can do screenings virtually anywhere! - Simple as taking a photo - No formal training required - Can be used by any staff member or volunteer Your Complete Vision Screening Solution With Spot, you get everything you need: - User guide to help navigate you through Spot’s usage - Power charger, power cord, and wrist strap - Technical support (excluding holidays) Monday-Friday, 9:00 AM – 5:30 PM ET REFERENCES: 1. Zabba, Joel N. “Children’s Vision Care in The 21st Century & Its Impact On Education, Literacy, Social Issues, & The Workplace: A Call To Action.” Journal of Behavioral Optometry (2011) 2. U.S. National Library of Medicine Spot is so superior and we are very pleased with the information. We really love using Spot—it’s very quick and easy to use. Spot’s great; we tell everyone about it! — Lion Ed Jener, Retired NASA Project Mgr. Bella Vista, AR Lions Club spot™	b43eac18-304f-4311-a5c1-babac56d4228	CC-MAIN-2025-08	http://e-district.org/userfiles/954/file/52897_SPOT_vision_brochure_2013%20backup.pdf	2025-02-18T23:04:13+00:00	crawl-data/CC-MAIN-2025-08/segments/1738832262922.73/warc/CC-MAIN-20250218212209-20250219002209-00037.warc.gz	6,345,633	1,339	eng_Latn	eng_Latn	0.993654	eng_Latn	0.995588	[ "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	true	rolmOCR	[ 41, 1730, 2702, 4020, 5093, 6227, 6234 ]	[ 2.875 ]	1	0
Native Plants and Wildlife Habitat of the Missoula Area This guidebook is to be used to lead native plant walks in the Missoula area for the general public and school programs. It is meant to connect common early season native plant species prevalent in the Missoula area and their wildlife habitat function. This will help aid residents of the Missoula area in identifying and learning about plants and their importance to Montana ecosystems. Special thanks to Peter Lesica, Marilyn Marler, and Kathy Martin for their reviews and input. Table of Contents Trees ................................................................. 2 Shrubs ................................................................. 5 Wildflowers ......................................................... 11 Noxious Weeds .................................................. 23 Glossary and Resources ................................. 25 This is a first edition native plant guide. We welcome your feedback to make future editions more useful. Please contact us firstname.lastname@example.org. Illustrations are from the Illustrated Flora of British Columbia and the USDA Plants Database. Douglas, G.W., D.V. Meidinger and J. Pojar (editors), 1998-2002. Illustrated Flora of British Columbia, Volumes 1-8. In: Klinkenberg, Brian. (Editor) 2020. E-Flora BC: Electronic Atlas of the Flora of British Columbia (eflora.bc.ca). Lab for Advanced Spatial Analysis, Department of Geography, University of British Columbia, Vancouver. Accessed August 2020. USDA, NRCS. 2020. The PLANTS Database (http://plants.usda.gov, August 2020). National Plant Data Team, Greensboro, NC 27401-4901 USA. Trees Black Cottonwood Populus balsamifera Other Common Name: Balsam Poplar Description: Deciduous, 30-80 feet tall at maturity, with a broad, rounded crown. The bark on young trees is grey and smooth; when the tree is old, the bark is rough, deeply furrowed, and dark grey. The leaves grow alternately along the stem and have a sharp pointed tip and a heart shaped base. The leaves are finely round-toothed and dark green. The fruits are thin, long, and in slender bunches called catkins. [1] Location: Usually found in foothill to subalpine riparian areas like the ones along the Clark Fork River or Rattlesnake Creek. Fun Facts: It is called a cottonwood because the seeds are covered in hair, which looks like cotton, and helps them travel in the wind [1]. Native American tribes use the leaves to heal skin sores and cuts, and the inner bark is chewed to relieve cold symptoms [2]. Wildlife Habitat Function: Moose, deer, and elk eat the new leaves in the spring [2]. Bees use the sticky resin produced by the tree in the spring to waterproof their hives [1]. --- Douglas Fir Pseudotsuga menziesii Description: Coniferous, evergreen, 80-130 feet tall at maturity, with irregular, spreading branches and a compact crown. The bark is grey-brown, straight, and vertically fissured. The needles are short, flat and spirally arranged, dark yellow to blue-green, and are not sharp to the touch. The cones are reddish-brown and most commonly identified by 3 toothed brackets that look like mice tails that stick out from each scale. [2] Location: Montane forests to open woodlands and can be found in a variety of places around Missoula like the Rattlesnake Recreation Area, Pattee Canyon, and Blue Mountain Recreation Area. Fun Facts: These trees can get to be more than 1,300 years old. They are commonly used as Christmas trees due to their soft needles and pleasant smell. The brackets on the cones are described by a Blackfeet story that tells of mice jumping into the cones head first to hide from the legendary character, Naapi. [1] Wildlife Habitat Function: Many birds and small animals eat the seeds dropped from the cones. Mule Deer rely on the tree for food and shelter in the winter. [3] Engelmann Spruce Picea engelmannii Description: Coniferous, evergreen, 80-130 feet tall at maturity, with a narrow, pyramidal crown and scaly, thin bark. The needles are short, blueish-green, spirally arranged, and very sharp to the touch. The cones are reddish with thin, rounded scales and hang down from the upper branches. [2] Location: Moist montane to subalpine areas like the ones found in the upper Rattlesnake Recreation Area and Pattee Canyon. Fun Facts: This tree can live to be more than 1,000 years old and is very cold tolerant, surviving winter temperatures as cold as -80 degrees Fahrenheit. Northern Native American tribes use the trunks to make canoes. The wood is also used to make pianos and violins. [1] Wildlife Habitat Function: The needles and twigs are used as browse for deer and sheep and porcupines eat the inner bark [1]. Small mammals and many species of birds eat the seeds from the cones [2]. --- Lodgepole Pine Pinus contorta Description: Coniferous, evergreen 60-100 feet tall at maturity, with a very straight, narrow trunk, upward curved branches and pyramidal, open crown. Orange-brown, scaly, and thin bark. Needles long and in bunches of 2, deep green. Cones are egg-shaped and often asymmetrical, tightly closed, and grow in a spreading pattern on the branch. [1] Location: Low to high elevations, wet to dry montane, usually grow close together in an even aged stand [2]. Can be found in the Rattlesnake Recreation Area and Blue Mountain Recreation Area. Fun Facts: This tree is usually short lived (no more than 200 years) and relies heavily upon fire to reproduce because the cones need the heat intensity to release their seeds. The straight trunks are used to make tipis; each tipi require 25-30 poles and gave the tree its name. [1] Wildlife Habitat Function: This tree offers good cover for large and small mammals alike. [1] Ponderosa Pine Pinus Ponderosa Description: Coniferous, evergreen, 30-200 feet tall at maturity, with large, spreading branches. Straight, red-brown colored bark with deep fissures and jigsaw-like plates that flake off easily. Needles are slender and long (3-10 inches) and usually come in bundles of three (but can come in bundles of 2s, 4s, and 5s). Cones are egg-shaped, have thick scales that prickle at the tip, and are light brown. [1] Location: Valley bottoms and low-elevation mountain slopes, with dry, well drained soils [2]. Commonly found growing on the edge of grassland and open meadows like the ones found in the Blue Mountain Recreation Area or the Rattlesnake Recreation Area. Fun Facts: Ponderosa Pine is adapted to withstand low-intensity fires; its pine needles contain a flammable substance that help ignite other vegetation while the pine’s thick bark protects it from flames [2]. The bark also gives off a vanilla-like smell, especially on warm days [1]. The inner bark is used as a food source for many Native American tribes and is said to taste like sheep fat [1]. Wildlife Habitat Function: The Ponderosa’s large branches provide shelter and a place to raise young for nesting bird species. The seeds found in the cones are a food source for birds and small mammals including chickadees, finches, jays, Clark’s nutcrackers, turkeys, chipmunks, and squirrels. Also, the needles are eaten by many types of grouse. The inner bark is a good food source for both beavers and porcupines, but their foraging activity can often hurt the tree. [3] Trembling Aspen Populus tremuloides Other Common Names: Quaking aspen, golden aspen, mountain aspen, and trembling poplar [1] Description: Deciduous, 30-60 feet high at maturity, with a slender trunk, short branches, and rounded crown. The bark is smooth and greenish-white with rough, black lines throughout. The leaves have an alternate pattern, are oval, pointed at the tip and tremble in a slight breeze. [1] Location: Can grow in dry or wet sites, primarily found in riparian areas like along the Clark Fork River or Rattlesnake Creek. Fun Facts: This tree can reproduce by sending up clones of itself around the original tree due to its shallow root system. When this happens, all of the trees are connected underground and all have identical genetic material. The greenish bark on an aspen is photosynthetic, like the leaves, and can change the sun’s energy into food! [3] Wildlife Habitat Function: Preferred food and building material for beavers; deer and elk eat the twigs and leaves, and birds and small mammals nest in the small cavities in the tree that are created by rot. [1] Western Larch Larix occidentalis Other Common Names: Western tamarack and mountain larch [1]. Description: Deciduous, coniferous, usually 60-160 feet tall at maturity, with short, well-spaced branches and a slender, straight trunk. Light brown, thick, and deeply furrowed bark. Needles come in tufts of 15-30 soft, three sided, deciduous needles; bright green in spring, yellow in fall, absent in winter [1]. Cones are small and reddish brown [2]. Location: Wet to dry, high foothills to montane, primarily found around Missoula in the Rattlesnake Recreation Area. Fun Facts: The sap contains a natural sugar that tastes like slightly bitter honey. The sap is also used in paint, ink, and medicine. [1] Wildlife Habitat Function: The twigs are occasionally eaten by deer and the needles are eaten by several species of grouse. [1] --- Shrubs Antelope Bitterbrush Purshia tridentata Description: This shrub is usually 2-6 feet tall and 8 feet wide, and has light to dark grey bark. The leaves are dark green and wedge shaped. The flowers are small, yellow to white, and grow in clusters along the branches. [3] Location: This shrub can grow from low to high elevations and in wet to very dry conditions. Usually prefers open sites like the ones found in the Rattlesnake Recreation Area, Mount Jumbo, and Blue Mountain Recreation Area. Fun Facts: A crème made from the leaves relieves itches from chickenpox, insect bites, and rashes. [3] Wildlife Habitat Function: This shrub is a very important browse source for ungulates during the fall and winter months. It also provides cover and food for small mammals and birds. [3] Choke Cherry Prunus virginiana Description: Deciduous shrub, but can grow to look like a tree, 3-20 feet high at maturity. The leaves are alternate, oval, pointed at the tip, and often twisted at the middle. The leaves have small, sharp ridges and have 2-3 small black glands at the base of leaf near the stalk. In the spring, this shrub has white, saucer shaped, 5 petaled flowers that grow in clusters. The fruits are shiny, dark red cherries that grow in clusters. [1] Location: Dry to moist, open sites, low to high elevation. Many times found in riparian areas like along Rattlesnake Creek. Fun Facts: The cherries are an important food for some Native American tribes, and are widely popular for making jelly and syrup. [1] Wildlife Habitat Function: The cherries on this plant are an important food source to many birds, rabbits, rodents, and bears. It is also a common shrub for nesting by birds. It is an important browse source for deer and the early spring flowers provide nectar for butterflies, bees, and ants. [3] Common Juniper Juniperus communis Description: Coniferous, evergreen with spreading branches that often form mats and clumps. The needles are sharp and are in whorls of 3, whitish below and dark green on top. The cones look like light blue berries and grow in clusters on the branch tips. [1] Location: Dry, open forests to plains, Blue Mountain Recreation Area, Rattlesnake Recreation Area, and Mount Jumbo are good places to find this shrub. Fun Facts: This plant can be found all over the world and has been used medicinally for centuries. [1] Wildlife Habitat Function: The cones (berries) are a food source and offer good cover for several species of birds. [1] Common Snowberry Symphoricarpos albus Description: Deciduous shrub, usually 1-3 feet tall, branches are opposite and slender. The leaves are opposite, oval, and light green. The flowers are pink or white and are funnel shaped, hairless, and grow in clusters near branch tips. The fruits look like white berries (hence the name) that grow in clusters and persist through winter. [1] Location: Lower elevations, plains to wooded sites, many times around riparian zones like the ones along Rattlesnake Creek. Fun Facts: All parts of this shrub are toxic. Some Native American tribes refer to this plant as “corpse berry” and believe that it is a part of the spirit world and therefore not to be eaten by the living. [1] Wildlife Habitat Function: Provides browse for livestock and wildlife and shelter for small birds and mammals. [1] --- Kinnikinnick Arctostaphylos uva-ursi Other Common Names: Common Bearberry Description: Spreading, evergreen shrub that grows close to the ground and forms mats. The leaves are alternate and spoon-shaped with a rounded tip and are dark green and glossy. The flowers are pinkish and funnel shaped and the fruits look like bright red berries, both grow in clusters. [2] Location: Low to high elevations, open to wooded sites like the ones found at the Rattlesnake Recreation Area and Pattee Canyon. Fun Facts: The leaves contain high amounts of tannin and are used to tan hides. The berries and flowers are edible, but have a bitter, mealy taste. [1] Wildlife Habitat Function: The berries of this plant are a favorite of bears. Birds and small mammals also eat the berries of this plant. [1] Oregon-Grape Mahonia repens Description: Low, winter green shrub with erect branches that are 2-10 inches long. The leaves are alternate, oblong to egg-shaped, and have 5-7 leaflets that have spine-tipped teeth, dark green above and whitish beneath. The flowers are yellow and small with six petals that grow in elongated, many-flowered clusters. The fruits are grape-like, juicy, purplish-blue, and grow in clusters. [1] Location: Forested areas, plains to montane and can be found in the Rattlesnake Recreation Area. Fun Facts: The berries of this shrub are edible and make good jam, but are very sour when eaten raw. [1] Wildlife Habitat Function: Many birds like to eat the berries. [3] --- Red-Osier Dogwood Cornus sericea Other Common Name: Red-Twig Dogwood Description: Tall, deciduous shrub, 3-10 feet tall, with smooth, dark red bark. The leaves are oval, pale green, and hairy underneath and have prominent veins. The flowers are small, white, 4-petaled, and grow in clusters at the branches end. The fruits are white and berry-like. [2] Location: Riparian areas or moist, forest sites. Can be found along Rattlesnake Creek or the Clark Fork River. Fun Facts: Native American tribes use the berries for food and the strong wood for arrows. [2] Wildlife Habitat Function: This is an important browse source for moose and the berries are a favorite among birds and black bears. [2] Rocky Mountain Juniper Juniperus scopulorum Description: Coniferous, evergreen shrub to small tree, 3-30 feet tall, with cedar-like branches and a round crown. The leaves are opposite and lay flat in 4 vertical rows and are scaly, grey-green. The cones are berry-like and are bluish-purple. [1] Location: Open, dry, rocky sites, plains to mountains, found in open sites at Blue Mountain Recreation Area and Mount Jumbo. Fun Facts: The seeds cannot germinate until they have been passed through the digestive tract of a bird or mammal. These shrubs usually live to be 300 years old but can get to be over 1,500 years old! [1] Wildlife Habitat Function: This shrub is a popular food source for bighorn sheep and many varieties of birds. [3] --- Rubber Rabbitbrush Ericameria nauseosa Other Common Names: Grey rabbitbrush Description: Erect, deciduous shrub, 1-4 feet tall, with dense, flattop branches that are grey in color and are flexible and covered in hair. The leaves are alternate and linear, grey and velvety. The flowers are small and yellow and grow in many clusters at the branch tips. [1] Location: Low elevation, dry, open sites like Mount Jumbo or the lower parts of Blue Mountain Recreation Area. Fun Facts: During World War II this plant was used as a substitute rubber source. Many Native American tribes use this brush for weaving baskets and creating dye. [3] Wildlife Habitat Function: Important browse for deer and elk in the winter. Cover for song birds and sage grouse. Offers some of the only late summer and fall habitat for many pollinators including butterflies and bees. [3] Serviceberry Amelanchier alnifolia Other Common Names: Saskatoon, Juneberry Description: Deciduous shrub or small tree, erect to spreading, 3-20 feet high. The bark is smooth and dark grey. The leaves are alternate, oval to nearly round, and coarsely toothed on upper half. The flowers are white and star shaped with 5 linear petals in short leafy clusters near branch tips. The fruits are berry-like and dark purple. [1] Location: Riparian and open woods, plains to montane and can be found in the Rattlesnake Recreation Area. Fun Facts: The fruits of this tree are among the most valued by many Native American tribes and the branches can be used to make arrows. [1] Wildlife Habitat Function: Deer, elk, and moose browse on the leaves of this plant, and bears, small mammals, and birds eat the fruits. [1] --- Woods Rose Rosa woodsii Description: Erect, deciduous shrub, 1-5 feet tall, with pairs of large, hooked thorns just below the leaf nodes and with smaller prickles between. The leaves are oval and sharply toothed and grow in leaflets of 5-9. The flowers are large, pink to magenta, and grow in clusters of 2-5 at branch tips. The fruit is a rose hip which is red and round. [2] Location: Grows best in moist, open sites, especially in riparian and wetland areas like the ones found along Rattlesnake Creek. Fun Facts: The rose hips are high in vitamins A, B, C, E, and K. Wildlife Habitat Function: The hips offer a good food source for many birds. [3] Arrowleaf Balsamroot Balsamorhiza sagittata Description: Soft-hairy perennial flower that grows in bunches with several stems and several flowers per bunch, 1-2 feet tall. The leaves are arrowhead shaped, basal, large (7-20 inches long), and grey green with dense, soft hairs. The flowers are bright yellow, with 12-22 petals per flower head, and look much like a sunflower with a smaller, darker yellow center. [1] Location: Prefers dry, open, rocky sites, plains to wooded areas like those found in the lower Rattlesnake Recreation Area and Mount Jumbo. Fun Facts: This plant is an important food source for many Native American groups. The young leaves, young stems, seeds, and roots can be eaten. [1] Wildlife Habitat Function: The young plants are a favorite browse plant for deer, elk, and bighorn sheep [2]. The dried seed heads are popular source of food for deer, birds, and rodents. --- Bitterroot Lewisia rediviva Description: Small and low growing perennial flower. It grows from a whorl of 5-7 leaf-like bracts that are a grey to dark green. The leaves are small and club-shaped. The flowers are deep pink to light pink to whitish and have a yellow to orange center that are 1-3 inches across, with 12-18 lance-shaped petals. [1] Location: Dry, open, rocky sites in plains to wooded areas like those on Mount Jumbo, Waterworks Hill, and the Rattlesnake Recreation Area. Fun Facts: The root is a highly valued traditional “first food” for Montana’s Native American tribes. The roots bitter taste is the source of its name. The bitterroot is Montana’s state flower. [2] Wildlife Habitat Function: This plant offers a good source of pollen for pollinators and a few bird species eat its seeds. [1] Brittle Prickly Pear Cactus Opuntia fragilis Description: Perennial flower, with low-lying, thick, fleshy, jointed, rounded segments covered in spines. The spines are barbed and 1-3 cm long. The flowers are yellow to peach colored, bell-shaped, thin, and have overlapping petals. [1] Location: Dry, open sites, plains to foothills, like the ones found at Blue Mountain and the lower Rattlesnake Recreation area and Mount Jumbo. Fun Facts: The fruits of this plant are edible once the spines are removed. [1] Wildlife Habitat Function: The flowers of this plant are an important source of pollen for bees. [1] --- Cutleaf Daisy Erigeron compositus Description: Hairy perennial flower, 1-4 inches tall. The leaves are fan shaped and long stemmed. The flowers are mainly white but can be pink to blue with 20-60 petals around a yellow center, daisy-like. [1] Location: Rocky to sandy sites, montane to alpine like the areas around Mount Jumbo and the Rattlesnake Recreation Area. Fun Facts: This plant does not need to be pollinated to reproduce; it can propagate on its own due to a unique structure inside the plant. [3] Field Chickweed Cerastium arvense Description: Perennial flower that grows in loose mats, 1-10 inches tall. The leaves are opposite and are lance-shaped, velvety from small hairs. The flowers are small (less than half an inch), have 5 deeply notched white petals, and grow in flat-top clusters. Location: This flower grows at all elevations but prefers dry, rocky sites like those found on Mount Jumbo and the Rattlesnake Recreation Area. Fun Facts: Early settlers fed this flower to chickens and other domestic fowl when they were ill, which gave the plant its name. --- Glacier Lily Erythronium grandiflorum Description: 5-15 inches tall perennial herb. The leaves are basal only and come in a pair that are bright green and lance-shaped. The flowers are bright yellow and nodding with 6 petals curved upwards and six large stamens protruding downwards. Each stem contain 1-3 flowers. Location: Moist, wooded areas, montane to alpine and can be found in the Rattlesnake Recreation Area, Pattee Canyon, and Blue Mountain Recreation Area. Fun Facts: The edible root of this plant, which looks like a bulb, is valued by Native Americans and tastes like an onion. The leaves and seed pods are also edible. Wildlife Habitat Function: The bulb-like root is a popular food source for black bears, grizzly bears, and rodents and the seed pods are browsed upon by deer, elk, mountain goats, and big horn sheep. Harebell Campanula rotundifolia Description: Delicate, slender perennial with milky sap, 8-12 inches tall that usually grows in clusters. It has numerous leaves that are narrow, lance-shaped, and about 2 inches long. The flowers are purple to blue, bell shaped, and have 5 petals; they are usually nodding, or facing towards the ground. [2] Location: Harebells grow in nearly all habitats at all elevations and can be found on Mount Jumbo and the Rattlesnake Recreation Area. Fun Facts: Some Native American traditional medicine practices use the leaves of the flower to treat coughs [2]; other tribes, such as the Navajo, historically valued the flowers for protection during hunting trips [1]. Wildlife Habitat Function: This flower is a good source of nectar for hummingbirds and a source of pollen for bees and butterflies, especially later in the season when there are fewer flowers blooming. [3] --- Harsh Indian Paintbrush Castilleja hispida Description: Erect, perennial flower, 10-24 inches tall that grows in clusters. The leaves are alternate and linier to lance-shaped, with lobed lower leaves. The flowers are vary from light red to scarlet, with long, linear, red brackets that grow in dense spikes. [1] Location: Open to wooded sites like those found on Mount Jumbo. Fun Facts: This plant’s roots joins the roots of other plants to absorb their neighbor’s nutrients. Some Native peoples believe that the rattlesnake got its venom from the paintbrush because they grow in the dry, rocky areas where rattlesnakes are often found. [1] Wildlife Habitat Function: Many scientists believe that the hummingbird and the paintbrush evolved together because of the hummingbird’s superior pollination of the plant and the plant’s nectar that hummingbirds love. [1] Little Larkspur Delphinium bicolor Description: Erect, perennial flower, 3-20 inches tall. The leaves grow mainly at the bottom of the plant, but a few grow along the stem and are palmately cut. The flowers are a deep purple and have five spreading sepals that grow below four round pedals, two of which are blue and the others white. [2] Location: Plains to montane, low to high elevations and can be found on Mount Jumbo, Blue Mountain, and the Rattlesnake Recreation Area. Fun Facts: This flower is poisonous and can cause people and livestock to become ill. [1] Wildlife Habitat Function: While this plant is poisonous to humans and livestock, many animals such as ungulates have a very high tolerance to this toxin and the plant provides good forage for them in the spring and summer time. [1] --- Low Pussytoes Antennaria dimorpha Description: Very short, perennial flower that forms mats. The basal leaves are lance to egg shaped and hairy, the stem leaves are alternate and much shorter. The flower heads are small, greenish white, and do not contain petals; disc florets only that grow in 2-9 clusters. [1] Location: Dry foothills to montane like those found on Mount Jumbo. Fun Facts: There are many species of pussytoes that grow in Montana and they are hard to tell apart. They do not require pollination to reproduce, so many of the offspring are clones to their parents. [2] --- Moss Phlox Phlox hoodii Description: Short, compact perennial flower that forms cushions. The leaves are needle-like, opposite, dense, and overlap. The small flowers range from light pink to white and have 5 petals. [1] Location: Lower elevations, dry and open sites like that on Mount Jumbo and Waterworks Hill. Fun Facts: Moss phlox is usually one of the first flowers that can be seen growing in the early spring. Wildlife Habitat Function: This flower is sometimes used as a browse source for mule deer and elk in the early spring when it is growing and other vegetation is limited. [3] Mountain Forget-Me-Not Myosotis asiatica Description: Hairy, leafy, perennial flower, 2-12 inches tall. The leaves are lance to spoon-shaped, alternate, and 1-5 inches long. The flowers are small and bright blue with a yellow ring at the center, and have 5 petals that grow in small clusters at the stem tip. [1] Location: Wet open sites at all elevations like that found along Rattlesnake Creek in the Rattlesnake Recreation Area. Fun Facts: This flower is thought to get its name from a fable that tells of a man who is collecting the flowers for his true love near a river. As he wanders collecting the flowers, he does not pay attention and slips into the river. As the young man drowns, he throws the flowers on the bank of the river and yells, “Forget me not!”—hence the name of the flower. [1] Wildlife Habitat Function: The forget-me-not is great at attracting pollinators because the blue petals get the pollinators’ attention and the yellow ring in the center guides them to the flower’s pollen. [2] --- Nineleaf Lomatium Lomatium triternatum Description: Erect, perennial flower with a branching crown. The leaves are mainly basal, long, and linear and hairy. The flowers are tiny and yellow in compact, flattop clusters. [1] Location: Open sites in lower elevations and can be found on Mount Jumbo at Waterworks Hill. Fun Facts: This plant is also called nine-leaved desert parsley and the leaves taste a lot like the parsley found in a grocery store and can be used to flavor food. The Blackfeet’s long distance runners used the seeds of the plant to prevent side-ache. [1] Wildlife Habitat Function: The roots of this plant is a favorite for forage among small mammals like mice and gophers. It is also a good snack for grizzly bears. [2] Nuttall’s Rockcress Arabis nuttallii Description: Small, sparsely-haired, perennial flower that can grow to be 8 inches tall. The basal leaves are spoon shaped and have long hairs, the stem leaves are smaller and lance-shaped. The flowers are small, white, and have four petals that grow in small clusters at the end of each stem. [2] Location: Dry rocky soils in all elevations like those found on Mount Jumbo. Fun Facts: The leaves of this plant are edible and have long been used as salad greens. [1] Wildlife Habitat Function: This flower is good forage for small mammals and ungulates such as deer and elk. [1] --- Oblongleaf Bluebells Mertensia oblongifolia Description: Ascending, perennial flower that can grow up to 12 inches tall. The leaves are blueish-green and lance-shaped. The leaves at the base of the plant are very long (up to 6 inches) and become smaller further up the stem. The flowers are purplish-blue, funnel shaped, and hang in clusters from the top of the stem. [2] Location: Open grassy areas like that at Blue Mountain Recreation Area and the Rattlesnake Recreation Area. Fun Facts: The leaves of this plant are edible. [2] Wildlife Habitat Function: This flower offers good sources of pollen for bees and butterflies. [1] Pasqueflower Anemone patens Other Common Name: Prairie crocus Description: Hairy, perennial flower that is 2-10 inches tall. The leaves are mainly basal, three times divided into long, slender leaflets, making them look feathery. The flowers are blue to purple and cup-shaped, with 5-7 hairy petals that are about one inch long. [2] Location: Montane grasslands like the ones found in the Rattlesnake Recreation Area. Fun Facts: All parts of this plant are poisonous if ingested and are even irritating to the skin externally. It is usually the first flower to bloom in the grasslands of many regions. [1] Wildlife Habitat Function: These flowers offer a good early pollination source to bees and butterflies because there are limited other sources of pollen in the early season besides these wildflowers. [1] --- Prairie Smoke Geum triflorum Other Common Name: Old Man’s Whiskers Description: Soft, pinkish, perennial flower that usually grows in clumps. The leaves mainly basal and fern-like with dense lobed or toothed leaflets. The flowers are small and nodding, purplish to pink, hairy, and urn shaped and grow in loose clusters. [1] Location: This flower can grow in many different types of environments and from high to low elevations and can be found in the Rattlesnake Recreation area and on Mount Jumbo. Fun Facts: When this flower seeds, the seed heads are feathery and wispy, looking like an old man’s beard or a field of smoke, giving the flower its name. [2] Wildlife Habitat Function: This flowers offers a browse source to mule deer, whitetail deer, and elk. [3] Rocky Mountain Dwarf-Primrose Douglasia montana Other Common Name: Douglasia Description: Tufted, perennial flower that forms short, loose cushions. The leaves are very small, mostly basal, and are narrowly lance-shaped and minutely toothed. The showy, small flowers are bright pink to pale purple, with five petals. [3] Location: Dry, open sites like the ones found on Mount Jumbo and Waterworks Hill. --- Sagebrush Butter Cup Ranunculus glaberrimus Other Common Name: Early Buttercup Description: Hairless and fleshy perennial flower 1-5 inches tall. The leaves are mainly basal, round, and toothless, some leaves are deeply 3-lobed. The flowers are yellow, saucer-shaped, and have five shiny petals. The center of the flower is light green and 1-many flowers can grow from one stem. [1] Location: Dry open to wooded areas and can be found all around the Missoula Valley. Wildlife Habitat Function: The bright yellow of the buttercups leaves attract many insect pollinators. [1] --- Shootingstar Dodecatheon conjugens Description: Hairless, 2-12 inches tall perennial herb. The leaves are basal and oblong and tapered to the stalk, 1-6 inches long. The magenta to pink flowers are nodding with 5 linear petals swept backwards from a yellow collar and a black tip, 1-several flowers grow from each stem. [1] Location: Moist, open sites from plains to montane and can be found in the Rattlesnake Recreation Area, Mount Jumbo, and Waterworks Hill. Fun Facts: This plant smells very similar to root beer. Wildlife Habitat Function: This plant’s pollen is only released by vibrations caused from the fast movements of bees’ wings. [1] Small-Flowered Woodland Star Lithophragma parviflorum Description: 3-8 inch tall perennial herb. The leaves are mainly basal and are divided into 5 wedge-shaped sections, which are toothed and hairy beneath. The flowers are small, white to pinkish, broadly funnel-shaped or star-like, with 15-25 slender petals. [1] Location: Dry, rocky sites plains to montane, can be found on Mount Jumbo. Wildlife Habitat Function: This flower offers a good early pollen source for bees and other pollinators because it is one of the first flowers to bloom. [1] --- Western Trillium Trillium ovatum Description: Erect, perennial flower 3-10 inches tall. The leaves are dark green and egg-shaped and come in a whorl of 3. The flowers are white with 3 broad petals and 3 small green sepals. [1] Location: Wet, shady sites, foothills to subalpine like along Rattlesnake Creek in the Rattlesnake Recreation Area. Fun Facts: Trillium leaves traditionally served as a good food source to Native American tribes and the roots have been used to help mothers in childbirth. [1] Wildlife Habitat Function: The seeds in this plant are very attractive to ants. The ants carry the seeds back to their nests and feed it to their young. This is the primary way in which trillium spreads its seeds. [1] Wyoming Kitten-Tails Besseya wyomingensis Description: Hairy perennial, 3-8 inches tall. The leaves are mainly basal, egg to oblong-shaped with rounded teeth. The flowers are grey-green and slightly purple with two projecting petals that form many flowers in dense spikes. [1] Location: Dry and open at most elevations and can be found on Mount Jumbo and Waterworks Hill. Fun Facts: Navajo hunters chewed on the roots of this plant as they hunted for good luck. [1] --- Yarrow Achillea millefolium Description: Erect, leafy perennial that is 5 to 30 inches tall. The leaves are alternate and fern-like. The flowers are white and very small and grow in umbrella-like flat-top clusters at the stem tip. [1] Location: Meadows, grassland, and forests at all elevations and can be found throughout and around the Missoula Valley. Fun Facts: This plant has been used as a medicine for thousands of years. The roots contain a numbing agent and all parts of the plant help suppress bleeding. [1] Wildlife Habitat Function: Bighorn sheep, pronghorn, and deer will graze on this plant. [3] Yellow Bell Fritillaria pudica Description: Nodding, perennial 3-10 inches tall. The leaves usually come in 2 and are opposite, linear, and fleshy. The flowers are yellow and narrowly bell-shaped with 6 lance shaped petals that nod downwards, usually solitary. Location: Open to wooded areas, plains to foothills and can be found in the Rattlesnake Recreation Area. Fun Facts: The roots of these flowers are edible and are valued as a food source for many Native American tribes. Wildlife Habitat Function: Bears and small mammals are also fond of the eating the roots and deer and elk browse the leaves. The scent of yellow bell to humans is not pleasant, but it attracts flies, which are the flowers primary pollinator. --- Yellow Puccoon Lithospermum ruderale Other Common Names: Lemonweed Description: Leafy, perennial flower that grows in clusters. The leaves are hairy, dark green, and linear to narrowly lance-shaped. The flowers are pale yellow to greenish, and widely funnel-shaped with 5 petals that grow in round clusters at the stem tip. Location: Dry, open sites, plains to montane, can be found in the Rattlesnake Recreation Area. Fun Facts: This plant is traditionally believed to be able to stop the rain by some tribes, while other tribes traditionally believe that this plant can stop thunderstorms. Canada Thistle Cirsium arvense Other Common Name: Creeping thistle Description: Prickly, perennial flowers that often forms thick colonies. The leaves are alternate, lance-shaped, spiny toothed, and wavy. The flowers are pinkish-purple, small, and look fuzzy, growing in flat-top, spreading clusters at the stem tips. [1] Location: Many types of landscapes, but prefers disturbed areas, originally from Europe. Fun Facts: Unlike many plants that have both female and male components, separate plants only have either a male or female part. [1] --- Dalmatian Toadflax Linaria dalmatica Description: Erect, hairless, perennial flower. The leaves are alternate, egg-shaped, and clasp the stem. The flowers are yellow, with a fuzzy orange lower lip, and look snap-dragon-like and grow in clusters. [1] Location: Mainly disturbed areas, originally from Europe and introduced as an ornamental. Fun Facts: It produces thousands of seeds and spreads by creeping roots, making it hard to control. [1] --- Hound’s Tongue Cynoglossum officinale Description: Soft, leafy, biennial herb. The leaves are alternate, long, and elliptic to lance-shaped. The flowers are reddish-purple and shortly funnel-shaped with 5 petals that grow in clusters at the stem tip. The fruits come in clusters of 4 and are covered in barbed prickles. [1] Location: Many types of landscapes, but prefers disturbed areas, originally from Europe. Fun Facts: This plant can cause skin reactions and the fruits effectively catch onto passerby’s fur or pant-legs, spreading their seeds far and wide. [1] Leafy Spurge Euphorbia esula Description: Erect, perennial flower, tinged blueish-white and hairless. The leaves are alternate and linear. The flowers are greenish yellow, and grow in flat-topped, umbrella-like clusters. [1] Location: Can be found in nearly all habitats, prefers disturbed soil, originally from Europe. Fun Facts: This plant is considered noxious in many areas and is able to outcompete many plants in all different types of habitats. The milk juice can irritate and blister sensitive skin and every part of the plant is poisonous to humans. Sheep and bugs have been used to control this weed. [1] --- Oxeye Daisy Leucanthemum vulgare Description: The leaves are alternate and spoon shaped and blunt-toothed to deeply lobed. The flowers are showy, white daisies, with 15-30 petals around a yellow center, and grow solitary on long, leafless branches. [1] Location: Mainly disturbed areas, all habitat types, introduced from Europe. Fun Facts: Smells like stale perspiration which attracts flies for pollination. [1] --- Spotted Knapweed Centaurea biebersteinii Description: Branching, rough, biennial flower. The leaves are alternate, linear, and grey colored. The flowers are pinkish-purple and fringed, growing on long stalks in open, branching clusters. [1] Location: Mainly disturbed sites, introduced from Europe. Fun Facts: These plants are bitter and not commonly consumed by animals, but if it is eaten, it can cause damage to an animal’s digestive tract. Always use gloves when pulling this weed. [1] Glossary Basal: Grows from the bottom of the plant. Nodding: Bending downwards towards the ground. Palmate: Leaves divided into three or more lobes or leaflets diverging from a common point; like fingers from a hand. Whorl: A ring of 3 or more similar structures. Resources [1] Kershaw, Linda, A. MacKinnon, and Jim Pojar. Plants of the Rocky Mountains. Lone Pine Publishing Company, Inc., 1998. Print. [2] Kimball, Shannon, Lesica, Peter. Wildflowers of Glacier National Park. Mountain Press Publishing Company, Inc. 2012. Print. Kittelson, P.M., Lesica, Peter. Precipitation and Temperature are Associated with Advanced Flowering Phenology in a Semi-Arid Grassland. Journal of Arid Environments, Vol 74, 1013-1017. 2010. Print. [3] USDA PLANTS Database. United States Department of Agriculture. Web. [USDA PLANTS Database](#). United States Department of Agriculture. Web. 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Kia ora, To kick off our second issue of the SPCA Kids’ Newsletter, we have a special announcement – we have chosen a winning name for our newsletter… Kind Matters! We would like to thank the winner, Olivia, age 7, for her paw-some suggestion! ‘Kind Matters’ will be proudly displayed on the front page of our next edition! We had so many amazing submissions, it made choosing very difficult. Some of the other great suggestions we had were: “Compassionate Kids” (Tejas, age 8 and Anuradha, age 5) “The Scratching Post” (Oliver, age 13) and “Caring Companions” (Suraya, age 9). Thank you to all who submitted their wonderful ideas! This spring issue is focused around cats and wild birds. Read on to learn about how you can help wildlife, teach your feline friend to sit, make this term’s enrichment toy, and much more! SPCA Competition! Are you a keen photographer? Send us your snap and be in to win a prize! The photo can be of any animal in New Zealand. The only criteria is that they need to be displaying one of the five freedoms! To enter, email your photo(s) to email@example.com with the subject “Education Photo Competition.” Please include your name, age, school, contact info, and a blurb about your photo(s). Visit www.kids.spcaeducation.org.nz Diwali, Guy Fawkes, and New Year’s Eve Diwali, Guy Fawkes, and New Year’s celebrations are just around the corner. This time of the year is often celebrated with friends, family, bonfires, and fireworks. It’s extremely important to remember that while the loud noises and bright flashes of fireworks can be exciting for humans, they are extremely scary for animals big and small. Below are some tips for how you and your family can keep your animals safe during this time: - Be aware and prepared that fireworks will be happening. - Talk to your veterinarian to see if calming medicine is needed. - Keep your animals inside, safe, and secure. - Create a safe and calm environment. - Don’t leave your companion animals alone. - Do not punish your animal for any damage or bad behaviour at this time. - Ensure your animal is microchipped with up to date contact details registered. For more information about keeping animals safe around fireworks, check out our fireworks advice at: kids.spcaeducation.org.nz/responsible-pet-ownership/fireworks-advice/ A Closer Look at: Cats – Ngeru Almost half of the families in New Zealand have opened their hearts and homes to at least one feline friend. In fact, cats have been a family favourite for about 4,000 years. From their calming purr-filled cuddles to their extraordinary intelligence – it’s not hard to tell why! When a cat becomes a member of the family, it’s important to remember that it is our responsibility to ensure they are getting everything they need to be happy and healthy. This includes appropriate cat food and fresh, clean water. Cats require certain types and amounts of food depending on their age and lifestyle. It’s always best to have a chat with your vet to establish the best suitable diet for your cat. Cats also always need access to clean, fresh water both inside and outside. Not only does a balanced diet promote good health and energy, but when your cat is well fed, they are less likely to want to hunt for food. This will also help protect wildlife! True or False? Cats should be given milk. FALSE! Cats should never be given milk. Cats are lactose intolerant which means that after they stop drinking milk from their mum, they can no longer digest the sugar (lactose) found in milk. Even though most cats love the taste of milk, if they drink it, they will get a very sore tummy. Fun Fact: Did you know that a cat’s nose is as unique as your fingerprint? In our last newsletter we talked about dog noses. Now we want to tell you about the fascinating nose of a cat. Did you know that a cat’s nose is as unique as your fingerprint? Just like fingertips, there are lots of bumps and grooves on every cat’s nose. These markings are completely different for every single cat in the world – another feature that reminds us how each cat is an individual! Baby birds Spring is a time for flowers, changing weather, and best of all – baby animals! Among these adorable new born animals are baby birds. New Zealand is home to lots of birds who breed during spring. Once they’ve hatched from their shells, baby birds are referred to as hatchlings. Hatchlings spend the first part of their life safely in the comfort of their cosy nest. The time eventually comes where the baby bird must take their first flight. At this stage, birds are called fledglings. It’s not uncommon to see fledglings sitting on the ground or hopping around by themselves. This is often a sign that they are taking time to strengthen their wing muscles and grow flight feathers. It’s important to remember that this is a normal behaviour, as long as the fledgling is in a safe area and seems healthy. Interfering with a fledgling can actually do more harm than good. To prevent disturbing a key developmental phase, you’ll need to do some investigating. This involves waiting to see if the fledgling’s parents are nearby, gathering food for their babies. To ensure a fledgling’s parents are still around, it’s best to observe the fledgling from a distance for about 60-90 minutes. If the fledgling’s parents can see you they will not return, so if you can, watch the fledgling through a window inside your house. Make sure you look very carefully - birds are speedy! If you discover that the fledgling’s parents are gone, or that the fledgling is visibly sick or injured, call your local SPCA or bird rescue centre. Kind Conservation: Creating a garden for native wildlife In our first newsletter, we told you all about the magnificent Kea. Our kind conservation section featured the amazing steps people have taken to ensure the safety and mental enrichment of Kea by providing an interactive playground. Just like the Kea, New Zealand has many other endemic birds. Endemic birds are birds that only live and breed naturally in New Zealand. New Zealand also has many native birds. These are birds that arrived in New Zealand by themselves and made New Zealand their home, but they can also be found in some other countries. Introduced birds are birds that have been brought to New Zealand by humans. People enjoy interacting with all types of birds and will often feed them bread. Unfortunately, most people do not realise that bread is not a healthy food for birds. Even though birds will gobble it up, bread has very little nutritional value for them. This means bread will fill up a bird’s stomach without giving them any of the vitamins, minerals, and other goodness they need to be happy, healthy, and strong. Most endemic and native birds require a diet of fruit, nectar, seeds, and/or insects to achieve this. It can be hard for birds to find healthy food, especially in areas without many fruiting and flowering plants. This is where you come in! We want to see you take kind conservation action in your own backyard. With the help of an adult, you can plant a bird friendly garden so that endemic and native birds can enjoy foods that are good for them. You can find a lot of information online about bird friendly gardens! Here are a few simple tips to get you started: 1. Reflections on windows can confuse birds and cause them to accidentally fly into them, so make sure that anything you plant is far from windows. 2. If you have space, you can add a bird bath so birds can have a drink and cool off during summer. 3. If you have a small outside area, you can try growing native flowering plants in containers and hanging baskets. 4. Try to use eco-sourced plants! These are plants that naturally occur in your area. Check in with your local garden centre, they will be able to tell you more. We’d love to see your bird friendly garden creations! Send a photo to: firstname.lastname@example.org Responsible Guardianship Tip: Cats and Collars Be sure that your feline friend is well equipped for adventures with a safety release collar. Here’s why they are great: 1. They have breakaway clasps so if your cat accidentally gets caught on something, the collar will release without causing injury. 2. You can place a bell on the collar to help prevent your cat from turning their play-hunting skills into real life hunting of wildlife. 3. A collar and tag with your name and phone number means people can contact you if they find your cat lost. Make sure your cat’s collar is not too tight or too loose. Remember to check it fits as they grow too! Cat Training Sit, paw, come – these are all familiar words for communicating with your dog… but what about your cat? Believe it or not, you can actually train your cats to learn all sorts of tricks! Cats are very intelligent and can learn a wide range of commands. Just like dogs, reward-based training is the best form of training for cats. This can be accomplished through clicker training. A clicker is a device that makes a clicking noise so your cat can associate the noise with the positivity of a delicious treat. It’s a good idea to start small and work your way up to more complicated and advanced tricks. Training your cat provides them with essential mental stimulation and physical exercise. Cats need this all year round, but spring is a particularly important time to keep them preoccupied while there are baby birds outside learning how to fly. By keeping your cat busy with enrichment, they are less likely to hunt precious wildlife. Matching Game Match the name of the baby animal in the letter column with the adult animal in the number column Did you guess them all? Check page 5 for answers Baby a. Fledgling b. Lamb c. Joey d. Kit e. Foal f. Kid Adult 1. Rabbit 2. Possum 3. Bird 4. Horse 5. Goat 6. Sheep Maze Help the kereū get to the kowhai by solving the maze! Book Nook Title: The Smooth Mover’s Club Author: John Carr Illustrator: Jenny Cooper A boy and his father want their move to the city to go smoothly for their cat Noah. It does, until Muscles, the fearsome neighbourhood tomcat, turns up. You can find the SPCA book series at your school or buy your own set online at: www.sPCA.nz Make it Yourself: No Sew Cat Toy Did you know that cats need at least 30 minutes of play time each day? This play can and should be provided in a variety of different ways – one of them being through interactive play. Interactive play is fun and positive for both you and your companion animal. Not only does it strengthen your bond, but it also allows your cat to express their normal behaviour! Try making a No Sew Cat Toy out of the simple materials below. This is a great interactive toy that will provide endless entertainment! Materials needed: > Fabric (fleece or flannelette sheets work best) > String > Scissors Remember to always supervise your cat when they are playing with their toys. You don’t want them swallowing something they shouldn’t or getting tangled up and hurt! Instructions: 1. Cut a strip of fabric approximately 5cm x 30cm and a piece of string at least 45cm long. 2. Fold the fabric lengthwise and cut small strips all the way along the fabric. Be sure not to cut all the way through. 3. Unfold the fabric and roll it up as snug as possible along the middle. 4. Tie one end of the string tightly in the middle of the fabric and secure with two knots. 5. Work material into ball shape. For your cat at home, try attaching the other end of the string to a plastic or wooden stick to make a wand toy! Craft Time: Animal Sun Catcher Help keep New Zealand’s birds safe by hanging a beautiful handmade sun catcher in your window! Materials needed: > Thick paper > Tissue paper > Scissors > Glue > String > Tape Instructions: 1. Start by printing or drawing your chosen animal onto thick paper. 2. Cut the photo/drawing to create an outline. 3. Cut tissue paper into strips. 4. Glue strips to the back of your animal outline. 5. Cut excess tissue paper. 6. Tape piece of string to the back of your sun catcher. 7. 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Q.1 Read the poem carefully, and answer the following question. I smiled at you because I thought that you Were someone else; you smiled back; and there grew Between two strangers in a library Something that seems like love; but you loved me (If that’s the word) because you thought that I Was other than I was. And by and by We found we’d been mistaken all the while From that first glance, that first mistaken smile Which of the following CANNOT be inferred from the poem? Ans ✗ A. We make mistakes in love. ✗ B. We fall in love with strangers. ✗ C. Love may start with small acts like glancing and smiling. ✗ D. The idea of love is different for the parties involved. ✓ E. We don’t fall in love with others but with ourselves. Q.2 Which of the following sentences are grammatically CORRECT? 1. Have you any clothes to dispose of? 2. I saw a pleasant dream last night. 3. I have done it many a times safely. 4. Students struggle to cope up with academic pressure. 5. You need not give negative feedback to your employees. 6. My friend is good at playing football. Ans ✗ A. 3,4,5 ✓ B. 1,5,6 ✗ C. 4,5,6 ✗ D. 2,3,4 ✗ E. 1,2,3 Q.3 Carefully read the following statement: When I ask people to name three recently implemented technologies that most impact our world today, they usually propose the computers, the Internet and the laser. All three were unplanned, ___________, and ___________ upon their discovery and remained ___________ well after their initial use. Which of the following options will BEST fill up the above blanks meaningfully? Ans ✗ A. Astonishing, Superb, Superb ✗ B. Surprising, Fulfilling, Unfulfilling ✓ C. Unpredicted, Unappreciated, Unappreciated ✗ D. Amazing, Shocking, Shocking ✗ E. Astonishing, Amazing, Amazing Q.4 Carefully read the following statement: The moment we no longer have a free press, anything can happen. What makes it ______ for a totalitarian or any other dictatorship to rule is that ______ are not informed; how can you have an opinion if you are not informed? If everybody always lies to you, the ______ is not that you believe the lies, but rather that nobody believes anything any longer. This is because lies, by their very nature, have to be changed, and a lying government has ________ to rewrite its own history. Which of the following options will BEST fill up the above blanks meaningfully? Ans ✗ A. Unpleasant, plebeians, fact, forced ✗ B. Absurd, subjects, beauty, no reason ✗ C. Necessary, citizens, joy, unusually ✓ D. Possible, people, consequence, constantly ✗ E. Unique, senators, reason, enough Q.5 Read the passage carefully and answer the following question. Geologists have been investigating a potential cycle in geological events for a long time. Back in the 1920s and 30s, scientists of the era had suggested that the geological record had a 30-million-year cycle, while in the 1980s and 90s researchers used the best-dated geological events at the time to give them a range of the length between ‘pulses’ of 26.2 to 30.6 million years. Now, everything seems to be in order – 27.5 million years is right about where we’d expect. A study late last year suggested that this 27.5-million-year mark is when mass extinctions happen, too. Which of the following statements can be BEST concluded from the passage? Ans ✗ A. Geological disasters happen sporadically ✗ B. Not all species go extinct once every 27.5 million years ✓ C. Mass extinctions and “geological pulse” are correlated ✗ D. “Pulse” between geological events is constant ✗ E. All species go extinct once every 27.5 million years Q.6 Which of the following sentences have INCORRECT usage of preposition? 1. The manager was sitting at the desk. 2. My work is superior to yours. 3. I prefer coffee than tea. 4. She was accused for stealing gold. 5. This is an exception to the rule. 6. They are leaving to England soon. Ans ✗ A. 1,2,3 ✗ B. 2,3,4 ✓ C. 3,4,6 ✗ D. 3,4,5 ✗ E. 1,3,6 Comprehension: Read the poem carefully, and answer the TWO questions that follow. It hurts to walk on new legs: The curse of consonants. The wobble of vowels. And you for whom I gave up a kingdom Can never love that thing I was. When you look into my past You see Only weeds and scales. Once I had a voice. Now I have legs. Sometimes I wonder Was it a fair trade? SubQuestion No : 7 Q.7 Which of the following statements BEST reflects the theme of the poem? Ans ✓ A. Our quest for love is accompanied with pain. ✗ B. Nostalgic recollection undermines materialistic gains. ✗ C. Our loss of identity is irreparable. ✗ D. As the future unfolds, our distant past looks pleasant. ✗ E. Our concern for loss is more than what we gain. Read the poem carefully, and answer the TWO questions that follow. It hurts to walk on new legs: The curse of consonants. The wobble of vowels. And you for whom I gave up a kingdom Can never love that thing I was. When you look into my past You see Only weeds and scales. Once I had a voice. Now I have legs. Sometimes I wonder Was it a fair trade? SubQuestion No : 8 Q.8 What does the author BEST mean by “Once I had a voice./Now I have legs?” Ans ✗ A. The poet puts less value on the new world ✓ B. The poet is contemplative of his/her identity ✗ C. The poet’s actions speak louder than his/her words now ✗ D. The poet is indecisive about choosing between the two worlds ✗ E. The poet has lost his/her speech Q.9 Arrange the following sentences in a LOGICAL sequence: 1. In America, primary-age pupils are on average five months behind where they would usually be in maths, and four months in reading, according to McKinsey, a consultancy. 2. As a new school year gets under way in many countries, the harm caused by months of closure is becoming ever clearer. 3. The crisis will accelerate that trend. 4. The damage is almost certainly worse in places such as India and Mexico, where the disruption to schooling has been greater. 5. Even before pandemic, parents around the world were growing more willing to pay for extra lessons in the hope of boosting their children’s education. Ans ✗ A. 3,5,2,4,1 ✓ B. 2,1,4,5,3 ✗ C. 5,1,3,2,4 ✗ D. 5,3,2,1,4 ✗ E. 2,3,1,4,5 What does a good life look like to you? For some, the phrase may conjure up images of a close-knit family, a steady job, and a Victorian house at the end of a street arched with oak trees. Others may focus on the goal of making a difference in the world, whether by working as a nurse or teacher, volunteering, or pouring their energy into environmental activism. According to Aristotelian theory, the first kind of life would be classified as “hedonic”—one based on pleasure, comfort, stability, and strong social relationships. The second is “eudaimonic,” primarily concerned with the sense of purpose and fulfilment one gets by contributing to the greater good. The ancient Greek philosopher outlined these ideas in his treatise Nicomachean Ethics, and the psychological sciences have pretty much stuck them ever since when discussing the possibilities of what people might want out of their time on Earth. But a new paper, published in the American Psychological Association’s Psychological Review, suggests there’s another way to live a good life. It isn’t focused on happiness or purpose, but rather it’s a life that’s “psychologically rich.” What is a psychologically rich life? According to authors Shige Oishi, a professor of psychology at the University of Virginia, and Erin Westgate, an assistant professor of psychology at the University of Florida, it’s one characterized by “interesting experiences in which novelty and/or complexity are accompanied by profound changes in perspective.” Studying abroad, for example, is one way that college students often introduce psychological richness into their lives. As they learn more about a new country’s customs and history, they’re often prompted to reconsider the social mores of their own cultures. Deciding to embark on a difficult new career path or immersing one’s self in avant-garde art (the paper gives a specific shout-out to James Joyce’s Ulysses) also could make a person feel as if their life is more psychologically rich. Crucially, an experience doesn’t have to be fun in order to qualify as psychologically enriching. It might even be a hardship. Living through war or a natural disaster might make it hard to feel as though you’re living a particularly happy or purposeful life, but you can still come out of the experience with psychological richness. Or you might encounter less dramatic but nonetheless painful events: infertility, chronic illness, unemployment. Regardless of the specifics, you may experience suffering but still find value in how your experience shapes your understanding of yourself and the world around you. SubQuestion No : 10 Q.10 Which of the following statements BEST contrasts Hedonic from Eudaimonic? Ans - X A. Hedonic believes in seeking pleasure while Eudaimonic focuses on depriving oneself of pleasure - ✓ B. Hedonic focuses on what gives pleasure to self, while Eudaimonic focuses on what he/she believes benefits the society - X C. Hedonic focuses on the emptiness from seeking pleasure, while Eudaimonic focuses on the fulfilment by giving pleasure to others - X D. Hedonic believes that pleasure leads to fulfilment while Eudaimonic believes that fulfilment leads to pleasure - X E. Hedonic focuses on pleasure to self while Eudaimonic focuses on pleasure to the other Read the passage carefully and answer the THREE questions that follow. What does a good life look like to you? For some, the phrase may conjure up images of a close-knit family, a steady job, and a Victorian house at the end of a street arched with oak trees. Others may focus on the goal of making a difference in the world, whether by working as a nurse or teacher, volunteering, or pouring their energy into environmental activism. According to Aristotelian theory, the first kind of life would be classified as “hedonic”—one based on pleasure, comfort, stability, and strong social relationships. The second is “eudaimonic,” primarily concerned with the sense of purpose and fulfillment one gets by contributing to the greater good. The ancient Greek philosopher outlined these ideas in his treatise Nicomachean Ethics, and the psychological sciences have pretty much stuck them ever since when discussing the possibilities of what people might want out of their time on Earth. But a new paper, published in the American Psychological Association’s Psychological Review, suggests there’s another way to live a good life. It isn’t focused on happiness or purpose, but rather it’s a life that’s “psychologically rich.” What is a psychologically rich life? According to authors Shige Oishi, a professor of psychology at the University of Virginia, and Erin Westgate, an assistant professor of psychology at the University of Florida, it’s one characterized by “interesting experiences in which novelty and/or complexity are accompanied by profound changes in perspective.” Studying abroad, for example, is one way that college students often introduce psychological richness into their lives. As they learn more about a new country’s customs and history, they’re often prompted to reconsider the social mores of their own cultures. Deciding to embark on a difficult new career path or immersing one’s self in avant-garde art (the paper gives a specific shout-out to James Joyce’s Ulysses) also could make a person feel as if their life is more psychologically rich. Crucially, an experience doesn’t have to be fun in order to qualify as psychologically enriching. It might even be a hardship. Living through war or a natural disaster might make it hard to feel as though you’re living a particularly happy or purposeful life, but you can still come out of the experience with psychological richness. Or you might encounter less dramatic but nonetheless painful events: infertility, chronic illness, unemployment. Regardless of the specifics, you may experience suffering but still find value in how your experience shapes your understanding of yourself and the world around you. SubQuestion No : 11 Q.11 Which of the following statements BEST defines a “psychologically rich life”? Ans ✗ A. A life that offers interesting experiences that makes you question what life is ✓ B. A life where novel experiences result in a fundamental change to our existing views ✗ C. A life that is filled with learning opportunities that makes us an expert in a particular area ✗ D. A life that is filled with novel experiences which changes our view of what a good life is ✗ E. Any novel experience that affects us cognitively makes us psychologically rich Read the passage carefully and answer the THREE questions that follow. What does a good life look like to you? For some, the phrase may conjure up images of a close-knit family, a steady job, and a Victorian house at the end of a street arched with oak trees. Others may focus on the goal of making a difference in the world, whether by working as a nurse or teacher, volunteering, or pouring their energy into environmental activism. According to Aristotelian theory, the first kind of life would be classified as “hedonic”—one based on pleasure, comfort, stability, and strong social relationships. The second is “eudaimonic,” primarily concerned with the sense of purpose and fulfillment one gets by contributing to the greater good. The ancient Greek philosopher outlined these ideas in his treatise Nicomachean Ethics, and the psychological sciences have pretty much stuck them ever since when discussing the possibilities of what people might want out of their time on Earth. But a new paper, published in the American Psychological Association’s Psychological Review, suggests there’s another way to live a good life. It isn’t focused on happiness or purpose, but rather it’s a life that’s “psychologically rich.” What is a psychologically rich life? According to authors Shige Oishi, a professor of psychology at the University of Virginia, and Erin Westgate, an assistant professor of psychology at the University of Florida, it’s one characterized by “interesting experiences in which novelty and/or complexity are accompanied by profound changes in perspective.” Studying abroad, for example, is one way that college students often introduce psychological richness into their lives. As they learn more about a new country’s customs and history, they’re often prompted to reconsider the social mores of their own cultures. Deciding to embark on a difficult new career path or immersing one’s self in avant-garde art (the paper gives a specific shout-out to James Joyce’s Ulysses) also could make a person feel as if their life is more psychologically rich. Crucially, an experience doesn’t have to be fun in order to qualify as psychologically enriching. It might even be a hardship. Living through war or a natural disaster might make it hard to feel as though you’re living a particularly happy or purposeful life, but you can still come out of the experience with psychological richness. Or you might encounter less dramatic but nonetheless painful events: infertility, chronic illness, unemployment. Regardless of the specifics, you may experience suffering but still find value in how your experience shapes your understanding of yourself and the world around you. SubQuestion No : 12 Q.12 Which of the following statements can be BEST concluded from the passage? Ans ✗ A. A bad experience can enrich someone psychologically. ✓ B. An unpleasant experience can enable a good life. ✗ C. Life need not be good, but can still be psychologically rich. ✗ D. A psychologically rich life is a good life. ✗ E. A good life should not be seen in binary terms. Q.13 Read the excerpt carefully and answer the following question. The overwhelming preponderance of people have not freely decided what to believe, but, rather, have been socially conditioned (indoctrinated) into their beliefs. They are unreflective thinkers. Which of the following statements CANNOT be concluded from the excerpt? Ans ✗ A. Things that we do automatically need to be reflected upon ✓ B. A lot of people end up believing what they passionately oppose ✗ C. Beliefs that appear normal and natural heighten their acceptance ✗ D. A normal thinker finds it difficult to recognize what is happening to them ✗ E. The inability to criticize one’s belief leads to indoctrination Q.14 Read the passage carefully and answer the following question. One theory of accidents is what experts call the Swiss Cheese model. A slab of Swiss cheese has several holes, randomly and unevenly distributed over its surface. If several slabs are stacked together, it would be impossible for something to slip through unless all the holes happen to line up. If even one slab doesn’t align, the impending catastrophe will meet a layer of resistance, and the worst is averted. Aviation professionals will tell you that plane crashes never happen for a single reason. There may be an identifiable primary factor, but it’s usually a chain of events, an array of circumstances neatly piling up. Which of the following statements can be BEST concluded from the passage? Ans ✗ A. Averting catastrophe is actually easier than it seems ✓ B. A catastrophe can be averted if the preceding array of events meets resistance ✗ C. Any disaster is a culmination of many events happening in a particular order ✗ D. Accidents cannot be averted since a chain of events have to be averted to avert accidents ✗ E. Any historically relevant event is an accident because it involves a chain of preceding events Comprehension: Read the passage carefully and answer the THREE questions that follow. What bullshit essentially misrepresents is neither the state of affairs to which it refers nor the beliefs of the speaker concerning that state of affairs. Those are what lies misrepresent, by virtue of being false. Since bullshit need not be false, it differs from lies in its misrepresentational intent. The bullshitter may not deceive us, or even intend to do so, either about the facts or about what he takes the facts to be. What he does necessarily attempt to deceive us about is his enterprise. His only indispensably distinctive characteristic is that in a certain way he misrepresents what he is up to. This is the crux of the distinction between him and the liar. Both he and the liar represent themselves falsely as endeavoring to communicate the truth. The success of each depends upon deceiving us about that. But the fact about himself that the liar hides is that he is attempting to lead us away from a correct apprehension of reality; we are not to know that he wants us to believe something he supposes to be false. The fact about himself that the bullshitter hides, on the other hand, is that the truth-values of his statements are of no central interest to him; what we are not to understand is that his intention is neither to report the truth nor to conceal it. This does not mean that his speech is anarchically impulsive, but that the motive guiding and controlling it is unconcerned with how the things about which he speaks truly are. It is impossible for someone to lie unless he thinks he knows the truth. Producing bullshit requires no such conviction. A person who lies is thereby responding to the truth, and he is to that extent respectful of it. When an honest man speaks, he says only what he believes to be true; and for the liar, it is correspondingly indispensable that he considers his statements to be false. SubQuestion No : 15 Q.15 Which of the following statements can be BEST inferred from the passage? Ans ✗ A. Both the liar and the bullshitter misrepresent the truth ✗ B. Both the liar and the bullshitter are guided by the truth ✗ C. Both the liar and the bullshitter are not bound by any conviction ✗ D. Both the liar and the bullshitter live in their own worlds of realities ✓ E. Both the liar and the bullshitter intend to deceive in their own ways Read the passage carefully and answer the THREE questions that follow. What bullshit essentially misrepresents is neither the state of affairs to which it refers nor the beliefs of the speaker concerning that state of affairs. Those are what lies misrepresent, by virtue of being false. Since bullshit need not be false, it differs from lies in its misrepresentational intent. The bullshitter may not deceive us, or even intend to do so, either about the facts or about what he takes the facts to be. What he does necessarily attempt to deceive us about is his enterprise. His only indispensably distinctive characteristic is that in a certain way he misrepresents what he is up to. This is the crux of the distinction between him and the liar. Both he and the liar represent themselves falsely as endeavoring to communicate the truth. The success of each depends upon deceiving us about that. But the fact about himself that the liar hides is that he is attempting to lead us away from a correct apprehension of reality; we are not to know that he wants us to believe something he supposes to be false. The fact about himself that the bullshitter hides, on the other hand, is that the truth-values of his statements are of no central interest to him; what we are not to understand is that his intention is neither to report the truth nor to conceal it. This does not mean that his speech is anarchically impulsive, but that the motive guiding and controlling it is unconcerned with how the things about which he speaks truly are. It is impossible for someone to lie unless he thinks he knows the truth. Producing bullshit requires no such conviction. A person who lies is thereby responding to the truth, and he is to that extent respectful of it. When an honest man speaks, he says only what he believes to be true; and for the liar, it is correspondingly indispensable that he considers his statements to be false. SubQuestion No : 16 Q.16 Why does the author say that the bullshitter’s intention “is neither to report the truth nor to conceal it?” Ans ✗ A. Because bullshitters are not convinced about the truth ✗ B. Because bullshitters know the truth ✓ C. Because bullshitters do not find the truth useful ✗ D. Because bullshitters do not like to deceive ✗ E. Because bullshitters are respectful to the truth Read the passage carefully and answer the THREE questions that follow. What bullshit essentially misrepresents is neither the state of affairs to which it refers nor the beliefs of the speaker concerning that state of affairs. Those are what lies misrepresent, by virtue of being false. Since bullshit need not be false, it differs from lies in its misrepresentational intent. The bullshitter may not deceive us, or even intend to do so, either about the facts or about what he takes the facts to be. What he does necessarily attempt to deceive us about is his enterprise. His only indispensably distinctive characteristic is that in a certain way he misrepresents what he is up to. This is the crux of the distinction between him and the liar. Both he and the liar represent themselves falsely as endeavoring to communicate the truth. The success of each depends upon deceiving us about that. But the fact about himself that the liar hides is that he is attempting to lead us away from a correct apprehension of reality; we are not to know that he wants us to believe something he supposes to be false. The fact about himself that the bullshitter hides, on the other hand, is that the truth-values of his statements are of no central interest to him; what we are not to understand is that his intention is neither to report the truth nor to conceal it. This does not mean that his speech is anarchically impulsive, but that the motive guiding and controlling it is unconcerned with how the things about which he speaks truly are. It is impossible for someone to lie unless he thinks he knows the truth. Producing bullshit requires no such conviction. A person who lies is thereby responding to the truth, and he is to that extent respectful of it. When an honest man speaks, he says only what he believes to be true; and for the liar, it is correspondingly indispensable that he considers his statements to be false. SubQuestion No : 17 Q.17 When will a liar BEST turn into a bullshitter? Ans ✗ A. When a liar stops worrying about the correct comprehension of reality ✗ B. When a liar stops misrepresenting the state of affairs ✓ C. When a liar focusses only on the outcome and not on telling lies ✗ D. When a liar stops responding to the truth ✗ E. When a liar lies to people about his intention Q.18 Which of the following conditional sentences are grammatically INCORRECT? 1. If Sandhya had started from the hotel on time, she would have not missed the flight. 2. The students wouldn’t have completed their assignment even if the professor would have been there. 3. I had travelled across Europe if I weren’t afraid of airplane crashes. 4. Saurav won’t join music classes unless his father will ask him. 5. Should you wish to join the party, you must let me know by this evening. 6. We would be stupid if we shared our strategy with her. Ans ✗ A. 1,2,3 ✓ B. 2,3,4 ✗ C. 3,4,5 ✗ D. 4,5,6 ✗ E. 1,5,6 Read the passage carefully and answer the THREE questions that follow. What Arendt does for us is to remind us that our “publicness” is as important to our flourishing as our sociability and our privacy. She draws a distinction between what it means to act “socially” and what is means to act “politically.” The social realm for Arendt is both the context where all our basic survival needs “are permitted to appear in public” and also the realm of “behaviour.” One of the things she fears about modern societies is that society – focused on how we behave and what we will permit for ourselves and others – becomes the realm of conformism. This is worrying not just because we don’t really get vibrant societies out of conformism and sameness, but also, Arendt says because there is a risk that we think this is all there is to our living together. We lose ourselves in the tasks of managing behaviour and forget that our true public task is to act, and to distinguish ourselves in doing so. The risk, says Arendt, is therefore that we confuse behaviour with action, that in modern liberal societies “behaviour replaces action as the foremost mode of human relationship.” This confusion can happen in any area of our modern lives and institutions, secular or faith-based. None is immune. Arendt wants to drive home the point that the healthy public life requires that we do not just see ourselves as social actors but also as fully public persons, committed to judging and acting as members of a common world we want to inhabit and pass on. Arendt tells us that public action is action in which we stand out, are individuated, become in some way excellent in a manner that is of service to others and a greater good. This is the space where we take risks, subject our common life to scrutiny, seek justice (that sometimes requires us to transgress what seem like accepted laws) in order to be increasingly open to the claims and needs of other humans – ones who are not our household and our kin. SubQuestion No : 19 Q.19 According to the passage, who can be BEST categorised as a “public person”? Ans ✓ A. A wildlife photographer who highlighted the plight of poverty-stricken migrants by posting their pictures. ✗ B. An online fraud victim who ran a campaign against online fraudsters. ✗ C. An NGO employee who was tasked to lead a campaign against tribal land acquisition. ✗ D. A parent who organized protests against the random fee hike by a local school. ✗ E. A local politician who filed RTI applications to unearth financial scams by a village panchayat. Read the passage carefully and answer the THREE questions that follow. What Arendt does for us is to remind us that our “publicness” is as important to our flourishing as our sociability and our privacy. She draws a distinction between what it means to act “socially” and what is means to act “politically.” The social realm for Arendt is both the context where all our basic survival needs “are permitted to appear in public” and also the realm of “behaviour.” One of the things she fears about modern societies is that society – focused on how we behave and what we will permit for ourselves and others – becomes the realm of conformism. This is worrying not just because we don’t really get vibrant societies out of conformism and sameness, but also, Arendt says because there is a risk that we think this is all there is to our living together. We lose ourselves in the tasks of managing behaviour and forget that our true public task is to act, and to distinguish ourselves in doing so. The risk, says Arendt, is therefore that we confuse behaviour with action, that in modern liberal societies “behaviour replaces action as the foremost mode of human relationship.” This confusion can happen in any area of our modern lives and institutions, secular or faith-based. None is immune. Arendt wants to drive home the point that the healthy public life requires that we do not just see ourselves as social actors but also as fully public persons, committed to judging and acting as members of a common world we want to inhabit and pass on. Arendt tells us that public action is action in which we stand out, are individuated, become in some way excellent in a manner that is of service to others and a greater good. This is the space where we take risks, subject our common life to scrutiny, seek justice (that sometimes requires us to transgress what seem like accepted laws) in order to be increasingly open to the claims and needs of other humans – ones who are not our household and our kin. SubQuestion No : 20 Q.20 Based on the passage, which of the following options BEST describes “public action”? Ans - A. Acting based on our core beliefs while being mindful of what society thinks - B. Acting for a just cause regardless of what society thinks about it - C. Acting in a way that is perceived to be anti-social - D. Acting based on our conviction regardless of what society thinks - E. Acting in a way that is seen as acceptable to the society Read the passage carefully and answer the THREE questions that follow. What Arendt does for us is to remind us that our “publicness” is as important to our flourishing as our sociability and our privacy. She draws a distinction between what it means to act “socially” and what is means to act “politically.” The social realm for Arendt is both the context where all our basic survival needs “are permitted to appear in public” and also the realm of “behaviour.” One of the things she fears about modern societies is that society – focused on how we behave and what we will permit for ourselves and others – becomes the realm of conformism. This is worrying not just because we don’t really get vibrant societies out of conformism and sameness, but also, Arendt says because there is a risk that we think this is all there is to our living together. We lose ourselves in the tasks of managing behaviour and forget that our true public task is to act, and to distinguish ourselves in doing so. The risk, says Arendt, is therefore that we confuse behaviour with action, that in modern liberal societies “behaviour replaces action as the foremost mode of human relationship.” This confusion can happen in any area of our modern lives and institutions, secular or faith-based. None is immune. Arendt wants to drive home the point that the healthy public life requires that we do not just see ourselves as social actors but also as fully public persons, committed to judging and acting as members of a common world we want to inhabit and pass on. Arendt tells us that public action is action in which we stand out, are individuated, become in some way excellent in a manner that is of service to others and a greater good. This is the space where we take risks, subject our common life to scrutiny, seek justice (that sometimes requires us to transgress what seem like accepted laws) in order to be increasingly open to the claims and needs of other humans – ones who are not our household and our kin. SubQuestion No : 21 Q.21 Which of the following is the BEST reason for focusing on behaviour instead of acting in public? Ans ✗ A. Our focus is to survive and not to flourish ✗ B. The foundation of any vibrant society is based on cooperation and not confrontation ✓ C. We are dependent on each other, leading to focus on what is accepted by others ✗ D. Our fear of being called out on our imperfect thoughts leads us to behave ✗ E. To survive is not to distinguish ourselves from others Stupidity is a very specific cognitive failing. Crudely put, it occurs when you don’t have the right conceptual tools for the job. The result is an inability to make sense of what is happening and a resulting tendency to force phenomena into crude, distorting pigeonholes. This is easiest to introduce with a tragic case. British high command during the First World War frequently understood trench warfare using concepts and strategies from the cavalry battles of their youth. As one of Field Marshal Douglas Haig’s subordinates later remarked, they thought of the trenches as ‘mobile operations at the halt’: i.e., as fluid battle lines with the simple caveat that nothing in fact budged for years. Unsurprisingly, this did not serve them well in formulating a strategy: they were hampered, beyond the shortage of material resources, by a kind of ‘conceptual obsolescence’, a failure to update their cognitive tools to fit the task in hand. In at least some cases, intelligence actively abets stupidity by allowing pernicious rationalisation. Stupidity will often arise in cases like this, when an outdated conceptual framework is forced into service, mangling the user’s grip on some new phenomenon. It is important to distinguish this from mere error. We make mistakes for all kinds of reasons. Stupidity is rather one specific and stubborn cause of error. Historically, philosophers have worried a great deal about the irrationality of not taking the available means to achieve goals: Tom wants to get fit, yet his running shoes are quietly gathering dust. The stock solution to Tom’s quandary is simple willpower. Stupidity is very different from this. It is rather a lack of the necessary means, a lack of the necessary intellectual equipment. Combatting it will typically require not brute willpower but the construction of a new way of seeing our self and our world. Such stupidity is perfectly compatible with intelligence: Haig was by any standard a smart man. SubQuestion No : 22 Q.22 Which of the following statements BEST summarizes the author’s view on stupidity? Ans - A. Comprehending a problem by applying our existing worldview is stupidity - B. The inability to avoid forcing our current views on a new situation is stupidity - C. Pushing our extant solution to fix an alien problem is stupidity - D. The novelty of the problem, in relation to our cognitive capacity, is the cause of stupidity - E. The inability to comprehend what is happening around us is stupidity Stupidity is a very specific cognitive failing. Crudely put, it occurs when you don’t have the right conceptual tools for the job. The result is an inability to make sense of what is happening and a resulting tendency to force phenomena into crude, distorting pigeonholes. This is easiest to introduce with a tragic case. British high command during the First World War frequently understood trench warfare using concepts and strategies from the cavalry battles of their youth. As one of Field Marshal Douglas Haig’s subordinates later remarked, they thought of the trenches as ‘mobile operations at the halt’: i.e., as fluid battle lines with the simple caveat that nothing in fact budged for years. Unsurprisingly, this did not serve them well in formulating a strategy: they were hampered, beyond the shortage of material resources, by a kind of ‘conceptual obsolescence’, a failure to update their cognitive tools to fit the task in hand. In at least some cases, intelligence actively abets stupidity by allowing pernicious rationalisation. Stupidity will often arise in cases like this, when an outdated conceptual framework is forced into service, mangling the user’s grip on some new phenomenon. It is important to distinguish this from mere error. We make mistakes for all kinds of reasons. Stupidity is rather one specific and stubborn cause of error. Historically, philosophers have worried a great deal about the irrationality of not taking the available means to achieve goals: Tom wants to get fit, yet his running shoes are quietly gathering dust. The stock solution to Tom’s quandary is simple willpower. Stupidity is very different from this. It is rather a lack of the necessary means, a lack of the necessary intellectual equipment. Combatting it will typically require not brute willpower but the construction of a new way of seeing our self and our world. Such stupidity is perfectly compatible with intelligence: Haig was by any standard a smart man. SubQuestion No : 23 Q.23 Which of the following statements BEST explains why stupidity for a smart person is “perfectly compatible with intelligence”? Ans ✗ A. Intelligence is poorly defined, and is usually a perception, making it compatible with stupidity. ✗ B. Intelligence, when perceived through past successes, makes any rationalization of a new phenomenon acceptable. ✓ C. Past successes make us believe that we are intelligent and capable of explaining any new phenomenon. ✗ D. A new phenomenon creates fear, rushing intelligent people to explain it to put others at ease. ✗ E. Intelligent people are scared to admit their lack of knowledge, and therefore, try to explain everything including things they do not understand. Read the passage carefully and answer the THREE questions that follow. Stupidity is a very specific cognitive failing. Crudely put, it occurs when you don’t have the right conceptual tools for the job. The result is an inability to make sense of what is happening and a resulting tendency to force phenomena into crude, distorting pigeonholes. This is easiest to introduce with a tragic case. British high command during the First World War frequently understood trench warfare using concepts and strategies from the cavalry battles of their youth. As one of Field Marshal Douglas Haig’s subordinates later remarked, they thought of the trenches as ‘mobile operations at the half’: i.e., as fluid battle lines with the simple caveat that nothing in fact budged for years. Unsurprisingly, this did not serve them well in formulating a strategy: they were hampered, beyond the shortage of material resources, by a kind of ‘conceptual obsolescence’, a failure to update their cognitive tools to fit the task in hand. In at least some cases, intelligence actively abets stupidity by allowing pernicious rationalisation. Stupidity will often arise in cases like this, when an outdated conceptual framework is forced into service, mangling the user’s grip on some new phenomenon. It is important to distinguish this from mere error. We make mistakes for all kinds of reasons. Stupidity is rather one specific and stubborn cause of error. Historically, philosophers have worried a great deal about the irrationality of not taking the available means to achieve goals: Tom wants to get fit, yet his running shoes are quietly gathering dust. The stock solution to Tom’s quandary is simple willpower. Stupidity is very different from this. It is rather a lack of the necessary means, a lack of the necessary intellectual equipment. Combatting it will typically require not brute willpower but the construction of a new way of seeing our self and our world. Such stupidity is perfectly compatible with intelligence: Haig was by any standard a smart man. SubQuestion No : 24 Q.24 Based on the passage, which of the following can BEST help a leader avoid stupidity? Ans ✗ A. Be ready to discuss with everyone before taking a decision ✗ B. Be cautious in taking a decision until the future unfolds ✓ C. Being aware that our current answers are only applicable to the current context ✗ D. Being aware that we are short of the required resources ✗ E. Being aware that we must handle future with a different cognitive tool Q.25 Read the passage carefully and answer the following question. Labouring is simply what we do to survive. We labour to eat. To keep our bodies healthy. To keep roof over our heads, and to keep life reproducing. All animals labour, with or without coaxing…. There’s nothing special about labour, save for the fact that without it we would die. Work, on the other hand, gives collective meaning to what we do. When we work to produce something we both put something into and leave something lasting in the world: a table, a house, a book, a car, a rug, a high precision piece of engineering with which we can order the days into time, or keep a body breathing. Which of the following statements can be BEST concluded from the passage? Ans ✗ A. To be healthy needs labour, while making others healthy is work ✗ B. Doing what is asked of a role is labour, while going beyond the role is work ✓ C. Labour enables us to survive while work makes survival meaningful ✗ D. Terrace gardening is labour, while producing a vaccine is work ✗ E. Unacknowledged work is labour, while acknowledgement makes it work Q.26 Arrange the following sentences in a LOGICAL sequence: 1. But when it comes to companies that lack computer programmers, the government is far more sympathetic. 2. As a result, limited access to foreign talent is a common gripe of tech founders and venture capitalists. 3. And, demand for the latter has soared among British startups. 4. This is less inconsistent than it may seem. 5. An HGV driver takes between six and ten weeks to train; a competent coder several years. Ans ✗ A. 3,5,1,2,4 ✗ B. 3,4,2,1,5 ✓ C. 1,4,5,3,2 ✗ D. 3,5,4,2,1 ✗ E. 1,2,5,3,4 Section: Decision Making Comprehension: Read the following scenario and answer the THREE questions that follow. Dileep Dosan sells dosas in front of an upscale hospital at a city in Punjab. He only sells two varieties of dosas: plain for ₹25 and masala for ₹40. His dosa stall is popular amongst the hospital staff members, who mostly hail from South India and form his core clientele. They frequent his stall during office hours as they find his dosas to be reasonably priced. Though the hospital staff members can visit the upscale food court on the top floor of the hospital, they prefer his stall for breakfast and lunch, and even for occasional evening snacks. His daily sale volume varies between 300 and 400 dosas, in which the demand for masala dosas is around 50-60%. SubQuestion No: 1 Q.1 One day, Dileep, while walking through the hospital food court, sees a vacant spot. He wonders if he can shift his stall to that spot. Which of the following information will dissuade him the MOST from shifting his stall to the food court? Ans ✗ A. The food court has no other stall selling dosas. ✗ B. The food court closes by 10:30 pm, though his current stall is open till midnight. ✗ C. The food court sees a daily footfall of about 5000 people. ✓ D. On enquiry, he learnt that the cheapest dish in the food court is priced at ₹200. ✗ E. All the restaurants in the food court, except the fast-food stalls, sell North Indian meal during lunch time. Read the following scenario and answer the THREE questions that follow. Dileep Dosan sells dosas in front of an upscale hospital at a city in Punjab. He only sells two varieties of dosas: plain for ₹25 and masala for ₹40. His dosa stall is popular amongst the hospital staff members, who mostly hail from South India and form his core clientele. They frequent his stall during office hours as they find his dosas to be reasonably priced. Though the hospital staff members can visit the upscale food court on the top floor of the hospital, they prefer his stall for breakfast and lunch, and even for occasional evening snacks. His daily sale volume varies between 300 and 400 dosas, in which the demand for masala dosas is around 50-60%. SubQuestion No : 2 Q.2 Dileep shifts his stall to the hospital food court. He prices his plain dosa at ₹40 and masala dosa at ₹60. However, two months on, he is serving only about 150 dosas per day. The clientele is mostly the same hospital staff members, who had been his customers before he moved to the food court. Which of the following actions will BEST help Dileep in increasing his sales? Ans ✗ A. Increase prices of all the food items by 50% and introduce a new Sheezwan dosa at ₹200 a plate ✗ B. Reduce price by 20% for hospital staff, and increase the price by 50% for others ✗ C. Introduce a North Indian meal, and give a discount of 20% to the hospital staff members ✗ D. Introduce a South Indian meal, exclusively for the hospital staff members at a discounted rate of ₹40 per plate ✓ E. Add more varieties of dosas at higher price points, and reduce plain and masala dosa prices to ₹25 and ₹40 respectively Comprehension: Read the following scenario and answer the THREE questions that follow. Dileep Dosan sells dosas in front of an upscale hospital at a city in Punjab. He only sells two varieties of dosas: plain for ₹25 and masala for ₹40. His dosa stall is popular amongst the hospital staff members, who mostly hail from South India and form his core clientele. They frequent his stall during office hours as they find his dosas to be reasonably priced. Though the hospital staff members can visit the upscale food court on the top floor of the hospital, they prefer his stall for breakfast and lunch, and even for occasional evening snacks. His daily sale volume varies between 300 and 400 dosas, in which the demand for masala dosas is around 50-60%. SubQuestion No : 3 Q.3 On the first anniversary of his stall at the food court, Dileep reviews his customer base. Almost all of his customers are the hospital staff members. Though he wishes to serve the general visitors at the hospital, they avoid his stall. On enquiring, he discovers that visitors generally avoid his stall because it is majorly frequented by the hospital staff members, giving it a feel of a staff canteen. Dileep realizes his best efforts have not given him any extra sales and the visitors can potentially increase his revenue by a considerable amount. Which of the following options can BEST help Dileep in discouraging hospital staff members from visiting his stall while increasing his overall revenue? Ans ✗ A. Appeal to the hospital management to give a space in the staffroom where an exclusive dosa counter can be set up by Dileep ✗ B. Introduce a massive discount on price for the next two months to increase the footfall ✓ C. Provide a discount to those hospital staff members who order on phone, and deliver food in their staffroom ✗ D. Charge the hospital staff members a premium to offset the losses due to their presence ✗ E. Request the hospital management to prohibit hospital staff from entering the food court Korkai is a serene village, nestled in a small island, separated from the mainland by a strait — the world forgot to name. Its inhabitants are mostly fishermen; a few are cattle-grazers too. A boat ride across the strait is the only mode of transport to the mainland. Budugu, the boatman, ferries people, cattle, and bicycles across the strait in his boat for a living. The remoteness and the lack of connection to the mainland has served him well. He has a family of five. His two daughters are away studying in a city college and dream of corporate jobs in the cities. His ailing mother and wife complete his family. Budugu sent his daughters to study in the city as there is only one school in Korkai, run by an NGO. The NGO prepares the village kids for higher studies. For those who cannot go to cities, the NGO teaches them about the virtues of the local way of life. Budugu is a member of the village Panchayat that runs the village administration. At Korkai, hardly anyone remembers the local MLA or MP. Interestingly, the local MLA visited last week, and informed the islanders of major changes planned for the region: urgent construction of a bridge connecting the island to the mainland, and real estate development. She announced that the island will become a well-known eco-tourism destination in the state. She stressed that the local livelihood, dependent on fortunes at the sea, might enjoy the certainty in minimum wages, meted out by the eco-resort owners. Nevertheless, some villagers fear that the bridge will irreversibly change their lives and livelihoods. SubQuestion No : 4 Q.4 Budugu fears that the proposed bridge will leave him jobless, and is determined to do something about it. He wants to gather effective support in order to get the construction of the proposed bridge delayed. Which of the following will be the MOST feasible option for Budugu to gather effective support? Ans ✗ A. Form a boat rowers’ association and sit on a hunger strike to protest the proposed bridge ✗ B. Suspend his boat services till the villagers start supporting his cause ✗ C. Partner with the local NGO and campaign that the developments will ruin the local way of life ✗ D. Inform the environmental experts in the nearby cities that the strait is home to rare fish, frogs and turtles ✓ E. Get a resolution passed by the Panchayat that the bridge will ruin the local way of life Korkai is a serene village, nestled in a small island, separated from the mainland by a strait — the world forgot to name. Its inhabitants are mostly fishermen; a few are cattle-grazers too. A boat ride across the strait is the only mode of transport to the mainland. Budugu, the boatman, ferries people, cattle, and bicycles across the strait in his boat for a living. The remoteness and the lack of connection to the mainland has served him well. He has a family of five. His two daughters are away studying in a city college and dream of corporate jobs in the cities. His ailing mother and wife complete his family. Budugu sent his daughters to study in the city as there is only one school in Korkai, run by an NGO. The NGO prepares the village kids for higher studies. For those who cannot go to cities, the NGO teaches them about the virtues of the local way of life. Budugu is a member of the village Panchayat that runs the village administration. At Korkai, hardly anyone remembers the local MLA or MP. Interestingly, the local MLA visited last week, and informed the islanders of major changes planned for the region: urgent construction of a bridge connecting the island to the mainland, and real estate development. She announced that the island will become a well-known eco-tourism destination in the state. She stressed that the local livelihood, dependent on fortunes at the sea, might enjoy the certainty in minimum wages, meted out by the eco-resort owners. Nevertheless, some villagers fear that the bridge will irreversibly change their lives and livelihoods. SubQuestion No : 5 Q.5 The local MLA is worried about the resistance to the project. This project, like her other successful projects in nearby villages, was supposed to garner a significant amount of funding. Moreover, it would make her the face of development in the state; perhaps, even would land her a ministerial berth. However, Budugu’s activism has cast the project in a bad light among the popular minds. The MLA wants to protect her pro-development image. Which of the following is the BEST course of action for the MLA? Ans ✗ A. Create a fishermen and boat rowers’ cooperative in the island and donate generously to it ✗ B. Invite the village Panchayat for a discussion on a possible compromise solution ✗ C. Appoint a task force to find alternative land nearby for the project ✗ D. Discredit Budugu in a public meeting by announcing that he is putting his interests over and above the village development ✓ E. Publicise widely that the project will improve the socio-economic condition of the island Read the following scenario and answer the THREE questions that follow. Korkai is a serene village, nestled in a small island, separated from the mainland by a strait — the world forgot to name. Its inhabitants are mostly fishermen; a few are cattle-grazers too. A boat ride across the strait is the only mode of transport to the mainland. Budugu, the boatman, ferries people, cattle, and bicycles across the strait in his boat for a living. The remoteness and the lack of connection to the mainland has served him well. He has a family of five. His two daughters are away studying in a city college and dream of corporate jobs in the cities. His ailing mother and wife complete his family. Budugu sent his daughters to study in the city as there is only one school in Korkai, run by an NGO. The NGO prepares the village kids for higher studies. For those who cannot go to cities, the NGO teaches them about the virtues of the local way of life. Budugu is a member of the village Panchayat that runs the village administration. At Korkai, hardly anyone remembers the local MLA or MP. Interestingly, the local MLA visited last week, and informed the islanders of major changes planned for the region: urgent construction of a bridge connecting the island to the mainland, and real estate development. She announced that the island will become a well-known eco-tourism destination in the state. She stressed that the local livelihood, dependent on fortunes at the sea, might enjoy the certainty in minimum wages, meted out by the eco-resort owners. Nevertheless, some villagers fear that the bridge will irreversibly change their lives and livelihoods. SubQuestion No : 6 Q.6 As the project gets delayed, Budugu becomes a well-known social activist with a lot of followers. When Pragati, his elder daughter, finishes her education and starts looking for employment, a few known corporates refuse her a job because of her father’s “anti-development” stand. Which of the following options BEST communicates to the corporates that Pragati has an identity of her own? Ans ✗ A. Go all out on social media to explain how her father’s activism is misconstrued by certain corporates ✗ B. Stop using her last name in her job applications ✓ C. Showcase on social media the accolades and awards she received in her college ✗ D. Discuss in a social media post why she supports the proposed development in her island village ✗ E. Start a blog and update it regularly with views on current affairs Fundamental Research in Science for Corporate Applications (FuRSCA) is an R&D unit of a Public Sector Undertaking (PSU). FuRSCA's employees are research scientists who assist the Public Sector Undertaking through their R&D. Given the far-reaching implications of its research, FuRSCA was established as a separate entity near the factory of the PSU. FuRSCA has three levels of hierarchy viz.: junior, senior and chief scientists and all of them reside on the campus. Hence, every scientist, regardless of hierarchy, resides in a house that is similar in all aspects. Though the scientists are entitled to a house rent allowance (HRA), given the distance of FuRSCA from the city, housing them on the campus makes sense. The new recruits are provided a transit accommodation in the institute's studio apartments, until vacant houses are available. For these recruits, a queue has been created on the basis of their date of joining and not on hierarchy, with the most recent recruit going to the last in the queue. Execution of this policy is the responsibility of the FuRSCA Chief Administrative Officer (CAO), who reports to the Director of FuRSCA. SubQuestion No : 7 Q.7 Harsh Kohli resides in house no. 324. Since long, Harsh wants to move from a 3 series house to a 2 series house because his mother-in-law, a chief scientist, lives alone in house no. 225. A few years back, Harsh formally requested the CAO to allow him to move to a 2 series house whenever available. Recently, when house no. 224 becomes vacant, Harsh appeals to the CAO for that house, citing his earlier request. Currently, there are five scientists waiting in the queue and Sauf Tangud is on the top of the queue. From the following options, choose the BEST action to be taken by the CAO without violating the existing housing policy. Ans ✓ A. Ask Harsh to move to the house no. 224 immediately, and allocate Harsh’s house to Sauf ✗ B. Ask Harsh to join the queue because scientists in the queue should be given priority ✗ C. Ignore Harsh’s request since it violates the housing policy ✗ D. Create a separate queue for extant residents and give them the first right to refuse ✗ E. Allot house no. 224 to Sauf, asking Harsh to negotiate a possible swap with Sauf Read the following scenario and answer the THREE questions that follow. Fundamental Research in Science for Corporate Applications (FuRSCA) is an R&D unit of a Public Sector Undertaking (PSU). FuRSCA’s employees are research scientists who assist the Public Sector Undertaking through their R&D. Given the far-reaching implications of its research, FuRSCA was established as a separate entity near the factory of the PSU. FuRSCA has three levels of hierarchy viz.: junior, senior and chief scientists and all of them reside on the campus. Hence, every scientist, regardless of hierarchy, resides in a house that is similar in all aspects. Though the scientists are entitled to a house rent allowance (HRA), given the distance of FuRSCA from the city, housing them on the campus makes sense. The new recruits are provided a transit accommodation in the institute’s studio apartments, until vacant houses are available. For these recruits, a queue has been created on the basis of their date of joining and not on hierarchy, with the most recent recruit going to the last in the queue. Execution of this policy is the responsibility of the FuRSCA Chief Administrative Officer (CAO), who reports to the Director of FuRSCA. SubQuestion No : 8 Q.8 Rawng Regrud joins FuRSCA recently and is placed third in the housing queue. He has been temporarily housed in a studio apartment. Given that the studio apartment is too small, he requests his sister to take care of their ailing parents while he awaits a regular house allotment. As months pass, his sister finds it difficult to accommodate her parents along with her in-laws. She requests Rawng to accommodate them with his family. Since he is third in the queue, he may not get a house allotted in the near future. He approaches the CAO with a request to be moved up the queue on humanitarian grounds. Which of the following responses by the CAO shall be perceived as the MOST appropriate by all the stakeholders? Ans ✗ A. Ask Rawng to meet with the director of FuRSCA and present his case to get an exception ✗ B. Inform Rawng that nothing can be done since violation of rules will set a wrong precedence ✗ C. Ask Rawng to negotiate and arrive at a consensus with the two scientists ahead in the queue which the CAO shall implement ✗ D. Move Rawng to the top of the queue, and make a rule that scientists with ailing parents shall be given preference ✓ E. Facilitate Rawng in getting a house in the city, along with a free commutation for the first three months Read the following scenario and answer the THREE questions that follow. Fundamental Research in Science for Corporate Applications (FuRSCA) is an R&D unit of a Public Sector Undertaking (PSU). FuRSCA's employees are research scientists who assist the Public Sector Undertaking through their R&D. Given the far-reaching implications of its research, FuRSCA was established as a separate entity near the factory of the PSU. FuRSCA has three levels of hierarchy viz.: junior, senior and chief scientists and all of them reside on the campus. Hence, every scientist, regardless of hierarchy, resides in a house that is similar in all aspects. Though the scientists are entitled to a house rent allowance (HRA), given the distance of FuRSCA from the city, housing them on the campus makes sense. The new recruits are provided a transit accommodation in the institute's studio apartments, until vacant houses are available. For these recruits, a queue has been created on the basis of their date of joining and not on hierarchy, with the most recent recruit going to the last in the queue. Execution of this policy is the responsibility of the FuRSCA Chief Administrative Officer (CAO), who reports to the Director of FuRSCA. SubQuestion No : 9 Q.9 Of late, the CAO has received several requests from the residents of 3 series houses to move to other series houses. The CAO is aware that this is largely because of their own noisy factory nearby. Due to limited housing available on the campus, he must do something before the problem worsens. He wants to find a solution that makes the lives of 3 series residents more comfortable. Which of the following actions can BEST help the CAO in achieving his goal? Ans ✗ A. Appeal to the top management to make the factory work for only five days a week ✓ B. Install expensive sound proof windows in the 3 series quarters ✗ C. Provide 3 series residents with a hardship allowance of 15% of basic salary ✗ D. Offer a higher HRA to 3 series residents, nudging them to move to the city ✗ E. Introduce a policy of accelerated promotion for junior scientists living in 3 series quarters Read the following scenario and answer the THREE questions that follow. A2Z is a state-funded leading engineering college in the country, renowned for its teaching and placements. Now, A2Z aspires to be a global leader in research as well. A2Z has, therefore, decided to push for better quality research from its newly recruited faculty members. In the past, a few faculty members were confirmed because of their exceptional teaching feedback even though their research output was below par. Currently, the Dean, in consultation with the academic council, has included the quality of research as a mandatory requirement along with teaching excellence for the confirmation of the newly recruited faculty members. (The academic council comprises of the senior faculty members from different departments.) Initially, newly recruited faculty members are put on a probation for three years. Either they are confirmed or their probation is extended or their services are terminated, based on teaching and research contributions. Once confirmed, their job is secure along with other additional perquisites. Aparna joined the social sciences department of A2Z two years back. She is amongst the many faculty members, recruited after the new norms for confirmation were introduced. She completed her doctorate from a reputed university in the USA, with a significant research contribution. However, after joining A2Z, Aparna got deeply involved in social outreach as COVID-19 was spreading. Though her social outreach has given her immense satisfaction, she has nothing to show against research contributions; further, it has impacted her teaching effectiveness. Her confirmation is due in a year. SubQuestion No: 10 Q.10 The Dean, during the annual appraisal of Aparna, realizes that her research contribution needs considerable investment of time and efforts. He is concerned that her performance could set a wrong precedent for the new faculty recruits. The dean wants to communicate to the new faculty recruits that research contribution is critical. Which of the following actions will BEST help the Dean in achieving the objective, while being fair to Aparna? Ans ✗ A. Extend Aparna’s probation period by an additional year, while reminding her about the research and teaching contributions needed for confirmation ✔ B. Appreciate Aparna’s social outreach, but advise her to focus on research and teaching contributions as they are essential for confirmation ✗ C. Increase her teaching and research requirements, while extending her probation period by two years ✗ D. Suggest Aparna to start looking for a new job in the time available to her ✗ E. Exhort Aparna to suspend her social outreach activities till the end of her probation, and to focus on research and teaching instead Read the following scenario and answer the THREE questions that follow. A2Z is a state-funded leading engineering college in the country, renowned for its teaching and placements. Now, A2Z aspires to be a global leader in research as well. A2Z has, therefore, decided to push for better quality research from its newly recruited faculty members. In the past, a few faculty members were confirmed because of their exceptional teaching feedback even though their research output was below par. Currently, the Dean, in consultation with the academic council, has included the quality of research as a mandatory requirement along with teaching excellence for the confirmation of the newly recruited faculty members. (The academic council comprises of the senior faculty members from different departments.) Initially, newly recruited faculty members are put on a probation for three years. Either they are confirmed or their probation is extended or their services are terminated, based on teaching and research contributions. Once confirmed, their job is secure along with other additional perquisites. Aparna joined the social sciences department of A2Z two years back. She is amongst the many faculty members, recruited after the new norms for confirmation were introduced. She completed her doctorate from a reputed university in the USA, with a significant research contribution. However, after joining A2Z, Aparna got deeply involved in social outreach as COVID-19 was spreading. Though her social outreach has given her immense satisfaction, she has nothing to show against research contributions; further, it has impacted her teaching effectiveness. Her confirmation is due in a year. SubQuestion No : 11 Q.11 One year on, Aparna continues with her social work. Gradually, she gets closer to the end of her probation and she has not much to show against her teaching and research contributions. However, her social work has been widely appreciated by the local media. The Chief Minister of the state wants Aparna to take a larger role in social outreach and assist the government. The Dean is afraid that not confirming Aparna might prompt her to leave the institution, sending a wrong signal to the outside world. However, he also wants to send a message to the newly joined faculty members that teaching and research contributions are essential for confirmation. Which of the following actions by the Dean is the MOST sustainable given the circumstances? Ans ❌ A. Offer Aparna a five-year contractual position after which she has to leave irrespective of her contributions ❌ B. Offer to create a non-teaching position of outreach officer for Aparna, but terminate her from the teaching position ✔️ C. Extend Aparna’s probation by three years, and tell her that she would have to leave if her research and teaching do not improve in that period ❌ D. Confirm Aparna, but freeze her increments and promotions until her research contributions are as per the expected standards ❌ E. Declare that Aparna’s extraordinary achievement deserves to be treated exceptionally, and confirm her A2Z is a state-funded leading engineering college in the country, renowned for its teaching and placements. Now, A2Z aspires to be a global leader in research as well. A2Z has, therefore, decided to push for better quality research from its newly recruited faculty members. In the past, a few faculty members were confirmed because of their exceptional teaching feedback even though their research output was below par. Currently, the Dean, in consultation with the academic council, has included the quality of research as a mandatory requirement along with teaching excellence for the confirmation of the newly recruited faculty members. (The academic council comprises of the senior faculty members from different departments.) Initially, newly recruited faculty members are put on a probation for three years. Either they are confirmed or their probation is extended or their services are terminated, based on teaching and research contributions. Once confirmed, their job is secure along with other additional perquisites. Aparna joined the social sciences department of A2Z two years back. She is amongst the many faculty members, recruited after the new norms for confirmation were introduced. She completed her doctorate from a reputed university in the USA, with a significant research contribution. However, after joining A2Z, Aparna got deeply involved in social outreach as COVID-19 was spreading. Though her social outreach has given her immense satisfaction, she has nothing to show against research contributions; further, it has impacted her teaching effectiveness. Her confirmation is due in a year. SubQuestion No: 12 Q.12 A few months later, Aparna, during an interview with the local media, inadvertently expresses her fear that she might be let go by A2Z because she has not met its teaching and research requirements. Consequently, the academic council urges the Dean to review the faculty confirmation policy. The Dean, however, believes that any change in the policy will be a setback to the institute’s aspirations of becoming a global leader in research. Which of the following actions by the Dean will be the MOST appropriate, given the circumstances? Ans - ✗ A. Confirm Aparna, but ask her to issue a public statement, acknowledging the importance A2Z gives to research contributions - ✗ B. Tell Aparna that she is being let go for insulting the college on a public platform - ✗ C. Confirm Aparna, but make it clear that her future promotions will be tied to her research contribution and teaching feedback - ✓ D. Convey to Aparna that the institute is eager to retain her; however, emphasize that she should focus on research to get confirmed - ✗ E. Give an interview to a local newspaper and share Aparna’s lack of research and poor teaching feedback Raghubir, a reputed doctor, practices medicine in a tier-three city. He owns an imported SUV which he bought 10 years ago, using his hard-earned savings of nearly 5 years. Initially, he used to take it for long rides, but for the last 6-7 years, he only commutes to his clinic, a 10-minute drive from his home. The SUV has been his proud possession but it demands high maintenance. Also, the diesel-guzzling SUV does not comply with the new emission norms being introduced in the tier-one and tier-two cities. Of late, a few newspapers reported that the new emission norms may be introduced in tier-three cities as well. This news has worried Raghubir. SubQuestion No: 13 Q.13 Raghubir is afraid that once the new emission norms are rolled out, he might not be able to use his SUV anymore. Which of the following options will BEST put Raghubir at ease with using his SUV for some more time? Ans ✗ A. Non-compliant SUVs are still plying in tier-two cities ✗ B. His city has many other SUVs which are as old as his ✗ C. As a sought-after doctor, all the law enforcement officials are his patients ✓ D. His lawyer friends in his city recently bought non-compliant SUVs from tier-two cities ✗ E. His mechanic assures him that the new norms will not be introduced anytime soon Comprehension: Read the following scenario and answer the THREE questions that follow. Raghubir, a reputed doctor, practices medicine in a tier-three city. He owns an imported SUV which he bought 10 years ago, using his hard-earned savings of nearly 5 years. Initially, he used to take it for long rides, but for the last 6-7 years, he only commutes to his clinic, a 10-minute drive from his home. The SUV has been his proud possession but it demands high maintenance. Also, the diesel-guzzling SUV does not comply with the new emission norms being introduced in the tier-one and tier-two cities. Of late, a few newspapers reported that the new emission norms may be introduced in tier-three cities as well. This news has worried Raghubir. SubQuestion No: 14 Q.14 Anya, Raghubir's daughter, works in a metro city. She is concerned about private transport emissions and is unhappy with her father’s diesel-guzzling SUV. Though she wants her father to be more environmentally responsible, she is aware that any drastic suggestion might attract strong resistance. Hence, she wants a solution, acceptable to Raghubir, that gently dissuades him from using his SUV on a daily basis. Which of the following actions by Anya will BEST dissuade Raghubir from using his SUV on a daily basis? Ans ✗ A. Take away Raghubir’s SUV to the metro city and gift him a new SUV ✗ B. Request Raghubir to use public transport for his daily commute, and use the SUV sparingly ✓ C. Ask Raghubir’s secretary to ferry him to the clinic daily in her car, except for the weekends ✗ D. Gift Raghubir a small petrol car and convince him to sell his SUV ✗ E. Ask his mechanic to explore if the SUV can be retrofitted with a CNG kit Raghubir, a reputed doctor, practices medicine in a tier-three city. He owns an imported SUV which he bought 10 years ago, using his hard-earned savings of nearly 5 years. Initially, he used to take it for long rides, but for the last 6-7 years, he only commutes to his clinic, a 10-minute drive from his home. The SUV has been his proud possession but it demands high maintenance. Also, the diesel-guzzling SUV does not comply with the new emission norms being introduced in the tier-one and tier-two cities. Of late, a few newspapers reported that the new emission norms may be introduced in tier-three cities as well. This news has worried Raghubir. SubQuestion No: 15 Q.15 The new emission norms are about to get implemented in tier-three cities, and Raghubir’s city will follow suit shortly. Hence, Raghubir starts exploring options of buying an electric vehicle (EV). He lists the following factors that will guide him on buying an electric car: P. EVs within Raghubir’s budget can cover his daily commute, but not the long rides. Q. A new electric SUV in the market, within his budget, nearly has the same look and feel of his present SUV. R. EVs cannot be driven beyond a speed of 70 kmph. S. New charging stations on the main highway, connecting his city to the closest metro city, may come up in another year. T. The only shop, selling EVs in his city, is ready to trade in Raghubir’s SUV at a reasonable price. The above listed factors have been arranged in a DECREASING order of influence in the options given below. Which of the following options will BEST help Raghubir buy an electric vehicle immediately? Ans ✗ A. TQRPS ✓ B. QTPSR ✗ C. QRTPS ✗ D. TQRSP ✗ E. SPTQR Future Leaders is one of the most prestigious private schools in a small town, next to an industrial hub. Most of its students come from affluent families, but there are some who belong to middle-income and lower middle-income families as well. The school charges an annual fee of ₹2 lakhs, inclusive of all charges, payable at the beginning of the academic year. Roughly 20% of the fees collected goes into paying the salaries of the teachers, another 30% for the upkeep of the school, and roughly 20% for miscellaneous expenses in running day-to-day businesses like supply, cleaning etc. The remaining goes into an exigency corpus. This year, like the rest of the country, the town has been hit by the coronavirus pandemic. The classes have been shifted online. The local authorities have mandated that all schools have to reduce their fees by 20%. Further, parents should be given extended time to pay the fees if they are in financial distress. Six months into the academic year, only 40% of the parents have paid even the reduced annual fees. SubQuestion No : 16 Q.16 Ajay Biswas, the rector of the school, is alarmed by the shortfall in fee payments and wants to find the best solution to manage the situation. He does not want to trouble parents who might be genuinely in financial distress, but feels that there may be a possibility that many parents are taking advantage of the situation. Which of the following actions by the school will BEST make financially capable parents pay the fees? Ans - A. Give a 10% bonus marks to all those students who have paid the fees - B. Share through local newspapers that the school is facing financial crunch and may have to close down if parents don’t pay fees - C. Ask parents to submit a proof of financial distress within two weeks, failing which can bar their wards from attending classes - D. Offer 10% and 5% discounts to parents paying fees within the next one week and two weeks respectively - E. Call parents every three days, requesting them to pay the fees and help their school out Read the following scenario and answer the THREE questions that follow. Future Leaders is one of the most prestigious private schools in a small town, next to an industrial hub. Most of its students come from affluent families, but there are some who belong to middle-income and lower middle-income families as well. The school charges an annual fee of ₹2 lakhs, inclusive of all charges, payable at the beginning of the academic year. Roughly 20% of the fees collected goes into paying the salaries of the teachers, another 30% for the upkeep of the school, and roughly 20% for miscellaneous expenses in running day-to-day businesses like supply, cleaning etc. The remaining goes into an exigency corpus. This year, like the rest of the country, the town has been hit by the coronavirus pandemic. The classes have been shifted online. The local authorities have mandated that all schools have to reduce their fees by 20%. Further, parents should be given extended time to pay the fees if they are in financial distress. Six months into the academic year, only 40% of the parents have paid even the reduced annual fees. SubQuestion No : 17 Q.17 The board of trustees of the school is concerned about the current financial situation and has called Biswas for a meeting. The trustees have thought of the following actions, as listed below, to improve the school finances immediately: P. Appeal to the local industrialists to donate to the school Q. Withhold 20% of teachers’ salary till the situation improves R. Ask parents to pay up within a week or show a proof of financial distress S. Stop online classes for a week to signal the desperate financial crunch T. Start an extra section in every class and offer admission to whoever is willing to pay fees Biswas is tasked to find the most feasible way of alleviating the financial crunch immediately. Which of the following combinations of the above listed actions, in a DECREASING order of preference, will BEST help Biswas in achieving his goal? Ans ✗ A. RSQT P ✗ B. TSRP Q ✓ C. QRSP T ✗ D. PRSQ T ✗ E. PSTR Q Read the following scenario and answer the THREE questions that follow. Future Leaders is one of the most prestigious private schools in a small town, next to an industrial hub. Most of its students come from affluent families, but there are some who belong to middle-income and lower middle-income families as well. The school charges an annual fee of ₹2 lakhs, inclusive of all charges, payable at the beginning of the academic year. Roughly 20% of the fees collected goes into paying the salaries of the teachers, another 30% for the upkeep of the school, and roughly 20% for miscellaneous expenses in running day-to-day businesses like supply, cleaning etc. The remaining goes into an exigency corpus. This year, like the rest of the country, the town has been hit by the coronavirus pandemic. The classes have been shifted online. The local authorities have mandated that all schools have to reduce their fees by 20%. Further, parents should be given extended time to pay the fees if they are in financial distress. Six months into the academic year, only 40% of the parents have paid even the reduced annual fees. SubQuestion No: 18 Q.18 Teachers of Future Leaders contribute to its stellar reputation. Moreover, they assist the school in arriving at several critical decisions. Biswas resents their involvement in school matters as he has to listen to their collective voice rather than the other way around. Biswas feels that the current situation offers him an opportunity to get back at the teachers. He wants to discuss the possibility of reducing teachers’ salaries by 20% with the board of trustees. Which of the following, if true, will BEST enable Biswas to present his case for reducing teachers’ salaries? Ans - A. 30% of the most experienced teachers may resign if there is a pay cut - B. Most of the teachers are alumni of the school, and hence, should be asked to give back to the school through a pay cut - C. Future Leaders pays higher salaries to its teachers in comparison to the other schools in the city. - D. Two other well-known private schools in the city, struggling to survive, have resorted to a pay cut. - E. Teachers’ salaries are a significant part of the school’s operating cost Read the following scenario and answer the THREE questions that follow. Sundaresan was a professor of Corporate Responsibility at a premium management institution. As a requirement of his course, students had to synthesize sustainability challenges, faced by thermal power companies and submit an assignment on them. Though it was an individual assignment, some students sought permission from Sundaresan to work on the assignment as a team. Sundaresan knew that collaboration fosters peer learning, and therefore, allowed them to work in teams. However, he mandated that a team should not exceed three members. While 15 students elected to work individually, other 15 formed teams of three each, and another 10 formed teams of two members each. SubQuestion No : 19 Q.19 As assignment deadline came closer, Sundaresan was approached by Abbas Warram, who chose to work in a team of three members. He informed Sundaresan that Venkamma, his team member, distressed by the death of her grandmother, could not work on her bit of the assignment. Abbas requested for a deadline extension so that she could finish her part of the assignment. By then, many students who were working alone had already submitted their assignments. Which of the following actions by Sundaresan is the MOST appropriate, given the circumstances? Ans ✗ A. Disband the team and ask each student to work individually ✓ B. Warn Abbas that such issues should not be flagged to the professor and should be handled within the team ✗ C. Give extra time to Venkamma to work individually and ask the other two to stick to the original deadline as a team ✗ D. Extend the deadline for the team while imposing a one-grade penalty for the deadline extension ✗ E. Give the students a deadline extension, but add an extra assignment for the team as a new requirement Comprehension: Read the following scenario and answer the THREE questions that follow. Sundaresan was a professor of Corporate Responsibility at a premium management institution. As a requirement of his course, students had to synthesize sustainability challenges, faced by thermal power companies and submit an assignment on them. Though it was an individual assignment, some students sought permission from Sundaresan to work on the assignment as a team. Sundaresan knew that collaboration fosters peer learning, and therefore, allowed them to work in teams. However, he mandated that a team should not exceed three members. While 15 students elected to work individually, other 15 formed teams of three each, and another 10 formed teams of two members each. SubQuestion No : 20 Q.20 When Sundaresan was about to grade the assignments, he received a request from the class representative regarding the students who worked individually. The request was to give those students additional marks because they handled the entire workload. This would improve their course grade significantly. Which of the following is the MOST appropriate action by Sundaresan to mark the assignments? Ans ✗ A. Convert the assignment into a non-graded assignment because both the individuals and the teams worked on the same assignment ✓ B. Treat both individual work and team work equally ✗ C. Reduce marks for those who worked in teams by 10% ✗ D. Give 10% extra marks to all those who worked individually ✗ E. Divide the total marks awarded to a team by the number of team members Read the following scenario and answer the THREE questions that follow. Sundaresan was a professor of Corporate Responsibility at a premium management institution. As a requirement of his course, students had to synthesize sustainability challenges, faced by thermal power companies and submit an assignment on them. Though it was an individual assignment, some students sought permission from Sundaresan to work on the assignment as a team. Sundaresan knew that collaboration fosters peer learning, and therefore, allowed them to work in teams. However, he mandated that a team should not exceed three members. While 15 students elected to work individually, other 15 formed teams of three each, and another 10 formed teams of two members each. SubQuestion No : 21 Q.21 Sundaresan was going through the submitted assignments. Team 9, with three members, had impressive exhibits and charts. Later, he discovered that Team 13, with three members, also had the same exhibits and charts. He realized that one of the teams had copied from the other. Hence, he informed both the teams that he would award an F-grade (fail grade) to both the teams for copying. Later that evening, Aashi from Team 9 called and admitted to sharing exhibits and charts with Aanvi of Team13. Further, she mentioned that Aanvi could not put enough efforts since she lost significant amount of time due to COVID-19. Therefore, Aanvi requested for help. However, Aanvi assured Aashi that she would not reproduce the shared content. Aashi requested Sundaresan to punish her and Aanvi and spare others as they were not involved. Which of the following actions by Sundaresan is the MOST appropriate? Ans ✓ A. Punish both the teams by giving F-grades ✗ B. Award an F-grade to both Aashi and Aanvi, and spare others ✗ C. Ask both the teams to work on an extra assignment to avoid an F-grade. ✗ D. Spare both the teams as such a confession is rare ✗ E. Punish Aanvi with an F-grade and spare others Section: Quantitative Aptitude and Data Interpretation Q.1 A marble is dropped from a height of 3 metres onto the ground. After the hitting the ground, it bounces and reaches 80% of the height from which it was dropped. This repeats multiple times. Each time it bounces, the marble reaches 80% of the height previously reached. Eventually, the marble comes to rest on the ground. What is the maximum distance that the marble travels from the time it was dropped until it comes to rest? Ans ✗ A. 15 m ✗ B. 12 m ✗ C. 24 m ✓ D. 27 m ✗ E. 30 m Q.2 Some members of a social service organization in Kolkata decide to prepare 2400 laddoos to gift to children in various orphanages and slums in the city, during Durga Puja. The plan is that each of them makes the same number of laddoos. However, on laddoo-making day, ten members are absent, thus each remaining member makes 12 laddoos more than earlier decided. How many members actually make the laddoos? Ans ✗ A. 50 ✗ B. 90 ✓ C. 40 ✗ D. 24 ✗ E. 100 Q.3 A supplier receives orders from 5 different buyers. Each buyer places their order only on a Monday. The first buyer places the order after every 2 weeks, the second buyer, after every 6 weeks, the third buyer, after every 8 weeks, the fourth buyer, every 4 weeks, and the fifth buyer, after every 3 weeks. It is known that on January 1st, which was a Monday, each of these five buyers placed an order with the supplier. On how many occasions, in the same year, will these buyers place their orders together excluding the order placed on January 1st? Ans ✗ A. 1 ✗ B. 5 ✗ C. 4 ✓ D. 2 ✗ E. 3 Q.4 The sum of the cubes of two numbers is 128, while the sum of the reciprocals of their cubes is 2. What is the product of the squares of the numbers? Ans ✗ A. 64 ✓ B. 16 ✗ C. 256 ✗ D. 48 ✗ E. 32 Q.5 Ramesh and Reena are playing with triangle ABC. Ramesh draws a line that bisects $\angle BAC$; this line cuts BC at D. Reena then extends AD to a point P. In response, Ramesh joins B and P. Reena then announces that BD bisects $\angle PBA$, what a surprise! Together, Ramesh and Reena find that BD= 6 cm, AC= 9 cm, DC= 5 cm, BP= 8 cm, and DP = 5 cm. How long is AP? Ans - A. 10.5 cm - B. 11 cm - C. 11.5 cm - D. 10.75 cm - E. 11.75 cm Q.6 Sheela purchases two varieties of apples – A and B – for a total of Rupees 2800. The weights in kg of A and B purchased by Sheela are in the ratio 5 : 8 but the cost per kg of A is 20% more than that of B. Sheela sells A and B with profits of 15% and 10% respectively. What is the overall profit in Rupees? Ans - A. 340 - B. 600 - C. 480 - D. 240 - E. 380 The given candlestick chart depicts the prices of a particular stock over 10 consecutive days. A candlestick comprises of a rectangular box pieced by a line. The top and bottom ends of the line respectively indicate the maximum and minimum prices of the stock on that day, while the horizontal edges of the rectangle correspond to the stock’s opening and closing prices. If the rectangle is white, the opening price is lower than the closing price, but if the rectangle is black, then it is the other way around. Using the above information, answer the questions that follow: SubQuestion No : 7 Q.7 Which day saw the maximum percentage increase in the stock price at closing from the opening? Ans ✗ A. Day 2 ✗ B. Day 10 ✓ C. Day 1 ✗ D. Day 7 ✗ E. Day 6 The given candlestick chart depicts the prices of a particular stock over 10 consecutive days. A candlestick comprises of a rectangular box pieced by a line. The top and bottom ends of the line respectively indicate the maximum and minimum prices of the stock on that day, while the horizontal edges of the rectangle correspond to the stock’s opening and closing prices. If the rectangle is white, the opening price is lower than the closing price, but if the rectangle is black, then it is the other way around. Using the above information, answer the questions that follow: SubQuestion No : 8 Q.8 What is the highest magnitude of change over two consecutive days (for example, Day 1 → Day 3 or Day 5 → Day 7), in the maximum price touched by the stock during the 10-day period (choose the closest amongst the options given)? Ans ✓ A. 70 ✗ B. 80 ✗ C. 50 ✗ D. 60 ✗ E. 40 The given candlestick chart depicts the prices of a particular stock over 10 consecutive days. A candlestick comprises of a rectangular box pieced by a line. The top and bottom ends of the line respectively indicate the maximum and minimum prices of the stock on that day, while the horizontal edges of the rectangle correspond to the stock’s opening and closing prices. If the rectangle is white, the opening price is lower than the closing price, but if the rectangle is black, then it is the other way around. Using the above information, answer the questions that follow: SubQuestion No : 9 Q.9 On which day is the ratio of the maximum price to the opening price, the highest across the ten days? Ans ✗ A. Day 1 ✗ B. Day 3 ✗ C. Day 9 ✗ D. Day 4 ✓ E. Day 10 Q.10 Wilma, Xavier, Yaska and Zakir are four young friends, who have a passion for integers. One day, each of them selects one integer and writes it on a wall. The writing on the wall shows that Xavier and Zakir picked positive integers, Yaska picked a negative one, while Wilma’s integer is either negative, zero or positive. If their integers are denoted by the first letters of their respective names, the following is true: \[ W^4 + X^3 + Y^2 + Z \leq 4 \] \[ X^3 + Z \geq 2 \] \[ W^4 + Y^2 \leq 2 \] \[ Y^2 + Z \geq 3 \] Given the above, which of these can $ W^2 + X^2 + Y^2 + Z^2 $ possibly evaluate to? Ans - A. 0 - B. 6 - C. 4 - D. 1 - E. 9 Q.11 Shireen draws a circle in her courtyard. She then measures the circle’s circumference and its diameter with her measuring tape and records them as two integers, A and B respectively. She finds that A and B are coprimes, that is, their greatest common divisor is 1. She also finds their ratio, A:B, to be: 3.141614161416… (repeating endlessly). What is A – B? Ans - A. 7138 - B. 21413 - C. 21417 - D. 21414 - E. 15 Read the following scenario and answer the THREE questions that follow. An examination had ten multiple choice questions, labelled Q1 to Q10 respectively. Each question had four answer options – A, B, C and D – of which one and only one was the correct answer. For each correct answer, the candidate obtained 1 mark. There were no negative marks for wrong answers. The answers chosen by six candidates named Om, Pavan, Qadir, Rakesh, Simranjeet and Tracey to each of the ten questions and the total marks obtained by each of them are shown in the table. \| \| Q1 \| Q2 \| Q3 \| Q4 \| Q5 \| Q6 \| Q7 \| Q8 \| Q9 \| Q10 \| Total Marks \| \|-------\|----\|----\|----\|----\|----\|----\|----\|----\|----\|-----\|-------------\| \| Om \| D \| B \| C \| B \| C \| C \| B \| C \| A \| C \| 2 \| \| Pavan \| D \| B \| A \| B \| B \| D \| A \| C \| B \| D \| 5 \| \| Qadir \| A \| A \| A \| C \| C \| D \| B \| D \| D \| A \| 7 \| \| Rakesh\| A \| C \| D \| A \| B \| C \| A \| C \| B \| C \| 3 \| \| Simranjeet \| D \| B \| A \| B \| C \| C \| A \| D \| B \| A \| 7 \| \| Tracey \| A \| C \| B \| B \| B \| D \| B \| C \| D \| C \| 2 \| SubQuestion No : 12 Q.12 What is the correct answer for Q5? Ans ✗ A. A ✗ B. B ✗ C. Not possible to determine uniquely ✓ D. C ✗ E. D Read the following scenario and answer the THREE questions that follow. An examination had ten multiple choice questions, labelled Q1 to Q10 respectively. Each question had four answer options – A, B, C and D – of which one and only one was the correct answer. For each correct answer, the candidate obtained 1 mark. There were no negative marks for wrong answers. The answers chosen by six candidates named Om, Pavan, Qadir, Rakesh, Simranjeet and Tracey to each of the ten questions and the total marks obtained by each of them are shown in the table. \| \| Q1 \| Q2 \| Q3 \| Q4 \| Q5 \| Q6 \| Q7 \| Q8 \| Q9 \| Q10 \| Total Marks \| \|-------\|----\|----\|----\|----\|----\|----\|----\|----\|----\|-----\|-------------\| \| Om \| D \| B \| C \| B \| C \| C \| B \| C \| A \| C \| 2 \| \| Pavan \| D \| B \| A \| B \| B \| D \| A \| C \| B \| D \| 5 \| \| Qadir \| A \| A \| A \| C \| C \| D \| B \| D \| D \| A \| 7 \| \| Rakesh\| A \| C \| D \| A \| B \| C \| A \| C \| B \| C \| 3 \| \| Simranjeet \| D \| B \| A \| B \| C \| C \| A \| D \| B \| A \| 7 \| \| Tracey \| A \| C \| B \| B \| B \| D \| B \| C \| D \| C \| 2 \| SubQuestion No : 13 Q.13 For which of these questions is D the correct answer? Ans ✗ A. Both Q1 and Q9 ✗ B. Both Q1 and Q8 ✗ C. Q9 ✗ D. Q1 ✓ E. Q8 Read the following scenario and answer the THREE questions that follow. An examination had ten multiple choice questions, labelled Q1 to Q10 respectively. Each question had four answer options – A, B, C and D – of which one and only one was the correct answer. For each correct answer, the candidate obtained 1 mark. There were no negative marks for wrong answers. The answers chosen by six candidates named Om, Pavan, Qadir, Rakesh, Simranjeet and Tracey to each of the ten questions and the total marks obtained by each of them are shown in the table. \| \| Q1 \| Q2 \| Q3 \| Q4 \| Q5 \| Q6 \| Q7 \| Q8 \| Q9 \| Q10 \| Total Marks \| \|-------\|----\|----\|----\|----\|----\|----\|----\|----\|----\|-----\|-------------\| \| Om \| D \| B \| C \| B \| C \| C \| B \| C \| A \| C \| 2 \| \| Pavan \| D \| B \| A \| B \| B \| D \| A \| C \| B \| D \| 5 \| \| Qadir \| A \| A \| A \| C \| C \| D \| B \| D \| D \| A \| 7 \| \| Rakesh\| A \| C \| D \| A \| B \| C \| A \| C \| B \| C \| 3 \| \| Simranjeet \| D \| B \| A \| B \| C \| C \| A \| D \| B \| A \| 7 \| \| Tracey\| A \| C \| B \| B \| B \| D \| B \| C \| D \| C \| 2 \| SubQuestion No : 14 Q.14 Which of these questions witnessed the least number of the students answering correctly? Ans ✗ A. Q5 ✗ B. Q2 ✗ C. Q10 ✓ D. Q4 ✗ E. Both Q3 and Q4 Q.15 Fatima found that the profit earned by the Bala dosa stall today is a three-digit number. She also noticed that the middle digit is half of the leftmost digit, while the rightmost digit is three times the middle digit. She then randomly interchanged the digits and obtained a different number. This number was more than the original number by 198. What was the middle digit of the profit amount? Ans ✓ A. 2 ✗ B. 1 ✗ C. 6 ✗ D. This cannot be solved with only the given information ✗ E. 8 Q.16 If both the sequences $x, a_1, a_2, y$ and $x, b_1, b_2, z$ are in A.P. and it is given that $y > x$ and $z < x$, then which of the following values can $\frac{(a_1 - a_2)}{(b_1 - b_2)}$ possibly take? Ans ✗ A. 2 ✗ B. 0 ✓ C. -3 ✗ D. 5 ✗ E. 1 Q.17 A tall tower has its base at point K. Three points A, B and C are located at distances of 4 metres, 8 metres and 16 metres respectively from K. The angles of elevation of the top of the tower from A and C are complementary. What is the angle of elevation (in degrees) of the tower’s top from B? Ans ✗ A. 30 ✗ B. We need more information to solve this. ✗ C. 60 ✓ D. 45 ✗ E. 15 Read the following scenario and answer the THREE questions that follow. A pencil maker ships pencils in boxes of size 50, 100 and 200. Due to packaging issues, some pencils break. About the 20 boxes he has supplied to a shop, the following information is available: - Box no. 1 through 6 have 50 pencils. Box no. 7 through 16 have 100 pencils and Box no. 17 through 20 have 200 pencils. - No box has less than 5% or more than 20% broken pencils. Following is the frequency table of the number of broken pencils for the twenty boxes: SubQuestion No : 18 Q.18 Which of the following can possibly be the sequence of the number of broken pencils in Boxes 7-16? Ans ✗ A. 5,7,7,7,9,11,15,20,20,20 ✗ B. 7,7,9,9,11,13,15,19,20,20 ✓ C. 7,7,7,7,11,15,15,19,20,20 ✗ D. 5,6,6,6,11,15,15,20,20,20 ✗ E. 6,7,9, 11,15,19,20,20,20,29 Read the following scenario and answer the THREE questions that follow. A pencil maker ships pencils in boxes of size 50, 100 and 200. Due to packaging issues, some pencils break. About the 20 boxes he has supplied to a shop, the following information is available: - Box no. 1 through 6 have 50 pencils. Box no. 7 through 16 have 100 pencils and Box no. 17 through 20 have 200 pencils. - No box has less than 5% or more than 20% broken pencils. Following is the frequency table of the number of broken pencils for the twenty boxes: SubQuestion No : 19 Q.19 Which of the following cannot be inferred conclusively from the given information? Ans ✗ A. No box numbered 1-6 has more broken pencils than any box numbered 17-20. ✗ B. Three among the boxes numbered 17 to 20 have 29, 31 and 33 broken pencils in some order. ✗ C. Four among the boxes numbered 7 to 16 have less than 10 broken pencils. ✓ D. Exactly three boxes have 20% broken pencils. ✗ E. A box with the highest percentage of broken pencils has 100 pencils. Read the following scenario and answer the THREE questions that follow. A pencil maker ships pencils in boxes of size 50, 100 and 200. Due to packaging issues, some pencils break. About the 20 boxes he has supplied to a shop, the following information is available: - Box no. 1 through 6 have 50 pencils. Box no. 7 through 16 have 100 pencils and Box no. 17 through 20 have 200 pencils. - No box has less than 5% or more than 20% broken pencils. Following is the frequency table of the number of broken pencils for the twenty boxes: SubQuestion No : 20 Q.20 Suppose that additionally it is known that the number of broken pencils in Boxes 17-20 are in an increasing order. Which among the following additional information, if true, is not sufficient to uniquely know the number of defective pencils in each of the boxes numbered 17-20? Ans ✗ A. Box no. 17 contains more defective pencils than any box from among boxes no. 1-14. ✗ B. Boxes no. 17-20 contain a total of 108 defective pencils. ✗ C. Boxes no. 7-16 contains a total of 124 defective pencils. ✗ D. Boxes no. 11-16 contain a total of 101 defective pencils. ✓ E. Boxes no. 7-16 contain a total of 133 defective pencils. Q.21 Kim’s wristwatch always shows the correct time, including ‘am’ and ‘pm’. Jim’s watch is identical to Kim’s watch in all aspects except its pace, which is slower than the pace of Kim’s watch. At 12 noon on January 1st, Jim sets his watch to the correct time, but an hour later, it shows 12:57 pm. At 12 noon on the next June 1st, Jim resets his watch to the correct time. On how many instances between, and including 12 noon on the two dates mentioned, do Jim’s and Kim’s watches show the exact same time, including the ‘am’ and the ‘pm’? Ans ✗ A. 7 ✗ B. 17 ✗ C. 10 ✓ D. 9 ✗ E. 15 Q.22 Consider the real-valued function $ f(x) = \frac{\log(3x-7)}{\sqrt{2x^2-7x+6}} $. Find the domain of $ f(x) $. Ans - A. $(-\infty, \frac{7}{3})$ - B. $ R - \left(\frac{3}{2}, 2\right) $ - C. $\left(\frac{7}{3}, \infty\right)$ - D. $ R - \left\{\frac{3}{2}, 2, \frac{7}{3}\right\} $ - E. $ R - \left\{\frac{7}{3}\right\} $ Q.23 I have five 10-rupee notes, three 20-rupee notes and two 50-rupee notes in my wallet. If three notes were taken out randomly and simultaneously, what is the probability that at least 90 rupees were taken out? Ans - A. $ \frac{1}{15} $ - B. $ \frac{3}{20} $ - C. $ \frac{7}{60} $ - D. $ \frac{11}{60} $ - E. $ \frac{1}{20} $ Q.24 The Madhura Fruits Company is packing four types of fruits into boxes. There are 126 oranges, 162 apples, 198 guavas and 306 pears. The fruits must be packed in such a way that a given box must have only one type of fruit and must contain the same number of fruit units as any other box. What is the minimum number of boxes that must be used? Ans - A. 21 - B. 42 - C. 36 - D. 18 - E. 44 Read the following scenario and answer the THREE questions that follow. The enrolment of students (in 1000s) at each of the five universities named – MPU, JSU, LTU, PKU and TRU – during each of the eight years from 2014 to 2021 is represented in the following chart. The names of these universities are not shown in the chart, instead they are labelled Univ 1, Univ 2, Univ 3, Univ 4 and Univ 5. However, these four pieces of information are available: W: The magnitudes of TRU’s and MPU’s net change in enrolment between 2014 and 2021 are the closest among any two universities. X: LTU had the same enrolment in consecutive years at least twice between 2014 and 2021. Y: The increase in JSU’s enrolment from 2015 to 2019 is about 50% of TRU’s total enrolment in 2020. Z: The enrolment in one of LTU and PKU had a steady decline between 2014 and 2021, while the enrolment in the other had no decline between any two consecutive years in the same period. SubQuestion No : 25 Q.25 Which of the five universities can Univ 4 possibly be? Ans A. Only MPU B. Either MPU or PKU C. Either TRU or MPU D. Only PKU E. Only TRU Read the following scenario and answer the THREE questions that follow. The enrolment of students (in 1000s) at each of the five universities named – MPU, JSU, LTU, PKU and TRU – during each of the eight years from 2014 to 2021 is represented in the following chart. The names of these universities are not shown in the chart, instead they are labelled Univ 1, Univ 2, Univ 3, Univ 4 and Univ 5. However, these four pieces of information are available: W: The magnitudes of TRU’s and MPU’s net change in enrolment between 2014 and 2021 are the closest among any two universities. X: LTU had the same enrolment in consecutive years at least twice between 2014 and 2021. Y: The increase in JSU’s enrolment from 2015 to 2019 is about 50% of TRU’s total enrolment in 2020. Z: The enrolment in one of LTU and PKU had a steady decline between 2014 and 2021, while the enrolment in the other had no decline between any two consecutive years in the same period. SubQuestion No : 26 Q.26 Which Univ’s enrolment was around twice that of LTU in 2014? Ans ❌ A. Only MPU’s ❌ B. Only JSU’s ❌ C. Either JSU’s or MPU’s ✔️ D. Only PKU’s ❌ E. Either PKU’s or TRU’s Read the following scenario and answer the THREE questions that follow. The enrolment of students (in 1000s) at each of the five universities named – MPU, JSU, LTU, PKU and TRU – during each of the eight years from 2014 to 2021 is represented in the following chart. The names of these universities are not shown in the chart, instead they are labelled Univ 1, Univ 2, Univ 3, Univ 4 and Univ 5. However, these four pieces of information are available: W: The magnitudes of TRU’s and MPU’s net change in enrolment between 2014 and 2021 are the closest among any two universities. X: LTU had the same enrolment in consecutive years at least twice between 2014 and 2021. Y: The increase in JSU’s enrolment from 2015 to 2019 is about 50% of TRU’s total enrolment in 2020. Z: The enrolment in one of LTU and PKU had a steady decline between 2014 and 2021, while the enrolment in the other had no decline between any two consecutive years in the same period. SubQuestion No : 27 Q.27 Which amongst the pieces of information mentioned below, if removed, will not prevent us from uniquely identifying the five universities? Ans X A. X X B. NONE, since all four pieces of information are necessary to uniquely identify the five universities. X C. Either X or Y X D. Y ✓ E. Z Q.28 Nadeem's age is a two-digit number X, squaring which yields a three-digit number, whose last digit is Y. Consider the statements below: Statement I: Y is a prime number Statement II: Y is one-third of X To determine Nadeem's age uniquely: Ans ✗ A. only I is sufficient, but II is not. ✗ B. even taking I and II together is not sufficient. ✓ C. it is necessary and sufficient to take I and II together. ✗ D. only II is sufficient, but I is not. ✗ E. either of I and II, by itself, is sufficient. Section: General Knowledge Q.1 Match the following books with their authors. \| Books \| Authors \| \|----------------------------------------------------------------------\|---------------\| \| P. The Fractured Himalaya: India Tibet China 1949-1962 \| I. Dinayar Patel \| \| Q. False Allies: India’s Maharajahs in the Age of Ravi Varma \| II. Tamal Bandyopadhyay \| \| R. VP Menon: The Unsung Architect of Modern India \| III. Manu S Pillai \| \| S. Pandemonium: The Great Indian Banking Tragedy \| IV. Nirupama Menon Rao \| \| T. Naoroji: Pioneer of Indian Nationalism \| V. Narayani Basu \| Ans ✗ A. P-II, Q-V, R-I, S-IV, T-III ✗ B. P-V, Q-IV, R-I, S-III, T-II ✗ C. P-III, Q-V, R-I, S-II, T-IV ✗ D. P-II, Q-IV, R-I, S-V, T-III ✓ E. P-IV, Q-III, R-V, S-II, T-I Q.2 What is a grey market? Ans ✗ A. The trade of a commodity which is unbranded ✗ B. The trade of a commodity which is recognized as a counterfeit product ✗ C. The trade of a commodity for which the country of origin is not mentioned ✗ D. The trade of a commodity for which the taxes are evaded ✓ E. The trade of a commodity through distribution channels not authorized by the manufacturer Q.3 From which location, India test-fired the new generation Agni Prime missile in 2021? Ans A. Satish Dhawan Space Centre (Sriharikota), Andhra Pradesh B. Gan (Addu Atoll), Maldives C. Vikram Sarabhai Space Centre, Thiruvananthapuram (Thumba), Kerala D. APJ Abdul Kalam island, Odisha E. LAPAN Rocket Launcher Station, Pameungpeuk, Garut, Indonesia Q.4 Identify the XLRI alumnus, who has recently been appointed as the Deputy National Security Advisor? Ans A. Parikshit Gautam B. Vikram Misri C. Arun Mani Dixit D. Parthapriya Ghosh E. S. Sathya Kumar Q.5 Match the following literary works with their authors. \| Literary Works \| Authors \| \|----------------------\|-------------\| \| P. Mṛcchakatika \| I. Kalidasa \| \| Q. Mudrarakshasa \| II. Shudraka\| \| R. Abhijnanashakuntalam \| III. Bāṇabhaṭṭa \| \| S. Rasamanjari \| IV. Vishakhadatta \| \| T. Harshacharita \| V. Krishnadevaraya \| Ans A. P-II, Q-V, R- I, S-IV, T-III B. P-III, Q-V, R-I, S-II, T-IV C. P-II, Q-IV, R-I, S-V, T-III D. P-V, Q-I, R-III, S-II, T-IV E. P-V, Q-IV, R-I, S-III, T-II Q.6 Match the following classic movies with their directors. \| Movies \| Directors \| \|-----------------\|-----------------\| \| P. Agantuk \| I. Adoor Gopalakrishnan \| \| Q. Thaneer Thaneer \| II. Shyam Benegal \| \| R. Drohkaal \| III. Satyajit Ray \| \| S. Elippathayam \| IV. K Balachander \| \| T. Bhumiika \| V. Govind Nihalani \| Ans A. P-IV, Q-V, R-II, S-III, T-I B. P-III, Q-IV, R-V, S-I, T-II C. P-III, Q-I, R-V, S-IV, T-II D. P-V, Q-I, R-II, S-III, T-IV E. P-I, Q-IV, R-V, S-II, T-III Q.7 Match the following districts with the states to which they belong. \| Districts \| States \| \|-------------\|----------------\| \| P. Mukisar \| I. Bihar \| \| Q. Rohtas \| II. Assam \| \| R. Nanded \| III. Tamil Nadu\| \| S. Kamrup \| IV. Punjab \| \| T. Salem \| V. Maharashtra \| Ans A. P-V, Q-IV, R-I, S-III, T-II B. P-III, Q-V, R-I, S-II, T-IV C. P-IV, Q-III, R-V, S-II, T-I D. P-IV, Q-I, R-V, S-II, T-III E. P-II, Q-IV, R-I, S-V, T-III Q.8 Which of the following 2018 Commonwealth Games Gold medallists has successfully contested the 2020 Bihar Legislative Assembly elections? Ans A. Manu Bhaker B. Tejaswini Samant C. Heena Sidhu D. Manika Batra E. Shreyashi Singh Q.9 Which of the following politicians has served for the longest years consecutively, or otherwise, as the Chief Minister of any Indian state or Union Territory? Ans ✗ A. Naveen Patnaik ✗ B. Virbhadra Singh ✗ C. Jyoti Basu ✗ D. Gegong Apang ✓ E. Pawan Kumar Chamling Q.10 Maitri and Bharati are the names of: Ans ✗ A. Indian diplomatic missions to Iceland ✓ B. Indian research stations in Antarctica ✗ C. Indian underwater missions in the North China Sea ✗ D. Indian research stations in Arctic ✗ E. Indian peace missions to Somalia Q.11 Which of the following footballing legends had never won the prestigious Ballon d’Or Award? Ans ✗ A. Luca Modric ✗ B. Ricardo Kaka ✓ C. Paolo Maldini ✗ D. Pavel Nedvěd ✗ E. Andriy Shevchenko Q.12 From the following options, choose the one which arranges the given Queens’ ascension to the throne in a chronological order. Ans ✗ A. Razia Sultana, Ahilyabai Holkar, Durgavati, Lakshmi Bai, Rudrama Devi ✗ B. Ahilyabai Holkar, Durgavati, Razia Sultana, Rudrama Devi, Lakshmi Bai ✗ C. Razia Sultana, Rudrama Devi, Ahilyabai Holkar, Durgavati, Lakshmi Bai ✗ D. Rudrama Devi, Razia Sultana, Durgavati, Lakshmi Bai, Ahilyabai Holkar ✓ E. Razia Sultana, Rudrama Devi, Durgavati, Ahilyabai Holkar, Lakshmi Bai Q.13 Match the following UNESCO world heritage sites with the states to which they belong. \| UNESCO World Heritage Sites \| States \| \|-----------------------------\|--------\| \| P. Khajuraho Group of Monuments \| I. Telangana \| \| Q. Kakatiya Rudreshwara Temple \| II. Gujarat \| \| R. Dholavira \| III. Karnataka \| \| S. Group of Monuments at Hampi \| IV. Sikkim \| \| T. Khangchendzonga National Park \| V. Madhya Pradesh \| Ans ✓ A. P-V, Q-I, R-II, S-III, T-IV ✗ B. P-V, Q-IV, R-I, S-III, T-II ✗ C. P-IV, Q-III, R-V, S-II, T-I ✗ D. P-IV, Q-I, R-V, S-II, T-III ✗ E. P-III, Q-V, R-I, S-II, T-IV Q.14 According to the venture capital industry, what is a unicorn? Ans ✗ A. Any start-up that reaches to employ 1000 people ✗ B. Any start-up that makes its owner a billionaire ✓ C. Any start-up that raises $1 billion in venture capital ✗ D. Any start-up that reaches the valuation of $1 billion ✗ E. Any start-up that gives a dividend of $1 billion to its shareholders Q.15 What is OSIRIS-REx? Ans ✗ A. It is a new variant of the novel Coronavirus ✗ B. It is the moon mission of JAXA ✗ C. It is the name of the latest launch vehicle of ESA ✓ D. It is a NASA asteroid-study mission ✗ E. It is the last satellite launched by ISRO Q.16 Which of the following Indian states does not have an “Indian Institute of Technology (IIT)”? Ans ✗ A. Punjab ✗ B. Karnataka ✗ C. Assam ✓ D. Haryana ✗ E. Chhattisgarh Q.17 Match the animals listed below with the most common collective noun used to represent a group of them (e.g. wolves – Pack). \| Animals \| Collective Nouns \| \|---------------\|------------------\| \| P. Eagles \| I. Tower \| \| Q. Apes \| II. Quiver \| \| R. Giraffes \| III. Kaleidoscope\| \| S. Butterflies\| IV. Shrewdness \| \| T. Cobras \| V. Convocation \| Ans ✗ A. P-II, Q-IV, R-I, S-V, T-III ✗ B. P-II, Q-V, R-I, S-IV, T-III ✓ C. P-V, Q-IV, R-I, S-III, T-II ✗ D. P-III, Q-V, R-I, S-II, T-IV ✗ E. P-V, Q-I, R-III, S-II, T-IV Q.18 Who is the first Field Marshal of independent India? Ans ✓ A. Sam Manekshaw ✗ B. A.S. Vaidya ✗ C. KM Cariappa ✗ D. Krishnaswamy Sundarji ✗ E. Bipin Rawat Q.19 What is the full form of NFT in the context of blockchain? Ans ✓ A. Non-fungible token ✗ B. Non-functional tax ✗ C. Non-fakable token ✗ D. Non-fundable tax ✗ E. Neo-fictitious token Q.20 Which of the following spacecrafts by the NASA entered the Sun’s upper atmosphere – the Corona? Ans ✗ A. Luminous Solar Probe ✗ B. Arka Solar Probe ✗ C. Helios Solar Probe ✓ D. Parker Solar Probe ✗ E. James Webb Solar Probe Q.21 What is the Large Hadron Collider (LHC)? Ans ❌ A. The world’s largest and most powerful electron beam ❌ B. The world’s largest and most powerful nuclear reactor ❌ C. The world’s largest and most powerful Aperture Spherical radio telescope ✔️ D. The world’s largest and most powerful particle accelerator ❌ E. The world’s largest and most powerful water laser gun Q.22 Which of the following wild animal has the sub-species as Sri Lankan, Indian, Sumatran and Bornean? Ans ❌ A. Rhinoceros (Rhinoceros unicornis) ❌ B. Spotted Deer (Axis axis) ❌ C. Tiger (Panthera tigris) ✔️ D. Asian Elephant (Elephas maximus) ❌ E. Sarus Crane (Antigone antigone) Q.23 Monosodium glutamate is: Ans ❌ A. Not found in any fruit or vegetable ❌ B. The name of the company that makes Ajinomoto ✔️ C. Found in tomatoes ❌ D. The reason one cries while peeling onions ❌ E. A misnomer since it does not contain sodium Q.24 Which of the following companies has acquired 100% stake in Air India? Ans ❌ A. Adani Group ❌ B. Mahindra Group ✔️ C. Tata Group ❌ D. Reliance Industries ❌ E. Aditya Birla Group Q.25 What is Zoonosis? Ans ✓ A. A disease which can be transmitted to humans from animals ✗ B. A disease which can be transmitted to humans from zoo animals ✗ C. The study of Onosis ✗ D. A disease which can be transmitted to humans from zygotes ✗ E. A state of affairs where human behaviour imitates that of zoo animals Section: ESSAY 1 Q.1 Capitalism and democracy follow different paths; Unequally distributed property rights on the one hand, equal civic and political rights on the other; hierarchical decision making by managers and capital owners versus debate, compromise and majority decision-making within democratic politics. Therefore, they cannot co-exist. Case Sensitivity: No Answer: Possible Answer: NA Given-- Answer: Section: ESSAY 2 Q.1 In management, we do not need people who never experienced a setback; such people are highly averse to taking risks. Because, business schools majorly focus on stellar academic achievements during admissions, the selected students often turn into average managers. Case Sensitivity: No Answer: Possible Answer: NA Given "Those blows which don't knock you down, make you rise up stronger than ever before" Setbacks are the best possible teacher for any person, but it is not true that those who don't face setbacks cannot come out to be great managers. Dealing with failure does make you ready to how to deal with the setbacks, but those people who haven't faced setbacks can also take risks. Let's take the example of a child who comes to the world, he/she is ready to take on the world, take risks which adults don't take or face hesitation in taking. Also, it is no assurity that they won't face setbacks in the future and it's not just the number of setbacks or magnitude of setbacks that should be taken into account, even one setback of small magnitude can give a lesson for a lifetime. So, although setbacks are important they are not the only criteria for turning out to be an average manager or good manager. 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‘Uhm, the poi is for girls, eah!’ Rangi loves doing kapa haka but performing poi is his favourite – even though his classmates say it’s just for girls. When the female leader for the poi falls sick before a school performance, Rangi steps into her place. How will the other students and the audience react? Surely a boy can’t lead the poi? Discuss these topics from your point of view. Hauora \| Health and Well-being • Why is it important to follow your dreams? • Why is kapa haka good for your hauora (health and well-being)? • What else can you do to take care of your hauora? Tikanga ā-Iwi \| Social Sciences • Why is it great to be different and unique? • Why is it important to be kind to everyone? • Why do you think the author has written this story about Rangi? Ako Reo \| Learning Languages • Do you have a favourite waiata or haka? • When would you perform a waiata or haka? • Do you know any greetings in other languages? In Aotearoa New Zealand, we say ‘Kia ora!’ What do people in other parts of the world say? Ngā ngohe • Activities 1. Tāngia koe hei tupua \| Draw yourself as a tupua A tupua is a unique, supernatural being. What would you look like as a tupua? What makes you unique? What are your special skills or superpowers? Draw a picture and share it with your class. 2. Hanga poi \| Craft your own poi You will need: – stuffing, for example, cotton wool or fabric scraps – wool – you can use different colours if you like – a plastic bag – tape 1. Measure and cut 9 strands of wool in two or more colours. For a short poi, the wool should be the length from your middle finger to your elbow. For a long poi, make it double the length. 2. Tie the 9 strands together with a knot at one end. 3. Divide the 9 strands into 3 groups of 3 and plait them together. Once you come close to the end, leave around 10 cm of unplaited wool and make a knot. 4. Take your filling and shape it into a ball. Tie the loose ends of your braid around it. 5. Wrap your plastic bag around the ball and secure it with tape. 6. Cut off any extra plastic. 7. Wrap a piece of wool a few times around the top of the ball and plastic and then tie a knot. 8. Ka rawe! You’ve made your own poi! You can search on Google or YouTube for a video reference, for example: https://youtu.be/bhGgw4iBUoE 3. Whiu poi \| Perform poi Watch the video where Tangaroa performs the poi. Can you copy their actions? Try creating your own actions too! Video link: https://www.aucklandlibraries.govt.nz/Pages/rere-atu-taku-poi.aspx Bonus activity: share your performance Record a video of you and your friends or whānau performing poi. If you want, you can get dressed up and practice your pūkana and wiri! Ask your kaiako or parents to send it to Rangi to share online (on Instagram @rereatutakupoi or via email: email@example.com). 4. Whakakī tō Whare Tapa Whā \| Create your Whare Tapa Whā Imagine your well-being as a house with four walls. Each wall is different and together, they help make us feel strong, healthy and happy. Using the template of te whare/the house above, draw or write down the things that you can do to fill your whare, and that make you happy and strong. Here are some ideas to get you started. Taha Wairua Spiritual health, beliefs, relationships with nature. Try some yoga, think of something you are happy or thankful for, spend time in nature, learn about your culture. Taha Hinengaro Mind, heart, thoughts, feelings, communication, mental health. Be kind to someone, learn a new waiata, draw a picture, take some deep breaths. Taha Tinana Physical health. Eat lots of veggies, go for a walk in the sunshine, take your dog for a run, play a ball game outside. Taha Whānau Relationships, friendships, whānau, emotional health. Give someone a hug, ask your friend how they are, write a letter to your relative, learn about your whakapapa. Whenua Land, roots. Walk barefoot through the grass or sand, go outside and try to spot some native plants, listen to the songs of birds and sounds of nature. Find out more about Te Whare Tapa Whā model on the Mental Health Foundation website: https://mentalhealth.org.nz/te-whare-tapa-wha 5. Hangaia he pānui whakaahua atawhai \| Create a kindness poster How do you feel when someone is kind to you? How do you feel when you are kind to someone? Why is it important to be kind to other people? What can you do to be kind to other people? In a small group, create a poster that shows some of the things you can do to be kind to others. Then show your poster to the rest of your class and tell them what you like to do to be kind. Here are some ideas to get started: - Tell someone that they are awesome - Smile at someone - Offer to help someone - Invite someone to play a game with you 6. Rapu kupu \| Word search He maha ngā kupu Māori e huna ana i tēnei ngohe. E hia ngā kupu ka taea e koe te rapu? There are many kupu Māori hiding in this word search. How many can you find? (The answers are on the last page of this resource.) Wero / Bonus challenge He aha te rerenga huna o roto? What is the hidden sentence? 5-6 year olds \| R \| E \| R \| E \| W \| H \| T \| R \| M \| I \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| H \| N \| T \| R \| E \| O \| U \| A \| T \| U \| \| A \| I \| N \| K \| A \| H \| P \| E \| K \| A \| \| K \| H \| T \| A \| K \| U \| U \| K \| W \| M \| \| A \| I \| O \| H \| E \| P \| A \| T \| U \| R \| \| W \| A \| I \| A \| T \| A \| N \| P \| O \| I \| 7-8 year olds \| R \| E \| R \| E \| A \| O \| P \| I \| A \| O \| H \| I \| N \| E \| \|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\|---\| \| W \| A \| I \| O \| N \| E \| K \| E \| H \| A \| N \| G \| A \| A \| \| A \| H \| O \| T \| A \| T \| U \| N \| P \| A \| P \| A \| K \| I \| \| R \| O \| A \| I \| P \| O \| U \| A \| K \| A \| I \| T \| U \| W \| \| O \| I \| E \| R \| M \| A \| E \| T \| A \| K \| U \| P \| U \| H \| \| H \| A \| T \| I \| E \| M \| T \| A \| M \| A \| P \| A \| U \| A \| \| A \| W \| I \| R \| I \| T \| H \| O \| P \| E \| I \| P \| O \| I \| \| T \| A \| O \| N \| G \| A \| A \| P \| U \| O \| U \| R \| K \| T \| \| L \| E \| T \| E \| A \| T \| T \| P \| U \| A \| O \| T \| A \| E \| \| R \| T \| K \| T \| E \| A \| A \| O \| E \| M \| A \| U \| N \| M \| \| A \| A \| A \| M \| Y \| W \| M \| H \| O \| R \| U \| P \| I \| A \| \| N \| U \| I \| T \| E \| A \| A \| R \| O \| H \| E \| U \| K \| N \| \| G \| T \| A \| M \| E \| P \| O \| I \| T \| O \| I \| A \| A \| U \| \| I \| O \| K \| A \| H \| A \| R \| A \| T \| A \| H \| I \| N \| H \| \| P \| K \| O \| E \| I \| O \| E \| A \| F \| L \| Y \| P \| I \| I \| \| O \| O \| E \| M \| A \| K \| A \| R \| A \| U \| N \| A \| H \| R \| \| W \| H \| A \| K \| A \| N \| G \| A \| H \| A \| U \| H \| O \| I \| The hidden sentence is: __________________________________________ __________________________________________ 7. Tuhia he reta ki a Rangi \| Write a letter to Rangi What do you think about his story? Is there anything you want to ask him? What do you want to tell Rangi about yourself? What makes you special? Rangi loves to do poi. Is there anything you really love doing? If you like, you can mail your letter to Rangi – and he might reply! Get your kaiako or parents to help mail your letter. Rangi’s address: Auckland Libraries Central City Library PO Box 4138 Shortland Street Auckland 1140 Attn: Rangi Atapo / Content Development and Engagement 8. Tuhia he waiata \| Compose a waiata Is there something or someone really special to you? Something or someone you just cannot stop thinking about? Using the words you know in te reo Māori, compose a waiata about what you are passionate about. 9. Tūria he pō hautupua \| Organise a talent show Think about your special talents, skills or superpowers. What makes you special? Are you a super singer? A powerful poi performer? A dazzling dancer? A majestic magician? A daring drummer? A sensational storyteller? With the help of your kaiako, organise a hautupua or talent show for your class. You might want to dress up, create a poster for your show and invite your whānau. Then show your amazing talents on stage and cheer on your friends! 10. Akonga ngā kupu Māori mō te hauora o ngā tāngata katoa \| Learn some Māori words about people and well-being Use some of these kupu Māori when talking about yourself and other people, and how you take care of yourself. You can add other words you want to remember to the list. \| Kupu Maori \| Kupu Pākehā \| Kupu Whakaniko \| \|------------------\|------------------------------\|-------------------------\| \| āmaimai \| nervous, anxious \| wherū, ruha \| \| hā ki roto, hā ki waho \| breathe in, breathe out \| hā, hēhē \| \| hinengaro \| mind \| roro, māhunga, pinati \| \| māharahara \| to think about, to worry \| āwangawanga \| \| tamaiti \| child \| taiohi, pipī paopao, rangatahi \| \| tinana \| body \| \| \| tuakiritanga \| identity \| \| \| tupua \| unique, supernatural \| rerekē \| \| wairua \| spirit, soul \| \| \| whānau \| family \| hapū, iwi, whāmere \| \| whenua \| land, roots \| Papatūānuku, uta \| www.oratia.co.nz Guide to pronouncing Māori words Vowels A Say as the a in father E Say as the e in egg I Say as the ee in tree O Say as the oor in door U Say as the oo in zoo Long vowels are shown with a macron on them (ā ē ī ō ū). The macron means that the sound of that vowel should last longer as it is said. If several vowels appear together, try to sound every vowel in turn. Consonants H K M N P W Pronounce as in English. R The true Māori pronunciation of r is somewhere between the English r, d and L. For example, ‘Muriwai’ could be written like ‘Moodywai’ and ‘korero’ as ‘kodedo’ or ‘kōlelo’ using the English alphabet. T Pronunciation depends on the vowel that follows the t. The t in ta, te and to is pronounced dully as a cross between the English t and d. The t in ti and tu is sharper and is not softened by a ‘d’ sound. Ng Say as the ng in sing. Wh Say as a cross between the wh in which (where both the w and the h are sounded) and the f in family. Using this book in New Zealand classrooms He Whakamahinga • Curriculum Links This book connects to several learning areas of the New Zealand Curriculum. The topics of personal identity, mental health, and physical activity link to the Health and Physical Education learning area, as does the philosophy of hauora and the well-being model of Te Whare Tapa Whā. The diversity and inclusion themes, and how people and communities have diverse perspectives, values, and viewpoints connect to the Social Sciences learning area. Rere Atu Taku Poii is a bilingual, te reo Māori and English book and can be used towards the Learning Languages learning area, and the ‘Cultural knowledge’ achievement objective. Concepts and principles explored in this story range from identity, gender, the acceptance of diversity, bullying, to learning about te ao Māori concepts. It encourages educators and students to explore the notion of accepting and respecting oneself and others’ differences and uniqueness. Rere Atu Taku Poii highlights several key competencies of the New Zealand Curriculum throughout the story, including Relating to Others; Participating and Contributing; Using Language, Symbols and Texts; and Thinking. Resources for teachers Videos – Rere Atu Taku Poi! This collection includes a reading of Rere Atu Taku Poi in te reo Māori and English, a poi performance by the author, and a short interview (for adults): https://www.aucklandlibraries.govt.nz/Pages/rere-atu-taku-poi.aspx Te Whare Tapa Whā Te Whare Tapa Whā is a health and well-being model that was developed by Sir Mason Durie, a leading Māori health advocate. It describes health and well-being as a wharenui with four walls. Read more about the Te Whare Tapa Whā model on the Mental Health Foundation’s website: https://mentalhealth.org.nz/te-whare-tapa-wha Connecting with Rangi If you want to connect with Rangi (the fictional book character) or send him a message, you can contact him via email (firstname.lastname@example.org) or on Instagram @rereatutakupoi. If you are sharing your students’ work, images or videos, please specify if we have permission to share it on social media. You can also send letters to Rangi via this address: Attn: Rangi Atapō / Content Development and Engagement Auckland Libraries Central City Library PO Box 4138 Shortland Street Auckland 1140 The publisher acknowledges the generous support of Creative New Zealand for the publication of Rere Atu Taku Poi! Answers to Rapu Kupu • Word Search 5-6 year olds Ngā kupu huna/hidden words: HAKA, WAIATA, TUPUA, KAHA, HINE, REO, PATU Te rerenga huna/hidden sentence: RERE ATU TAKU POI 7-8 year olds Ngā kupu huna/hidden words: WHARE TAPERE, WHAKANGAHAU, MANUHIRI, TUPUA, KANIKANI, RANGI, HINE, KAIAKO, TAUTOKO, AROHA, PAPAKI, TAONGA, PIUPIU, MAKARAUNA, TAMA, POUAKA, WIRI, HOPE Te rerenga huna/hidden sentence: RERE ATU TAKU POI, LET MY POI FLY Keep your eyes peeled, there are a lot more kupu hiding! This teacher resource may be reproduced for use in school activities. It may not be redistributed for commercial sale or posted to other networks. Copyright © 2024 Oratia Books. 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CLOSING IN ON A CURE FOR MIGRAINES Science Focus The secrets of your second brain Why we don’t need robots that look like us THE NEXT GENERATION OF SPACE TECH IS HERE AND IT’S GOING TO TAKE US TO PLACES WE’VE NEVER SEEN BEFORE INTO THE UNKNOWN IN THIS ISSUE Health Why you can’t target belly fat like the ads say Space junk Could space debris fall out of the sky and hit me? De-extinction The plan to bring back the Tasmanian tiger A new epoch of spaceflight is upon us. Here, we explore the next generation of spacecraft that will take us to parts of our Solar System that we’ve never seen before. Two of the biggest-ever space projects began their journey of discovery this summer. In July, the James Webb Space Telescope sent its first images back to Earth. Then in late August, the Space Launch System rocket and Orion module were readied for the maiden, uncrewed test flight of the Artemis programme. But as these landmark missions take their first steps, their successors are already lining up. Over the last decade, NASA’s Innovative Advanced Concepts (NIAC) programme has funded research into novel space tech that encourages inventors to take advantage of new technologies and break away from the traditional ideas of what a spacecraft should be. At the same time, an ever-increasing number of new spacefaring nations and private companies are taking chances on new ideas. With results ranging from the innovative to the outright bizarre, here we take a look at what the spacecraft of tomorrow might look like. FUTURE SPACECRAFT FEATURE SF SEARCHING THE SKIES If you want to cover a lot of ground, the best way is to take to the sky On 19 April 2021, the Ingenuity Mars Helicopter Scout became the first spacecraft to make a controlled powered flight on the surface of another planet. The drone-like rotorcraft hitched a ride aboard Perseverance, NASA’s most-advanced rover that’s armed with heavy robot arms, instruments and power-hungry ovens that can bake and analyse soil samples. Conversely, Ingenuity, which only has a mass of 1.8kg, carries just two cameras. For what it lacked in instrumentation, Ingenuity made up for in range. While Perseverance had to spend weeks skirting around the outside of a boulder-strewn field, Ingenuity flew over it in minutes and was able to scout the path ahead. With such proof of potential, there’s no doubt that while Ingenuity might have been the first such flight, it won’t be the last. Even before Ingenuity launched, NASA was already planning on sending its successor, Dragonfly, to Saturn’s moon, Titan, in 2027. This moon is simultaneously incredibly familiar and totally alien. Like our planet, it has a nitrogen-rich atmosphere at an Earth-like pressure, while the terrain is shaped by mountains and liquid lakes. Only it’s -180°C. Instead of rock, the mountains are ice, and the lakes are filled not with water, but liquid methane and ethane. Hydrocarbons such as these are thought to have formed the building blocks of life here on Earth. Could they have done so on Titan as well? To have a chance of answering these questions, Dragonfly will have significantly more scientific power than its Martian predecessor. The increased lift of its eight rotors, combined with Titan’s thick atmosphere and low gravity of 1.4m/s², means that Dragonfly can have a mass of 450kg – enough to carry a heavy radio thermal generator and still have a significant science payload. Dragonfly will have spectrometers to analyse both the atmosphere and soil, as well as meteorological sensors and the all-important cameras. These will help the craft to navigate as it flies for more than 175km across Titan’s surface – double the distance of all the Martian rovers combined – in just 2.7 years. The images they send back will be the best ever taken of the moon’s surface, and will finally reveal what’s hiding among the hills and lakes of Titan. In 2020, a group led by Cardiff University announced the potential discovery of phosphine on Venus. Here on Earth, the gas is given off by acid-loving bacteria, so could similar microorganisms be living in the sulphuric clouds of Venus? Unfortunately, a flurry of follow-up observations have cast doubt as to whether phosphine is actually present, but it’s undeniably put Venus back at the top of people’s planetary wishlists. Venus’s clouds sit at an altitude of around 50 to 70km. Though Venus’s surface pressure is 92 times that of Earth, at an altitude of 50km it’s around one atmosphere – the same pressure as sea level on Earth – meaning a helium-filled balloon could easily carry a payload of scientific instruments through the air. In fact, in 1985, the Soviet Union did just that when they dropped Vega 1 and 2 onto the planet’s nightside. For two days, they were thrown around the turbulent skies, before the 250km/h wind pushed them round to the dayside and they burst in the heat of the Sun. Since then, engineers have been searching for ways to better navigate the stormy skies of Venus. A rotorcraft would be ripped apart, but a new concept from the Crashworthiness for Aerospace Structures and Hybrids (CRASH) Lab at the University at Buffalo, New York, could offer a solution. In 2022, the lab was given funding by NIAC to develop the Bioinspired Ray for Extreme Environments and Zonal Exploration (BREEZE), an inflatable spacecraft inspired by a manta ray. “BREEZE’s articulated wings are based on the ray musculoskeletal system, using an intertwined, redundant actuation network that helps reduce the chance of total system failure,” says Dr Javid Bayandor, who worked on the project. This would gently twist the wings of the craft allowing it to manoeuvre along the air currents like a ray rides ocean currents. “The bioinspired propulsion provides the light BREEZE flier with unique controllability. [This is] unlike balloon concepts, the flight paths of which are determined purely by wind direction, or conventional propulsion with large fuel consumption rates,” says Bayandor. “BREEZE is one of the first concepts offered to circumnavigate Venus from within its atmosphere and survive, making measurements on the dark side of the planet.” Circling the planet once every four to six days, it would be able to track weather patterns, map out the surface using radar and perhaps even sniff out biomarkers (including the elusive phosphine). As it’s inflatable, it’s highly compact, so two or three could launch from the same entry vehicle at once, meaning a squadron of BREEZEs could one day float along the winds of Venus. FUTURE SPACECRAFT ETHAN SCHALER/NASA/JPLX2 Jupiter’s moon Europa hides a secret under its icy crust – a liquid water ocean. Could there be alien life swimming in the deepest depths of this quiet moon? Europa already has two upcoming spacecraft bound towards it – ESA’s Jupiter Icy Moon Explorer (JUICE) and NASA’s Europa Clipper. Both of these will examine the moon from orbit when they arrive in the 2030s, but the real hope is to one day land on the surface and explore the ocean beneath. The first step, however, is getting through the ice, which can measure anywhere from a few hundred metres to tens of kilometres. One concept uses heated probes shaped like giant needles to melt through the ice. Microbiologist Dr Jill Mikucki from the University of Tennessee has been using her experience in finding microorganisms inside glaciers to test how feasible this might be on another world. “There are many challenges when drilling through an icy moon,” says Mikucki. “The ice is much colder than on Earth, and how do you supply enough power? Testing melt probes on Earth’s coldest ice can help scientists and engineers better conceptualise their parameters. From my experience in Antarctica and other icy places on Earth, a lot can go wrong when you’re flying blind in an ice hole!” Most concepts for an extraterrestrial ice-diving robot, known as a cryobot, use the heat of a radioactive source to melt the ice. Others propose using drills or lasers to cut through the ice. However, most of these have focused on getting through the ice, rather than on what to do once they got there. Not so the Sensing With Independent Micro-swimmers (SWIM) project, from NIAC. SWIM would stowaway aboard a cryobot, then deploy a swarm of 10cm-long, free-swimming robots to navigate the ocean. “A swarm of robots can cover a larger volume of water compared to a single vehicle,” says Dr Azadeh Ansari from the Georgia Institute of Technology, part of the SWIM team. “If one or a few robots fail, the mission can still be completed.” As Europa is in Jupiter’s strong magnetic field, the bots could scavenge all the power they need by creating electromagnetic currents, extending their lifetimes away from the mothership. The SWIM researchers are interested in measuring the temperature, pressure, pH and salinity of the water, but also want to add a chemical gravimetric sensor to detect big molecules that could be indicative of life signs. Now, the SWIM team is using 3D-printed prototypes to test the bots’ steering, propulsion, comms and sensing systems, but one day a swarm of similar robo-space-fish could be swimming through Europa’s oceans. In the past, landers on both the Moon and Mars have stayed near the equator, where there’s plenty of sunlight for their solar panels. Now, however, attention has moved to the darker shadows of our closest neighbours. The lunar south pole has craters where the Sun never reaches the bottom, potentially allowing for water ice to survive, while Martian cave systems could shelter microorganisms from damaging radiation. These craters and caves might one day serve as foundations for a permanent human base. Exploring these new terrains requires a new type of vehicle, as the rovers that have so far traversed the Moon and Mars are ill-suited to a cave’s rugged terrain. Robots with legs have been suggested since the early days of the Space Age, but are only now becoming technologically feasible. In fact, the first lunar ‘scuttler’ robot, the spider-like Asagumo from UK-based company Spacebit, is due to take its first steps on the lunar surface within the next year. Meanwhile, the BRAILLE team (Biological and Resource Analog Investigations in Low Light Environments) at NASA’s Jet Propulsion Laboratory are developing the tools such a robo-explorer will need. The bots will need to be autonomous, because the potential of losing communications, not to mention the minute-long lag time between Earth and Mars, makes direct human control impossible. The team use NeBula autonomy software that allows a robot to explore environments and adapt to unexpected scenarios without the need for human oversight. BRAILLE simulated a mission at the Lava Beds National Monument in California, using the software on a pack of Boston Dynamics SPOT robots. The first robot was armed with LiDAR to map out the complex tunnels and identify interesting targets. A second explorer took a closer look at these, even swabbing samples from the walls. A third SPOT remotely analysed the chemical makeup of the targets. During the test, the trio climbed up rough surfaces that would stop a traditional rover in its tracks, and navigated narrow passages that even a human might struggle with. But even these nimble explorers could be stumped by deeper crevasses. This is where a NIAC project, ReachBot, could help out. This robot uses extendable boom arms with manipulators on the end to shimmy up and down narrow passageways. Their compactable design means several could be transported together, allowing them to help each other out, pushing against each other to gain leverage. These could be dispatched into tight caves, coming back with samples that would normally be out of reach. It would be easy to carry half a dozen on the backs of Spacebit or BRAILLE descendants, ready to explore every nook and cranny of the rocky surfaces of our Solar System. In December 1972, Apollo 17 flew to the Moon, marking the last time humans ventured beyond the bounds of low-Earth orbit. At least, for now. In August, Artemis was being readied for its first uncrewed test launch ahead of a future lunar landing. Over the coming decade, NASA will lead a team of global partners to build the Lunar Gateway, a space station that will act as a waystation to the Moon’s surface and perhaps even on to Mars. The Gateway – like the ISS and China’s Tiangong Space Station before it – is being built piece-by-piece from what can fit in a rocket. But for interplanetary flight, you need bigger ships. The lack of gravity over a long-term trip through space causes muscle atrophy, heart problems, bone loss, eyesight degradation and immunosuppression. The solution is to build spacecraft that spin to simulate gravity (think 2001: A Space Odyssey). The trouble is, to spin astronauts around without making them sick you need a craft with arms that are up to one kilometre in length. That would take dozens of costly, tricky traditional launches to build. But a NIAC concept from Dr Zac Manchester of Carnegie Mellon University could potentially do it in just one launch. “Our goal is to make a structure that can fit inside a single rocket fairing – which limits us to just a few metres across – and can expand out to a kilometre long in orbit,” says Manchester. “It turns out structures that only need to work in space don’t have to be very stiff or strong because the forces acting on them are very weak. In our case, the large structures we’re designing would launch folded up, so they would only need to withstand large forces in their folded configuration.” He has been investigating structures made from interconnected sets of scissor linkages to create complex shaped structures that expand up to 150 times their original size. Such structures require thousands of moving parts, which is something normally seen as foolhardy in spacecraft, given you can’t just send out a mechanic if something gets stuck. “This is one of the most difficult challenges in the project, and we worry a lot about mechanisms jamming during deployment,” says Manchester. One of the key parts of his current work on the project is perfecting the design to minimise the risk from any manufacturing errors. “We’re thinking about ways to strategically engineer compliance [the opposite of stiffness] into the structure to mitigate the risk of jamming.” Jack-in-the-box spacecraft could soon be popping up across low-Earth orbit, ready to sail on to other planets. By Dr Ezzy Pearson Ezzy is the features editor of BBC Sky At Night Magazine and author of Robots In Space: The Secret Lives Of Our Planetary Explorers (£20, The History Press).	cfa68931-ada3-4d4a-8249-2ca91499bd87	CC-MAIN-2023-06	https://epizodsspace.airbase.ru/bibl/inostr-yazyki/BBC_Science_Focus/2022/9/Pearson_Into_the_unknown_BBC_Science_Focus_no_382_(2022).pdf	2023-02-08T17:00:39+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764500837.65/warc/CC-MAIN-20230208155417-20230208185417-00384.warc.gz	256,566,814	3,132	eng_Latn	eng_Latn	0.997985	eng_Latn	0.998926	[ "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 440, 1531, 1563, 3906, 6555, 6600, 9200, 11939, 14699 ]	[ 3.34375 ]	1	0
Self-care Looking after yourself is one of the most important steps in coping with grief. Here are some examples of small actions you can take to alleviate overwhelming feelings: - Seek help from someone you trust - Eat nourishing food - Accept help when offered - Sleep, or rest if sleep is challenging - Cry when you need to - Be gentle with yourself - Be kind with your self-talk - Talk about your loss - Do some gentle walking with a friend - Keep hydrated but avoid alcohol - Take one day at a time - Keep a journal of your experience - Try to focus on things you are grateful for - Find joy in small things - Consider joining a support group - Spend time with people who have had a similar experience What is grief? Grief affects every one of us and every aspect of our being. The impact of grief can be felt physically, mentally and emotionally and sometimes we don’t know how to manage these responses, which can be very overwhelming. Having to deal with grief changes us. But over time we can use grief as an opportunity to learn more about ourselves and what really matters to us, which can result in feelings of strength and personal insight. If you have lost someone that was an important part of your life, you may feel grief for a long time. Letting people know you need help, and accepting support when offered, can be a crucial part of working through your grief. If over time you feel nothing is working and you can’t see a way through your grief, you may need professional support (like counselling). Understanding that grief takes time and every grief experience is unique can help to relieve feelings of stress or anxiety about whether our feelings are normal. Feelings of grief Grief is a normal reaction to loss and it shows up in ways you may not expect. Grief can cause a range of different feelings and responses. These will come and go – you may feel one or many of them as part of your process. Here are some common reactions: ANGER: - At ourselves for our actions or responses - At others, like medical professionals, for not doing enough to help FRUSTRATION: - At how we feel towards our grief - At others for their actions or how they are reacting to your grief GUILT: - I didn’t do enough - I shouldn’t be feeling like this - I need to be stronger for my family LONELINESS: - Feeling isolated from others - Not knowing how to reach out and ask for help - Feeling that no one understands what you’re going through STRESS/ANXIETY: - Panicking over small things - Feeling overwhelmed when something is asked of you - Trouble controlling your thoughts - Crying for no apparent reason - Obsessive thoughts about the deceased PHYSICAL REACTIONS: - Trouble sleeping too much or not enough - Change in appetite or digestive problems - Headaches, aches or pains - Issues with energy levels SOCIAL INTERACTION: - Worry about relying on friends and family too much - Reluctance to contact friends and family for help - Wanting to be alone - Not finding enjoyment in usual social outings - Needing to be out-of-the-house every day - Buying things you don’t need - A desire to sell everything and move away FORGETFULNESS: - Trouble remembering things you’ve just read or why you needed to go somewhere - Feelings of general confusion or being uncharacteristically absent-minded These are all common reactions. Grief is a very complex and unique experience. Whether you have felt one, a few, all or none of these – it is completely normal. When grief gets tough While you may feel as if you will never ‘get over’ your grief, how you experience the loss of a loved one is intensely personal and cannot be rushed – it takes time. How others have described their grief: “It was about getting my heart and head connected” “I lived and managed one day at a time” “When I need a good cry, I have a good cry” “I learned to go with the flow” “The group I joined helped to normalise my grief and helped me feel that I’m not going crazy” “It won’t always be this bad” “Believe it or not, the pain does ease” Those closest to us don’t always know how to cope with supporting someone through a grief process. You may find support in a place that surprises you but try to remain open to any offers of help that come your way and more importantly, don’t be afraid to ask for help if you need it. You will grieve in your own time and in your own way. Allow that process to happen, even if it feels uncomfortable, and trust that time will heal. It may feel like you are stuck in your grief at times, or that you keep falling back into how you felt when the death first happened. There will be times when it feels as if life will never be the same again. In truth, it never will be the same as it was before, but that’s ok. Again, don’t be afraid to reach out for help if you need it. The support of another person is invaluable during this challenging time. Grief is like the ocean; it comes in waves, ebbing and flowing. Sometimes the water is calm, and sometimes it is overwhelming. All we can do is learn to swim. ~ VICKI HARRISON	15dd5944-be15-413e-ab9d-eb72b33e748c	CC-MAIN-2024-18	https://www.campbellandsons.co.nz/workspace/uploads/cs-copingwithgrief-a5trifold.pdf	2024-04-18T11:24:13+00:00	crawl-data/CC-MAIN-2024-18/segments/1712296817206.28/warc/CC-MAIN-20240418093630-20240418123630-00854.warc.gz	626,250,167	1,126	eng_Latn	eng_Latn	0.984522	eng_Latn	0.996001	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 709, 5062 ]	[ 2 ]	2	1
Tension between Objectivity and Subjectivity “I cannot send you my explanation of the word ‘Romantic,’ because it would be 125 sheets long.” —Friedrich Schlegel, in a letter to his brother Wilhelm, 1793 Essential Question: What was the tension between the ideas of objectivity and scientific realism and the ideas of subjectivity and individual expression? The period from the end of the 18th century through the beginning of the 20th century witnessed an ideological struggle between objectivity, a worldview without interpretation and based strictly on facts, and subjectivity, a worldview that allows for interpretation and the presence of feelings and emotions. Each period was a direct response to, and a reaction against, the period immediately before it. In art, literature, and science, when objective, universal ways of thinking became the norm, the pendulum would soon swing back toward subjective, skeptical questioning. Throughout this century and a half, artists became social activists. Scientists made discoveries that would forever change humans’ relationship with the world around them. Musicians created masterpieces that transcended notes on a page. Philosophers developed social and economic theories that continue to be tested and questioned. The tension between objectivity and subjectivity only served to propel great art and thinking forward. Romanticism in Art, Music, and Writing The Enlightenment was a period based on principles of logic, reason, and rationalism. It was followed by the Romantic period, which lasted from the late 18th to mid-19th century. Romanticism was a kind of backlash against the Enlightenment’s rationalism and physical materialism. It chose subjective emotion and creativity over objective logic and reason. Romanticism was also a rejection of the neoclassical style—a popular movement during the Enlightenment that employed classical themes and linear design. Romanticism rejected neoclassicism’s standards of order and balance, replacing them with less-idealized notions of imagination and emotion. Romantics of the 19th-century tended to avoid fields of politics and science, instead expressing themselves through art, music, and literature. They also were historians, but they documented the world around them in more creative and expressive ways. Romantics encouraged introspection, or a deep focus on the self and one’s emotions. They examined human personality and moods, and they were fascinated by the personalities of exceptional figures such as mythic heroes. The great figures of the Romantic period focused on the purity of nature as a way to abandon what they considered to be the corruption of their modern society. By the end of the Romantic era, a new view of the artist had emerged. Artists of all kinds—from painters and sculptors to composers and authors—now were seen as supremely individual creators. Their work was not dictated by the church or a state and was limited only by their own imaginations. Creative spirits were valued over a strict adherence to formal rules and traditional procedures. There was now a new emphasis on imagination as a gateway to a higher spiritual truth. Romanticism in Art Artists of the Enlightenment attempted to depict reason and order, and their compositions were filled with traditional mythological figures and symbolism that praised logic and reason. Romantic artists broke from such conventions to emphasize less tangible subjects such as emotion, nature, and individuality. The Raft of Medusa (1818–1819) by French artist Théodore Géricault features the swirling lines, conflict between humans and nature, and sense of tragedy often portrayed in Romantic art. Credit: Getty Images In the 1760s and 1770s, several British artists abandoned traditional subject matter in favor of themes that were considered more exotic. Some even traveled to North Africa or the Middle East for inspiration. British Romantic artists also utilized new techniques such as tense, linear drawing and bold contrasts of light and shadow. Later in the 18th century, English Romantic landscape painting emerged. Artists used dramatic effects of light, atmosphere, and color to portray a dynamic natural world and to evoke awe and grandeur. In France, early Romantic painters acted as journalists and historians, depicting dramatic scenes and individual heroism of the Napoleonic Wars. French Romantic painters used expressive brushwork, rich color, and adventurous subject matter. In Germany, Romantic painting was symbolic and allegorical, depicting silent and stark landscapes to create a sense of mystery and religious awe. \| Artist \| Works \| Legacy \| \|-------------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Francisco Goya \| Historical conflicts such as the Napoleonic invasion. The Third of May (1808) \| Influenced important painters who followed him. \| \| 1746–1828 \| \| \| \| Spain and France \| \| \| \| Caspar David Friedrich \| Vast and mysterious landscapes and seascapes. Wanderer Above the Sea of Fog (1818) \| Established the idea of the sublime, or deep emotional connectedness, as a central focus of Romanticism. Wrote, “The artist should paint not only what he sees before him, but also what he sees within him.” \| \| 1774–1840 \| \| \| \| Modern-day Germany \| \| \| \| J. M. W. Turner \| Landscape studies. A Great Tree (1796) \| Unparalleled use of light, color, and atmosphere. \| \| 1775–1851 \| \| \| \| England \| \| \| \| John Constable \| English countryside landscapes. The Hay Wain (1821) \| Native home, Deadham Vale, became known as “Constable Country” because of how well he documented it. \| \| 1776–1837 \| \| \| \| England \| \| \| \| Eugène Delacroix \| Historical and contemporary events and literature. Liberty Leading the People (1830) \| Greatest French Romantic painter. His use of color influenced both Impressionists and Post-Impressionists. \| \| 1798–1863 \| \| \| \| France \| \| \| Romanticism in Music Just as Romantic artists strove to free themselves from the confines of the preceding Enlightenment period, so did Romantic composers and musicians. They prized originality and individuality in their compositions. They worked to be less formulaic, and they freely experimented with various styles that could showcase personal emotional expression. Ludwig van Beethoven, one of the greatest composers of any period, laid the groundwork for the Romantic Movement and bridged the divide between Classical and Romantic periods. His formal musical technique was Classical, but his pioneering use of emotion became the model for all 19th-century Romantic composers. Romantic music often found inspiration in poetry, legends, and folk tales. It linked words and music, either directly or indirectly through a specific style. Composers also began to use the concert overture, or the piece played at the beginning of a performance, to provide an overview of the musical themes to come—much as an author would include an introduction to a text. Composers in this period pushed the limits of orchestral instruments, both by expanding their range and by exploring new ways they could harmonize with each other. In this way, composers treated instruments as previous composers treated the human voice. This was especially true of opera composers. The Romantic opera in Germany, for example, culminated in the works of Richard Wagner, who combined nationalism, Germanic and Nordic folklore, expressive music, and the cult of the hero. Such a combination of diverse Romantic themes—coupled with his German heritage—would make him a favorite of German leaders during the Second World War. \| Individual \| Works \| Legacy \| \|-----------------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Ludwig van Beethoven \| Symphonies, sonatas, concertos, quartets. His Ninth Symphony combined vocal and instrumental music in a way never done before. \| Regarded by many as the greatest composer of all time. Classically trained, his wide range of styles influenced all Romantic composers. \| \| 1770–1827 \| \| \| \| Germany and Austria \| \| \| \| Frédéric Chopin \| Solo pieces for piano and piano concertos \| Painstaking craftsmanship and attention to detail. One of music's greatest tone poets, or artists who convey spoken ideas through music. Influenced by music of the peasants from his native Poland. \| \| 1810–1849 \| \| \| \| Poland and Paris \| \| \| \| Richard Wagner \| Operas \| Created a new art form that combined dramatic, musical, and verbal elements. \| \| 1813–1883 \| \| \| \| Germany and Italy \| \| \| \| Pyotr Ilich Tchaikovsky \| Symphonies, operas, ballets, concertos, overtures, choral works. (1812 Overture and Swan Lake) \| Popular, emotional melodies and colorful orchestrations. Most popular Russian composer of all time. \| \| 1840–1893 \| \| \| \| Russia \| \| \| Romanticism in Literature Much of the inspiration for literature during the Romantic period came from the medieval romance, a tale of adventure that emphasized individual heroism. This was a stark contrast to the elegant and formal Classical literature that preceded it. This new interest in seemingly unsophisticated, outwardly emotional, literary expression became a dominant feature of Romantic literature. Romanticism in English literature began in the 1790s with the Lyrical Ballads of writers such as William Wordsworth. His description of poetry as “the spontaneous overflow of powerful feelings,” became the manifesto of the English Romantic movement in poetry. The first phase of the Romantic Movement in Germany was marked by a fascination with the mystical, the subconscious, and the supernatural. In Revolutionary France, authors who wrote about historical and political themes were understandably the most popular. The second phase of Romantic literature, from about 1805 to the 1830s, was marked by a surge in cultural nationalism. Native folklore experienced a resurgence in popularity, along with folk ballads and folk dance. English Romantic poetry also reached its pinnacle at this time with works by John Keats, Lord Byron, and Percy Bysshe Shelley. A byproduct of this interest in the emotional was works dealing with the supernatural, such as Mary Shelley’s Frankenstein. By the 1820s, Romantic literature broadened to include works from almost all of Europe. At the same time, the movement also became less universal. Writers began to explore their own historical and cultural backgrounds and to examine the struggles of their own people. Discoveries made during this period laid the groundwork for the Realist movement to come. \| Individual \| Works \| Legacy \| \|-----------------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Johann Wolfgang von Goethe \| Plays (Faust, a two-part play considered Germany’s greatest \| Most important of the early Romantic writers. Greatest figure of the \| \| 1749–1832 \| contribution to literature) \| Sturm und Drang (Storm and Stress) generation, or German Romantic \| \| Germany \| \| writers who valued nature, feeling, and individualism. \| \| William Wordsworth \| Lyrical ballads, a long form of poetry (The Prelude) \| Formulated a new attitude toward nature and made poetry central to \| \| 1770–1850 \| \| the human experience. Ignored rules of punctuation as an affront to \| \| England \| \| literary convention. \| \| Lord Byron \| Poetry (Childe Harold’s Pilgrimage) and satire (Don Juan) \| More autobiographical even than other introspective Romantics; versatile \| \| 1788–1824 \| \| in style. Pushed against the status quo, died in Greece supporting \| \| England and Greece \| \| rebellion against Turks. \| ## Romantic Writers \| Individual \| Works \| Legacy \| \|---------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------\| \| Percy Bysshe Shelley \| Classic poems, “The Masque of Anarchy” and long visionary poems (Prometheus Unbound) \| Stretched language in new ways by developing rational themes such as social altruism in a poetic form. Many works written as political protest. \| \| John Keats \| Narrative poetry (Lamia and The Eve of St. Agnes) and odes (Ode on a Grecian Urn) \| Greatly influenced later Victorian poets. Regarded as great technical, intellectual artist. \| \| Mary Shelley \| Novels (Frankenstein) \| Able to encompass several themes in one work. Frankenstein is Gothic, philosophical, and science fiction. \| \| Victor Hugo \| Novels and long poems (Notre-Dame de Paris and Les Misérables) \| Produced an enormous body of work. Regarded in France as the most powerful mind of the Romantic movement. Invented the popular image of the heroic Middle Ages. \| ## Materialism in Philosophy, Science, and Economics Revolutions opposed to monarchies arose throughout Europe in 1848. This allowed Europe to become less reliant on state control and more reliant on individual materialism. This period, known as the Victorian period after Queen Victoria of England, lasted throughout her reign, from 1837 to 1901. Materialism is the philosophy that all matter—including the human mind and its consciousness—are the result of physical processes of nature and the human body. Materialism is closely related to physicalism, because of the latter’s belief that the awareness of the human mind is the byproduct of physical processes, such as the biochemistry of the human brain. ### Philosophy of Positivism Positivism is the philosophy that science alone provides knowledge. It emphasizes the rational and scientific analysis of nature and human affairs. It is based on two principles: - all knowledge is based on sensory experience - this knowledge is expressed in verified data, or empirical evidence. While hints of positivism can be seen in ancient philosophy and in some works of medieval European thought, the roots of positivism lie most clearly in the Enlightenment and its clear focus on reason. ### Science of Charles Darwin During the Enlightenment, scientists viewed the world as stable and orderly. Isaac Newton and others developed unchanging laws to explain how planets moved. Biologists categorized species. However, the ideas of Charles Darwin’s introduced an emphasis on change that caused scientists to rethink their point of view. Charles Darwin (1809–1882) was an English naturalist who formulated a bold theory after returning from a voyage around the world in 1837. More than two decades later, he published On the Origin of Species (1859), a book that stated that species change—evolve—by a process of natural selection. Members of a species that have traits that help them survive in a particular environment will have more offspring than members without that trait. Eventually, all members of the species will be born with that trait. Darwin’s work became the foundation of modern evolutionary studies. Darwin’s work initially shocked Victorian society by suggesting that animals and humans shared common ancestry. Many Christians thought his ideas about changes in species and shared ancestry went against the teachings of the Bible. However, his focus on evidence rather than religious tradition appealed to the rising class of professional scientists. By the time of his death in 1882, the theory of evolution had spread through all of science, literature, and politics. Economics of Karl Marx Karl Marx (1818–1883) was a revolutionary sociologist, historian, and economist. With Friedrich Engels, he published Manifest der Kommunistischen Partei, or The Communist Manifesto (1848), which has become the most celebrated short work of the socialist movement. His other seminal work, Das Kapital (vol. 1, 1867), has become his most celebrated long work. Marx so admired Darwin that he sent him a copy of Capital when it was published. These writings collectively shape the socialist body of thought known as Marxism. At Marx’s funeral, Engels declared that Marx had made two great discoveries: the law of development of human history, and the historical evolution of society. But before all else, Engels said, Marx was a revolutionist; the most hated and slandered man of his time. Yet he also died “beloved, revered and mourned by millions of revolutionary fellow-workers.” The influence of Marx’s ideas has been enormous. The first volume of Das Kapital, or the “Bible of the working class,” was published in 1867 in Berlin, Germany. The second and third volumes, unfinished by Marx, were edited by Engels and published in 1885 and 1894. Marx argued that bourgeois—or middle class—society must follow an inevitable path of development. This is an example of Marx’s idea of historical determinism. Marx described in detail the misery of the English working class. He believed that this misery would only increase, and that capitalism would become a burden upon production until finally “the knell of capitalist private property sounds. The expropriators are expropriated.” Though Marx wrote primarily about economic issues, his major impact was in the fields of sociology and history. His dialectical model suggests that every social system has intrinsic forces that create contradictions that can only be resolved by a new social order. Present-day neo-Marxists still are guided by this model in their approach to capitalist society. Realist Art and Literature Realist art and literature is the accurate, detailed, unembellished depiction of nature and contemporary life. Realism rejects any sort of imaginative fantasies in favor of strict observation. Painters and writers of this period, which included much of the 19th century, depicted the lives of ordinary people. Creating an unfettered depiction of the world around them meant that Realists also drew attention to the social problems of their time. Realist Art Artists in the Romantic period prized emotion over subject matter, but the pendulum swung back during the Realist period. Artists of the 19th century strove to depict life as accurately as possible. Some used their work to make political statements about the living conditions of those around them, especially the working poor. France was the center of European Realism, especially through the work of Gustave Courbet. In works such as Burial in Ornans, he emphasized the material nature of life. This was in contrast to the long tradition of European painting that at least showed the influence of the spiritual world. Courbet was strongly opposed to any idealization in his art, and he urged other artists to make the commonplace and contemporary their focus as well. From France, the movement spread to other parts of Europe, especially Russia and Germany. It then crossed the Atlantic to the United States. The Gleaners, (1857) by French painting Jean-François Millet is among the most famous realist paintings. Like other realist works of art, it portrayed the everyday life of people. In this case, it shows the hard labor by women working in the fields. Credit: Getty Images ### Romantic Painters \| Individual \| Works \| Legacy \| \|-----------------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Honoré Daumier \| Satirical caricatures, paintings (The Laundress), lithographs \| Satirical caricatures, paintings, sculptures, lithographs. \| \| 1808–1879 \| (Gargantua) \| \| \| France \| \| \| \| Gustave Courbet \| Paintings (The Artist’s Studio, The Stone Breakers) \| Leader of the Realist movement, incorporated political views into his art. \| \| 1819–1877 \| \| \| \| France \| \| \| \| Jean-François Millet \| Paintings (The Gleaners) \| Renowned for his depictions of the innate dignity of French peasants. \| \| 1814–1875 \| \| \| \| France \| \| \| \| Ilya Repin \| Paintings (Barge Haulers on the Volga) \| Leader of the Wanderers movement, brought Russian art into the European mainstream for the first time. \| \| 1844–1930 \| \| \| \| Russia \| \| \| \| Adolph von Menzel \| Drawings (History of Frederick the Great), etchings, paintings \| Considered one of the first illustrators, one of two great German artists of the 19th century. \| \| 1815–1905 \| (Iron Rolling Mill) \| \| \| Germany \| \| \| ### Realist Literature Just as Realist painters wanted to show the world the actual conditions of those on the bottom of the social order, so too did novelists. Honoré de Balzac, for example, attempted to create an almost encyclopedic portrait of the whole range of his French society. As such, his series La Comédie humaine, or The Human Comedy, pioneered the Realist movement in literature. Realism entered the mainstream of European literature during the 1860s and 1870s. Authors emphasized strict objectivity, avoiding implausible, exotic elements. They detached themselves from their subject matter, unlike the deeply connected Romantic authors who preceded them. Realism writing had a very clear, very emotionally restrained criticism of the social environment and values of the time. A significant result of literary Realism was Naturalism, a late 19th- and early 20th-century movement that aimed at an even more accurate representation of reality. Naturalistic authors emphasized scientific determinism, or the belief that all natural events and social changes are determined exclusively by the events that preceded them. The French novelist Émile Zola was the leading author of the Naturalist movement. \| Individual \| Works \| Legacy \| \|-----------------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------\| \| Honoré de Balzac \| Novels and short stories (La Comédie humaine or The Human Comedy) \| Helped establish the traditional form of the novel. Considered to be one of the greatest novelists of all time. \| \| Gustave Flaubert \| Novels (Madame Bovary and Sentimental Education) \| Novels represent the highest stages in the development of French Realism. Also wrote novels that evolved from Romanticism. \| \| Charles Dickens \| missing another title or two here, or intro (Tale of Two Cities) \| Used his own upbringing to capture realistic lives of the poor. Both an imaginative storyteller and a topical documentarian. One of the greatest writers in the English language \| \| George Eliot (Mary Ann Evans) \| Essays and novels (Middlemarch) \| Strong character analysis and development. Middlemarch considered to be one of the greatest novels of the 19th century. Wrote about the emptiness of middle-class domestic life and marriage. \| \| Leo Tolstoy \| Novels (War and Peace and Anna Karenina) \| Master of realistic fiction and one of the world’s greatest novelists. A psychological writer who focused on the conscious. \| \| Émile Zola \| Novels (20-novel series Les Rougon-Macquart) and political essays (J’accuse) \| Father of Naturalism movement by vividly depicting social injustices. Worked for political liberalization in France \| \| Thomas Hardy \| Novels (Tess of the d’Urbervilles and Jude the Obscure), short stories (Wessex Tales), and poems \| Captured his native Wessex with sympathetic representations of the working class. \| Modernism in Intellectual and Cultural Life Early in the 19th century, when Realist artists and authors were in their prime, the Victorian period dictated strict morals and social convention. In another reaction to the norms of the time, the new Modernism movement embraced industrialization, social change, and scientific advancement. The Modernists pioneered new ideas in psychology and political theory. Their goal was to move beyond the Realists’ strict interpretations of the world around them to find less literal, more objective modes of expression. Irrationalism The philosophy of Irrationalism moved beyond rational interpretations of humans and their surroundings to focus instead on their impulses. Irrationalists believed that conflict and struggle led to progress and suggested that life did not need to be explained only by rational methods of science, but also by the spirit. Irrationalism explored humans’ biological roots through evolution. \| Individual \| Works \| Legacy \| \|---------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Friedrich Nietzsche \| Evaluated the fundamental, cultural values of Western philosophy, religion, and morality \| Classical scholar, philosopher, and critic of culture, who became one of the most influential of all modern thinkers. \| \| Georges Sorel \| Socialist; believed human nature is not innately good, so social order must be brought about by revolutionary action \| Used by dictators such as Mussolini to support totalitarian action. \| \| Henri Bergson \| Process philosophy, which values change and evolution \| Inspired great process metaphysicians—or those who systematically move through a thought process—in France, the United States, and the United Kingdom. \| Natural Sciences Developments in the natural sciences such as quantum mechanics and Einstein’s theory of relativity undermined the physics of Isaac Newton as an objective way to describe nature. Modernist scientists placed human thought and presence at the center of their practices. Sigmund Freud Austrian neurologist Sigmund Freud was the founder of psychoanalysis, a therapeutic technique related to the study of the unconscious mind. Freud’s work helped create psychology as an independent discipline, separate from either philosophy or neurology. Psychoanalysis led to investigations of human behavior that gradually revealed the need for more subtle methods of analysis. Freud also delved into the human psyche and wrote about the power of irrational motivations and humans’ ongoing struggle between the conscious and unconscious parts of their minds. Albert Einstein While Isaac Newton regarded scientists as observers, Albert Einstein believed scientists must be central to their own scientific realities. His theories were less objective than strict Newtonian mechanics. Einstein’s theory of relativity, for example, his life’s greatest work, relies on the relationship between humans and their environment, time, and space. Einstein is generally considered the most influential physicist of the 20th century. Modern Art If Realist artists sought to depict their surroundings as realistically as possible, Modern art sought to incorporate representations into otherwise-literal images. Modern art became more subjective, abstract, and expressive. Modern artists believed that their works should reflect shared and idealized values, not just depict a scene. Modern art strove to stimulate deep thought and emotional reaction from audiences. Modern art includes several movements. The first is Impressionism, a school of artists who made light and color the true subjects of their work. The second is Post-Impressionism, in which artists honed the light and color techniques of the Impressionists, then worked as individuals to hone their respective techniques. The third is Cubism, which abandoned the need for subject matter altogether in its attempt to depict three-dimensional subjects on a two-dimensional plane. Throughout this period in which art evolved so greatly, two aspects of culture confronted each other: a formal interpretation of art and a popular appreciation of it. This kind of interaction was tremendously important for Modern art. \| Individual \| Works \| Legacy \| \|---------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Max Planck \| Discovered quantum theory, which revolutionized the understanding of atomic and subatomic processes. \| Changed understanding of space and time. Made valuable contributions to thermodynamics. \| \| Marie Curie \| Discovered isolated pure radium as well as the element polonium. \| First woman to win a Nobel Prize and only woman to win in two different sciences. Developed the theory of radioactivity. \| \| Individual \| Works \| Legacy \| \|---------------------\|----------------------------------------------------------------------\|------------------------------------------------------------------------\| \| Honoré de Balzac \| Novels and short stories (La Comédie humaine or The Human Comedy) \| Helped establish the traditional form of the novel. Considered to be one of the greatest novelists of all time. \| \| Gustave Flaubert \| Novels (Madame Bovary and Sentimental Education) \| Novels represent the highest stages in the development of French Realism. Also wrote novels that evolved from Romanticism. \| \| Individual \| Works \| Legacy \| \|-----------------------------\|----------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------\| \| Charles Dickens \| missing another title or two here, or intro (Tale of Two Cities) \| Used his own upbringing to capture realistic lives of the poor. Both an imaginative storyteller and a topical documentarian. One of the greatest writers in the English language. \| \| George Eliot (Mary Ann Evans) \| Essays and novels (Middlemarch) \| Strong character analysis and development. Middlemarch considered to be one of the greatest novels of the 19th century. Wrote about the emptiness of middle-class domestic life and marriage. \| \| Émile Zola \| Novels (20-novel series Les Rougon-Macquart) and political essays (J’accuse) \| Father of Naturalism movement by vividly depicting social injustices. Worked for political liberalization in France. \| \| Thomas Hardy \| Novels (Tess of the d’Urbervilles and Jude the Obscure), short stories (Wessex Tales), and poems \| Captured his native Wessex with sympathetic representations of the working class. \| HISTORICAL PERSPECTIVES: WHAT DID FRANKENSTEIN REPRESENT? Mary Shelley’s Gothic thriller, A Modern Prometheus, is better known as the story of Dr. Frankenstein and creature he brought to life. Historians have debated the tale’s meaning since it was written. Dangers of Modernity In 1818, few could believe an 18-year-old woman could create such a complex story that artfully intertwined the work of the leading scholars. Instead they saw Mary Shelley as a passive vessel describing the world of her feminist mother, Mary Wollstonecraft, her radical father, John Godwin, and romantic poet husband, Percy Bysshe Shelley. Despite growing up in this modern/liberal environment, early interpretations of Mary Shelley’s Victor Frankenstein and his Monster described the story as a conservative or at least moderate cautionary tale, warning against the excesses of the French Revolution and even the abolition of slavery. Over time, the cautionary tale against modernity grew stronger, especially with James Whale’s iconic 1931 film Frankenstein. Whale not only changed the interpretation, but the genre from Gothic to the first work of science fiction. As such, Whale showed a story that warned against the uncontrollable danger of a selfish drive for scientific accomplishment. However, almost 100 years later, Elizabeth Young, an expert in literature and gender relations, found evidence to show the persistence of a “black Frankenstein” metaphor first used by anti-abolitionists, seen throughout political cartoons of the late 19th century, and captured in the final scene of Whale’s movie, when the Monster was lynched. A Victim Deserving Empathy In the 1970s, as historians tried to understand the history of the masses, it seemed fitting that George Levine edited The Endurance of ‘Frankenstein’: Essays on Mary Shelley’s Novel, in which scholars explored who Mary Shelley was and how her life shaped the lives of her characters. In one such essay, Lee Sterrenburg, a professor of English “got into the mind” of Mary Shelley, as was his specialty. This analysis revealed that Mary Shelley did not just observe but broke with Enlightenment rationalism and saw with her own “romantic” mind. This romantic lens opened the door to subjective understandings of the world and empathy for the Monster. A Tale of Feminism In this same series of essays, Ellen Mores used Muriel Spark’s 1951 biography of Mary Shelley to provide a feminist interpretation. Through this biographical feminist lens, Mores noted parallels between Mary Shelley’s life and that of Frankenstein and his Monster. Mores paid attention to Mary Shelley’s formative experiences as a motherless child and a mother of stillborn children. Moers suggested that it was a combination of these uniquely female life experiences and constant reading of the intellectuals of her time that shaped the story of the unnamed monster. Suggesting that maybe the early metaphors were accurate to the extent that the struggle between Victor Frankenstein and his Monster were those same personal struggles faced by Mary and the liberal ideas swirling around her (but not to the degree that she was fully anti-revolution or anti-abolition). Again the notion that circumstances made the Monster do horrible things, instead of the Monster being inherently evil, surfaces. By the novel’s 200th anniversary, all of these interpretations of Mary Shelley’s Monster prove that whatever her Monster meant to her, it continues to have meaning. Whether it is to explore liberal-conservative tension, the power of science, the impact of traumatic experiences, or as has been noted most recently, to remind people that even those who may look like Monsters are people, too. --- KEY TERMS AND NAMES \| Identity \| introspection \| materialism \| \|----------\|---------------\|-------------\| \| objectivity \| sublime \| physicalism \| \| subjectivity \| tone poems \| positivism \| \| Continuity and Change \| Sturm und Drang (Storm and Stress) \| natural selection \| \| Romantic period \| Victorian period \| historical determinism \| \| Neoclassical \| dialectical model \| MULTIPLE-CHOICE QUESTIONS Questions 1–3 refer to the painting below. Wood engraving from a painting by J. M. W. Turner, The Shipwreck, (1805). Tate Gallery, London. Credit: Getty Images 1. The painting above, by Turner, as well as works by artists such as Goya and Delacroix are examples of the artistic movement known as a) Neoclassicism b) Impressionism c) Romanticism d) Mannerism 2. As demonstrated in the above painting, how was this artistic movement in opposition to certain principles of the Enlightenment? a) It provided exact and detailed images. b) It emphasized the natural over the manmade. c) It suppressed emotional responses. d) It celebrated the rule of reason. 3. Which of the following authors is considered a literary exponent of this same movement? a) Percy Bysshe Shelley b) Charles Dickens c) William Thackeray d) Honoré de Balzac Questions 4–6 refer to the following passage. “In demanding from a citizen contributions for the mitigation of distress—contributions not needed for the due administration of men’s rights—the state is, as we have seen, reversing its function, and diminishing that liberty to exercise the faculties which it was instituted to maintain. Pervading all nature we may see at work a stern discipline, which is a little cruel that it may be very kind. That state of universal warfare maintained throughout the lower creation, to the great perplexity of many worthy people, is at bottom the most merciful provision that the circumstances admit of. The poverty of the incapable, the distresses that come upon the imprudent, the starvation of the idle, and those shoulderings aside of the weak by the strong, which leave so many “in shallows and in miseries,” are the decrees of a large, farseeing benevolence. It seems hard that an unskillfulness, which with all its efforts he cannot overcome, should entail hunger upon the artisan. It seems hard that a laborer incapacitated by sickness from competing with his stronger fellows, should have to bear the resulting privations. It seems hard that widows and orphans should be left to struggle for life or death. Nevertheless, when regarded not separately, but in connection with the interests of universal humanity, these harsh fatalities are seen to be full of the highest beneficence—the same beneficence which brings to early graves the children of diseased parents, and singles out the low-spirited, the intemperate, and the debilitated as the victims of an epidemic.” Herbert Spencer, Social Statics, 1851 4. This passage can best be tied to what scientific theory espoused about this same period of time? a) theory of natural selection b) the germ theory c) Marxist socialism d) theory of relativity 5. Which artistic movement most contradicted the views found in this passage? a) Impressionism b) Realism c) Romanticism d) Neo-Classicism 6. What system found support in the author’s social Darwinism? a) Progressivism b) Imperialism c) Reformism d) Scientism Questions 7–9 refer to the following passage. “To examine the effects of violence it is necessary to start from its long-term consequences and not from its immediate results. We should . . . ask ourselves what will result from the introduction of violence into the relations of the proletariat with society. We are not comparing two kinds of reformism, but want to know what contemporary violence is in relation to future social revolution. . . . We have the right to conclude from this that syndicalist violence, perpetrated in the course of strikes by proletarians who desire the overthrow of the State, must not be confused with the acts of savagery. . . . The immense successes obtained by industrial civilization has created the belief that, in the near future, happiness will be produced automatically for everybody. . . . The optimist in politics is an inconstant and even dangerous man, because he takes no account of the great difficulties presented by his projects; [and] . . . He frequently thinks that small reforms of the political system and, above all, of government personnel will be sufficient to direct the movement of society in such a way as to mitigate those evils of the modern world which seem so hideous to sensitive souls. . . . Yet men who are participating in great social movements always picture their coming action in the form of images of battle in which their cause is certain to triumph. . . . It is no longer necessary therefore to discuss how men must organize themselves in order to enjoy future happiness; everything is reduced to the revolutionary apprenticeship of the proletariat.” Georges Sorel, Reflections on Violence, 1908 Syndicalist: member of a movement that wanted to transfer the ownership and control of the means of production and distribution to workers’ unions. 7. What do men such as Sorel and other anti-capitalists advocate in order to achieve societal transformation? a) measured political reforms b) acts of savagery c) proletariat strikes d) automatic changes 8. Which school of philosophy is best represented by this passage? a) Irrationalism b) Realism c) Romanticism d) Expressionism 9. Which thinkers would most likely agree with the ideas expressed in this passage? a) Planck and Curie b) Delacroix and Turner c) Nietzsche and Bergson d) Wagner and Chopin SHORT-ANSWER QUESTIONS Use the passage below to answer all parts of Question 1 that follows. “Classicism assumes the existence of a perfect order, hidden but discoverable beneath the chaos of human experience. But the assumption is not often justified by the world around us, and certainly was not justified by the succession of events in France for several decades after 1789—the tumult of the Revolution, the hysteria of the Terror, the bloody grandeur of Napoleon’s triumphs, the shattering disillusion after his fall, and all the subsequent corruption and dissension. Yet classical artists continued to put a premium on balance, precision, and rule in a world that was lopsided, confused, and unpredictable. The romantics would have none of their outworn formulas.” J. Canaday, Mainstreams of Modern Art (New York: Holt, Rinehart, Winston, 1959), 31 1. a) Describe the main idea expressed in the excerpt above. b) Explain one piece of evidence supporting the main argument of the excerpt. c) Explain one piece of evidence contradicting the main argument of the excerpt. Use your knowledge of European history to answer all parts of Question 2 that follow. 2. a) Describe one continuity between the themes of Realist artists and writers and those of earlier European artists and writers of the 18th and 19th centuries. b) Describe one change between the themes of Realist artists and writers and those of earlier European artists and writers of the 18th and 19th centuries. c) Explain an important reason for the continuity or change outlined in part A or B. LONG ESSAY QUESTIONS 1. Causation: Evaluate how scientific advancements influenced artistic expression and the search for truth during the 19th century. 2. Comparison: Evaluate the similarities and differences between Romanticism, Realism, and/or Modernism. WRITE AS A HISTORIAN: UNDERSTAND TURNING POINTS While historical events flow into each other, some events have far more impact than others. These turning points mark the end of one period and the beginning of another. The choice of turning points reflects what a historian considers important. An art historian might focus on shifts in content or style in painting. A historian focused on economics might select changes in how people produced goods. AP® European history is divided into four periods: - Circa 1450 to 1648 (invention of the printing press to the Peace of Westphalia) - Circa 1648 to 1815 (start of international sovereign states to the exile of Napoleon) - Circa 1815 to 1914 (Congress of Vienna to the start of World War I) - Circa 1914 to 2001 (World War I to the 9/11 attacks) These larger periods can be divided into smaller movements. This chapter references several artistic movements, all of which were related to other changes such as industrialization and scientific advances. This shift can be viewed through the lens of the Objective Knowledge and Subjective Visions (OS) theme. To write using specific evidence, you will need to refer to historical periods and movements. Knowing why they exist and how they were named gives you a clue about their significance. Delving further into specific art and music of the time can help enrich your word choice and descriptions. Read the statements below and identify the movement’s name and its timeframe. Then, in your own words, explain in one sentence how it reflected other changes. 1. Romanticism emerged in late 18th-century Europe. This movement placed an emphasis on individual heroism, glorification of nature, and the importance of emotion. It was a response to the classicism and scientific rationalism of the Enlightenment, as well as to industrialism, which was beginning to cause population growth and urban problems. The Third of May by painter Francisco Goya and “Liebesträum No. 3” by composer Franz Liszt are two artistic achievements of the Romantic era. 2. The artistic movement known as realism began after the revolutions of 1848. It was a rejection of Romanticism, drama, and emotionalism. Instead, it focused on real-life, sometimes ugly, portrayals that reflected social, economic, and political realities. It relied on direct observation of an increasingly modern world. The Third Class Carriage by Honoré Daumier and “Un Bel Di Vedremo” from Madame Butterfly by composer Giacomo Puccini both depicted realism in life. 3. Modernism was a philosophical as well as artistic movement that arose in reaction to huge transformations in Western society. Influencing factors included industrialization, urbanization, and the horrors of World War I. Modernism rejected religion and the certainty of Enlightenment ideals. It focused on defying conventions. Les Demoiselles d’Avignon by artist Pablo Picasso and Pierrot Lunaire Op. 21 by composer Arnold Schoenberg clearly illustrated the fragmentations of the modern world. DOCUMENT-BASED QUESTION 1 Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. You are advised to spend 15 minutes planning and 45 minutes writing your answer. In your response you should do the following: • Thesis: Make a defensible claim that establishes a line of reasoning and consists of one or more sentences found in one place. • Contextualization: Relate the argument to a broader historical context. • Document Evidence: Use content from at least six documents. • Outside Evidence: Use one piece of evidence not in the documents. • Document Sourcing: Explain how or why the point of view, purpose, situation, or intended audience is relevant for at least three documents. • Analysis: Show the relationships 1. Analyze the development of industrial competition and the motivating factors of the international growth in industry from 1806 to 1854 in England and on the European continent. Document 1 Source: Napoleon Bonaparte, The Berlin Decree, November 21, 1806. From our Imperial Camp at Berlin, November 21, 1806./ Napoleon, Emperor of the French and King of Italy, in consideration of the fact: That this monstrous abuse of the right of blockade has no other aim than to prevent communication among the nations and to raise the commerce and the industry of England upon the ruins of that of the continent. That, since this is the obvious aim of England, whoever deals on the continent in English goods, thereby favors and renders himself an accomplice of her designs. That this policy of England, worthy of the earliest stages of barbarism, has profited that power to the detriment of every other nation. We have consequently decreed and do decree that which follows: All commerce and all correspondence with the British Isles are forbidden. Consequently letters or packages directed to England or to an Englishman or written in the English language shall not pass through the mails and shall be seized. Every individual who is an English subject, of whatever state or condition he may be, who shall be discovered in any country occupied by our troops or by those of our allies, shall be made a prisoner of war. Trade in English goods is prohibited, and all goods belonging to England or coming from her factories or her colonies are declared lawful prize….Half of the product resulting from the confiscation of the goods and possessions declared a lawful prize by the preceding articles shall be applied to indemnify the merchants for the losses they have experienced by the capture of merchant vessel. Document 2 Source: Debate in Parliament on the British Corn Laws, 1814 The Petition characterized the Report of the committee as a proposition which had for its object the raising the import price of corn, and compromising the commercial interests of the country for the temporary interests of the landlords; and as “an unhallowed attempt to bring ruin and devastation on the country, to annihilate the manufactures, and force our artizans to emigrate to countries where the means of subsistence were more easily obtained,” the greatest caution and deliberation in legislating upon this important subject. It was but last year that it was asked, could any person expect to live to see corn so low as 10s. 6d. a bushel. Gentlemen had only to look to the present price, and the change that took place would sufficiently prove the necessity of proceeding with all possible care. There was one error in respect to the fluctuation of price, which he was desirous of removing. Supposing corn to sell at twelve shillings at one time, and at eight shillings subsequently, the difference of price in that case was supposed to be the difference between eight and twelve. But this was not correct, because the excess in point of quantity sold at the lower price was to be taken into consideration, and subtracted from the excess of the one price above the other. He was hostile to the principle of legislating on prices, and wished them to be left to rise or fall by their own operation. Document 3 Source: The Peterloo Massacre, 1819 Credit: Getty Images 1. That it appears, by the evidence before this Committee, that notwithstanding the laws enacted to prevent the seduction of artisans to go abroad, many able and intelligent artisans have gone abroad to reside, and to exercise their respective arts in foreign countries; and that it is extremely difficult, if not impossible, in this country, by any mode of executing the present laws, or by any new law, to prevent artisans who may be so determined, from going out of the country. 2. That although the penalties which the laws inflict on artisans who disobey them, are not distinctly understood by the workmen, yet an unfavourable opinion is generally entertained by them, of the partial and oppressive operation of these laws, as preventing them from taking their labour and art to the best market, whilst all other classes of the community are permitted to go abroad, and to take their capital with them, whenever they think proper. 3. That it appears also by evidence that many British artisans residing abroad have been prevented from returning home, from an erroneous opinion that they have, by going abroad, violated the laws of their country, and consequently incurred penalties under them. 4. That, in the opinion of this Committee, it is both unjust and impolitic to continue these laws; they therefore recommend their entire repeal, and that artisans may be at liberty to go abroad and to return home, whenever they may be so disposed in the same manner as other classes of the community now go and return. Document 5 Source: Friedrich List, “The National System of Political Economy,” 1841 I saw clearly that free competition between two nations which are highly civilised can only be mutually beneficial in case both of them are in a nearly equal position of industrial development, and that any nation which owing to misfortunes is behind others in industry, commerce, and navigation, while she nevertheless possesses the mental and material means for developing those acquisitions, must first of all strengthen her own individual powers, in order to fit herself to enter into free competition with more advanced nations. In a word, I perceived the distinction between cosmopolitical and political economy. I felt that Germany must abolish her internal tariffs, and by the adoption of a common uniform commercial policy towards foreigners, strive to attain to the same degree of commercial and industrial development to which other nations have attained by means of their commercial policy. Document 6 Source: Prince Albert, describing the Great Exhibition, 1851 Man is approaching a more complete fulfillment of that great and sacred mission which he has to perform in this world… to conquer nature to his use… In promoting [the progress of the human race], we are accomplishing the will of the great and blessed God. Document 7 Source: Tax-free zones in Germany 1818–1854 GERMAN TARIFF UNIONS 1. Analyze the continuity and change over time regarding the issues raised and levels of success in European revolutions from 1823 to 1832. Document 1 Source: Pavel Pestel, Russian leader, 1823 The desirability of granting freedom to the serfs was considered from the very beginning; for that purpose a majority of the nobility was to be invited in order to petition the Emperor about it. This was later thought of on many occasions, but we soon came to realize that the nobility could not be persuaded. And as time went on we became even more convinced, when the Ukrainian nobility absolutely rejected a similar project of their military governor. At the battle at the Navarino, British, Russian, and French fleets defeated the Ottoman naval forces. It was one of the last major military conflicts in the Greek War for Independence. Document 3 Source: In the French Revolution of July 1830, King Charles X (left) was replaced with Louis Phillipe (right). Credit: (Left) Robert Lefèvre - originally uploaded on de.wikipedia. (Right) Getty Images. Document 4 Source: Treaty of London after the Belgian Revolution, 1831 In the Name of the Most Holy and Indivisible Trinity, Her Majesty the Queen of the United Kingdom of Great Britain…His Majesty the Emperor of Austria, King of Hungary and Bohemia, His Majesty the King of the French, His Majesty the King of Prussia, and His Majesty the Emperor of All the Russias, having taken into consideration their Treaty concluded with His Majesty the King of the Belgians, on the 15th of November, 1831; and His Majesty the King of the Netherlands, Grand Duke of Luxemburg, being disposed to conclude a Definitive Arrangement on the basis of the 24 Articles agreed upon by the Plenipotentiaries of Great Britain, Austria, France, Prussia, and Russia, on the 14th of October, 1831; their said Majesties have named for their Plenipotentiaries, that is to say…. Reciprocal Renunciation of Territories: Article 6. In consideration of the territorial arrangements above stated, each of the two Parties renounces reciprocally and forever, all pretension to the Territories, Towns, Fortresses, and Places situated within the limits of the possessions of the other Party, such as those limits are described in Articles 1, 2, and 4…The said limits shall be marked out in conformity with those Articles, by Belgian and Dutch Commissioners of Demarcation, who shall meet as soon as possible in the town of Maastricht…Belgium to Form an Independent and Neutral State Article 7: Belgium, within the limits specified in Articles 1, 2, and 4, shall form an Independent and perpetually Neutral State. It shall be bound to observe such Neutrality towards all other States. Document 5 Source: Thomas Campbell, “The Pleasure of Hope,” a poem on the Polish uprising against Russia, 1831 Peal’d her loud drum, and twang’d her trumpet horn; Tumultuous horror brooded o’er her van, Presaging wrath to Poland — and to man! Warsaw’s last champion from her height survey’d Wide o’er the fields, a waste of ruin laid,— Oh! Heav’n! he cried, my bleeding country save!— Is there no hand on high to shield the brave?— Yet, though destruction sweep these lovely plains, Rise, fellow men! our country yet remains! By that dread name we wave the sword on high, And swear for her to live! — with her to die!” The House of Commons is shown as a water mill. The water wheel bears the names of rotten boroughs. Underneath lies the corpses of the poor, and from the mill pours a stream of benefits of being MPs, which they stuff in their pockets, while praising the system and opposing reform. Source: Princess Dorothea Lieven, the wife of the Russian ambassador, on the Passing of the 1832 Reform Bill I was absolutely stupefied when I learnt the extent of the Reform Bill. The most absolutely secrecy has been maintained on the subject until the last moment. It is said that the House of Commons was quite taken by surprise; the Whigs are astonished, the Radicals delighted, the Tories indignant. This was the first impression of Lord John Russell’s speech, who was entrusted with explaining the Government Bill. I have had neither the time nor the courage to read it. 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Young Children What foods on the table are crunchy? Chewy? Sweet? Spicy? What is one of your favorite colors? Do you see anything that color on the table? Help plan dinner for one night this week. What foods would you like to help cook? If you were a food, what would you be? Why? After our meal, what game or activity can we do together? What new food would you like to try next week? Choose a food. Describe it using all five senses (taste, smell, sight, sound, feel). How does your body tell you when you are hungry? What is your favorite fruit? What are some ways you like to eat it? What is the best thing that happened to you today? What kind of games do you like to play outside? What is one thing you are really good at? What are all the different colors you can see in our meal? Where would you go if you had your own wings to fly? School-age Children What are your favorite foods we make at home? What other foods would you like to try? What do you like about school/work? What is your favorite sport or exercise? How do you feel after being physically active? If you gave yourself an award, what would it be for? What is your favorite vegetable? What are some ways you like to eat it? If there was a reporter here, what kind of story might she come up with as she watches us now? What is your favorite home-cooked meal? What is your favorite season? Why? If you only had one wish and you couldn’t ask for more wishes, what would you wish for? What would you eat if you were on a deserted island? How does your body tell you when you are full? What sport or activity would you like to learn or try? If you were asked to invent a new holiday, what would it be for? How would you celebrate? Adolescents How can you tell that someone is your friend? What do you need to do to be a friend? What place would you most like to visit? Why? What recipe would you like to cook? What can you do to be more accepting of people of all shapes and sizes? If you could speak any language, what would it be? Why? What is your favorite type of music? Why? Name the two people in history who are most important to you? Why? Choose a food from our meal. How was it grown and produced? What is something you have memorized and still remember? What activities help strengthen your muscles? If you were asked to write a recipe for success, what ingredients would you choose? What is unique about the person on your left? What is one of your favorite eating places when you are away from home? Why? What is the best tasting food you have ever eaten? If you could eat dinner with any famous person, who would it be and what would you ask them? EFNEP Icebreakers How do you most enjoy the “fruit” or “vegetable” that is on your name tag? How long you’ve been involved in EFNEP and in what capacities? What is the weirdest thing you have ever eaten? What physical activity would you like to learn or try? What is the most interesting question you’ve been asked by an EFNEP paraprofessional or a client? What will EFNEP look like in your state in ten years? What is the tastiest food you have ever eaten? What makes EFNEP successful? If you could spend all day with a friend, who would it be and what would you do? If you gave yourself an award, what would it be?	5980acc6-5c97-467b-8f03-c0cfc06dc42e	CC-MAIN-2020-45	https://s3.wp.wsu.edu/uploads/sites/414/2015/01/ConversationStarters.pdf	2020-10-31T04:51:13+00:00	crawl-data/CC-MAIN-2020-45/segments/1603107912807.78/warc/CC-MAIN-20201031032847-20201031062847-00553.warc.gz	488,887,817	751	eng_Latn	eng_Latn	0.998931	eng_Latn	0.999038	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 854, 1727, 2673, 3301 ]	[ 3.53125 ]	1	0
Gut Myths? Clearing up confusion in the GI tract BY BONNIE LIEBMAN Got gas? Wondering if you should avoid gluten? Spending too much—or too little—time in the facilities lately? Thinking of trying pills to help you digest milk, get more fiber, or clean out your system? When it comes to your GI tract, it’s hard to know what’s what. Entire aisles in the drugstore and shelves in the supermarket—not to mention your grandmother—promise answers. Yet misconceptions abound. Here are half a dozen that won’t fool you. Continued on page 3. Eat Your Veggies Everyone who talks, writes, or preaches about nutrition puts fruits and vegetables at the pinnacle of goodness. While they may lack magical powers, most are excellent sources of potassium (which helps lower blood pressure), vitamins (like A and C), fiber (which helps the digestive system run smoothly), and other nutrients. And when we fill up on low-calorie fruits and veggies, our diets have less room for junk. What’s more, people who eat more produce have a lower risk of heart disease and stroke. Since 1980, the government has advised us to eat more fruits and vegetables. For two decades, the National Cancer Institute has urged us to eat five to nine servings of fruits and vegetables each day. And the U.S. Department of Agriculture’s recent MyPlate graphic encourages people to fill half their plate with fruits and vegetables. Most people have heard the message. But we’re still not eating enough. After rising about 25 percent between 1980 and 1995, vegetable consumption leveled off at a sorry one cup per person per day (excluding white potatoes, potato chips, and fries). And fruit consumption has remained constant—at just half a cup per day—for the past 25 years. (We don’t count fruit juice, since it lacks the fiber that’s in whole fruit and since liquid calories promote weight gain.) Despite all the farmers markets, Michael Pollan books, and readers of Nutrition Action, we’re eating far too little fruits and vegetables. Fewer than one in 10 Americans eat the levels recommended by MyPlate, according to the Centers for Disease Control and Prevention (CDC). For a 2,000-calorie diet, that’s 2 cups of fruit and 2½ cups of vegetables a day. And that includes potatoes and fruit juice. If we’re serious about getting people to eat more fruits and vegetables, we need better strategies. Let me suggest a few: - Powerful, paid media campaigns can boost consumption. A major carrot grower, Bolthouse Farms, for example, found that clever TV commercials increased carrot sales by 15 percent. Government matching money or tax breaks could stimulate similar efforts. And the produce industry needs to fund multi-million-dollar PR campaigns, just as the meat and dairy industries have done. - The SNAP (food stamp) program should provide extra benefits to encourage people to buy more fresh produce. - Cooking classes could teach kids what to do with broccoli and acorn squash. - Researchers need to figure out how to create more convenient and less perishable produce like baby carrots and bagged salads. If we don’t invest in those kinds of programs now, Americans likely will be eating even fewer fruits and vegetables in the years ahead. And we’ll be suffering from even higher rates of obesity, diabetes, and other health problems. Michael F. Jacobson, Ph.D. Executive Director Center for Science in the Public Interest --- What's up, Doc? Help people eat more fruits and vegetables now or watch disease rates climb later. --- CIRCULATION MANAGEMENT Bill Dugan Myriam Beuchler Damon Donley Greg Hildebrandt Cecilia Saad Ken Waldmiller Debra Brink Louella Fennell James Nocera Chris Schmidt SCIENTIFIC ADVISORY BOARD Kelly D. Brownell, Ph.D. Yale University Greta R. Bunin, Ph.D. Children’s Hospital of Philadelphia Caldwell B. Esselstyn Jr., M.D. Cleveland Clinic Foundation Stephen Havas, M.D., M.P.H., M.S. Northwestern University Medical School Norman M. Kaplan, M.D. Southwestern Medical Center University of Texas, Dallas JoAnn E. Manson, M.D., Ph.D. Harvard Medical School Susan Taylor Mayne, Ph.D. Yale University Julie Mares, Ph.D. University of Wisconsin J. Glenn Morris, Jr., M.D., M.P.H.&T.M. Emerging Pathogens Institute University of Florida Susan B. Roberts, Ph.D. USDA Human Nutrition Research Center on Aging, Tufts University Frank Sacks, M.D. Harvard Medical School Jeremiah Stamler, M.D. Northwestern University Medical School Regina G. Ziegler, M.D., M.P.H. National Cancer Institute Nutrition Action Healthletter (ISSN 0885-7792) is published 10 times a year (monthly except bi-monthly in Jan./Feb. and Jul./Aug.). POSTMASTER: Send changes to Nutrition Action Healthletter, 1220 L Street, N.W., Suite 300, Washington, DC 20005. Application to mail at Periodical postage rates approved at post office of Washington, DC, and at additional offices. Subscriber Services The cost of a one-year subscription or gift subscription is $14.95 in the U.S.; $24.95 elsewhere. For bulk subscriptions, please write for details. To change your address, send us your subscriber number and your old and new addresses. If you’d like to exchange your name, send us your name and mailing-label information. Mail: CSPI, 1220 L Street, NW, #300, Washington, DC 20005. Fax: (202) 265-4954. E-mail: email@example.com. Inquiries: firstname.lastname@example.org. Expiration date is in the upper center of your mailing label. Your subscriber number precedes the expiration date. GUARANTEE! We’ll give you 2 FREE ISSUES of Nutrition Action if there’s ever a problem with your subscription. An estimated 63 million Americans complain of chronic constipation, 2.2 million have diverticular disease, at least 1.8 million can’t tolerate gluten, and many millions would no doubt give up that new iPhone to avoid all future embarrassing episodes of gas. (Okay, maybe not.) If you’ve got gut issues, you’re not alone. And no one’s saying they’re easy to solve. But we can at least put some GI myths to rest. MYTH: Got gas? Beans, vegetables, and milk are the main culprits. Beans, cabbage, Brussels sprouts, milk, bran. Those are some of the usual suspects when people are trying to figure out why they’re experiencing, ahem, gas. And those foods can cause gas. But most of us overlook a growing source of the problem: inulin, or chicory root extract, one of the most popular ingredients in “high-fiber” foods. “Of all the fibers added to foods, inulin is the one that probably causes the most intestinal gas,” says fiber expert Joanne Slavin, professor of nutrition at the University of Minnesota. “Inulin contains sugars that our digestive enzymes can’t break down.” The enzymes do just fine with sugars that have only one or two basic units (called saccharides). Sucrose, or table sugar, for example, is a disaccharide that is broken down in the small intestine into fructose and glucose. But when it comes to sugars made up of three or more units—often called oligosaccharides—our enzymes are useless. So the sugars end up as food for the bacteria in the gut. “Inulin is quickly and completely fermented in the large intestine,” explains Slavin. And when your bacteria finish fermenting it, you get stuck with the gas they give off. “Beans are notorious for causing gas because they have sugars like raffinose and stachyose,” notes Slavin. Raffinose has three sugar units. Stachyose has four. “If you look at the literature on treating or cooking beans to make them less gassy, it’s mostly to get the oligosaccharides out of there,” she adds. (Beano tablets can prevent gas because they contain an enzyme that breaks down raffinose and stachyose.) Whether inulin is a problem depends on how much you eat and who you are. “Our review of studies found that inulin is generally well tolerated at levels up to 15 grams a day,” says Slavin. But at around 20 grams, flatulence or bloating is more likely.$^1$ “So dose is a big issue, and there’s also individual variability.” Each serving of Fiber One 90 Calorie Brownies, Fiber One Cottage Cheese, and Yoplait Light with Fiber has five grams of fiber, and much of it is inulin. Some Fiber One Chewy Bars have up to nine grams. High-fiber foods made with inulin or sugar alcohols may be making you gassy. “If you have a serving of beans, you’ll get about three grams of oligosaccharides, not nine grams,” says Slavin. “And they’re more manageable in a real food because they’re digested more slowly and usually mixed with other foods.” Another hidden source of gas: sugar alcohols like sorbitol and maltitol. “They’re low-calorie carbohydrates because they’re not completely digested and absorbed,” explains Slavin. “Typically, if you’re eating sugar-free candy or gum, your exposure to sugar alcohols is low, but if people eat the whole bag of candy, it can cause gas.” Sugar alcohols aren’t all equal, though. In small studies, some people complain of gas when doses of sorbitol reach 10 to 20 grams, but few complain unless they get at least 30 to 40 grams of maltitol.$^1,^2$ Most foods don’t have that much. Breyers Vanilla or Chocolate CarbSmart and No Sugar Added ice creams, for example, have four to five grams of sorbitol per half cup, but many people start at a whole cup. And Baskin Robbins No Sugar Added Caramel Turtle Truffle ice cream has 25 grams of maltitol per scoop. Of course, some people may eat more than one food with sugar alcohols during the course of a day. And people vary. “Most people can tolerate normal doses, but not everybody is the same,” says Slavin. On the plus side, sugar alcohols have fewer calories than sugar, and inulin spurs the growth of Bifido bacteria, which may be good for gut health (that’s why it’s called a “prebiotic”). But the more bacteria in your gut, the more gas they give off. “Scientists argue that gas isn’t bad for you, but most people say it’s not acceptable,” says Slavin. “If you have gas, you should definitely consider what you’re eating. If it’s a lot of fermentable fiber or sugar alcohols, that could be the explanation.” MYTH: A gluten-free diet helps you lose weight and feel energetic. In August, Lady Gaga told the Australian cable news channel Sky News that she was “on a mission to lose 10 pounds on a gluten-free diet,” according to The Huffington Post. The pop star was “hoping that eating wheat-free will give her the energy she needs to power through the remaining legs of her international tour.” When people who have celiac disease eat gluten—a protein found in wheat, barley, and rye—it triggers an abnormal immune response that damages the lining of the small intestine. That can cause diarrhea, cramps, pain, bloating, and vitamin deficiencies. Avoiding gluten, even tiny amounts, can allow the damage to heal. But does going gluten free make the pounds melt away? “There’s no evidence from studies that that’s true,” says gluten expert Joseph Murray, a gastroenterologist at the Mayo Clinic in Rochester, Minnesota. “When patients with celiac disease go on a gluten-free diet, some go up in weight and some go down, but most don’t change.” For people without celiac disease, it’s not avoiding gluten, but the foods gluten comes in, that may matter. “Whenever anyone goes on any restrictive diet, they typically end up eating less, because food is not so readily available,” says Murray. “That’s one of the major reasons we eat too much. Food is too available. If you go gluten free, it’s not so easy to get fast food.” It’s not just fast food that’s not available. Suddenly, breads, bagels, pasta, pizza, burritos, pancakes, muffins, doughnuts, cupcakes, cookies, pies, pretzels, and dozens of other foods get wiped off your plate. What’s left? For Lady Gaga, it was mostly fish, chicken, and vegetables. “Is there something about wheat products or gluten-containing foods that causes weight gain beyond their calories?” asks Murray. “I don’t think so.” Fatigue is a different story. “For the great majority of patients with celiac disease, fatigue is a major symptom,” notes Murray. “It may be partly due to vitamin deficiencies or to inflammation in the intestine. And it usually gets better on a gluten-free diet, though it takes weeks or months for the recovery.” But people without celiac may also report fatigue that diminishes on a gluten-free diet. Why? “For one thing, you don’t eat that great big carbohydrate with your midday meal,” says Murray. “Certain foods that happen to be rich in gluten may produce sleepiness because of the carbohydrate load or calorie load.” That raises a different question: instead of seeing a doctor, should people with fatigue or stomach problems simply try a gluten-free diet to see if they feel better? “That’s not a good idea,” says Murray. “First, if you do have celiac disease, it’s much more challenging to get diagnosed if you’re already on a gluten-free diet.” When the doctor takes a biopsy of the lining of your small intestine, it won’t show damage if you’ve been off gluten. And some people feel better on a gluten-free diet simply because they expect to. It’s a placebo effect. “About a third of people will respond for two or three months, and then the placebo effect wears off,” says Murray. “They may feel better because they’re eating less food or less junk food. But the symptoms could start coming back and then you’re stuck in a diagnostic mystery.” Meanwhile, other problems could get worse. Trying a gluten-free diet “could delay a diagnosis of Crohn’s disease,” notes Murray. “Or, God forbid, it could be cancer, and the diagnosis gets delayed while they’re on a gluten-free diet.” What’s more, someone with celiac needs follow-up. “We need to make sure that the damage to the intestine heals, and that nutritional deficiencies are gone,” says Murray. “And family members need to be tested.” And a gluten-free diet isn’t free. “There’s the excess cost, the diet can be low in vitamins and fiber, which can lead to constipation, and it’s a burden on family members.” Ironically, people who are eating a gluten-free diet aren’t necessarily the ones who need to. Using blood samples from a nationally representative sample of roughly 7,800 people, Murray estimated the number of Americans with celiac. “We estimate that 1.8 million Americans have celiac disease, but only 17 percent of them know it,” he says. Meanwhile, “1.6 million Americans are on a gluten-free diet, and the great majority of them do not have a diagnosis of celiac disease. “The irony is that the people who have celiac disease and need to be on the gluten-free diet don’t know it, and we don’t know if many of the people who are on a gluten-free diet need to be on it.” There’s one more complication: studies have found that some people without celiac get symptoms when they eat gluten. “We don’t have a good test for patients with non-celiac gluten sensitivity,” says Murray. “If they’ve been tested for celiac and don’t have it, but their symptoms are not explained by anything else, I’d say it’s worthwhile trying a gluten-free diet. “I wouldn’t do it for more than a month though,” he adds. “I see people who come to me after a year on a gluten-free diet. They’re totally convinced that they have gluten sensitivity, and I say, ‘But you’re no better than you were. Why don’t you just go back to eating gluten?’ And they say, ‘But it’s bad for me.’ And I ask, ‘How do you know that? We’re not always logical beings.’” MYTH: Your colon needs cleansing. Nature’s Bounty Colon Cleanser promises to “Cleanse, Detox, Regulate.” GNC’s Preventive Nutrition Advanced Complete Body Cleansing 14-Day Program (only $39.99!) includes a “liver cleanser,” a “gastro cleanser,” and pills for “kidney health.” Those are just supplements you swallow. People who are more motivated can buy colonic irrigation kits from Web sites like homecolonics.com. Do you need to clean your colon and other organs? “There’s no evidence that cleansing is helpful in any way,” says Ranit Mishori, a physician and associate professor of family medicine at Georgetown University Medical Center in Washington, D.C. “Our bodies are designed in such a way that, through the liver and kidneys, we cleanse all the toxins that are there,” Looking for Lactose Milk has the most lactose, especially if you’re drinking a 16 or 20 oz. milkshake or latte. If a cheese or cream has no sugars in its ingredient list, the “Sugars” number on the Nutrition Facts panel is equal to the amount of lactose it contains. Here are the lactose levels in some typical foods. Other brands are probably similar. \| Milk & Cream \| Lactose (grams) \| \|--------------\|-----------------\| \| Starbucks Caffè Latte (grande, 16 fl. oz.) \| 17* \| \| Milk—fat free, 1%, 2%, or whole (8 fl. oz.) \| 12 \| \| Starbucks Cappuccino (grande, 16 fl. oz.) \| 10* \| \| Daisy Brand Light Sour Cream (2 Tbs.) \| 2* \| \| Daisy Brand Sour Cream (2 Tbs.) \| 1* \| \| Land O Lakes Half and Half (2 Tbs.) \| 1* \| \| Land O Lakes Heavy Whipping Cream (2 Tbs.) \| 0* \| \| Cheese \| Lactose (grams) \| \|--------\|-----------------\| \| Breakstone’s Cottage Cheese, 2% (½ cup) \| 5* \| \| Knudsen Cottage Cheese, 2% (½ cup) \| 4* \| \| Sargento Part-Skim Ricotta (¼ cup) \| 3* \| \| Philadelphia ½ Less Fat Cream Cheese, tub (2 Tbs.) \| 2* \| \| Feta (1 oz.) \| 1* \| \| Kraft American Singles (1 slice, 0.7 oz.) \| 1* \| \| Philadelphia Regular Cream Cheese (2 Tbs.) \| 1* \| \| Mozzarella, Parmesan, or Swiss (1 oz.) \| 0.5* \| \| Blue, Brie, Camembert, or Cheddar (1 oz.) \| 0* \| \| Yogurt (6 oz.) \| Lactose (grams) \| \|---------------\|-----------------\| \| Dannon All Natural, Nonfat or Lowfat, plain \| 12* \| \| Dannon Fruit on the Bottom, Lowfat \| 10* \| \| Dannon All Natural, Full Fat, plain \| 9* \| \| Chobani, Fage, or Dannon Okios Greek, plain \| 7* \| \| Desserts & Sweets \| Lactose (grams) \| \|-------------------\|-----------------\| \| Milkshake, restaurant (22 fl. oz.) \| 25* \| \| Chocolate Mousse (½ cup) \| 8 \| \| Egg Custard (½ cup) \| 7 \| \| Haagen-Dazs Vanilla Ice Cream (½ cup) \| 5* \| \| Breyers Natural Vanilla Ice Cream (½ cup) \| 4* \| \| Cheesecake, frozen (1 slice, 4.4 oz.) \| 2 \| \| Chocolate Pudding, refrigerated (4 oz.) \| 2 \| \| Chocolate \| Lactose (grams) \| \|-----------\|-----------------\| \| Milk or White Chocolate (1.4 oz.) \| 3* \| \| Chocolate Fudge (1.4 oz.) \| 1* \| \| Dark Chocolate, 45–59% cacao (1.4 oz.) \| 0.5 \| \| Miscellaneous \| Lactose (grams) \| \|---------------\|-----------------\| \| Kraft Macaroni & Cheese Dinner (1 cup) \| 8 \| \| Lasagna (1 cup) \| 3 \| \| Quiche Lorraine (1 slice, 4.9 oz.) \| 3 \| \| Broccoli in Cheese Sauce (½ cup) \| 2 \| \| Applebee’s Mozzarella Sticks (10 oz.) \| 1 \| \| McDonald’s Big Mac (7.6 oz.) \| 0.5 \| \| Pizza Hut Cheese Pizza (2 medium slices) \| 0.5 \| * Estimate. Chart compiled by Paige Einstein. Sources: Company information, USDA, and McCance and Widdowson’s The Composition of Foods integrated dataset, 6th edition, 2002. “Many people probably use colon cleansing with no adverse effects. But some bad outcomes don’t get reported because the doctors don’t bother to write them up. “People have incredibly stressful lives, whether it’s because of their working life or family life or interpersonal relationships,” she notes. “And there’s this perverse thinking that if you just get some gunk out, by pooping it all out, it’s going to make a huge difference in your life. “So many other interventions are proven and safe—yoga, exercise, walking, talking, and even having a glass of wine,” says Mishori. “Why do we have this need to detoxify and get the gunk out?” MYTH: Most adults can’t digest the lactose in a glass of milk. Lactose is the naturally occurring sugar in milk. But many adults no longer have the enzyme lactase, which breaks lactose down into glucose and galactose. Instead, the undigested lactose passes into the colon, where bacteria ferment it and release gas. And if there’s enough lactose, it can also draw water into the colon, causing diarrhea. But many people without lactase can drink up to a cup of milk at a meal without symptoms of lactose intolerance—usually abdominal pain, bloating, and diarrhea.$^{9,10}$ You’re less likely to have symptoms if your stomach empties slowly. “The rate of stomach emptying is genetically controlled, and we vary,” explains Richard Grand, professor of pediatrics at Harvard Medical School. “Fat reduces the rate of stomach emptying,” he notes. “So if you drink fat-free milk alone or with a low-fat meal, you may have symptoms.” But if you drink it with a typical meal, which contains fat, the symptoms may not appear. And you can grow more lactose-loving bacteria—the kind that break down lactose without fermenting it and giving off gas. “Often people who have lactose intolerance adapt to a little lactose in their diet, because the bacterial flora in their colon can ‘learn’ to digest the lactose,” says Grand, who is also director of the Inflammatory Bowel Disease Center at Children’s Hospital in Boston. “These people may have a lactase deficiency in their small intestine, but their bacteria can break the lactose down, so they don’t have symptoms.” To build up your lactose-digesting bacteria, start with small amounts of milk. “Maybe a tablespoon, then build up to a glass per meal over three to six weeks,” suggests Grand. “See how much you can tolerate.” It’s also possible that your symptoms aren’t due to lactose. “The best studies give people milk, and then give them an identical product with glucose instead of lactose,” Grand explains. “The majority of the time, they can’t tell which milk they’ve been given. The clinical symptoms in a large percentage of those people are equal.” One explanation: many people who complain of lactose intolerance may actually have irritable bowel syndrome.$^{11}$ “Irritable bowel syndrome has similar features—abdominal pain, usually shortly after eating, and then either constipation or diarrhea during the day,” says Grand. “So it’s common for them to be confused. “Lactose intolerance is overdiagnosed,” he adds. “People diagnose themselves, and they shouldn’t.” Another mistake: some people assume that if they’re lactose intolerant, they need to avoid all dairy. That’s not so: - Cheese. “Hard, unprocessed cheeses like real cheddar and Swiss don’t have much lactose,” says Grand. (See “Looking for Lactose,” p. 5.) Processed cheese slices may have added whey and other milk ingredients, though. So does Kraft Macaroni & Cheese. But if the Nutrition Facts list no more than 1 or 2 grams under “Sugars,” you’re probably safe. - Yogurt. Yogurt is made from milk, but the yogurt’s cultures turn some of the milk’s lactose into lactic acid. “Yogurt has that tangy taste because the culture has Lactobacillus and other good bugs that break down lactose,” explains Grand. And most of the lactose that’s left gets broken down by the yogurt’s bacteria once it reaches your gut.$^{12}$ “But many flavored yogurts have milk or milk solids added for taste,” notes Grand. So they have extra lactose. (Check the ingredients to see if a yogurt has added milk solids or whey.) - Enzymes. If your body doesn’t make its own lactose-digesting enzymes, you can buy them in pills like Lactaid, Lactase, and Dairy Relief. “Taken with milk, or even a little bit before milk, they work quite well,” says Grand. “Some brands are better for one person than another, so if one doesn’t work, try another.” MYTH: All fiber supplements are equally good at keeping you regular. “Promotes regularity,” says the label of Walgreens Fiber Select Gummies. VitaFusion Fiber Well Gummies “help support regularity.” “Therapy for regularity,” says the Metamucil canister. And 20 grams is quite a bit. A daily dose of VitaFusion Fiber Well Gummies, for example, has just five grams of polydextrose. “Some of these regularity claims are misleading because people get less than what they’re expecting,” adds Slavin. Inulin may also be disappointing. “Inulin has no effect on stool weight,” says Slavin. “It’s completely fermented, so by the end of the ride, there’s nothing left.” That’s what she found when men were fed a large dose of inulin—20 grams a day.$^{14}$ (Each Walgreens Fiber Select Gummy has 2 grams of inulin.) “But for someone who’s constipated,” notes Slavin, “inulin could speed things up, because it’s fermented quickly. The fermentation and short-chain fatty acid production could bring some water into the colon and loosen things up.” That’s largely speculation, she adds, because no one has done good studies. “A couple of studies have been done in the elderly, but the effects are self reported.” Slavin’s bottom line: “Fibers are not alike, even though it looks like they’re the same on the label. In the physiology world, they’re quite different.” MYTH: Nuts, seeds, and popcorn lead to diverticular disease. Stay away from nuts, popcorn, corn, and caraway, sesame, sunflower, pumpkin, and other seeds. That’s what doctors told patients with symptoms of diverticular disease until 2008. That’s when a study that tracked 47,000 men for 18 years found a lower risk of diverticulitis or diverticular bleeding among men who ate the most popcorn or nuts than among those who ate the least, and no link with corn or seeds.$^{15}$ Yet the myth persists…and not just among the public. “I still see patients whose physicians have recommended that they don’t eat those foods,” says Lisa Strate, the assistant professor of gastroenterology at the University of Washington School of Medicine who led the study. “The theory was around for decades, although it was unsubstantiated, and only our one publication suggested that these foods really don’t increase the risk. So I think it’s still a very common belief.” While some people are distracted by nuts and seeds, they should be worried about other risk factors. “More than 50 percent of adults will develop diverticulosis by the age of 60,” explains Strate. “That’s the condition of having pockets or sacs in the colon.” They typically cause no symptoms. “It’s much less common to develop bleeding or diverticulitis, which is inflammation of one or a few of these pockets,” she adds. Those complications strike 10 to 35 percent of people with diverticulosis, according to some estimates. “A recent, as yet unpublished, study suggests that it’s more along the lines of 1 percent,” notes Strate. “But even if 1 percent of people with diverticulosis have complications, it’s still a common problem.” So far, researchers know more about what leads to inflammation or bleeding than about what causes the pockets in the first place. Among the risk factors for complications: - Too little fiber. In a study that tracked roughly 47,000 people in England and Scotland for 12 years, those who consumed the most fiber (at least 26 grams a day) had a 40 percent lower risk of being hospitalized for diverticular disease than those who ate the least fiber (less than 14 grams a day).<sup>16</sup> The Health Professionals Follow-up Study of 48,000 U.S. men found nearly identical results.<sup>17</sup> “Individuals who are on a low-fiber diet appear more likely to get diverticular complications,” says Strate. However, she notes, “it doesn’t look like low-fiber diets lead to diverticulosis.” Eating too little fiber may only boost the risk of complications. - Obesity. When researchers monitored roughly 36,000 Swedish women for 12 years, those who were either overweight or obese had about a 30 percent higher risk of being hospitalized for diverticular disease.<sup>18</sup> And when Strate tracked the 48,000 U.S. male health professionals for 18 years, those who were obese had nearly double the risk of diverticulitis and triple the risk of bleeding compared to those who were normal weight.<sup>19</sup> The risk also rose with increasing waist size, especially with a waist over 40 inches. Why is belly fat worse? “It’s more metabolically active,” says Strate. “It produces more molecules that may increase inflammation in the colon.” - Inactivity. Among the U.S. health professionals, men who ran at least three hours a week had a 34 percent lower risk of diverticulitis and a 39 percent lower risk of bleeding than men who did no vigorous exercise.<sup>20</sup> Likewise, the Swedish women who got more than 30 minutes of exercise a day had a lower risk than those who got up to 30 minutes a day.<sup>18</sup> --- Bulk Delivery Here’s a sampling of foods that are rich in unprocessed fiber (along with a few lower-fiber foods for comparison). Yogurts, ice creams, juices, waters, and other foods with processed fibers like inulin and polydextrose aren’t as good for regularity. \| Fruits & Juices \| Fiber (grams) \| \|-----------------\|---------------\| \| Raspberries (1 cup) \| 9 \| \| Blackberries (1 cup) \| 7 \| \| Avocado (%) \| 5 \| \| Pomegranate (% cup seeds) \| 5 \| \| Figs, dried (5) \| 4 \| \| Pear (1), Banana (1), or Kiwifruit (2) \| 4 \| \| Apple (1), Apricots, dried (5), or Orange (1) \| 3 \| \| Blueberries, Cherries, or Strawberries (1 cup) \| 3 \| \| Prunes (4) or Prune juice (1 cup) \| 3 \| \| Grapefruit (%), Peach (1), or Raisins (% cup) \| 2 \| \| Pineapple (% cup) \| 2 \| \| Cantaloupe (%) or Grapes (1½ cups) \| 1 \| \| Orange juice (1 cup) or Watermelon (1 cup) \| 0.5 \| \| Vegetables (cooked, unless noted) \| Fiber (grams) \| \|-----------------------------------\|---------------\| \| Artichoke (%) \| 5 \| \| Lima beans or Peas (% cup) \| 5 \| \| Pumpkin, canned or Acorn squash (% cup) \| 4 \| \| Sweet potato, with skin (1) \| 4 \| \| Broccoli (2 spears) or Green beans (% cup) \| 3 \| \| Asparagus (6 spears) or Cauliflower (% cup) \| 2 \| \| Brussels sprouts, Kale, or Spinach (% cup) \| 2 \| \| Cabbage (1 cup) \| 2 \| \| Carrot, raw (1) or Romaine lettuce, raw (2 cups) \| 2 \| \| Potato, with skin (1) or Corn (% cup) \| 2 \| \| Green pepper, raw (%) or Tomato, raw (% cup) \| 1 \| \| Grains & Pasta (cooked) \| Fiber (grams) \| \|-------------------------\|---------------\| \| Bulgur (% cup) \| 6 \| \| Pasta, whole wheat (1 cup) \| 6 \| \| Barley, pearled (1 cup) \| 5 \| \| Popcorn, air-popped (4 cups) \| 4 \| \| Quinoa (% cup) \| 4 \| \| Pasta, white (1 cup) \| 3 \| \| Rice, brown (% cup) \| 3 \| \| Rice, white (% cup) \| 0.5 \| \| Almonds (23) \| 4 \| \| Pecans (19 halves) or Pistachios (49) \| 3 \| \| Peanuts (28) or Peanut butter (2 Tbs.) \| 2 \| \| Cashews (18) \| 1 \| \| Black beans, Pinto beans, or Split peas (% cup cooked, unless noted) \| 8 \| \| Chickpeas or Lentils \| 7 \| \| Kidney beans \| 6 \| \| Hummus (2 Tbs.) or Tofu, firm (3 oz.) \| 2 \| \| Wasa Crispbread, Light Rye (4) \| 6 \| \| Finn Crisp Thin Crispbread, Original (4) \| 4 \| \| Sara Lee 100% Whole Wheat Bread (2 slices) \| 4 \| \| Nabisco Triscuit (6) or Wheat Thins (16) \| 3 \| \| Kellogg’s All-Bran Original (% cup) \| 10 \| \| Post Wheat’n Bran Shredded Wheat (1¼ cups) \| 9 \| \| Kellogg’s Raisin Bran (1 cup) \| 7 \| \| Post Grape-Nuts (% cup) \| 7 \| \| Post Original Shredded Wheat (1 cup) \| 6 \| \| Quaker Oat Bran (% cups cooked) \| 6 \| \| Alpen Original Muesli (% cup) \| 5 \| \| Post Bran Flakes (% cup) \| 5 \| \| Wheatena (1 cup cooked) \| 5 \| \| Quaker Old Fashioned Oats (1 cup cooked) \| 4 \| \| General Mills Cheerios (1 cup) \| 3 \| \| General Mills Wheaties (% cup) \| 3 \| \| Kellogg’s Corn Flakes (1 cup) \| 1 \| Sources: Company information and USDA. Information compiled by Paige Einstein. --- 1. Crit. Rev. Food Sci. Nutr. 49: 327, 2009. 2. Am. J. Clin. Nutr. 68: 357, 1998. 3. Am. J. Clin. Nutr. 79: 669, 2004. 4. Clin. Gastroenterol. Hepatol. 10: 893, 2012. 5. Am. J. Gastroenterol. 107: 1558, 2012. 6. Am. J. Gastroenterol. 106: 508, 516, 2011. 7. J. Family Pract. 60: 454, 2011. 8. Am. J. Gastroenterol. 104: 2830, 2009. 9. N. Engl. J. Med. 333: 1, 1995. 10. Curr. Treat. Op. Gastroenterol. 11: 19, 2008. 11. N. Engl. J. Med. 310: 1, 1984. 12. <http://consensus.nih.gov/2011/lactose.htm>. 13. Am. J. Clin. Nutr. 72: 784, 2000. 14. Food Funct. 2: 72, 2011. 15. JAMA 300: 907, 2008. 16. BMJ, DOI:10.1136/bmj.d4131. 17. Am. J. Clin. Nutr. 60: 757, 1994. 18. Am. J. Gastroenterol. 107: 296, 2012. 19. Gastroenterol. 136: 115, 2009. 20. Am. J. Gastroenterol. 104: 1221, 2009. Bone Basics Potassium citrate—which is found primarily in fruits and vegetables—appears to boost bone density by neutralizing excess acid in the body. Swiss researchers gave 169 people who were over 65 either a placebo or enough potassium citrate to supplement their diets with 2,400 milligrams of potassium a day. Both groups also got calcium (500 mg) and vitamin D (400 IU) every day. None of the participants had bone density low enough to require treatment for osteoporosis. After two years, the potassium takers had higher spine, hip, arm, and leg bone density than the placebo takers, and the potassium citrate neutralized excess acid excretion. Potassium citrate was also good for bones when U.S. researchers gave 52 men and women over 55 either a placebo or potassium citrate at a medium or higher dose (2,400 or 3,600 mg of potassium a day). Each participant also got calcium (630 mg a day) and vitamin D (400 IU a day). After six months, those taking the higher dose of potassium lost less calcium than the placebo group. (The medium-dose group was in between.) What to do: Eat more fruits and vegetables. Most people have excess acid in their blood because the typical American diet is rich in grains and animal protein, both of which generate acids in the body. Our bones release calcium to neutralize the excess acid, which can lead to osteoporosis (brittle bones) as we age (see Nov. 2010, cover story). Why not take potassium citrate pills? Fruits and vegetables not only supply potassium, but may also replace the extra grains that most people eat. What’s more, the people in these studies had to go to the trouble of taking six to nine potassium citrate pills a day. J. Clin. Endocrinol. Metab. DOI:10.1210/jc.2012-3099 and J. Bone Miner. Res. DOI:10.1002/jbmr.1764. Immunity Boost? Eating more fruits and vegetables may boost immunity in older people. Researchers in Northern Ireland randomly assigned 83 healthy volunteers aged 65 to 85 to eat either their normal diets or to make sure that their diets included at least five servings of fruits and vegetables each day. (All participants reported eating no more than two servings a day before the study began.) After 16 weeks, the fruit-and-vegetable group had a better immune response to a pneumonia vaccine (but not to a tetanus vaccine) than the people who didn’t step up their produce intake. What to do: Eat more fruits and vegetables. This study doesn’t prove that they’ll strengthen your immune system if you’re under 65 or if you’re already eating more than two servings a day. What’s more, the study wasn’t double blind, so it’s possible that the people assigned to eat more fruits and vegetables did something else to boost their immune response. And keep in mind: other studies show that eating about a dozen (small) servings of fruits and vegetables every day can lower blood pressure. Am. J. Clin. Nutr. 96: 1429, 2012. Calcium & Vitamin D Revisited Taking calcium and vitamin D doesn’t appear to raise the risk of heart disease or stroke—or to lower the risk of dementia—as some studies had suggested. Researchers re-examined the results of the Women’s Health Initiative (WHI), which gave 36,000 women either a placebo or calcium (1,000 mg a day) plus vitamin D (400 IU a day) for seven years. However, all of the women were also allowed to take calcium and vitamin D supplements on the side, so the trial ended up testing adequate calcium intakes (1,000 mg a day) in the placebo takers versus high intakes (roughly 2,000 mg a day) in the calcium takers. The women assigned to take calcium and vitamin D had no higher risk of heart disease or stroke, but they did have a 17 percent increased risk of kidney stones. As for bones, the women who took no calcium supplements on the side and who kept taking the calcium and vitamin D they got from the trial had a 75 percent lower risk of hip fracture than those who took no calcium on the side and got a placebo. However, the authors cautioned that something else about people who stick to a study protocol might have accounted for their lower risk. And when researchers gave cognitive tests to roughly 4,000 of the WHI women, those assigned to take calcium and vitamin D had no lower risk of dementia over eight years. What to do: Shoot for the RDA for calcium (1,200 mg a day) and vitamin D (600 IU a day up to age 70 and 800 IU a day over 70) from food and supplements combined. Osteoporos. Int. DOI:10.1007/s00198-012-2224-2 and J. Am. Geriatr. Soc. DOI:10.1111/jgs.12032. DHA & Arthritis A diet rich in DHA, one of the two main omega-3 fats in fish oil, may help prevent cartilage loss in people with osteoarthritis. Researchers studied 472 people who had—or were at high risk for—arthritis in their knees. Those with the highest blood levels of DHA had less cartilage loss (measured by an MRI). The researchers didn’t find a link with EPA, the other omega-3 fat in fish oil. However, people with higher blood levels of arachidonic acid—an omega-6 fat found largely in meat, poultry, fish, and eggs—had more synovitis (but no more cartilage loss) than those with lower levels. Knee synovitis is an inflammation of the membrane that lines and lubricates the knee joint. What to do: It’s too early to know if DHA prevents knee cartilage loss or if arachidonic acid causes knee inflammation. In the meantime, it’s worth eating fatty fish like salmon at least twice a week to get a good dose of DHA. Osteoarthritis Cartilage 20: 382, 2012. How can something so small cause such big problems? For some older men, the prostate, which is normally the size of a walnut, can feel as big as a grapefruit as it squeezes the urethra, making urination urgent, painful, and sometimes futile. Doctors usually prescribe drugs to control the symptoms. But what you eat and how much you move can also help. “Most men’s prostates get bigger as they get older,” says urologist J. Kellogg Parsons, an associate professor of surgery at the UC San Diego Moores Cancer Center. The condition is called benign prostatic hyperplasia, or BPH. It’s an increase in the number of (non-malignant) prostate cells. “Some men are on the express and get to an enlarged prostate faster, while others are on the local and get there slower,” says Parsons. “But once the prostate has grown larger, it will never go back to its former size by itself.” Only certain medications or surgery can make that happen. While not all men with an enlarged prostate experience urinary problems, most middle-aged and older men eventually feel discomfort. The lucky ones find it a nuisance, not something that disrupts their lives. For others, however, “an enlarged prostate can have a huge impact on daily activities and the quality of life,” says urologist Kevin T. McVary of the Southern Illinois University School of Medicine in Springfield. PEE MAJOR OR MINOR? Men with BPH may feel an urgency to urinate at any hour of the day or night, then have difficulty actually urinating, only to have the aggravation start all over again a short while later. “Some men start changing their lives around, depending on their bladder,” says McVary. “They pick certain stores to shop in, based on the availability and location of restrooms.” Or they avoid going to the movies or the theater or traveling on long plane rides, for fear of not getting to a bathroom quickly enough. For many men, though, BPH is more than an inconvenience. “One of the most serious symptoms affecting lifestyle is the repeated getting up at night to urinate, called nocturia, because it so disrupts sleep cycles that folks just have a hard time living their lives the next day,” says Parsons. “And if you’re an older man with urinary symptoms who is getting in and out of bed many times a night to go to the bathroom when the room is dark, you may be more likely to fall.” Men with prostate problems are also more likely to face erectile difficulties and suffer depression, Parsons points out. And in a small percent of cases, severe prostate enlargement can lead to infections, bladder failure with the need for a catheter, and even kidney failure. NOT CANCER One thing men with an enlarged prostate don’t have to worry about is that it will lead to prostate cancer. “Scientists have researched the possible link between the two for at least 90 years, and there is no evidence that definitively shows that a man with an enlarged prostate has an increased risk of developing prostate cancer,” says Parsons. In the Prostate Cancer Prevention Trial, for example, over 5,000 men randomly assigned to take a placebo got biopsies to look for prostate cancer, no matter what their PSA scores. (PSA, or prostate-specific antigen, is a protein produced by prostate cells. Blood levels of PSA are often elevated in men with prostate cancer.) “Those suffering from BPH were no more likely to have prostate cancer than those without BPH,” says Alan Kristal, an epidemiologist at the Fred Hutchinson Cancer Research Center and the University of Washington in Seattle. That’s not surprising, he adds. “Prostate cancer and BPH affect different parts of the prostate gland, and the disease process is likely very different for the two.” KEEPING PROSTATES HEALTHY “Some risk factors you can’t do anything about,” says McVary. You’re more likely to suffer from an enlarged prostate as you get older, for example, or if prostate problems run in your family, or if you’re African American or Hispanic. “But you can make changes in your lifestyle that can lower your risk of suffering from BPH,” says Parsons. “And the same changes most likely can also reduce the discomfort if you already have symptoms.” Parsons cautions that those recommendations are based on studies that ask people about their diet and exercise habits and then track who ends up with what health problems in the future. The studies can’t prove cause and effect because something else about people who eat a certain way or exercise a certain amount may explain their higher or lower risk. But even if Parsons’ advice turns out not to reduce the risk of BPH, it’s worth following. “The advice should sound familiar,” he says, “because it’s essentially to follow a healthy lifestyle.” Get regular aerobic exercise. “Do at least a moderate amount of aerobic exercise—30 minutes or more a day, five to seven days a week, of brisk walking, jogging, running, or swimming,” recommends Parsons. Three studies have followed a total of more than 37,000 middle-aged and older men for close to a decade to see who reported symptoms of an enlarged prostate and who didn’t. In two of the three, regular exercisers had a lower risk. In the Health Professionals Follow-Up Study, Harvard researchers monitored more than 30,000 men for eight years. The more physically active the men reported being at the start of the study, the lower their risk of surgery or symptoms of BPH later on.$^2$ And that was true at any age. Those who walked at least two hours a week for exercise, for example, had about a 25 percent lower risk than those who didn’t walk for exercise. And men who watched TV or videos for more than 10 hours a week were about 30 percent more likely to need prostate surgery or to have symptoms than men who watched for less than six hours a week. Among 1,700 men living in the Boston area, those who were the most physically active over an eight-year period had a lower risk of prostate surgery or of having the symptoms of an enlarged prostate than those who were the least active. But the risk was no lower for men who were moderately active.$^3$ In contrast, among 5,667 men in the seven-year Prostate Cancer Prevention Trial, those who were the most physically active were just as likely as those who were the least active to report urinary tract symptoms from an enlarged prostate.$^4$ However, “we really didn’t measure exercise that well in this study,” admits the University of Washington’s Alan Kristal, who says he believes that exercise does matter, “because pretty much every other study has found that.” Why would exercise help the prostate? Although researchers aren’t certain, says Parsons, exercise increases blood flow to the pelvic area, which is good for the prostate. Also, an enlarged prostate is associated with inflammation, and exercise lessens inflammation in the body.$^5$ Another possible mechanism: physical activity decreases the body’s sympathetic nervous system “tone.” The sympathetic nervous system is in touch with every organ and muscle, ready to mobilize the body’s fight-or-flight response to stress. “Increased activity of the sympathetic nervous system goes hand in hand with prostate growth and its symptoms,” explains McVary. “And we know that physical inactivity causes your sympathetic tone to increase dramatically, while exercise can actually lower it.” Maintain a healthy weight and avoid a big belly. “Overweight men are more likely to suffer prostate symptoms, especially if they’re carrying extra fat in their bellies,” says McVary. Among the men in the Health Professionals Follow-Up Study, for example, those with waists greater than 42 inches were twice as likely as those with waists less than 35 inches to have their prostates removed or to report frequent symptoms over an eight-year period.$^6$ And in the Prostate Cancer Prevention Trial, “we found that being overweight or obese increased the chances of suffering from an enlarged prostate by about 30 percent,” says Kristal.$^4$ “The relationship was even stronger for abdominal obesity,” he adds. “What that tells you is that beyond being overweight, it’s where you’re overweight that matters most.” That’s not surprising, notes Kristal. “Abdominal obesity is an inflammatory disease and raises the levels of inflammatory compounds in the blood. The higher the level of these compounds, the more likely a man is to suffer from BPH.” Insulin levels are also higher in people with abdominal obesity, McVary points out. High insulin triggers more insulin receptors to appear on cells, a process that requires insulin growth factor. “And insulin growth factor can cause the prostate to enlarge,” says McVary. Eat plenty of vegetables. In the Health Professionals Follow-Up Study, men who reported eating six servings of vegetables a day had an 11 percent lower risk of prostate symptoms than men who said they ate no more than $1\frac{1}{2}$ servings a day.$^7$ Those who got the most lutein (from green vegetables like spinach, broccoli, and peas) and beta-carotene (from orange or dark-green vegetables like carrots, sweet potatoes, and spinach) had half the risk of those who got the least. And in the Prostate Cancer Prevention Trial, men who said they ate at least four servings of vegetables a day had a 32 percent lower risk of BPH than men who averaged less than one serving a day.$^8$ “Of course, instead of the vegetables, the lower risk of BPH symptoms might be due to the fact that men who eat lots of vegetables are likely to follow a healthy lifestyle,” Kristal points out. If vegetables do help, adds Parsons, “one possible reason is that there are compounds in vegetables that tend to be anti-inflammatory.” --- 1. Am. J. Epidemiol. 173: 1419, 2011. 2. Arch. Intern. Med. 158: 2349, 1998. 3. J. Clin. Epidemiol. 54: 935, 2001. 4. J. Urol. 177: 1395, 2007. 5. Mediators Inflamm. 2008: 109502, 2008. 6. Am. J. Epidemiol. 140: 989, 1994. 7. Am. J. Clin. Nutr. 85: 523, 2007. 8. Am. J. Epidemiol. 167: 925, 2008. Pills for Prostates “Pee like a firehose!” “Shrink Prostate!” “Eliminates Enlarged Prostate Symptoms.” “Make less bathroom trips.” If you’re a man coping with an enlarged prostate, why bother with prescription drugs, which can relax the urinary tract muscles or shrink an enlarged prostate modestly? Just pick up a prostate supplement at the supermarket or drugstore. They’re typically combinations of plant extracts, vitamins, and minerals. A few of the ingredients have been tested for effectiveness, usually in small, short-term trials. Most haven’t. What may help Beta-Sitosterol “The available evidence suggests that betasitosterols are well tolerated and improve urologic symptoms and flow measures,” concluded the Cochrane Collaboration, an international network of scientists who review the effectiveness of medical therapies. That evidence? In four studies in Germany and the UK on a total of 475 men with BPH, those who took 60 to 195 milligrams a day of beta-sitosterol for one to six months had greater urine flow than those who took a placebo. In two of the studies the betasitosterol takers reported having milder symptoms, and in one they got up an average of one less time per night.$^1$ But the studies were small and short term, and tested different amounts and formulations of beta-sitosterol. Saw palmetto also showed promise in early small studies, but when it was tested in large studies, researchers found no benefit. Pygeum Africanum It “provides moderate relief” for men and “may be a useful treatment option, at least in the short term,” according to the Cochrane Collaboration. In six small studies in Italy and Germany, men with BPH who took 100 to 200 milligrams a day of pygeum had increased urine flow and reported improvements in symptoms compared with men who took a placebo.$^2$ However, in the three studies that looked, pygeum takers made no fewer trips to the bathroom during the night. As with beta-sitosterol, the studies were short term and small, and tested different doses and preparations. They also rarely used standardized methods to record symptoms. That lessened the reliability of their results. What doesn’t seem to help Saw Palmetto The best known—and now the most overrated—botanical sold for prostate relief “did at first appear to have some beneficial effects for prostate health in small studies,” says UC San Diego’s J. Kellogg Parsons. “But since then, two large, very rigorous and well-done randomized controlled trials in the U.S. have shown that saw palmetto doesn’t have a benefit.” In the two studies, which looked at a total of 600 men with BPH, those who took 320 to 960 milligrams of saw palmetto every day for up to six years reported no fewer symptoms or nighttime trips to the bathroom than those who took a placebo.$^1,^2$ Selenium Among more than 4,700 men in the Prostate Cancer Prevention Trial, those who were taking at least 10 micrograms of selenium in supplements every day were just as likely to report prostate symptoms over a nine-year period as those who were taking less than 10 mcg.$^3$ Lycopene Despite its reputation as being good for the prostate, “lycopene supplements do nothing for men with BPH,” says Southern Illinois University’s Kevin T. McVary. In three trials in the United States, Germany, and India on a total of roughly 150 men with BPH, those who took 8 to 30 milligrams of lycopene every day for four months to one year reported no fewer prostate symptoms than those who took a placebo.$^4$ What may be harmful Vitamin E Of the roughly 26,000 men in the SELECT trial, those who took 400 IU of vitamin E every day for 5½ years were 17 percent more likely to be diagnosed with prostate cancer than those who took a placebo.$^1$ Zinc There’s no good evidence that taking zinc relieves the symptoms of BPH. Worse, men in the Health Professionals Follow-Up Study who took more than 100 milligrams a day of zinc from supplements for 14 years were three times more likely to be diagnosed with advanced prostate cancer than men who took 1 to 24 mg a day.$^2$ (The recommended intake for men is 11 mg per day from foods and supplements combined.) And in a study of macular degeneration, men who took 80 mg of zinc every day for six years were more likely than those who took a placebo to be hospitalized for urinary tract problems, including BPH and urinary retention.$^3$ Worth Taking Drugs? Talk to your doctor. The evidence for beta-sitosterol and pygeum is weaker than the evidence for prescription drugs, which have been tested in dozens of well-controlled clinical trials. The two main classes of BPH drugs: alpha blockers like Flomax and Uroxatral, which relax the muscles of the bladder neck and prostate, and 5-alpha reductase inhibitors like Proscar and Avodart, which lower levels of hormones produced by the prostate. The alpha blockers are relatively free of side effects, but a small number of men on reductase inhibitors experience decreased sex drive or impotence.$^*$ Nothing beats perfectly ripe tomatoes drizzled with olive oil and balsamic vinegar, with a twist of freshly ground black pepper. But summer isn’t the only time for great-tasting salads, as these three delicious winter creations prove. Cauliflower & Beet Salad 4 cups small cauliflower florets 3 Tbs. extra-virgin olive oil, divided 1 tsp. Dijon mustard 1 Tbs. red wine vinegar ¼ tsp. kosher salt 8 cups mixed salad greens 1 cup diced cooked beets ¼ cup unsalted, roasted sunflower seeds Check your supermarket’s produce case for vacuum-packed cooked beets. To turn the salad into the perfect dinner for a chilly winter evening, just add roasted chicken or fish. Preheat the oven to 450°F. • Toss the cauliflower florets with 1 Tbs. of the oil on a rimmed baking sheet. Roast until lightly browned in spots, 10-15 minutes. Remove and allow to cool. • In a large bowl, whisk the mustard, vinegar, and salt with the remaining 2 Tbs. of oil. • Toss the salad greens with the dressing. Top with the beets, cauliflower, and sunflower seeds. • Serves 4. Per Serving (3½ cups): Calories: 210 \| Sodium: 240 mg \| Total Fat: 15 g Sat Fat: 2 g \| Carbs: 15 g \| Protein: 6 g \| Fiber: 6 g Roasted Sweet Potato & Scallion Salad 1 lb. sweet potatoes, peeled 2 bunches scallions, white and pale-green parts cut into ½-inch pieces 2 Tbs. canola oil, divided 1 Tbs. reduced-sodium soy sauce 1 Tbs. balsamic vinegar 1 tsp. brown sugar 8 cups mixed salad greens ¼ cup roasted and salted pumpkin seeds Sweet, savory, and crunchy. Every bite contains a surprise. Preheat the oven to 450°F. • Cut the sweet potatoes into ½-inch-thick sticks. On a rimmed baking sheet, toss the sweet potatoes and scallions with 1 Tbs. of the oil. Roast until the sweet potatoes are tender, 10-12 minutes. Remove and allow to cool. • In a large bowl, whisk the soy sauce, vinegar, and sugar with the remaining 1 Tbs. of oil. • Toss the salad greens with the dressing. Top with the sweet potatoes, scallions, and pumpkin seeds. • Serves 4. Per Serving (3 cups): Calories: 240 \| Sodium: 250 mg \| Total Fat: 11 g Sat Fat: 1 g \| Carbs: 31 g \| Protein: 7 g \| Fiber: 8 g Baby Kale Salad 1 Tbs. fresh lemon juice 2 Tbs. minced shallot ¼ tsp. kosher salt 2 Tbs. extra-virgin olive oil ½ lb. baby kale ¼ cup shredded Parmesan cheese Freshly ground black pepper, to taste This is one of the few salads you can make hours ahead of time. It gets better as the flavors meld and the kale softens in the dressing. And don’t be stingy with the black pepper. You’ll be amazed at the extra flavor pop it delivers. In a large bowl, whisk together the lemon juice, shallot, salt, and oil. • Toss the kale in the dressing with the Parmesan cheese and season with plenty of black pepper. (If you can’t find baby kale, you can use Tuscan kale. Before tossing with the dressing, remove and discard the large, center stems. Then, working in batches of about 8 leaves, stack the leaves and cut them crosswise into thin strips.) • Serves 4. Per Serving (3 cups): Calories: 110 \| Sodium: 230 mg \| Total Fat: 9 g Sat Fat: 2 g \| Carbs: 7 g \| Protein: 4 g \| Fiber: 1 g Double Your Trouble Designed like 1950s soda shops, Johnny Rockets restaurants are a place to “experience the uncomplicated goodness of classic Americana.” And what’s more classic Americana than the Bacon Cheddar Double—a white-flour bun stuffed with two one-third-pound beef patties, four slices of cheddar cheese, four strips of bacon, and a “special” sauce? The tab: 1,770 calories, 50 grams of saturated fat, and 2,380 milligrams of sodium. Three McDonald’s Quarter Pounders with Cheese have “only” 1,570 calories. But wait. Who gets just a burger? Johnny’s Sweet Potato Fries add another 590 calories—110 more than his regular “American Fries” and 90 more than a large McDonald’s Fries—and 800 mg of sodium. And what’s Americana without a shake? Johnny’s hover around the 1,000-calorie mark, thanks to their size (20 oz.) and their “premium vanilla ice cream, whole milk, and real whipped cream.” Surely, you have room for the extra 1,140 calories, 37 grams of sat fat, and estimated 13 teaspoons of added sugar in a Big Apple Shake, which squeezes a slice of Johnny’s “all-American” Apple Pie into your drinkable body-fat booster. Your meal ends up with a cool 3,500 calories (enough for today and most of tomorrow), 88 grams of saturated fat (a four-day supply), and 2½ days’ worth of sodium (3,720 mg) and added sugar (15 teaspoons). It’s like finishing off your three Quarter Pounders with Cheese and large Fries with a medium McCafé Vanilla Shake and two Baked Apple Pies. If that isn’t uncomplicated goodness, what is? No Limits!!! “It’s time to have it all!” chirps the IHOP Web site. “When it comes to breakfast, why choose just one thing? Our breakfast combos put your favorites together on one plate, so you can dig into everything you love—from eggs to steaks to pancakes!” That’s right. IHOP’s Country Fried Steak & Eggs isn’t one thing. It’s “8 oz. fried beef steak smothered in country gravy. Served with two eggs, hash browns and two buttermilk pancakes.” Nothing like a mix of fried red meat, fried eggs, fried potatoes, and a load of refined carbs (from the breading, pancakes, syrup, and potatoes) for breakfast. IHOP isn’t kidding. The meal does have it all—all the calories (1,760—almost a day’s worth), all the saturated fat (23 grams—your full quota until this time tomorrow), all the sodium (3,720 milligrams—2½ days’ worth), and all the sugar (11 teaspoons—close to two days’ worth), if you use a typical quarter cup of syrup. Think of it as five McDonald’s Egg McMuffins sprinkled with 10 packets of sugar. No worries. As the Web site says, IHOP is the place “Where it’s all about flavor. Not about limits.” They probably wouldn’t charge too much to add some French toast, waffles, sausage, and bacon if you ask nicely. The Veal Thing Veal is an innocent-sounding name for the meat from a young calf that has been made anemic by its milk-only diet so that its flesh attains the light pink or white color that is so prized. But why think about that? You’re dining out. Like many Italian restaurants, Maggiano’s Little Italy offers several veal dishes that may appeal to people who think veal is a healthy alternative to beef. Oh dear. Take the 18 oz. Veal Porterhouse, which is drizzled with butter sauce and comes with half a pound of roasted, fried, and garlic-buttered Crispy Red Potatoes. Even without the spuds, you’re talking 1,900 calories, 40 grams of saturated fat, and 2,860 milligrams of sodium. The potatoes bring the total to 2,710 calories (almost ½ days’ worth), 45 grams of sat fat (a two-day supply), and 3,700 mg of sodium (2½ days’ limit). And those numbers don’t include the Ciabatta Roll that comes with the meal. You’d be better off eating four Pizza Hut Personal Pan Pepperoni Pizzas. But why think about that? You’re dining out. Spaghet(not so)tini “Crispy battered shrimp, fresh mushrooms, tomato and arugula tossed with spaghettini and a basil-garlic-lemon cream sauce.” Nothing about the way The Cheesecake Factory describes its Bistro Shrimp Pasta sounds extreme. Sure, there’s cream and battered shrimp, but they’re mixed in with mushrooms and arugula, for heaven’s sake. Granted, The Cheesecake Factory has a knack for creating over-the-top dishes. It has made eight appearances in our last four Xtreme Eating articles—more than any other chain. And this dish has the dubious distinction of delivering more calories than any other entrée on the menu. More than the fettuccini Alfredo, more than the steaks and chops, more than the cheesecakes. According to company headquarters, the Bistro Shrimp Pasta has 3,120 calories. And keeping those 1½ days’ worth of calories company are 89 grams of saturated fat (enough to keep your arteries busy from Monday morning to Friday noon) and 1,090 milligrams of sodium (two-thirds of a day’s worth). That’s what happens when you mix 3½ cups of pasta with a butter-and-cream sauce topped with battered, fried shrimp. It’s like eating three orders of Olive Garden’s Lasagna Classico plus an order of Tiramisu for dinner. What’s for dessert? Pot Belly & Jowls? “PB&J isn’t just for kids,” says the Smoothie King Web site. “We blend fresh ground peanut butter and banana with your choice of plump strawberries or tasty grape juice.” Go with grape juice and you end up with a Peanut Power Plus Grape Smoothie. A 40 oz. large (“The King”) has 1,460 calories (three-quarters of a day’s worth) and a 3½-day supply of added sugar (22 teaspoons). Make that 6½ days’ worth, since the 17 teaspoons of naturally occurring sugar in the grape juice aren’t much better than added sugar. The numbers for the strawberry version are in the same ballpark. Only The Hulk Smoothies have more calories—1,600 to 1,930 in a large—but they’re “developed specifically for gaining weight,” notes the Web site. In contrast, the Peanut Power Plus Grape is in Smoothie King’s “Indulge” section. (Translation: not developed for gaining weight, but darn good at it.) Somehow, people believe that smoothies are healthy no matter what. Do two cups of grape juice, five tablespoons of peanut butter, a banana, and a boatload of sugar sound like a healthy lunch or (heaven forbid) snack? Even if you “make it skinny”—that means they leave out the added sugar—you’ll still be downing 1,060 calories. “You’ll love it no matter how old you are,” says Smoothie King. “And definitely be ready to go out and play.” Or just sit around and make new fat cells. Baby Backside Chili’s serves 20,000 miles’ worth of Baby Back Ribs every year, says the Web site of Brinker International, the chain’s corporate parent. It’s “almost enough to wrap around the globe!” And a good start if you want to look like one. A Full Rack of Baby Back Ribs with Shiner Bock BBQ Sauce (made with Shiner Bock Beer) packs 1,660 calories, 39 grams of saturated fat, and 5,025 milligrams of sodium. Toss in the Homestyle Fries (400 calories) and Cinnamon Apples (270 calories) that come with the ribs and you’re talking a real ribs dinner. That assumes you can still open your mouth after swallowing 2,330 calories (more than a day’s worth), 45 grams of sat fat (two days’ quota), and 6,490 mg of sodium (a stunning four-day supply). It’s like ordering two Chili’s 10 oz. Classic Sirloin Steak dinners (each with Loaded Mashed Potatoes and Steamed Broccoli), with a 10 oz. Classic Sirloin Steak on the side. After all, who would be full after only two steak dinners? Macadoozy “Penne with Cabot Aged Cheddar, Parmesan & Romano. Sprinkled with buttery crumb topping and baked in a deep dish pan.” That’s how Uno Chicago Grill describes its Deep Dish Macaroni & 3-Cheese. Sounds like a classy upgrade of a classic comfort food. It’s an upgrade, all right. The calories shoot up to 1,980 (you’re done for the day!), the saturated fat hits 71 grams (3½ days’ worth), and the sodium reaches 3,110 milligrams (a two-day dose). The Mac & 3-Cheese has more calories than any individual pizza on Uno’s menu except the sausage-laden Chicago Classic (which squeezes by with 2,300 calories). But it makes the Classic’s sat fat (53 grams) look prudent. It’s not just the three cheeses. There’s the Alfredo sauce, which is made with heavy cream, cheese, rendered chicken fat, and butter. And the four cups of pasta plus the crushed Ritz Cracker crumbs also do their share to boost the calorie (and white flour) load. Each Deep Dish Macaroni & 3-Cheese is like a Family Size box of Stouffer’s Macaroni & Cheese (which serves five) with half a stick of butter melted on top. Some comfort. It’ll Cost Ya The Cheesecake Factory Crispy Chicken Costoletta doesn’t sound like much of an indulgence. Sure, the chicken breast is “lightly breaded and sauteed to a crisp golden brown,” but it is chicken breast, after all. And the dish comes with mashed potatoes (not fries) and fresh asparagus (a green veggie!). So you might be a tad surprised to learn that, according to the company, the meal packs 2,610 calories (more than a day’s worth), 89 grams of saturated fat (enough for almost a full work week), and 2,720 milligrams of sodium (your limit for today and most of tomorrow). In fact, the dish has more calories than any steak, chop, or burger meal on The Cheesecake Factory’s menu. How do they do it? It’s partly the lemon (read: butter) sauce, the chicken’s oil-soaked breading, and the butter and cream in the three-quarter-pound serving of mashed potatoes. And it’s partly the sheer quantity of chicken (each of the three pieces could serve as an entrée at most other restaurants). Think of the Crispy Chicken Costoletta as an entire KFC 12-piece Original Recipe bucket (2,550 calories), except that the KFC has less than half the sat fat. Get-a-Gutto Cake “Chocolate cake layered with sambuca chocolate mousse, iced with chocolate frosting and dusted with cocoa powder.” Yessiree. The Chocolate Zuccotto Cake at Maggiano’s Little Italy is big on chocolate. And big, period. Each slice is five inches tall and four inches wide and weighs just short of a pound. That helps explain why it delivers 1,820 calories (almost a day’s worth), 62 grams of saturated fat (a three-day load), and 26 teaspoons of added sugar (four days’ allowance) to your middle. That’s roughly equal to an entire (eight-serving) Entenmann’s Chocolate Fudge Cake. Or 15 Hostess Ho Hos (may they rest in peace). And odds are, you just had dinner. A CUT ABOVE Looking for a snack to throw in your bag as you dash out the door? Bolthouse Farms Baby Carrot Snack Bags are all wrapped and ready to go. Ditto for Green Giant Fresh Snack Packs and many store brands. Yes, they cost more than baby cut carrots that come in a one- or two-pound bag (which cost more than full-size, unpeeled carrots). And yes, you’d save plastic by refilling your own container with a handful of carrots instead. But that one extra step could make you less likely to bother with carrots and more likely to end up snacking on a bag of chips or a candy bar, muffin, soft pretzel, cookie, cupcake, doughnut, granola bar, bagel, or whatever else they’re selling at Starbucks, the vending machine, the gas station, the drugstore, or any other place you go. And most of those alternatives would cost more than a palm-sized bag of carrots that’s made for travel (about 50 cents). Each 2 oz. snack bag of Bolthouse carrots—they come five to a big bag—has 2 grams of fiber, 90 percent of a day’s vitamin A, 8 percent of a day’s vitamin C, and about 5 percent of a day’s potassium and vitamin B-6. Not too shabby for 25 calories that should be more filling than, say, a twentieth of a slice (about a bite) of a 490-calorie Starbucks Banana Nut Loaf or Zucchini Walnut Muffin. But any snack eventually gets boring. Do we see snack packs of mini bell peppers, snow peas, and other veggies in the future? Does Bolthouse? Does big Mr. Jolly Green? Bolthouse Farms: (800) 467-4683 Green Giant Fresh: (800) 998-9996 MILANO THANKS “Now the perfect harmony found in the Pepperidge Farm Milano cookie is available in a delicious cake,” says the Pepperidge Farm Milano Cookie Cake package. “Temptingly moist vanilla cake, surrounded by delicious chocolate buttercream icing and topped with real Milano cookie crumbles,” adds the box. Translation: Pepperidge Farm is using its popular Milano name to sell a mixture of sugar, partially hydrogenated oils, white flour, and a paragraph of other ingredients. It does the same with its new Chocolate Chunk Cookie Cake. Really? Most companies have bent over backwards to get partially hydrogenated oils out of their foods so they can slap a “0 grams trans fat” claim on their labels, and Pepperidge Farm is launching two new cakes made with partially hydrogenated oil? According to the label, a serving of Milano Cookie Cake is 2.2 ounces (an eighth of a cake) and has 250 calories. But food-labeling rules say that a serving of a cake like this one is 2.8 ounces—about a sixth of a Milano Cookie Cake. That brings the damage to 310 calories, plus 5½ teaspoons of added sugar (about a day’s quota), 6½ grams of saturated fat (a third of a day’s worth), and 2½ grams of trans fat (1¼ days’ limit, though any trans is too much). Attention arteries and fat cells: Incoming! Shrink the serving. Tuck in some trans. Did Pepperidge Farm think no one would notice? Pepperidge Farm: (888) 737-7374 1-2-3-4 Spicy Beans 1. Sauté 3 minced cloves of garlic in 1 Tbs. of olive oil for 1 minute. 2. Stir in 1 tsp. of chili powder and cook for 15 seconds. 3. Add a 15 oz. can of no-salt-added black beans with the liquid and simmer until slightly thickened, about 5 minutes. 4. 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TO CITE THIS PAPER \| Rochus Urban Hinkel and Dylan Newell. “On a Field: Undoing Polarities between Indigenous and Non-indigenous Design Knowledges.” In Proceedings of the Society of Architectural Historians, Australia and New Zealand: 38, Ultra: Positions and Polarities Beyond Crisis, edited by David Kroll, James Curry and Madeline Nolan, 254-265. Adelaide: SAHANZ, 2022. Accepted for publication December 1, 2021. DOI: 10.55939/a3984prnz9n Image: Michaelmore, Roeger & Russell, Chester House, Belair 1966, State Library of South Australia BRG 346/28/6/2. PROCEEDINGS OF THE SOCIETY OF ARCHITECTURAL HISTORIANS, AUSTRALIA AND NEW ZEALAND (SAHANZ) VOLUME 38 Convened by The University of Adelaide, School of Architecture and Built Environment, Adelaide, 10–13 November, 2021. Edited by David Kroll, James Curry and Madeline Nolan. Published in Adelaide, South Australia, by SAHANZ, 2022. ISBN: 978-0-646-85443-4 Copyright of this volume belongs to SAHANZ; authors retain the copyright of the content of their individual papers. All efforts have been undertaken to ensure the authors have secured appropriate permissions to reproduce the images illustrating individual contributions. Interested parties may contact the editors. On a Field: Undoing Polarities between Indigenous and Non-indigenous Design Knowledges Rochus Urban Hinkel University of Melbourne Dylan Newell University of Melbourne Keywords Indigenous Knowledge, Colonialism Climate crisis Socio-political Dja Dja Wurrung Architecture Design Studio Abstract This paper discusses how architectural practices can engage with and be inspired by a culture that is more than 60,000 years old. How can architects learn from situated and embodied Indigenous knowledge systems in the Australian context? How can an ethical engagement with indigenous histories and practices inspire the development of future architectural practices? This paper proposes that a better understanding of indigenous relationships to land and our environment can inspire us as a society and as architects to imagine new ways of thinking and practising. Considering our numerous contemporary crises, such as climate change, species extinction, food insecurity, we might need to begin to challenge and question western European norms and frameworks. The persistence of colonial thinking, operating within a capitalist system, has been the root cause of most of our contemporary crises. To attempt to undo the polarities that persist between indigenous and non-indigenous knowledge and thinking, we might learn new ways of storytelling as a means of envisioning an alternative future. This paper understands the theme of the ‘ultra’ as that position that keeps us apart and stops us from sharing stories that might lead to alternative ways of speculating on shared spatial futures. To situate this discussion, we present a collaborative and pedagogical design experiment undertaken on the lands of the Dja Dja Wurrung. On this Country, tentative attempts to learn with the environment and its associated stories were ventured on a small field and storytelling was used to shift our understanding of country and architecture. Introduction In Australia, Western thinking, processes, and frameworks generally drive architectural practice. This thinking is expressed as wealth and power accumulation, emphasising ownership of property and housing. Rather than homes, property is increasingly assumed in the first instance to operate as a real estate investment, while commodities and objects are assessed by potential growth and increasing yields.$^1$ ‘Location’ is a real estate slogan, and a consideration of the best neighbourhood returns both the greatest yield and prestige on investment. This worldview locates the individual at the centre, and the selfish pursuit of one’s own gain is expressed through the ownership of a plot of land. Fulfilling the Australian dream comes via the creation of the homeowner’s own universe of value on their plot. Backyards are populated with swimming pools and patches of buffalo grass—driven by luxurious, human-centred lifestyle choices. Spatial relationships to one’s neighbours are defined according to oversight rules and fences that demarcate property boundaries and block the view into any surrounding landscape. This fixation on regulating against oversight of one property into the next is an issue of great fascination, where even the gaze comes to be regulated. Prevailing attitudes to land, ownership, and relationships with one’s neighbours are just some of the challenges should a shift of attitude to environmental relations be sought in the Australian context of settler-colonial traditions. As has been remarked with more and more frequency since the early 2000s, we live in a new geological era, the Anthropocene; under the dim light of a climate emergency, amid the planet’s sixth mass extinction event,$^2$ and surrounded by unimaginable environmental catastrophes. Climate change is not something in the future, it is happening to us now globally.$^3$ Hence one could argue that we should be responding to an existential climate crisis. A crisis in which we experience severe droughts and bushfires, during which we start wearing masks and are asked to stay inside because of smoke travelling across continents.$^4$ A crisis in which mega-storms cause loss of life in ever greater numbers and with more frequency.$^5$ Moreover, a crisis where safe habitation of the earth is threatened for a large portion of organisms, including humans.$^6$ In July 2021 fires in Canada and the West of the USA caused the air quality in Manhattan, approximately 5000 km east, to surpass the maximum value considered safe for human life. Manhattan’s air quality index (AQI) value reached 157;$^7$ any index above 100 is considered unhealthy for the elderly and people with existing conditions, and any value above 150 is considered unhealthy to anyone. Meteorologists in the US have issued health warnings stemming from the fires for more than 40 million Americans.$^8$ In June and July the West of Germany, Belgium and the Netherlands, was hit with deadly flash flooding, possibly caused by a climate change-induced weather stall event. These events split jet streams, causing atmospheric blockages that trap static air and cause extreme rain and heat events, sometimes simultaneously in entirely different parts of the planet.$^9$ In Australia, heavy storms and associated wave activity caused by a changing climate have led to the erosion of coastlines$^10$ in Sydney, with many houses evacuated. These are but a few examples of the climate crisis presenting itself. These phenomena are now being witnessed constantly and becoming part of daily life. Research by the Pentagon warned in 2019 that climate change will become a threat to national security: increasing terrorism, global poverty, and food shortage, as well as increasing infectious diseases spread by warm climate insects.\textsuperscript{11} In this context, one needs to reflect upon how an architectural practice and how we as architects contribute to these conditions. While we have figures from the building and construction industry showing that the ‘...building industry and construction account for more than 35% of global final energy use and nearly 40% of energy-related CO2 emissions...’\textsuperscript{12}, Australia is one of the least efficient users of energy, producing 540 gram of CO2 per kWh. To stay below a 2°C temperature rise as per the Paris agreement would require a maximum of 72 gram of CO2 per kWh, 13% or less of Australia’s current energy efficiency and pollution levels.\textsuperscript{13} We can argue that there is not much we can do as a single practice or architect, and that it is difficult to change a large system. It is also challenging to rethink current practices deeply embedded within the resource-hungry system. However, solutions are offered. In many discussions around climate change, technology and development are posited as our hope, like shifting from fossil fuels to solar and making buildings more energy-efficient and sustainable over their lifetime. Real estate agencies advertise new developments with keywords like ‘Fossil Fuel Free’ because gas appliances won’t be installed, or ‘Solar Powered’ because the communal areas will be lit by power achieved with a few solar panels. We need to be honest and admit that the discussions cannot just focus on the sustainability of operating buildings but also on the sustainability of the construction processes and the materials used. While it is an achievement to discuss NatHERS Star Ratings, the Nationwide House Energy Rating Scheme, developed to ‘make Australian homes more comfortable for their inhabitants and also help residents to save on energy bills through smarter design choices’ and\textsuperscript{14} give developments 6 or 7.5 star energy ratings, this rating system is embedded with its own assumptions. It has ownership and cost concerns at the centre of its equation and looks very much like greenwashing as the constructions themselves remain unsustainable, using concrete and steel as the primary construction material. Will any of these meagre changes be enough to address climate change? Especially where habits of consumption and assumptions about one’s right to own property are maintained. Aren’t we still thinking in terms of benefits for some, referring to costs and returns, relying on constant growth, with a human-centric perspective, and the hope that further growth is possible by just applying or inventing the right technological solutions? Can architects and clients work together to find the best means of caring for environments, constructed and natural? Is architecture capable of finding new ways of multiplying its effects as an art of living amidst planetary damage? In this context, what is there left for architects to do? Should we start asking whether we can reduce the number of new buildings and the dimension of built envelopes, avoiding more consumption of farmland and natural ecologies? Could we rethink the size, ownership, investment return and status of our dwellings? Furthermore, could regulatory change encourage recycling and repair? Maybe even making it mandatory, rather than encouraging a process where the complete demolition of existing buildings and starting anew is more ‘efficient’. Rather than sending building materials to landfills, can we learn to deconstruct and carefully reconstruct buildings with the least use of material resources possible? In this context, one would expect, or at least hope, that architects and designers could lead the profession out of wasteful and unsustainable practices. As a design system, architecture has the tools to move the building industry in a radically different direction—rethinking old habits of extraction and production, right down to the detail of the material choices we make. Where Can We Turn for Alternatives? Architects and designers cannot continue with business as usual; they must change their attitude and get involved by rejecting the traditional frameworks in the profession and on the building site. They, we, can’t hope for excuses to be accepted any longer. Everyone needs to develop, offer, ask for, advocate for, and apply alternatives. The profession needs to mobilise socially and politically to imagine a new and better world. We must question our whole world thinking and accept that the core problem lies in the Western paradigm of a frontier mentality that focuses on individual benefit. However, if we question our capitalist thinking and framework, where is there left to turn? Maybe we need to imagine a world where ask not how much, but how little we can build. A world where architecture and design do whatever they can to contribute to change but do not assume that a new building or a new design object is the best answer to any design problem. Reflecting on what role architecture and design could play today, while working within a capitalist system that seems not to allow for operating outside of the flows of goods and finance, can we find value and solutions in turning to Indigenous thinking? This paper argues that architects in Australia and our societal stakeholders could learn alternative approaches from the wealth of knowledge held within the more than 60,000-year-old Indigenous culture. We have applied a Western perspective of continuous growth for too long—treating land as a commodity, an ongoing expression of a colonial attitude towards our environment. As we experience the impact of climate change on a larger scale, there needs to be a different philosophy and relationship to Country and non-human species. To start learning, we need to start listening and understanding. Tyson Yunkaporta writes in his book ‘Sand Talk’, that ‘the only sustainable way to store data long term is within relationships—deep connections between generations of people in custodial relation to a sentient landscape, all grounded in a vibrant oral tradition.’\textsuperscript{15} Architects and designers must listen to and learn from both Indigenous knowledge and Country, and in doing so, form meaningful relationships with both. We must learn to think about and see the world from an Indigenous perspective. We must clarify that this paper and the discussion on how we could undo polarities between Western and Indigenous knowledge systems is from our perspective, starting to engage with Indigenous Aboriginal Corporations in the context of a Master design studio. Since then, we have been eager to expand our understanding of how architecture and architects can learn and engage with the longest living culture in the world. We are not scholars with knowledge of anthropology or social science or even expert environmentalists. However, we hope that by integrating this learning within a design studio, raising these questions will encourage students, our future architects, to start asking questions of the current professional paradigm. Furthermore, we hope it begins a lifetime of listening, learning and relating to Indigenous knowledge, Culture and Country. As architects, we understand that places and buildings are complex systems, informed and influenced by politics and histories, heritage and stories, shifting programs, and use and meaning. For Indigenous First Nations’ people, this understanding extends to any site or locale. As Yunkaporta writes, ‘oral cultures are known as high-context or field-dependent reasoning cultures. They have no isolated variables: all thinking is dependent on the field or context.’\textsuperscript{16} This field of context extends across all space and time in a non-linear way—from cities and towns to fields and forests. A Western eye perceives a duality between untouched nature and designed environments. We construct boundaries through time and space, particularly regarding historical periodisation, which could be considered an us—and–them approach. This approach contrasts the a-temporal nature of indigenous Australian concepts of place and story; the colonial and capitalist concept of ‘land’ and its reduction to a transactionally derived thing called ‘property’. Indigenous thinking sees no boundary. The western historiographical approach allocates indigenous culture as a time period and polarises it in contrast to the western worldview. However, both cultures are now co-evolving and co-existing. Yunkaporta writes about Creation Time ‘Nothing is created or destroyed; it just moves and changes, and this is the First Law. Creation is in a constant state of motion.’\textsuperscript{17} The colonial heritage that decimated First Nations people and Country now forms an ongoing part of Country. This co-existence raises the question of how historians can recognise different cultural systems without applying their own assessment and referential system to another cultural framework; such an act is colonial in its own right. From the Indigenous viewpoint, what a Western eye sees as untouched nature may be a carefully managed, cultivated and abundant commons with complex relationships to past, present and future living patterns of all organisms. Remnant areas of indigenous land management tell of this more respectful mode of occupation in need of no signed agreement, nor acts of oppression and denigration.\textsuperscript{18, 19} In settler-colonial Australian history, the Western logic of property rights determines that a deed or title can secure land and its resources. As a result of colonisation, Indigenous land was cleared, walls raised, and fences constructed.\textsuperscript{20} ‘A fence defines a land claim, saying “…mine and not yours.”’\textsuperscript{21} We need to learn a more holistic and respectful understanding, reading, and engagement with the built and natural environment based on respect and caretaking. Moreover, this holistic understanding may even break down the dualistic barrier between the built environment and ‘nature’. This holistic and respectful understanding is needed if we hope to protect and preserve Country and its natural-cultural conditions, respecting its histories and stories, for future generations.\textsuperscript{22} We began to explore these questions in a Master Design Studio, Studio 40, at the graduate school in the Melbourne School of Design (MSD), University of Melbourne. We attempted to develop creative and utopian proposals that address the numerous environmental challenges we face. We explored different ways of thinking, working and relating to the world by expanding our perspective beyond the built towards the living and the lived. Throughout the semester, we learnt by reading authors such as Paul Memmott and Bruce Pascoe. Moreover, we orally engaged with Indigenous knowledge by listening to Rodney Carter, the CEO of the Dja Dja Wurrung Clans Aboriginal Corporation. We acknowledged that looking at former farmland in regional Victoria as our investigation site removed us from the more challenging questions related to the colonisation of Country through architecture and city-building. As much as architecture is a manifestation of civilisation, it is at the same time the construction of a colonial system. Even with the greek polis, anyone outside was deemed a barbarian.\textsuperscript{23} The larger question, which would need to be addressed in another paper, would be how urban agglomerations are becoming part of an Indigenous understanding of Country—they are not other to Country. Something that has been explored through the ARC grant ‘Re-Making Indigenous Place in Melbourne’ at the Melbourne School of Design before. One of the challenges we faced was our doubt about whether we were competent enough to engage with questions of Country. Would our expressed interest be seen as yet another attempt of colonisation? We discussed our concerns with our colleague Jefa Greenaway, who has developed a training module for staff at the Melbourne School of Design on Indigenous cultural competencies. Greenaway reassured us that the attempt to start listening and learning is worthwhile; we should feel uncomfortable, but by remaining respectful and learning from mistakes, we could take positive steps forward. While it’s only possible to learn a little within the duration of a single design studio, it at least begins a conversation with students and colleagues that will, at least for some, remain ongoing. The studio allowed students and teachers alike to question our Western bias, seeking to acknowledge other points of view instead. The studio was another step forwards in the short history of pedagogical engagement with Indigenous Knowledge. Earlier engagement includes ‘SuperStudio’, a twenty-four-hour design competition run by SONA. Devised by four Indigenous architects and artists in 2013, the brief, ‘Refuge of Discomfort’, challenged students to consider a ‘design solution that provides comfort and refuge while acknowledging a history of tension and injustice towards Aboriginal and Torres Strait Islander peoples’.\textsuperscript{24,25} At the Melbourne School of Design, The University of Melbourne Bower Studio is a series of ‘consult, design and build’ projects that ‘involve students working alongside indigenous groups in remote locations in Australia, Thailand and Papua New Guinea to improve their built environments’\textsuperscript{26}. In 2021 one of the authors co-hosted with Peter Raisbeck a panel discussion on Indigenous knowledge systems during the Melbourne Design Week, as part of a series of conversations under the framing title: Politics and Utopia in Architecture.\textsuperscript{27} The panel included Leonard Clarke (Uncle Lenny), a Kirrae Whurrong Elder from the Western District of Victoria, and Dr Christine Phillips, who collaborated in a design studio at RMIT. University. Dr Hannah Robertson from the Melbourne School of Design also participated. Robertson has worked on building and design projects in collaboration with Indigenous communities in Cape York and Arnhem Land.\textsuperscript{28} Professor Barbara Glowczewski also participated, a researcher at the National Scientific Research Center (CNRS) and member of the Laboratory of Social Anthropology (CNRS/EHESS/Collège de France). Glowczewski is an anthropologist specialising in Australian Indigenous issues, recognition strategies, Indigenous networks, and alternative collectives for social and environmental justice against ecocide. These are but a few examples of attempts to include Indigenous knowledge into pedagogy. In Studio 40 our discussion led to questioning architectural expression, composition, aesthetics, and even technology. Instead, an appreciation of the impact of reducing the footprint of buildings was considered when we asked each other: how much do we really need to build? We shifted our focus away from constructions that last to materials and constructions that could be built by laypersons—structures that might primarily offer shelter and become signifiers of places and spaces for cultural production, exchange and food production. The projects in Studio 40 ranged from fire towers (figure 1) that celebrate and observe controlled burnings to aviaries (figure 2) that focus on endangered species, thereby displacing the exceptionalism of humans. \begin{figure}[h] \centering \includegraphics[width=\textwidth]{firetower.png} \caption{Figure 1: Firetower, Maria Bulmaga, Studio 40, 2020.} \end{figure} \begin{figure}[h] \centering \includegraphics[width=\textwidth]{aviary.png} \caption{Figure 2: Aviary, Dylan Newell, Studio 40, 2020.} \end{figure} In Studio 40 we learned about the representation and communication of architecture itself, whilst aiming to understand buildings, not as objects, but as part of a larger spatial system: a living system that changes over time. We explored how we could learn from storytelling and tell new stories ourselves. Moreover, we tried to eliminate unnecessary architectural gestures, focusing on working with existing stories of Country rather than reinventing the story from a western viewpoint. We aimed to build as little as possible and consider human needs alongside non-human needs. These discussions alone challenged our relationship to architecture and how we discussed its aims and roles—and we weren’t always successful; our cultural habits can run deep, but we began a learning process. We held several open discussions with guests too. We talked with Michael Fragstein, Digital Story Telling, from Buro Achter April, in Germany about the potential of using immersive digital technologies for storytelling. We listened to Brett Leavy talk about his project of reconstructing the landscapes of major settlements in Australia prior to the arrival of Western settlers. Brett’s Aboriginal owned and operated digital studio, Virtual Songlines, uses gaming engines to create interactive pre-colonial landscapes one can wander through with an avatar, observing and participating in traditional cultural tasks such as gathering and hunting for food, ceremonies and fire-making. We invited Hélène Frichot, Professor of Architecture and Philosophy, MSD, to discuss feminist thinking, creative ecologies, and alternative concepts aimed at shifting orthodox perspectives. We learned from Professor Alex Felson, an ecologist and the Elisabeth Murdoch Chair of Landscape Architecture at MSD about integrated landscape systems with dispersed patch ecologies and why connectivity and smaller, nested systems play vital roles in larger systems. Moreover, we explored the history of the landscape. In this regard, students and tutors had to take a critical view of an ordinarily celebrated history, given that our site is a post gold rush volcanic landscape stripped of topsoil. The profit of the gold rush created regional cities that we celebrate for their architectural heritage, while the scars left on Country by the gold diggers have become less visible. In this context it is essential to recognise that architecture is often a manifestation of colonialism. Students developed a ‘program’ or ‘function’ for the site, which often led to discussions about alternative socio-political systems and frameworks. Some proposals established a co-ownership site similar to the counterculture approach of the 1970s. Alternative models for society, construction and maintenance, and care for the site and its program often relied on volunteers by establishing a system outside of the economic logics of payment and salaries. Some designs focused on providing temporary accommodation for people in need, while others centered around facilities for food production, harvesting, and processing, or even included research laboratories for indigenous plants and seed production. Architecture was imagined as changing over time and developing slowly based on local material availability and production, holding onto a concern for environmental impact. This approached faced us with the challenge of representing minor interventions; small architectural gestures that might have been read more as part of the landscape rather than as a mark of human occupation on Country. Proposals were heavily influenced by our understanding of Indigenous relationships to Country—the impression this care and management leaves on Western eyes is often that of minimal intervention. In fact, the intervention might not be that minimal, but it comes with a greater respect to what exists already in the place. Within a pedagogical system that regularly rewards overt gestures, learning to make and represent subtle acts can be difficult—students and teachers alike can fall into the trap of equating more with better, when in reality, doing less requires as much, if not more creative thought. This is seen in scar trees, such as Yingabeal at Heide (figure 3). The minor act of removing a portion of bark from a tree recognises natural patterns (figure 4) and works within this context. It is an act of harvesting that interfaces with a living system while maintaining balance. It is an act of reciprocity that recognises how much can be used, turning the tree into a ‘marker tree’$^{29}$ while also creating opportunities for other organisms, such as insects and fungi, without killing the tree. It is no accident that western eyes don’t often notice these subtle scars—we are attuned to more prominent semiotic acts of destruction and domination. We, as architects, can learn to develop similar approaches for the building and construction industry. --- 29. Carly Grace, et al., “Yingabeal: The Wurundjeri scarred tree at Heide Museum of Modern Art”, (Melbourne, Australia: Heide Museum of Modern Art, 2016), https://vimeo.com/174616022. Figure 3: Yingabeal, the scar tree located at Heide Museum of Modern Art; Photo: Dylan Newell. Figure 4: A naturally scarred tree in Royal Park, Melbourne, Photo: Dylan Newell. As a response to these challenges of representing minor interventions or design acts we explored the use of storytelling in architectural discussions and as a mode of representation and communication, asking students to represent their proposals to reflect changes, adjustments of use and shifts of expression and experience over time. This representation would sometimes include visualising a proposal by considering the shift of daylight or changing seasons and weather. Moreover, representing change helped shift students’ perception from a focus on architecture as an object and formal expression to a reading of space and time. It enabled students to relate better to place over time, acknowledging changing conditions and shifting uses. The biggest challenge was and is how, as teachers and students, we can build relationships and establish a foundation of trust with the local First Nations people. How much are we superimposing our own views and research interests, for instance, the concept of the Anthropocene, onto our indigenous contacts? The struggle we face is making sure such pedagogical projects and their relation to ongoing research are relevant to and driven by Aborigines and not only by our own perceptions and ideas. While the studio is an opportunity and entry point to rethink pre-existing design knowledge paradigms, we need to acknowledge that we are also on a learning journey. Admitting one’s own limitations is a primary step. There will be ongoing learning and failures, admiration paired with frustration and worries that one might fall into the same trap as early colonial settlers—underestimating Indigenous competencies only to push one’s own agenda.	76c75f1c-cba2-4001-97e3-656e33aff6de	CC-MAIN-2025-05	https://www.sahanz.net/wp-content/uploads/SAHANZ_21_Hinkel.pdf	2025-01-13T07:40:49+00:00	crawl-data/CC-MAIN-2025-05/segments/1736703362084.86/warc/CC-MAIN-20250113053801-20250113083801-00802.warc.gz	1,036,822,685	5,720	eng_Latn	eng_Latn	0.981626	eng_Latn	0.996345	[ "eng_Latn", "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	[ 1243, 3183, 6765, 10237, 13630, 17294, 20920, 22705, 26232, 27813, 27909, 27992, 29681 ]	[ 1.1640625, 2.28125 ]	1	0
Mapping water with remote sensing data Surface water Both optical and radar data are sensitive to surface water. We can use long time records of satellite data to explore long-term patterns in surface water. The below maps are based on 35 years of Landsat data, displaying the number of months in which an area has at least occasional surface water. Some areas – for example, water holes, lakes, and reservoirs – are much more frequently flooded than lake edges, ephemeral streams, and the Etosha Pan which is rarely underwater. Surface water is present in some locations for up to ~80% of the year, though most areas are wet less than 10% of the time; these numbers are limited by the size of wet areas visible to the satellite. Small areas – such as water holes – may be undercounted with this technique. These patterns can be used to help predict flooding, erosion, and water quality over large areas. Occurrence of surface water throughout the Etosha/Oshana region. Percentages calculated over 35 years (1985–2020) of Landsat data by taking the number of months where surface water was detected in any given location. Color scale weighted towards low surface-water occurrence, as the majority of regions have only sporadic surface water. Some regions go far beyond the 25% maximum of the color bar (up to ~80%), for example in larger water bodies and in town water-storage facilities. Sub-surface water It is much harder to map sub-surface water – most satellite data only covers what you can see on the surface. However, radar data is sensitive to the properties of the surface and top few centimeters of soil, and can reveal the presence of soil moisture at or just below the surface. Sentinel-1 radar data is freely available, and carries two polarizations. These two polarizations have slightly different responses to near- and sub-surface water, meaning that they can be compared to estimate near-surface water availability. In the above map, red areas indicate high amounts of near-surface water, such as throughout the Oshana region. Conversely, light blue areas represent surface water, and show similar patterns to the maps based on optical data (previous page). Ground deformation Radar data can also be used to map surface deformation. In dry environments, much of the surface deformation is caused by the movement of wind and water through the landscape. Blue areas indicate deposition and/or uplift, while red areas indicate erosion and/or subsidence. Radar data can hence be used to map the extraction of groundwater, erosion patterns, and how water both moves along the surface and underground. Detailed information on surface and subsurface changes can help contextualize studies of water quality and water use throughout the region. References Gorelick, N., Hancher, M., Dixon, M., Ilyushchenko, S., Thau, D., Moore, R. (2017). Google Earth Engine: Planetary-scale geospatial analysis for everyone. Remote sensing of Environment, 202, 18–27. Authors Taylor Smith (University of Potsdam), Martin Hipondoka (UNAM¹), Bodo Bookhagen (University of Potsdam) ¹ University of Namibia The ORYCS Project The German-Namibian research project “ORYCS – Options for sustainable land use adaptations in savanna systems” aims to assess the suitability of wildlife management strategies in Namibia as options for adapting land use to climate change in savanna ecosystems. www.orycs.org The ORYCS project is part of the SPACES II research program and is funded by the German Federal Ministry of Education and Research (BMBF) under the funding reference FKZ 01LL1804A-C. Project Coordination German Coordination PD Dr. Niels Blaum E-Mail: firstname.lastname@example.org Namibian Coordination Dr. Morgan Hauptfleisch E-Mail: email@example.com Published by: ORYCS Project Consortium Frankfurt am Main, Potsdam, Berlin, Windhoek May 2023 Attribution-NonCommercial 3.0 Germany (CC BY-NC 3.0 DE)	5f14ae74-d02a-4fcd-a1ed-b1a9a3ec1ea4	CC-MAIN-2024-10	https://orycs.org/downloads/ORYCS-Factsheet-11_remote-water.pdf	2024-02-23T10:13:09+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947474377.60/warc/CC-MAIN-20240223085439-20240223115439-00503.warc.gz	470,731,489	873	eng_Latn	eng_Latn	0.986289	eng_Latn	0.991209	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1393, 3913 ]	[ 2.40625 ]	1	0
Digital Program Overview Grades K–5 FLORIDA SOCIAL STUDIES Welcome to the McGraw Hill Florida Social Studies Digital Program Overview, a step-by-step guide to help you get familiar with the resources, assessments, support, and navigation available at your fingertips. Explore all that the new McGraw Hill Florida Social Studies offers to help you teach your way. Within the digital experience, find a variety of tools, resources, and support to meet the unique needs of every classroom and student. Empower the next generation of active, informed citizens. Explore more at [mheonline.com/florida](http://mheonline.com/florida) Log in to the Digital Experience 1. Visit my.mheducation.com and enter your username and password. If you need a username and password, register a mheonline.com/florida. 2. From the teacher dashboard, select your program from the digital bookbag. Click the program to launch the home page of your digital teacher experience. Using Your Course Dashboard Your course dashboard provides quick access to all your teaching resources. 1. The Table of Contents helps you find the chapters and lessons within the course quickly and easily. 2. eBook Options are conveniently organized together so you can quickly access the following resources: - Interactive Student eBook available in English and Spanish - Fixed Page eBook available in English and Spanish - Teacher Edition 3. Additional Resources will quickly take you to your Flexible Pacing Pathways Guide and a variety of supporting resources to boost interactivity. 4. The Toolbar navigates you to other teacher tools like Assignments, Assessments, and more. Browse Your Course Let’s dive into the course! 1. Table of Contents will take you to see the full Table of Contents within the program. Select a specific chapter to go deeper into the lessons. 2. Go to Course will take you directly to the chapter and lesson. The banner will always show where you left off so you can jump directly back in. 3. Clicking on a chapter or lesson will take you directly to student eBooks, online research tools, assessments, answer keys, Spanish resources, and any supplemental resources you would like to include. Your lesson title and toolbar options stay with you as you navigate. 4. From the chapter or lesson level, you can add filters to curate the specific resources you need. 5. Use additional tools to preview the student page, launch presentations, and more. Let’s go blade by blade so you can see what resources, tools, and supports are at your disposal from the lesson level page: 6. Teacher Planning features your Teacher Edition, Pacing Guides, Standards Correlations, Access Points, and much more. 7. Lesson Resources are your go-to for all lesson-specific tools, including videos, vocabulary and word songs, 360 videos, explorations, maps, timelines, and more—all available in English and Spanish. 8. Assessment and Answer Keys show previews of assignable and editable preassessments and answer keys. 9. Teacher-added Resources allow you to easily incorporate your favorites into each lesson. Locating Resources There are several ways to quickly find specific resources within the program: 1. From the dashboard or lesson page, click the magnifying glass to go directly to the core resources page with options to filter through course materials, or type into the search bar to find a specific resource type. 2. On the resources page, you will see a wide range of options to refine your search, including Course Location, Instructional Type, and Resource Type, with more filters within. Boost Interactivity With New Course Content Kahoot! uses fun, game show-like quizzes to help students review important material in an engaging way. 1. Kahoot! quizzes are embedded at point of use within a chapter and lesson. To see every available Kahoot! quiz, click on the Kahoot! logo under “Additional Resources” for a list organized by topic. This allows you to add in new quizzes. 2. Launch any Kahoot! by clicking on the Kahoot! tile icon located at point of use within a Chapter and Lesson, or launch Kahoot! from the Additional Resources section on your Dashboard. Use Games to Make Learning Fun with Kahoot! Teacher View Student View Gradebook The gradebook provides quick and powerful options for you to reduce time on grading and allows for deeper classroom insights to pinpoint learning needs: 1. Access the Gradebook from the course dashboard menu bar. 2. The initial view shows a list of students in your class with numerous tools available to display performance data in the way you want to see it: - Full-Screen Mode - Date Filter - Student Search - Filters (by assignment, students by course grade, student groups) - Settings (Gradebook Settings, Display Options, Grading History) - Download File/Print Options 3. When exporting data, you can include these fields in the spreadsheet: - Student Name - Total Grade - Category Totals - Assignments (can be customized) - Points or percentages 4. Select a student for deeper individual grading and assignment progress. Assignments Assignments are organized, editable, and easily searchable: 1. Access Assignments from the course dashboard menu bar. A number next to Assignments indicates the number of assignments ready to grade. 2. Access your filters by clicking the funnel icon at the top of the list of assignments. 3. Filter by assignment type, category, or status (closed, open, or scheduled). 4. You can easily edit, view scores, copy to classes, share with Google Classroom, and delete assignments. Access this feature by opening the triple dot menu to the right of each assignment. Roster Student rosters are organized, editable, and easily searchable: 1. Access your Roster from the course dashboard menu bar. 2. You can easily edit students or emulate students to see an assignment or experience the dashboard from their perspective. 3. Teachers set the student’s reading level first, then the system automatically displays the eBook content at that level to the student. Reports Reporting is quick, convenient, and readily downloadable as a CSV file. 1. Access Reports from the course dashboard menu bar. 2. You can quickly access Interactive Performance Reports at a number of levels, including: - Individual student performance - Class performance by assignment type - Standards performance by student or standard Activity Performance Standards Performance Assessments Assessments are organized, editable, and easily searchable: 1. Access Assessments from the course dashboard menu bar. 2. You can quickly view Assessment Banks, Question Banks, and Passage Banks. You can also create New Assessments. 3. Open the triple dot menu for options, including Student Preview, Edit, Assign, Print, or Export Metadata. Using The Interactive Research Journal From the dashboard, click on the Interactive Research Journal tile to go right to the current chapter and lesson. Available in English and Spanish, the Interactive Student eBook engages students with chapter videos, vocabulary flashcards, maps, timelines, and more all while being able to take notes, highlight text, use the eReader, and submit work directly from the eBook! 1. Use the Table of Contents to easily navigate to a chapter, or lesson. 2. Browse the content in the eBook. 3. Explore built-in tools, including the audio reader, full-text search, highlights and annotations, and more. 4. Open the eBook in a new tab, open in full-screen mode, or close the eBook. Professional Learning and Support Resource Videos Available for all grades under the Getting Started: Welcome To Florida Social Studies blade, choose from a variety of Professional learning and Support Resource Videos including: - Getting Started - Engagement - Primary Sources - Inquiry - Literacy in Social Studies - Analyzing Sources - Teaching Civics and Government - English Learners - Dual Language We Are Your Integration Partner Every Step of the Way As a busy educator, you need a program that seamlessly integrates into the platforms you already use. That's why our programs are structured for a smooth integration with Schoology (PowerSchool), Canvas, Clever, Google Classroom, and more. With the ability to access all your content from your current platforms, you can skip the tedious onboarding and dive right into teaching and learning. Our Digital Integration Services team is here to help with all your platform integration needs, offering integration support throughout the life of your adoption. 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Youth Ministry Academy Created by Nazarene Youth International (NYI) and distributed through Continuing Lay Training (CLT) SESSION 13 Youth Ministry Discipleship: Compassion and Service NOTICE TO CLT PARTICIPANTS AND EDUCATORS This is a contract. By using these materials you accept all the terms and conditions of this Agreement. This Agreement covers all Leader’s Guides, Student Guides, and instructional resources included in the Continuing Lay Training (CLT) website. Upon your acceptance of this Agreement, Continuing Lay Training grants to you a nonexclusive license to use these curricular materials provided that you agree to the following: 1. USE OF THE MODULES. - You may distribute educational materials in electronic form to students or other educational providers. - You may make and distribute electronic or paper copies to students for the purpose of instruction, as long as each copy contains this Agreement and the same copyright and other proprietary notices pertaining to the Module. If you download the educational materials from the Internet or similar online source, you must include the CLT notice for the Module with any online distribution and on any media you distribute that includes the educational content. - You may translate, adapt, and/or modify the examples and instructional resources for the purpose of making the instruction culturally relevant to your students. However, you must agree that you will not sell these modified materials without express, written permission from CLT. 2. COPYRIGHT. The material is owned by CLT and is protected by United States Copyright Law and International Treaty provisions. Except as stated above, this Agreement does not grant you any intellectual property rights in the Module. 3. RESTRICTIONS. - You may not sell copies of these educational materials in any form except to recover the minimum reproduction cost of electronic media or photocopy expense. - You may not modify the wording or original intent of the educational material for commercial use. THANK YOU Continuing Lay Training would like to thank Nazarene Youth International for granting permission to modify and adapt their course of study materials for our educational purposes. Their willingness to partner with us is sincerely appreciated. This session focuses on developing a compassionate view of the world from God’s perspective and working to provide not only compassionate care but also peace and justice through the Church. At the end of this session, you should be able to: - understand that Jesus’ call to a life of compassion and service are not just an option but a central calling for all Christians. - identify the range of social issues that lead to suffering in your community and the world within your reach. - identify strategies for helping youth learn to empathize with those who suffer. - articulate Christian practices your own church might employ to be the hands and feet of Christ in the world, particularly to those who suffer. - articulate at least three practical steps for nurturing a more compassionate youth group. It is becoming increasingly obvious to Christian youth that God’s work in the world includes care for the proverbial widow, orphan, and stranger (Deuteronomy 24:17-18; Exodus 22:21-24; Matthew 25:31-46; James 1:27). Making disciples of all nations includes teaching the practices of compassion, service, and justice. We must guard against these acts of justice becoming a works-righteousness; we show mercy because God first showed mercy to us. Faithful youth ministry includes discussions of the temptations to avoid. When working with idealistic young people, youth leaders will be particularly challenged by their temptations: - To be heroic—try to save the world themselves. - To wallow in despair—believing “it’s far too complex” “I’m only one person.” - To forget hope—God is already in what we are doing. - To not confess their own complicity or to slip into the comfortable apathy of cynicism—“I can’t believe those people could do such a thing.” It helps to keep the focus on what God has done and is doing in the world around us in very practical, material terms. Listening to the Depths of Exploitation in our World The pursuit of justice and reconciliation is at the heart of our Christian heritage, the foundation of our church, and the life of holiness. We pursue justice when we let the oppressed go free, share our food with the hungry, bring the homeless poor into our homes, clothe the naked, and satisfy the needs of the afflicted (Isaiah 58). Living a Christian life involves being able to name injustice and confront the powers that cause injustice. More importantly, living a Christian life involves being the kind of people that live God’s justice and reconciliation practically in the world. Historically the Church has responded to the physical needs of the community around them through works of mercy such as: - feeding the hungry - giving drink to the thirsty - clothing the naked - harboring the harborless - healing the sick - releasing the captives Often they can be used to categorize different ministries at work, many of which you would find on the World Wide Web. These works of mercy serve not only as individual practices but also as different lenses through which to see the injustices in our world. As we grow in the awareness of the problems, and the responses of different people, we begin to see options and opportunities where young people can enter into God’s work with these issues. In the very first book of the New Testament, the story of Jesus starts with a mother in mourning: “A cry of anguish is heard in Ramah—weeping and mourning unrestrained. Rachel weeps for her children, refusing to be comforted—for they are dead” (Matthew 2:18, NLT). One of the challenges people who have grown up in privilege face is the relative inability to deal with the heaviness of suffering. We are constantly tempted to seek easy consolation and quick fixes. We have little tolerance for pain and suffering. Mourning and lament are Christian practices that help us to connect the pain of the past with a hope for the future. Our rapid-paced, consumer, youth-oriented culture makes this very difficult for us. We have to learn how to mourn with those who mourn. Jesus says, “Blessed are those who mourn, for they will be comforted” (Matthew 5:4). We have been taught that our prayers should involve a range of responses toward God: - praise and adoration - thanksgiving - confession - repentance - intercession We need to realize our prayers of confession and repentance can help us make the connection between local and global injustice and our own passive or active participation in that injustice. As youth ministers, we need to pass this truth on to our youth. We need to spend time before God praying for hurting people and the needs they face. In Compassion: A Reflection on Christian Life, Henri Nouwen cautions that our actions on behalf of the poor should not come from a sense that we, as privileged people, reach down to people in need. We cannot think we are higher or better than those we assist. We do not practice compassion out of a sense of pity or polite sympathy. Instead compassion means going directly to people and places where suffering is most acute and ministering and serving there. Compassion and service grow out of the heart of God and must spring up from who we are as Christians. Our actions of compassion and service are grounded in our worship of God and our calling to love one another. God calls us to pour ourselves out for other people in thanksgiving as Christ poured himself out for us on the Cross. God asks us to radically reorient our lives to make possible this kind of love. Just as Jesus invites us to the Lord’s Table, He invites all to join together and be transformed. When we glimpse what God might do, much like the prophets of the Old Testament, John the Baptist, or even the apostles, we begin to see and imagine a new way of addressing the poor and those needing justice and responding accordingly. Our responses might include providing resources, working with communities to develop their own strengths and resources, or we might be called in advocacy against policies and social structures that harm people and keep them poor. Our ability to see the problem afresh and to envision what God might do through our efforts remains crucial as needs change. Christians are called to participate in God’s justice as a response to God’s grace and the forgiveness we have received. We should not be so pretentious as to assume we can end all suffering, as if it only took our creative and communal action to bring about God’s justice. As Christians we are the Body of Christ, the hands and feet of the incarnated God who suffered on our behalf. We can be better witnesses to the justice of God already at work in the world by paying special attention to those who suffer most in our world. Often compassionate action responds to particular contexts based upon the needs of the people and the capabilities of youth. Context might call for specific ministries. Different circumstances or levels of need require different interventions. When people experience sudden crises (flood, fire, typhoon, or other natural disaster) often the response might include crisis care and even counseling to cope with the trauma. Specific, immediate resources often come through agencies that provide basic services, medical treatment, housing, and nurturing presence. Other circumstances may call for ministries that provide prevention and treatment ministries. Children in suffering from natural disasters or poverty ridden areas may need basic medical care or safe sanitation. In other contexts compassion may take the form of basic education (vocational skills training) or enrichment (afterschool programs) that help develop methods for self-improvement or self-esteem. Finally, other context or situations may call for ministries of advocacy or empowerment working with people to gain a sense of agency and confidence in circumstances that seem to limit their options and opportunities. Often a key question might be: “What do God’s people need in this circumstance to be able to live through the moment?” Compassionate responses might include a blending of ministries; however, youth may be best suited in a given circumstance to help people at their most pressing need. Overall ministries tend to reflect three basic approaches: provider, development, and advocacy. Provider ministries offer resources that help people in daily life. Young people can serve in food pantries, sort clothing, and create crisis-care kits that provide basic resources for people who live in the day to day. Often these ministries provide the first line of direct care in areas suffering from immediate disasters and may be short term, strategic, and crucial during crises. Other ministries commit to more difficult situations that require longer commitments. Usually these ministries develop networks to replenish their resources. Vital in many settings, these ministries sometimes create a sense of dependency among the poor unless other approaches are used. Development ministries attempt to change the basic circumstances of people, often providing resources or education that assist people to grow and improve their situation. Development ministries often take much longer than provider ministries and engage multiple areas of need such as life skills training or tutoring children after school. Youth can serve as a resource for these long-term ministries, serving alongside each phase of community effort; often learning from people who they assist through these ministries. Development projects often result in people who are able to reclaim their lives by finding new means to break the cycle of poverty in their community. Unfortunately some projects falter as agencies realize there are forces that often restrict the people’s ability to help themselves. The restrictions may come from local laws, the presence of economic forces opposed to local development, unfair tax systems and other obstacles. Development alone may not be enough. Advocacy ministries attempt to help people overcome obstacles either by confronting local restrictions directly or by mobilizing people to change their habits so the poor have a better chance of improving their lives. Youth may take direct action by mobilizing people to overcome modern day slavery through education and fundraising to help children and young women in abusive situations escape their bondage. Youth may encourage people to purchase products created by local business that often do not enjoy tax benefits like large corporations. In every circumstance, advocacy can help youth better understand and appreciate the plight of people they work with in compassionate action. Advocacy involves a clear desire to see all people experience justice and peace based upon God’s love. God pays special attention to the poor not because there’s anything virtuous in being poor, but in part because they are the ones most often called upon to forgive. We see God’s grace and forgiveness no more clearly than when we are with those who suffer. Enmesh your life in the life of those who regularly suffer most and you cannot help but see the evil powers and principalities that oppress. When we are with those who suffer, we do not need extra encouragement to act to resist the oppressive habits and structures that cause suffering. Christians who seek to participate in the justice and reconciliation of God stand in a long tradition stemming at least back to the call of Moses to liberate the Hebrew slaves. Christians in the United States have long been at the core of social movements pressing for justice, from the abolition of slavery to leadership in the USA civil rights struggle, from contemporary campaigns to end global poverty to the creation of fair trade networks and an end to exploitative labor practices, from fighting against the traffic in global prostitution to calling for an end to the international debt that is choking the poorest of the poor to death. You might join an international debt relief campaign to begin to participate in the justice and reconciliation to which we have been called. You can start by beginning to see and be engaged in the oppressive habits that are in your own life. Students on campus can work with the administration to get fair trade coffee in the cafeteria; you might want to research what the fair trade movement is all about. Churches, high schools, and local businesses can be encouraged to buy uniforms from sweatshop-free garment companies; you might want to look into the labor and environmental practices of the companies where you buy your clothing. Young people can join efforts to bring about more affordable housing and more livable wages in their neighborhoods; you might want to find out if companies you or your church work with pay their lowest-wage employees a living wage. We have to at least begin by making time to see those who are suffering in our community. In every response we might first ask, how might I locally or globally, provide resources, assist development, or advocate with those needing assistance? Strategies may surface through each of these approaches (resource, development, and advocacy) that connect with the issues at hand. In each case we must remember that we are working with God and He is already at work before we are. We have to remember our motivation comes from Christ’s love for the poor, not out of our sense of being different or better than those we help. Young people possess a great capacity to embrace those hurting, to mourn with them. Youth also possess great vision to imagine how God might work through them to raise resources, to create new opportunities, to resist forces that harm others. Our responsibility rests with assisting youth to both help others and alter the patterns of their lives so we live and work together in God’s compassion and justice. 1. Research and summarize the realities facing those that are going hungry, thirsty, naked, etc. in our world either through websites or through service groups within your community attempting similar efforts. NOTE: At the time this module was placed on the CLT web site, the following agencies and links to web sites were viable. Please be advised, CLT is not monitoring and/or updating these links. Feed the hungry: Fair trade and the globalization of food Bread for the World: [bread.org](http://bread.org) Give drink to the thirsty: Lack of access to clean drinking water Healing Waters International: [healingwatersintl.org](http://healingwatersintl.org) Blood:Water: [bloodwater.org](http://bloodwater.org) Water Footprint Network: [waterfootprint.org](http://waterfootprint.org) Clothe the naked: Sweatshops and the global garment industries The National Labor Committee: [nlcnet.org](http://nlcnet.org) Global Exchange: [globalexchange.org](http://globalexchange.org) Harbor the harborless: Homelessness in the United States National Coalition for the Homeless: [nationalhomeless.org](http://nationalhomeless.org) National Alliance to End Homelessness: [endhomelessness.org](http://endhomelessness.org) U.S. Department of Housing and Urban Development (HUD): [hud.gov/homelessness_resources](http://hud.gov/homelessness_resources) Heal the sick: The unequal distribution of global health care to those who can pay for it Heart to Heart International: [hearttoheart.org](http://hearttoheart.org) Mercy Ships: [mercyships.org](http://mercyships.org) Partners in Health: [pih.org](http://pih.org) UNICEF/For Every Child: [unicef.org/reports](http://unicef.org/reports) Release the captives: The modern global slave trade Free the Slaves: [freetheslaves.net](http://freetheslaves.net) Anti-Slavery International: [antislavery.org](http://antislavery.org) International Justice Mission: [ijm.org](http://ijm.org) Trafficking Victims Protection Act of 2000: [state.gov/international-and-domestic-law](http://state.gov/international-and-domestic-law) 2. Create a lesson that challenges and encourages young people to show compassion without treating people as somehow less than the youth serving them. Focus on Christ’s ability to identify and suffer with people in need. What scriptures might you use? 3. Identify one agency in your area that: - serves primarily as a provider ministry - offers community development - serves as an advocate in your community Explore how young people in your congregation might join with each of these ministries. 1. Making disciples of all nations includes teaching the practices of ____________. A. compassion B. service C. justice D. all of the above 2. It is becoming increasingly obvious to Christian youth that God's work in the world includes care for the proverbial widow, orphan, and stranger. A. True B. False 3. When working with idealistic young people, youth leaders may be challenged by their youth's temptations ____________. A. to be heroic B. to wallow in despair C. to forget hope is in what God is already doing D. to slip into the comfortable apathy of cynicism E. all of the above 4. There is a danger that acts of justice might become works righteousness. A. True B. False 5. The pursuit of justice is a new aspect for the Church. A. True B. False 6. Works of mercy typically minister to physical needs. A. True B. False 7. Mourning and lament are Christian practices that can help us to connect the pain of the past with a hope for the future. A. True B. False 8. Christians may need to learn how to mourn with those who mourn. A. True B. False 9. People of privilege often struggle with how to deal with the heaviness of suffering. A. True B. False 10. Godly, Christian’s compassion and service grow out of ____________. A. our innate goodness B. a sense of guilt C. the heart of God Be prepared to discuss the following with your mentor. 1. In what ways could you see increasing the role of mourning in the prayer life of your youth group and congregation? 2. What practical steps do you need to take in your youth group to see through the eyes of Jesus and hear through His ears? 3. How can we cultivate our prophetic imagination? How does this impact the way we live? How does our prophetic imagination affect the way we worship? What would a church that lives by God’s prophetic imagination look like in practice beyond the walls of the church? 4. How will you help the youth in your ministry develop eyes to see and ears to hear the plight of the widows, orphans, and strangers in their world? 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Practical Approaches for Obesity Management in Children with ASD KAJSA JÄRVHOLM, CLINICAL PSYCHOLOGIST, ASSOCIATE PROFESSOR A diagnose can be helpful, but… • Great variation in how autism is presented. It is a spectrum disorder. • Do not assume anything. • Intellectual impairment? Language impairment? Other co-existing neurodevelopmental disorders? General approach when meeting children with autism • Use questions like: – Is there anything specific we should keep in mind when meeting Sam? – How can we tailor this visit to make it as good as possible for Sam? • Be calm and friendly. • Avoid metaphors and irony. • Use statements/prompts (Please step on the scale) instead of questions (Would you mind stepping on the scale?) A diagnose can be helpful, but… • Can make professionals feel insecure and doubt their abilities to care for the patient. Few has had any formal training in treating people with autism. • Insecurity makes us less open and less flexible. • Make a general plan at the clinic? Prepare in advance • Autism is rather common. Obesity is more common among children with autism. ➔ We will meet many children with obesity and autism. • Is it possible to make the clinic more autism friendly in general? • Adaptations are beneficial for children without autism too. How can an obesity clinic be made more autism friendly? • Use visual support. • Preparation is beneficial. Send out information about the visit. • Present a clear structure of the visit. • Adapt to sensory sensitivity. Visual, noise. • Does the child need to be present at all visits? Structure and personalization • A cornerstone in obesity treatment is to personalize the treatment. • Even more important when we meet children with autism. • Listen more, talk less In children with autism... • ...sensory information may be processed differently. • ...there is often a preference for what is already known. • ...there is often a preference for what is perceived as secure. • ...stress and unpredictable situations can cause meltdowns. Specific areas to cover when meeting children with autism in the obesity clinic Picky/selective eating? • More likely to have challenges around eating compared to typically developing children. Ask about mealtime challenges. • Processed food often seem more secure than raw food. Can this understanding be used to help try new food? • Neophobia. Approach new food step by step. Food changing. • Preferences can change. Have a plan B. Satiety cues • Children with autism can be both over and under sensitive. • How about satiety? Does the child feel hungry? Full? • Eating in absence of hunger? The Hunger-Satiety Scale Use this Hunger-Satiety Scale to get in touch with your hunger and satiety cues. Aim to stay within the blue zone, 4-7, as much as possible. 10 -- Extremely stuffed, nauseous 9 -- Stuffed, very uncomfortable 8 -- Overfull, somewhat uncomfortable 7 -- Full but not uncomfortable 6 -- Satisfied, but could eat a little more 5 -- Starting to feel hungry 4 -- Hungry, stomach growling 3 -- Uncomfortably hungry, distracted, irritable 2 -- Very hungry, low energy, weak and dizzy 1 -- Starving, no energy, very weak uhs.berkeley.edu/wellness Behavioral problems • What happens when the parents restrict their child and set boundaries around food? Meltdowns? • Are food and snacks used to avoid behavioral problems? • Food and sedentary behaviors can be the only reinforcers with real value for the child. Parents can be exhausted • What does the family look like? • Are there siblings? Do they have special needs too? • What does the support look like? • Pre-school? School? Can they help? • What are the greatest struggles at the moment? • Parents need can be worried about the child's nutritional status. Medications? • Medications that increase the appetite. Physical activity • Many activities for children are social, loud, and unpredictable. They also require motor skills. • Start with everyday activities? Make them a routine. • Find an activity tailored for children with autism – Knowledge about autism – Routine rather than novelty – Visual support Tools to use - Out of sight out of mind - Talk less, do more - Work for sustainable routines in small steps - Predictable - Repetition - Involve the child when possible Most important • Try your best to understand the child’s perspective. • Do realistic plans based on the current situation and not the preferred situation. Small steps. • Validated the caregivers in their struggles. • Involve the extended family and school. Cooperation with other specialists • Does the family need more overall support? • Cooperation with the habilitation clinic? • Offer mental health assessment. • Has the child been offered applied behavior analysis? Sources While preparing this presentation, I used and/or was inspired by the following sources: Autism support, resources & advocacy \| Autism Speaks wellness-hungersatietyscale.pdf Coricelli et al. Appetite (2022), 175, 106062 Att möta barn med autism i sjukvården [To meet children with autism in health care] Youtube Därför äter inte barnen 17 oktober 2024 - Meny \| Sveriges Radio [Why children don’t eat] LUND University	0e97a2d7-54af-4ef7-88ed-15e1dedc7c67	CC-MAIN-2025-08	https://easo.org/wp-content/uploads/2024/12/EASO-autism-practical-approaches-copy.pdf	2025-02-16T05:52:03+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831952410.39/warc/CC-MAIN-20250216041522-20250216071522-00626.warc.gz	188,279,135	1,147	eng_Latn	eng_Latn	0.930044	eng_Latn	0.996866	[ "eng_Latn", "eng_Latn", "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", "unknown" ]	true	rolmOCR	[ 124, 357, 746, 1024, 1310, 1601, 1787, 2062, 2143, 2502, 2666, 3232, 3499, 3803, 3860, 4168, 4339, 4601, 4817, 5232, 5249 ]	[ 2.328125 ]	1	0
Age-related Macular Degeneration Anatomy and pathology The retina is the nerve layer that lines the back of the eye. The retina senses light and sends signals through the optic nerve to the brain. The macula Where is it? Macula and fovea are a small part of an amazing organ! The macula is 5.5mm in diameter The fovea is 1.5mm in diameter The macula is an area of the retina, with the fovea in the center. The macula has the highest density of light receptors and is free of major blood vessels. The fovea in the center of the macula is responsible for sharp, detailed vision, e.g. when doing activities such as reading, watching TV or driving a car. Light receptors in the fovea – we call them cones Colour, depth perception, reading – all the good stuff!! Humans usually have three kinds of cones – specialized in the perception of three basic colors. - Red - Green - Blue The choroid provides oxygen and nourishment to the retina. The sclera, also known as the white of the eye, is the protective outer layer of the eye. In humans, the whole sclera is white, contrasting with the colored iris. How can it affect my eyes • As the name implies, age is the major risk factor. • A disease that progressively damages the sensitive centre of the retina - the fovea - and hence the center of the visual field. • AMD is the leading cause of severe and irreversible vision loss in elderly people throughout the western world. • Between the ages 65 and 75 about 10% of people have some impairment of vision due to AMD, and over 75 years about 30% are affected. • In late stages people usually maintain peripheral vision and can see to walk around (often with difficulty), but it is the loss of central vision that has the most devastating effect on lifestyle. Different types 1. Non-exudative (“dry”) 90% 2. Exudative (“wet”) 10% Exudative = relating to leaking of fluid and other materials from cells and tissues, usually as a result of inflammation or injury. Drusen – fat bumps - Drusen are made up of lipids, a fatty protein - Appear as yellow deposits - Can be hard or soft in appearance - Change in vision yes, it may cause gradual central vision loss as they are underneath your macula Amsler Grid – monitor your own eyes when you get your milk from the fridge for your coffee Consisting of grid lines with a central fixation dot, the Amsler chart was developed to detect abnormalities in the central 20 degrees of vision. Excellent self screening tool for early symptoms of AMD How does wet happen? Picture blood vessels as the roots of a tree growing and spreading under concrete. Concrete represents the macula. In a healthy eye, vessels stay in place and vision is normal. How does wet happen? Abnormal blood vessels ("roots") push up through the concrete, cracks in the sidewalk. These vessels tend to be fragile and can start leaking or bleeding. Subtle change in vision can occur at this stage. How does wet happen? Leaking or bleeding vessels lead to swelling and bleeding in the macula, causing visual distortions or decreased vision. Over time, this can lead to scarring in the macula & create damage that may result in the loss of central vision. How does wet happen? - About 10% of dry AMD cases progresses to more advanced, damaging form of disease - New blood vessels grow beneath retina - Leak blood and fluid - Leakage causes permanent damage to light-sensitive retinal cells - Cells die & create blind spots in central vision. OCT scan – the best way to screen for AMD or distinguish which kind you have Normal Macula Wet AMD Dry AMD Age-related Macular Degeneration (AMD) - OCT has a new friend called OCTA or angioplex OCTA has led to the identification of a new subtype of AMD – dry with new vessel growth (wait a minute dry but also wet???) - Called quiescent CNV which does not leak on traditional methods of photographing leaks (fluorescein angiograms) - Changes are so subtle that it can only be detected by OCTA - 80% of the new type of AMD will turn wet within 2 years – better indication if your eye is turning wet before you see a change in vision!! - Keep in mind we cannot stop wet AMD from forming but we can treat earlier and mitigate vision loss Figure 11: Active CNV (A), nonexudative CNV (B), and a disciform scar (C). Pigment epithelial detachments are visualized with structural OCT in all three cases, but OCT-A reveals a choroidal neovascularization in A and B only. Note the similarity of the shallow pigment epithelial detachment in B and C. Treatment Since around 2006, a breakthrough occurred with treatment. The advent of the use of anti-VEGF drugs to treat “wet” AMD. Anti-VEGF has helped halt the aggressive effects of CNV on macula and its role for fine central vision. Administered via an intravitreal injection. Anti-VEGF drugs: • Lucentis (Novartis) • Eyelea (Bayer) Age-related Macular Degeneration (AMD) - Wet AMD – 87 year old male WF 133° magnified image of the macula. Subretinal hemorrhages and gray lesions visible in the macula. Age-related Macular Degeneration (AMD) - Wet AMD – 87 year old male A B WF 133° magnified image of the macula. Subretinal hemorrhages and gray lesions visible in the macula. C OCT angiography of macula $6 \times 6$ mm, ORCC slab image. CNV is widespread under the retina. D OCT image matching the “C” location. The red area indicates blood flow information above the RPE, and the green area indicates blood flow information below the RPE. The CNV extending below the RPE can also be seen on the tomography (green area). Age-related Macular Degeneration (AMD) - Wet AMD – 82 year old male WF 133° magnified image of the macula. Grayish-white foci and serous retinal detachment observed in the macula. Age-related Macular Degeneration (AMD) - Wet AMD – 82 year old male A B WF 133° magnified image of the macula. Grayish-white foci and serous retinal detachment observed in the macula. C A 6 x 6 mm OCT angiography of the macula, avascular slab image. Consistent with the color image location, a wheel-like CNV is depicted. D OCT image matching the “C” location. CNV can be seen under the RPE in the central fovea region (green area). At the same time, serous retinal detachment is also observed. Age-related Macular Degeneration (AMD) - PCV – 69 year old male WF 133° magnified image of the macula. Reddish-orange elevated lesions visible on the auricular side of the macula. Age-related Macular Degeneration (AMD) - PCV – 69 year old male A B WF 133° magnified image of the macula. Reddish-orange elevated lesions visible on the auricular side of the macula. C A 6 x 6 mm OCT angiography of the macula, choroid slab image. Polypoid lesions (horizontal and vertical line intersections) and an abnormal vascular network are depicted to the right of said polypoid lesions. D Vertical B-Scan image matching the location of the polypoid lesions on the OCT A image. You can see the RPE is bulging.	c94e73b7-b40b-4f63-9f92-6b1349cc7afd	CC-MAIN-2024-33	https://img1.wsimg.com/blobby/go/395eeefe-d4a6-434a-ae22-bbf0c083f902/AMD%20anatomy%20and%20pathology%20talk.pdf	2024-08-12T00:48:30+00:00	crawl-data/CC-MAIN-2024-33/segments/1722641023489.70/warc/CC-MAIN-20240811235403-20240812025403-00374.warc.gz	233,610,569	1,652	eng_Latn	eng_Latn	0.970814	eng_Latn	0.994985	[ "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...	true	rolmOCR	[ 55, 198, 343, 658, 885, 1108, 1770, 1976, 2209, 2505, 2707, 2936, 3195, 3483, 3594, 4531, 4870, 5043, 5568, 5751, 6251, 6434, 6956 ]	[ 2.640625 ]	1	0
In defence of the Salish Sea Comprehensive scientific research into marine mammals and communication, using one of the most advanced undersea hydrophone systems in the world, will help us gain a better understanding of the fragile Salish Sea ecosystem — and the threats to it. The Saturna Island Marine Research and Education Society is a volunteer, non-profit organization bringing marine research and educational programs to Saturna Island. Its Salish Sea Acoustic Monitoring and Education Outreach Project uses data from a network of hydrophones installed at East Point, on Saturna Island, to monitor the impact of human activity on the area’s marine ecosystem, particularly the endangered northern resident orcas and other whale species. The deployment of the world-class hydrophone system, a collaboration between Ocean Networks Canada/University of Victoria and the Vancouver Aquarium, makes Saturna Island “one of the marine animal hotspots,” said Lauren McWhinnie, scientific director for the project. “It is a main transit point for the whales — but also a main shipping route.” The project’s objective is to make a significant contribution to public awareness about the fragile ecosystem of the Salish Sea — and how threats can be mitigated. While underwater noise monitoring is important, McWhinnie says it is the added contribution of citizen scientists keeping a lookout on land that makes a difference. “The hydrophones are only set to record automatically at timed intervals. If a ship informs us that they see a pod of whales, we can react and capture their calls.” She says that land-based observations are less invasive to the mammals than people on boats, which can cause them to stop calling each other when the marine environment is busy (when ships are passing) and resume when it quiets down. When she is able to combine the acoustical recording with land-based observations, she can form a more complete picture of the circumstances behind the calls — or lack thereof. The Salish Sea Acoustic Monitoring and Education Outreach Project, funded in part by the Victoria Foundation, will use the data from the network to work, along with additional information from collaborating individuals and organizations, to produce an inventory of educational and outreach material. The project’s end goals are to use the data to further public awareness about the Salish Sea ecosystem and impart a deeper understanding of the marine-mammal population. For more information, go to saturnamarineresearch.ca. Program finds new owners for old hearing aids People unable to afford hearing aids will benefit from the Sound of Change initiative, designed to provide refurbished hearing aids to 30,000 low-income individuals in Greater Victoria suffering from hearing loss and the associated sensory deficit in North America. “We’re targeting people who can’t afford the aids — as well as those who are too poor to think they need an aid in the first place,” said Denise Robertson, executive director of the Island Deaf and Hard of Hearing Centre. “It is a chronic health issue that affects most people starting at age 60.” The program aims to remove the stigma about using refurbished aids. “The industry naturally wants to sell rather than give away product. Our job is to demystify the concern.” Not dealing with hearing loss, especially among the elderly, can have a significant negative impact on everyday life. It affects socialization, often leading to loneliness and isolation. The Sound of Change initiative, launched in March 2016, removes barriers to getting hearing supports. It provides a full range of services to people over 50 years dealing with hearing loss, including a hearing assessment by a registered audiologist, hearing aid fitting, family supports, hearing rehabilitation, communication assistance and employment supports. The Victoria Foundation has contributed to funding for the initiative in 2018. — Pedro Arrais Not dealing with hearing loss, especially among the elderly, can have significant negative impact on everyday life. Jonas Bergsten via Wikipedia Robertson says that since the initiative’s inception, they have distributed more than 400 hearing aids to low- or self-hearing individuals in need. “Recipient receive audio rehabilitation — a time to retrain the brain to ‘re-hear.’” “Most people have learned how to read or write — but they have never actually learned how to hear.” The hearing assessment can also lead to recommendations for other assistive devices to improve the quality of life — television monitors, amplified telephones or other technical aids. There is sometimes no need to buy a device, as some are available on loan. Donated hearing aids come from individual estates, local audiologyists and the province of B.C. Hearing Conservation Society. Donations of newer aids are always welcome. Typically, newer aids can, through software, be repurposed to help more than one individual; older ones lack this adaptability. For more information, go to idhca.ca/services/sound-of-change. — Pedro Arrais Vital Signs returns If you were told you could have a say in how millions of dollars are distributed to help charities, would you be interested? If you could help guide important decisions made by governments, universities and organizations throughout Greater Victoria, would you? In 2017, 1,469 Greater Victoria residents did just that when they took part in our annual Vital Signs survey. The survey is used to help produce Victoria’s Vital Signs report, an annual community checkup that looks at how our region is performing in key issue areas, such as housing, transportation and environmental sustainability. Each issue area is given a letter grade based on your input, such as “economy,” which went from a C+ in 2017, up from a C+ in 2016. For each topic, we also ask you to choose three things to celebrate and three ways to improve. The report then goes on to play a key role in how the Victoria Foundation makes its grant-making decisions, not to mention the charities, governments and other organizations we hear from regularly tell us they use Vital Signs at all levels of decision-making. We would love to see some growth of residents having more representation in the survey. Youth, for instance, did not have much of a presence in 2017, with those age 24 and under at just four per cent of respondents. Hearing from more people living outside the core would also be great. Last year, 40 per cent of respondents said they lived in the City of Victoria, and a quarter came from Saanich. However, the drop-off is sharp, ranging from seven per cent from Oak Bay to 10 per cent from both Colwood and North Saanich. Seven out of 10 said they had lived in Greater Victoria for more than 10 years. While it makes sense those who have been here the longest have the most to say, we really value hearing from those who live in our community and might have a fresh outlook to contribute. We received back up 72 per cent of respondents. This puts us in something of a rare position for these types of surveys to hear from more men. And if the survey includes more transgender people, we should be thrilled about that, too, since they represented less than one per cent of respondents last year. We want you to be heard, and the Vital Signs survey is our way of making that happen. So, please, starting on May 7, head to vitalsigns.victoriafoundation.ca to find the survey and help guide our community’s future. 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Say’s Phoebe Sayornis saya Expanses of bare earth, often disturbed, or areas of sparse grass or weeds, with only scattered shrubs, Say’s Phoebe’s habitat hardly meets most people’s expectations for “habitat.” Yet this bird specializes in such places, scanning the ground for insects that can be hover-gleaned, as well as foraging for aerial insects in typical flycatcher fashion. Say’s Phoebe is primarily a winter visitor to San Diego County, uncommon to fairly common. But it is also widespread as an uncommon breeding species in the Anza–Borrego Desert, on the Campo Plateau, and, increasingly, in the inland valleys of the coastal slope. Breeding distribution: The Say’s Phoebe’s distribution is complex and dynamic. The species is widespread in the Anza–Borrego Desert, where most atlas squares contain some of the canyons, bluffs, or buildings offering the shaded niches it needs for nesting. Over most of the desert, breeding Say’s Phoebes are uncommon and scattered, but, as around Canebrake (N27) 30 April 2000 (R. and S. L. Breisch), counts per day range up to 14, where scattered houses or eroded gorges winding through badlands offer more nest sites. The desert distribution extends up to Scissors Crossing (J22) and over the divide to Ranchita (G21/G22) and Warner Valley. A pair nesting in a drain pipe at 4900 feet elevation on the east side of Hot Springs Mountain (E21) 19 June 1999 (K. L. Weaver) was the highest known in San Diego County. Yet Say’s Phoebe appears absent from the higher elevations of the Santa Rosa and Vallecito mountains, enclosed within the Anza–Borrego Desert. A few Say’s Phoebes also extend up onto the Campo plateau. Though we did not confirm breeding in this area, we recorded the species through the spring and early summer and noted a few pairs. In the coastal half of the county, Say’s Phoebe has become widespread in the inland valleys. The numbers are still small, with rarely more than a single family encountered in a day. The maximum count per day in this region during the breeding season is six, as at Lake Hodges (K10) 23 June 1998 (R. L. Barber). A few pairs are nesting practically along the coast, illustrated most notably by a fledgling 0.5 mile from the beach near San Onofre (C1) 2 June 2000 (C. Reynolds), another at La Costa (J7) 24 June 1998 (M. Baumgartel), two in Gonzalez Canyon (M8) 17 June 2001 (S. E. Smith), and one picked up injured at Mar Vista High School in Imperial Beach (V10) 26 June 1998 (SDNHM 50127). A nest on a building at the naval radio station at the south end of the Silver Strand (U10/V10) in 2003 and 3 March 2004 was only 1000 feet from the beach (D. M. Parker). Some interchange between the coastal and desert populations is likely, with pairs nesting as far inland as Santa Ysabel (J18; under the porch of Don’s Market, both 1998 and 1999, J. R. Barth, S. E. Smith) and Tecate (V19; pair feeding young 10 June 2000, M. and B. McIntosh). Complicating the distribution are scattered individuals, including independent juveniles, seen in the foothills and mountains at times when Say’s Phoebes could be nesting. Nevertheless, only one of these falls between 8 April and 6 June, one at Cuyamaca Lake (M20) 28 May 1999 (A. P. and T. E. Keenan). Only this record is mapped as in suitable habitat; the birds seen from June onward may be postbreeding dispersers from the desert. Nesting: Say’s Phoebes rely heavily on man-made structures for nest sites, and all nests reported from the coastal slope were in such situations. We noted four nests on sheltered ledges inside crevasses eroded into desert badlands, but the 14 other nests whose placement our observers described were on such things as houses, outbuildings, carports, restrooms, a metal stairway, a bridge over Poway Creek, and the Anza–Borrego Desert State Park headquarters office. Our observations of Say’s Phoebe nesting imply that the species usually begins laying in the third week of March, with little difference between the coastal slope and the desert. A nest begun in Mira Mesa (N9) 3 March 2000 took two weeks to complete (S. L. Breisch). An exceptionally early nest with two eggs at the Anza–Borrego Desert State Park headquarters 7 February 2000 was abandoned shortly thereafter; the pair renested at a more usual time (P. D. Jorgensen). In the wet spring of 1998, though, the birds nested early, with adults carrying insects to young apparently still in the nest as early as 6 March in north Borrego Springs (F24; P. D. Jorgensen), implying laying no later than 18–20 February. Our five earliest records of Say’s Phoebe feeding young, in fact, are from 1998. Second or replacement clutches may be laid as late as mid June, as demonstrated by an ill-fated pair at Mira Mesa, which still had young in an replacement nest 16 July 1999, fledging by 21 July (S. L. Breisch). Migration: Say’s Phoebes wintering in San Diego County depart primarily in March and arrive in September. But exact dates of migrants can no longer be picked out because of the local breeding population is increasing, apparently shifts over short distances, and the locally breeding subspecies, at least along the coast, is the same as that farther north. Some desert breeders vacate their range from June through August (Rea 1983, Patten et al. 2003) and may disperse west into the foothills and mountains of San Diego County, as implied by scattered summer observations. Winter: Say’s Phoebe is widespread in San Diego County as a winter visitor, but it is scarce above 4000 feet elevation and lacking from unbroken forest, chaparral, or urban development, though it uses small areas of open ground within these habitats. Thus the distribution is patchier than evident on the scale of our atlas grid. The species is most numerous in the inland valleys of the coastal lowland, with up to 35 in a day around Sweetwater Reservoir (S12) 20 December 1997 (P. Famolare), and on the floor of the Borrego Valley, with up to 35 in north Borrego Springs 20 December 1998 (R. Thériault). Over most of the county, though, the species has to be rated as uncommon, with five or fewer individuals detected per day. Conservation: No change in the Say’s Phoebe’s status in the Anza–Borrego Desert is known, but on the coastal slope the species decreased, then increased, for reasons still obscure. Until 1939, nesting of Say’s Phoebes was noted occasionally, with records for Escondido, 3 to 6 miles east of Encinitas, Sorrento, San Diego, and Chula Vista. Then 40 years followed in which the species was known in the coastal lowland as a winter visitor only. Following a report from the Tijuana River valley 9 June 1979 (AB 33:898, 1979), scattered observations cropped up in the inland valleys in the 1980s, and their rate accelerated in the 1990s. Nesting Say’s Phoebes in this area were a novelty to our atlas observers, many of whom commented on them with surprise. Why should Say’s Phoebe have disappeared, and why should it have returned? The disappearance coincided with a period in which much former Say’s Phoebe habitat was converted, with irrigation and landscaping, into Black Phoebe habitat. Though much suitable habitat remained, from Pauma Valley to Ramona to Jamul, perhaps the small population dropped below a sustainable threshold. The accelerating return suggests that Say’s Phoebe is adapting anew, perhaps aided by a long-term trend toward a warmer, drier climate. Clearing of scrub and erection of buildings create new Say’s Phoebe habitat, but landscaping and paving remove it. The bird’s need for open ground for foraging suggests its potential as an urban adapter is limited. But further increase is likely with further adaptation to low-density suburban development. Urban nesting of Say’s Phoebes may expose the birds to unaccustomed threats: one pair that nested repeatedly atop a bell at a Mira Mesa school (N9) suffered losses to both clean-up by maintenance workers and predation by European Starlings (S. L. Breisch). Taxonomy: Winter visitors are the dark S. s. saya (Bonaparte, 1825), widespread in western North America north of San Diego. The coastal population, judged from the quite dark juvenile specimen from Imperial Beach, is this subspecies too. This identification also implies that the recent increase in breeding Say’s Phoebes on the coastal slope is the result of colonization from the north. Breeding Say’s Phoebes in eastern San Diego County are more likely S. s. quiescens Grinnell, 1926, paler than nominate saya, especially on the crown, which is practically the same color as the back. The only specimen so far from the Anza–Borrego Desert is quiescens, though it was collected in winter, in Mason Valley (M23) 15 January 1925 (SDNHM 2915). Two juveniles from Laguna Hanson in the Sierra Juárez are quiescens, as are several specimens from the Colorado Desert (Rea 1983, Patten et al. 2003).	6619f0a2-0b6c-4665-8fbd-9f2eeb55ab55	CC-MAIN-2021-43	https://sdplantatlas.org/birdatlas/pdf/Say's%20Phoebe.pdf	2021-10-27T11:33:10+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323588113.25/warc/CC-MAIN-20211027084718-20211027114718-00083.warc.gz	647,486,437	2,176	eng_Latn	eng_Latn	0.995677	eng_Latn	0.995814	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2888, 6941, 8907 ]	[ 2.09375 ]	1	0
A chart pattern in financial markets refers to distinctive formations or shapes that appear on price charts of stocks, currencies, commodities, or other financial assets. Chart patterns are categorized into several types. TYPES OF CHART PATTERN. Reversal Patterns: In technical analysis of financial markets, a reversal chart pattern suggests that a trend may be about to change directions. These patterns are used by analysts and traders to pinpoint moments at which an asset's price may buck the trend and begin to move in the other direction. Several typical reversal chart patterns exist. Continuation Patterns: Technical analysts refer to any pattern that indicates the continuation of the present trend rather than a reversal as a continuous chart pattern, sometimes called a continuation pattern. These patterns usually emerge in the midst of a trend and suggest that the price will probably keep moving in the same direction when the pattern is finished. Consolidation Patterns: In technical analysis, a consolidation chart pattern is a time frame where an asset's price moves inside a specified range or pattern, usually following a big price move. When neither buyers nor sellers are in control of the market, there is a brief lull in the current trend, which is indicated by consolidation patterns. Technical analysts employ the well-liked and trustworthy Head and Shoulders pattern on charts to forecast changes in price trends. It gets its name from the way it looks, which on a price chart looks like a head and two shoulders. COMPONENTS OF HEAD & SHOULDER LEFT SHOULDER: The pattern begins with a peak (high point) in the price, followed by a decline and a subsequent trough (low point), forming the left shoulder. Head: After the left shoulder, there is a higher peak in price (the head), which is typically higher than the left shoulder. The price then declines again, forming a trough. Right shoulder: The price then rises again, but generally not as high as the head, forming the right shoulder. The right shoulder is characterized by a peak followed by a decline that often mirrors the left shoulder. Neckline: The neckline is a trendline that connects the lows of the left shoulder, the head, and the right shoulder. It acts as a support level during the formation of the pattern. Let’s take some example of head & shoulder Head & shoulder patterns are mostly used to analyse trend reversal and to see trend reversal. A technical chart pattern known as a "double top" in trading indicates the possibility of an upward reversal. It usually happens when the price of an Stock has been rising, and it is made up of two peaks at roughly the same price with a trough (low point) in between. COMPONENT OF DOUBLE TOP First High: The Stock's price hits a peak and then somewhat retraces. Trough: Following the first high, there is a trough or valley formed when the price drops to a particular support level. Second high: After the trough, prices rise once more, approaching the first high but falling short of it by a considerable margin. Confirmation: The price breaking below the trough's established support level, which suggests that sellers have taken control and that the upswing might be reversing, validates the pattern. Double tops are frequently interpreted by traders as an indication to sell or take profits because they believe that the price may drop even more after the pattern is complete. A double bottom pattern on a chart denotes a selling phase that pushes the price of the stock below a level of support. After then, it will ascend to a point of resistance before falling once more. Finally, as the market grows more optimistic, the trend will reverse and start to go upward. COMPONENT OF DOUBLE TOP FIRST LOW: The Stock's price hits a low and then somewhat retraces. Trough: Following the first low, there is a trough or valley formed when the price drops to a particular resistance level. Second low: After the trough, prices fall once more, approaching the first low but falling short of it by a considerable margin. Confirmation: The price breaking up the trough's established resistance level, which suggests that buyer have taken control and that the downtrend might be reversing, validates the pattern. Let’s understand by some Example. A double bottom is a bullish reversal pattern, because it signifies the end of a downtrend and a shift towards an uptrend. TRIPLE TOP When an stock's price forms three peaks at almost the same price, it forms a triple top pattern. Resistance is located in the peaks' area. The swing lows are the descents between the peaks. COMPONENT OF TRIPLE TOP Three Peaks: The creation of three peaks, each reaching a comparable resistance level, is the main feature of a triple top. These peaks show that buyers are having difficulty driving the price upward. Troughs: There are troughs between each peak that represent brief price dips or consolidations. The fact that these troughs typically don't drop as far as prior support levels suggests that buying pressure is waning. Neckline: The horizontal line connecting the lows (troughs) between the peaks is the neckline, and it is drawn at the level of support. It acts as a point of validation for the pattern. The sequence of three peaks, the troughs that join them, and the neckline that, when broken, verifies the completion of the design are the elements that make up a triple top pattern. TRIPLE BOTTOM A triple bottom is a pattern that appears on the chart when buyers (bulls) overtake sellers (bears) in terms of price activity. The second bottom shows that the bulls are gathering strength and getting ready for a potential turnaround, whereas the first bottom might have just been typical market fluctuation. The third bottom suggests that there is substantial support in place, and when the price breaks through resistance levels, bears might give up. COMPONENT OF TRIPLE BOTTOM: Downtrend: Since the pattern denotes a change in market sentiment from negative to bullish, it must start within a downtrend. Troughs: The pattern should show three separate troughs, all of which should occur at or close to the same price level. Peaks: There should be peaks, or brief trend reversals, in between each trough. Neckline: The horizontal line connecting high (troughs) between the peaks is the neckline, and it is drawn at the level of resistance. It acts as a point of validation for the pattern. Three lows (troughs) with peaks in between make up a triple bottom pattern, which suggests a possible turnaround from a downward to an upward trend. Stock Brain Institute Of Financial Market	20a69fd0-164b-4f56-8e38-cce6ad1cbd18	CC-MAIN-2024-46	https://www.stockbrain.in/assets/images/myimages/bookpdf/chartpatterns.pdf	2024-11-11T14:05:28+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477028230.68/warc/CC-MAIN-20241111123424-20241111153424-00266.warc.gz	913,192,529	1,352	eng_Latn	eng_Latn	0.997847	eng_Latn	0.998666	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown" ]	true	rolmOCR	[ 1329, 2347, 2486, 3300, 3478, 4329, 4488, 5323, 5507, 6521, 6671, 6714 ]	[ 2.171875 ]	1	0
The U.S. and the Boxer Rebellion in Cartoons By: Kevin Barnhard, NCTA Ohio 2017 Grade Level: 9-12 Subject: U.S. and World History Objective: Students will understand the involvement of the United States in the Boxer Rebellion and reactions to it as portrayed in cartoons in contemporary magazines. Students will also understand the legacy of the “Boxers” to the Chinese. Periods needed: One or two 45 minute periods. Ohio American History Standards Met: 3 – Historians develop theses and use evidence to support or refute positions. 12 – As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power. Background: In the late 1800’s the United States was committed to making sure China remained open to all foreign trade, keeping an open door policy for the Chinese market. As the presence of foreign countries grew in China, some native Chinese wanted to expel all foreigners and in 1900 armed conflict erupted. Some Chinese fighters, who were practitioners of a form of martial arts which they believed would make them invulnerable to bullets, were called “The Boxers” by the foreigners in China. To protect their financial interests and put down the “Boxer Rebellion” many countries, including the United States, Great Britain, France, Germany, Russia and Japan sent troops to China. After the uprising was put down China had to pay an indemnity of 450 million teals of silver (worth 10 billion in 2017 prices) to the countries that sent troops. About 200-250 foreign nationals died and there are estimates as high 100,000 Chinese dead, mostly civilians. Most of the Western world views the “Boxer Rebellion” as insignificant but it is very important to the Chinese becoming particularly so after the communist revolution, serving as a source of inspiration for Chinese nationalism and pride. Plan of instruction: 1. If students are not familiar with the backgrounds of both situations cover the essential facts in a mini-lecture or discussion. See East Asia: A New History by Rhoads Murphey. 2. Divide students into pairs or small groups. 3. Pass out one cartoon to each group 4. Have each group or pair answer the questions on the worksheet. The U.S. and the Boxer Rebellion in Cartoons 5. When all groups are finished have the students share their answers 6. Pass out A Chinese historical view of the Boxer Rebellion (1976) to each student. 7. Have each group or pair answer the questions on the worksheet. 8. When all groups are finished have the students share their answers For non-traditional learners, ESL students, slower paced classes: Students draw pictures of, make collages of, or write poems presenting their interpretation of the Boxer Rebellion and the involvement of the U.S. For gifted and accelerated classes: Students will write an essay comparing the actions of the United States in the Boxer Rebellion to the actions of the U.S. in the Caribbean and Philippines. References: - Background - https://www.britannica.com/event/Boxer-Rebellion - Murphey, Rhoads. East Asia: A New History. Boston: Longman, 2010. Print. - Cartoons # 1-4, 6 - https://ocw.mit.edu/ans7870/21f/21f.027/boxer_uprising/pdf/bx_essay.pdf - Cartoon 5 - http://www.harpweek.com/09Cartoon/BrowseByDateCartoon.asp?Month=June&Date=9 A Note on cartoons: Harper’s Weekly was an American political magazine published from 1857-1916. Judge was a weekly American satire magazine published from 1881-1947. Puck was a weekly American humor magazine published from 1871-1918. - Chinese View - http://alphahistory.com/chineserevolution/chinese-view-boxer-rebellion-1976 1. What are the significant elements of the cartoon? 2. What do the elements represent? 3. What action is occurring in the cartoon? 4. What is the central theme/message of the cartoon? 5. What is the opinion of the cartoonists concerning the role of the United States in the Boxer Rebellion? Cartoon 1: “Commerce vs. Conquest” Caption: “Uncle Sam (to John Bull) — Don’t scare him, John, the way those other fellows are doing. Tell him all we want is to have him open his harbors and markets to everybody!” Puck, v. 42, no. 1091, February 2, 1898 Cartoon 2: “And, After All, the Philippines are Only the Stepping-Stone to China.” Judge, March 21, 1900 Cartoon 3: “In the Chinese Labyrinth”, Puck, September 6, 1901 Cartoon 4: “Awakening of China” Caption: “A Disturbing Possibility in the East.” Puck, September 4, 1901 THE BOXERS Uncle Sam (to the obstreperous Boxer: “I occasionally do a little boxing myself.” Cartoon 6: “No Chance to Criticize.” Caption: “John Bull (to the Powers). — What are you mad about? We can’t grudge him a light lunch while we are feasting!” Puck, May 25, 1898 A Chinese historical view of the Boxer Rebellion (1976) Although Western historians and conservative Chinese historians have been critical of the Boxers, an alternative view in China sees the Boxers as patriotic defenders of China. This account appeared in China in 1976: “The world-shaking Yi Ho Tuan Movement [Boxers] is the glory and pride of the Chinese people. It laid a cornerstone for the great victory of their revolution fifty years later. It gave the invaders a taste of the people’s heavy fist and shattered their fond dream of partitioning China. Earlier, they had arrogantly boasted that with 10,000 soldiers carrying modern arms they could subjugate all China. Clamour for partition had filled the air. But after the Yi Ho Tuan mounted the political stage, this claptrap was no longer heard – not because the imperialists had changed in their aggressive nature and their desire to carve up China, but because the mighty Chinese people had taught them a bitter lesson through the Yi Ho Tuan... To the Chinese people the Yi Ho Tuan Movement brought a better understanding of imperialism, strengthening them in attacks against its rule in China. The imperialist powers liked to pose as guardians of civilisation. The crimes of their soldiery on Chinese soil bared this lie, unmasking their real savagery for all to see. Further, the Yi Ho Tuan Movement exposed the treasonous character of the Qing government. It both weakened the feudal ruling power and precipitated the subsequent growth of the revolutionary movement. These great and historic merits of the Yi Ho Tuan can never be obliterated. Yet the Yi Ho Tuan Movement has long been abused and slandered by the imperialists and all reactionary forces. In its own day, the imperialists labelled it a manifestation of the ‘hostility of the yellow race towards the white race’ and of ‘Chinese hatred for European culture and civilisation’. Imperialist lackeys dubbed it ‘irrational’. And 50 years later... a US Secretary of State, Dean Acheson, slandered it as an anti-foreign disturbance... Not in vain did the Yi Ho Tuan heroes shed their blood. Their patriotism and dauntless courage will inspire the Chinese people forever. In the annals of the Chinese nation, the anti-imperialist and anti-feudal exploits of the Yi Ho Tuan will always be a lustrous chapter.” The U.S. and the Boxer Rebellion in Cartoons Questions on the Chinese View 1. What was the goal of the Westerners in China? (To partition China) 2. What is the view of the Qing dynasty? (It weakened the existing government and strengthened the revolutionary movement) 3. According to the author what lies did the Westerners tell about the Chinese? (The Westerners were the guardians of civilizations. The Chinese hated Europeans and the white race. The Boxers were irrational. The Boxer Rebellion was an anti-foreign disturbance.) 4. Why are the Boxers considered heroes? (They are sources of inspiration. They fought against imperialists. Various answers.) 5. Do the cartoons portray the Boxers as heroes? Evidence? (Various answers) 6. Do you think the Boxers were heroes? Evidence? 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Digital Literacy and GMOs Troy Hall, Forest Ecosystems and Society Betsy Emery, Graduate Research Assistant Jay Well, SMILE August 2018 Today's Agenda • Session Overview - Jay • Introduction - Betsy • Where We've Been – Jay and Betsy • Spring 2018 Teacher Workshop, Surveys, and Focus Groups - Jay • What We Learned and How It Connects – Betsy • Where We Want To Go - Jay • Aug 2018 - Winter 2020 Plan - Jay • The Lessons – Jay and Betsy • https://tinyurl.com/y8ym73x2 • Fact Checking in an Era of Fake News - Jay • Nature of Science - Jay • Methods of Food Modification - Jay • Looking Forward - Betsy Seedless watermelons aren't GMOs. But rainbow papayas are. So are cotton t-shirts! You come across GMOs every day. Learn more about them at GMOAnswers.com Meet Betsy • B.S. Forestry, Northern Arizona University, 2014 • Established City of Flagstaff’s Open Space Program, 2014 -2018 • M.S. Forest Ecosystems and Society Candidate, Oregon State University • Career interests include: Community conservation, science communication, and environmental policy • Personal interests include: Hiking, backpacking, and travelling What we want you to Know 1. We have been listening to you 2. We have a long term curriculum plan 3. You are our partners in this—we need your feedback!! Key Themes from Focus Groups and Surveys - Majority of teachers do not feel they are very knowledgeable in genetic technologies or the issues associated with GM foods, affecting their confidence in teaching these types of lessons. - Curriculum guides will include significant background information and links to additional resources. - Teachers already incorporate socially controversial materials into their classrooms and employ multiple tactics to help students engage. - Curriculum will use a variety of teaching techniques to further enhance student understanding and engagement. - Students have difficulty understanding what credible sources are. - Curriculum includes 1 lesson specifically focused on assessing web-based information for its credibility, which will be built upon in upcoming case studies. Key Themes from Focus Groups and Surveys • Time is a major constraint both in finding/developing appropriate materials and adequately covering the details of the topic and positions. • Materials will be comprehensive: multiple activities with resources identified, optional extensions, and applicable standards. • General consensus that most students have a vague idea of what GMOs are, but do not understand the details of the issue or have a strong stance. • Case studies will provide opportunities for students to learn about GM technologies, applications, and implications. • Research is focused on how students think about the topic, not whether they know the details. • Overall concern about the feasibility of growing plants and spraying roundup in a school setting. • Investigating alternative hands-on activities for case studies. Where We Are Going - August 2018: TWS - Digital Literacy Curriculum - January 2019: TWS - Argumentation and Case Study 1 Curriculum - January - April 2019: Club Observations and Surveys - April - May 2019: MS/HS Challenge and College Connection - August 2019: TWS - Argumentation and Case Study 2 Curriculum - September - November 2019: Club Observations and Surveys - January 2020: TWS - Final feedback and Content Delivery Throughout this time, there will be a series of surveys to measure changes in student beliefs and gather feedback from teachers about the effectiveness of these lessons. These evaluations are still being developed. Curriculum Overview • 3 independent lessons that directly relate to NGSS • Fact Checking in an Era of Fake News • Nature of Science • Methods of Food Modification • Foundational skills that we will build upon in the upcoming case studies and curriculum • A mixture of stand-alone activities and options for scaffolding up and down, depending on the context • Please provide us with any feedback you have as we demonstrate these lessons Fact Checking in an Era of Fake News • Goal: Students will learn how to evaluate a variety of web-based sources of information for their credibility using a modified version of the CRAAP Test (originally developed by CSU Chico). • Goal for this activity is not to become an expert in the content of your source, but to assess it for its credibility to determine whether you should invest time in reading it. • Create opportunities for students to engage in conversation about their beliefs with peers that may have different opinions. • Getting Started: What does the term "fake news" mean to you? • Video: [How False News Can Spread – Noah Tavlin](#) Fact Checking in an Era of Fake News Procedure: - Stanford History Education Group Assessments - Claims on YouTube, Evaluating Wikipedia, Claims on Twitter, Website Reliability - Do you think this is a credible source? Why? - Discuss additional SHEG assessments in small groups of 3-4 - Introduce the CRAAP Test as one way to assess the credibility of information or a source - Currency: the timeliness of the information - Relevancy: the importance of the information for your needs - Authority: the source of the information - Accuracy: the reliability, truthfulness, and correctness of the information - Purpose: the reason the information exists Fact Checking in an Era of Fake News • What are the limitations of checklists like the CRAAP Test? • Who is responsible to fact check information: the producer or the consumer? • What are the consequences if you do not fact check information? • What other subjects could you use these lessons with? • Do you have any suggestions or changes that could make the lesson stronger? Nature of Science • Goal: Address the multiple misconceptions students have about the nature of science and help students understand how science happens, as opposed to memorizing the end-products or results. • Lesson includes 3 small activities that can be used as stand-alone activities or coupled together to fill an entire class period. • Getting Started: • Using Science in Your Everyday Life Nature of Science • Procedure: • Puzzle Activity • Social Nature of Science Activity • Independently complete the "Statements About the Social Nature of Science" • Discuss your answers with your neighbor • Continuum from "Strongly Disagree" to "Strongly Agree" along the wall • After reading each statement, stand at the point along the continuum that corresponds to how you feel about the truthfulness of the statement • One person from each side of the spectrum to share why they feel the way they do "At the heart of science is an essential balance between two seemingly contradictory attitudes—an openness to new ideas, no matter how bizarre or counterintuitive they may be, and the most ruthless skeptical scrutiny of all ideas, old and new. This is how deep truths are winnowed from deep nonsense." - Carl Sagan Nature of Science • Discussion Questions: • How does the puzzle activity relate to actually "doing science"? • Add one statement to the "Statements About the Social Nature of Science" sheet and answer it. • Is there anything missing from this activity or edits you think should be made? Methods of Food Modification • Goal: Introduce students to the multiple ways foods have been or can be modified, either naturally or with human intervention, including natural selection, selective breeding, induced mutations, genome duplications, and gene editing. • Getting Started: • In what way would you want to modify a plant you eat? Methods of Food Modification Procedure: 1. Pass out Crop Modification Technique Introduction Cards – one card for each student. 2. There are three types of cards: the term, definition, and a graphic associated with each method. Discuss the cards with your classmates to find the matching term, definition, and graphic. Stand together as a group. 3. Each group will share their outcomes and the process that led them to believe they were a group. 4. Pass out the associated Crop Modification Technique Fact Card to each group (e.g. Natural Selection fact card to the Natural Selection group). 5. As a group, review the fact card and brainstorm a list of advantages and considerations that may be associated with your method. 6. Each group will share their list of potential advantages and considerations to the class. 7. As a class, discuss the benefits and potential drawbacks of each plant modification method and emphasize that a variety of these methods can be used simultaneously. Methods of Food Modification Discussion Questions: • What is the responsibility of society in influencing how foods are modified? • Why is there more controversy in food modification than in the production of medicine when they use many of the same techniques? (Example—Artificial insulin was first produced by Genetech in 1978 using GMOs) • Is there anything missing from this activity or edits you think should be made? Looking Forward • Building student argumentation skills through subsequent case studies. • Next set of curriculum will include a lesson about argumentation and a case study related to genetic modification (January 2019) • Trying to move students from this...to this using Toulmin's Model of Argumentation. Questions? 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Evolution of Woman's Industries. Estelle Isle. References. Women in Primitive Culture. Problems of Modern Industries. Popular Science Monthly Vol 15. Harpers Magazine Vol. 128. North American Review Vol. 136. Education Vol. 3. The Nineteenth Century. Public Opinion Vol. 5. Historical Essays. Everyday Topics Vol. 1. Herald of Health Vol. 36. Critics Vol. 7. Electric Magazine 5-2. Index to Ancient and Modern Greece Vol. 2. Commission on Education 1894-95 Vol. 1. Science Vol. 6. Education Vol. 5. South American Supplement Vol. 40. Scientific America Vol. 5-0. History of Education in U.S. Popular Science Monthly Vol. 11. London and Westminster Review Vol. 32. I. Primitive Period. 1. Woman as "food bringer." 2. Woman as weaver. 3. Woman as tanner. 4. Woman as potter. 5. Woman as transporter. 6. Woman as linguist. II. Middle Period. 1. Women of Africa. 2. Women of Oriental countries a. Japan b. India. 3. European countries a. Germany b. France c. Italy d. Greece III. Present Period. 1. Colonial women. 2. Middle 19th Century women. 3. Present women. Evolution of Woman's Industries. Of the billion and a half human beings on the earth one half are females. What this vast multitude are doing in the world's activities and what their mothers and grandmothers, to the remotest generation backward, have had in originating and developing culture is a question which concerns the whole race. The answer to this inquiry will benefit the living in many ways, especially if it can be shown that the achievements of women have been in the past worthy of honor and imitation and have laid the foundation for arts of which all are now justly proud. To obtain a correct knowledge of primitive woman's activities it is necessary to call on the following witnesses: The first is the muse of history, she gives information back three to four thousand years. The second is language, this has brought the Aryan peoples into a common brotherhood and showed the status of the common ancestry before the separation. The third is Archaeology by which a study of primitive people is made by their relics left us. The fourth is folklore, she gives all the old superstitions, old time customs, ceremonies of birth and marriage. The last witness to help in this search will be a living member of any tribe accessible in every continent. One of the first industries in which woman is found is as the "food bringer." To prepare a dinner, name the dishes, and serve a repast now is quite a problem, but the primitive woman had a still greater problem. To feed those dependent upon her she had to become an insector. In the vegetable world woman first used those fruits and parts of the plant that were ready for consumption without further preparation, but she gradually increased her work until she was able to prepare roots, tubers, seeds, for use by roasting or boiling with hot stones. Women were the primitive cutlers. In savagery women were compelled to skin the animals, prepare the meat, and clean and cut the hides. The first article used for this was a sharp stone, to be sharpened by striking with another stone. Woman's work in the art of weaving has dated from the earliest times, relics being found in the graves of primitive women. In savagery the textile industry was divided into basket work and weaving, subsidiary to these chief divisions of the textile art as practiced by women in savagery are spinning, netting, looping, braiding, sewing and embroidery. All of these industries required tools which the workwomen must fashion for themselves, and though the earth had raw materials in abundance they were not yielded without a search. Weaving under the hand of woman grew from the simplest occupation to one of the fine arts. The first style being baskets and other small articles of the simplest type which were gradually changed in shape, weave & pattern, color and texture. Again woman appears as an inventor making thread fine enough for the smallest needles now in use. The spindle has been in use for this purpose from the most primitive times and among very uncultured peoples. Primitive women were not tanners but the mothers of tanners, and they practiced a variety of arts on the skins of animals. Nowhere was a skin found which the savage women did not find some way of using, for clothing. or inventing some new use for it. The tailoring of savage women is most interesting. For scissors they used the woman's knife and at first fastened their garments together by sewing back and forth with their pieces of hide. In the fitting of garments these primitive tailors used the terms, puckering, gathering and hemming. For trims in their more beautiful dresses they inserted band after band of the skins of different parts of animals, bits from different parts of the same hide, and strips of bare hide ornamented by quillwork. Women were the first to develop all the techniques, the forms and the use of pottery. These inventions are far reaching in the influence which they have had in the refinement and development of women. The first forms of pottery were jars of the simplest construction, and it is easily seen by the style of improvements made from time to time that man had nothing to do with them. Each improvement was to make woman's work lighter and easier, and therefore must have been thought out by herself. Woman also varied the use, finishing, and outside coating of these jars giving them a completed appearance. Transportation is a broad term. From woman's back to the car and the ship, is the history of that greatest of all industries. There are two sets of motives in the freighting of vessels and pack beasts; they are conveyance and freighting or the carrying of human beings and the carrying of things. Conveyance is probably older, for devices in which to carry infants probably came first in the order of invention. The primitive passenger-coach builders were strictly scientific in their methods, rigorously adapting structure to function and environment. To insure warmth the Eskimo mother carries her child in her hood next her bare neck. In contrast to this in the tropics the mother carries her child naked and hanging to her girdle. In our later civilization the infant has come around from the back to the left arm usually, but the train of baby carriers goes from the beginning of human history, one of the few occupations that culture has not replaced. In the early days the Bacto women were burden carriers both for passengers and freight, the woman herself supplied the energy. The top of the head and the forehead were almost universally used to help support a load resting on the back. Women bearing jars of water on their heads or carrying bundles of faggots, supported by the forehead were common sights among the savages. Many other industries were created; stimulated and modified by this carrying trade, in fact the burden bearer stands between each industry and its successor, passing the more or less changed material from the one to the other. In order that the burdens might be more conveniently carried women invented baskets and sacks. Modern and classic art are indebted to women for the beginnings of landscape gardening, for poetry and music associated with the home and its surroundings, for all geometric ornaments of every kind whatsoever, for textiles, tapestries, embroideries, and laces, and largely for freehand drawing and painting. There are many ways imagined for the beginnings of speech, in any event women will receive their share of credit. Dr. Brinton says, that in most early languages not only is there a series of expressions belonging to the women, but in various nations we find a language belonging to the women quite apart from the men. Women having the whole round of industrial arts on their minds all day and every day must be held to have invented and fixed the language in the same. In any household, two women have it in their power to converse about a dozen subjects for a long time intelligibly to each other, but entirely beyond the comprehension of men who are present. If women in savagery had to do with butchering and tanning, gleaming and carrying, milking and cooking and the unending less dreary drudgeries before mentioned, their women's continual chattering or stammering or ejaculations thereabout repeated and repeated to one another and to their daughters, and even to their infant sons, became a considerable addition to the general language. Savage men in hunting and fishing were much alone, and had to be quiet; hence their taciturnity. but women were together and conversed all day long. In the dissemination of speech in primitive times it is almost safe to say that women had the larger share, at least before the beginning of commerce which mixed the languages as it did the productions of the nations. In the wars between the different tribes having a different language, the women were not killed as a rule but held as captives. They would take into their new home words and arts unknown to their captors. Thus they not only improved industries of one tribe or nation but greatly widened the extent of the knowledge. From study it is found that every civilization is stimulated and enriched by new arts + new thoughts and new words from without, and this scattering has been largely women's work. In countries like China where the women do not intermingle it is found that the dialects are very much unlike and civilization the forest. To sum up the results, our study women in primitive life had their share in determining the relations of geography to history, in the conquest of the three kingdoms of nature, in the substitution of other forces to do the work of human muscles in the production of language. By this is meant they had a peculiar part, other than they would have had to play merely as human beings. The study of women of the Middle Period it is interesting to study those several of the different countries. In every instance if the intellectual state of the nation is very low, their women are treated with little or no respect. In the lowest tribes of Africa women are treated as mere slaves doing all the heavy labor, and during their marches the women carried everything and if food became scarce, the women were the ones to do without. Among the real Negroes, the women were treated very differently, being on an equal position with the men. The Zulus were a patriarchal race, the father being owner and master of the family; here the woman had no right being bought and sold at pleasure. The condition of the women in Africa is almost stationary, having made little improvement since the middle period. Her industrial pursuits are limited to those followed by the savage women of the Middle Period. In the Oriental countries, the women were held in subjection to a marked extent, but their condition has been steadily improving for the last quarter of a century. In earlier times, the women of Japan were treated much the same as those of the other Orientals. countries, but now they are allowed more freedom, treated with more respect and consideration than in any of the other Asiatic countries. The girls are being educated in public and private schools. Some of the leading men of Japan now brave public scandal and are treating their wives like foreigners. No woman's feet are even bound now and among the middle and lower classes she is almost as much at liberty to walk and visit as in our own country. The literary training of girls in the higher classes is at the hands of private tutors or governesses. The female children of the lower classes receive tuition in the public schools as generally established throughout the country during the last half century. Only a small portion of Japanese girls obtain an advanced knowledge of Chinese characters, though some read Japanese histories. Socially the Japanese woman is the equal of her sister in the western lands. The work of the government must be done in the home, and the leaders now marry the educated women. Filial obedience and polygamy block the advance of civilization in Japan and China. The women of India were educated only in the kitchen and ordinary works of life; they were taught a small amount of reading, writing and arithmetic. There was no sympathy between husband and wife intellectually. The women were regarded as little stock, born to drudgery and misery. The industrial activities of the women in India have made little advancement, but their condition was somewhat improved under English rule. No nation treated its women with such absolute freedom as Burma. They were on an absolute equality with men on law, religion and custom. They were not so generally educated to read and write as the boys. Their condition is improving now in every way. Among the European countries, the condition of women was worse in Germany than in any other country—unless perhaps Turkey. The Empress Frederick made heroic efforts to raise the status of women in the upper class. Society has their intellectual and social equality be recognized. The men, the majority of German nobility were mere housewives, upper servants, to look after the comfort of their lord and master. Her sphere was the kitchen and nursery. The same was true of the middle and lower classes; the effect was even more marked. Among the peasant classes she was treated merely as a drudge, doing the heaviest kind of labor. In no other country was the condition of the peasant class so low. Women's industries have made little progress in Germany, even now being confined almost entirely to heavy farm labor and factory work. The results of this system of degradation of women was very marked through all classes of society. They lacked refinement artistic sense; this was shown by their unbecoming dress, crude decorations of their homes and talk. Women in France during the Restoration were refined and witty, but at that time they placed intellect before every thing else. The French woman is by nature the first housekeeper in the world. Female education was either totally neglected or shamefully misconducted, the girls were brought up in hopeless ignorance of what they should have known, and knew too much about what could easily have been dispensed with. The education of a young lady began with what concerned the toilet. She was taught that dress was the first consideration, taught to dance, sing and paint. For the development of her intellectual faculties she was sent for a year or two to a boarding school or convent where she obtained a bare notion of spelling, arithmetic and geography. Sometimes she was taught a little English or Italian. Lace making was one of their chief industries and still remains so. One of the industries resulting from her education, which consisted wholly in a study of herself, her dress and toilet, is the modelling of fashionable costumes for the entire world. Italian women have neither strong wills or strong feelings. At the age when American girls were just beginning their youthful experiences, the Italian woman was a matter of fact young person. They did not think the women should be before the public gaze. The Italian girl was brought up in her mother's presence. All kinds of fine needlework was the chief industry of the women and they still continue to do fine needlework for the whole world. Up to the time 411 B.C. the women of Greece were almost prisoners in their father's house. The Spartan addressed his wife as metra while the Athenian caged his and regarded the Spartan as hen pecked. The Spartans were almost the only ancient nation who thought the female mind capable of cultivation. In the age of Aristotle the women were regarded as faithful slaves, spinning and weaving being their only accomplishments. Their book knowledge was very limited. During Homeric times they enjoyed as much freedom as men. They have made little progress in their extent of their activities since the middle period. During the Middle Ages the women excelled in lace making, embroidery, and other household arts. In America during the colonial days, woman's work was confined mostly to the house. Weaving was taken up here where it had been dropped by savage women. Colonial women wove and spun all the material used in the house and for clothing, probably bringing weaving to its highest perfection, designing and weaving patterns of all styles, shapes and sizes. Most of the time was spent weaving and spinning. She was skilled in the use of her needle, in embroidery, lace-making and all manner of fine needle work. Very little from books was thought necessary for a girl's. She was trained to domestic matters; however must learn the accomplishments of the day, to play upon the harpsichord or spin dance and twirl impossible argosy and roses on canvas. When Harriet Martineau visited the U.S. in 1845 she reported having found only seven occupations open to women—teaching, needlework, keeping boarders, working in cotton factories, typesetting, bookbinding and household service. In the relation of women to the getting and spending of money, the world has seen a most interesting development. In earlier years when this nation was a nation of country folk women did little of the spending but helped much in the production of wealth. Before the invention of machinery when transportation was slow and expensive production was most of the time centered about the home. Money very naturally came into close touch with this production, which called for little circulation of money, but for the work of the hands. Women did "their own work" which did not end with the preparation of three meals a day, but covered the actual manufacture of many useful wares, as candles for lighting the house and soap for the family's use. Usually the dairy and poultry were also her especial charge. Women can now buy all all the necessities they at one time had to manufacture. Today woman is not weaving and spinning, she is not producing in the same way she once did. She does not work with the raw material but she buys a dollar worth of lace, combines it with other materials, and has as a result something which represents what she might have paid ten dollars for. That is still production. Many women have not lost their function as producers but still possess it, perhaps with even greater power, because of the expansion along all lines of demand and supply. On account of the change in the economic conditions of production, women have however gained a whole new field of activity, that of spending of money. 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Non-native Species: A species living outside its native distributional range, but not inherently harmful and may not impact their new environment. Invasive Species: A subset of non-native species that spread rapidly in a new environment, causing significant harm to the ecosystem. Often outcompeting native species and leading to environmental degradation. Islands are isolated land masses that frequently exhibit simplified ecological systems, often with small population sizes, low reproductive rates, and a lack of predator defenses. These attributes make island ecosystems more susceptible than mainland ecosystems to human-related impacts, such as the introduction and establishment of non-native species. This poster examines several key invasive species, their impacts on Puerto Rico, ongoing mitigation efforts, and the lessons these situations provide for global biodiversity conservation. Cane Toad (Rhinella marina): Introduced in the 1920s to manage pests in sugarcane fields, the cane toad's toxic skin has devastated native predators, such as the coqui frog, which lack resistance to the toad's poison. This is a stark example of the dangers associated with introducing non-native species. Green Iguana (Iguana iguana): These iguanas cause significant damage to structural vegetation and compete with native endemic iguana species for resources, highlighting the ecological risks associated with the exotic pet trade. Giant African Land Snail (Achatina fulica): These snails consume over 500 types of plants and can carry the rat lungworm, a parasite that may cause meningitis in humans. They also damage plaster and stucco in buildings, serving as a stark example of the dangers of exotic animal trade. Kudzu Vine (Pueraria montana): The most impactful of all the species discussed, Kudzu was brought to Puerto Rico by Spanish settlers to feed cattle and stabilize soil, it has since become a major invasive problem in the El Yunque Rainforest. It smothers native plants by rapidly overgrowing them, blocking sunlight, and depleting nutrients in the soil, which alters the forest's structure and reduces biodiversity drastically. As an island community, Puerto Rico serves as a critical case study in global biodiversity conservation. The rapid spread and significant impact of invasive species here mirror potential threats elsewhere, highlighting the importance of vigilance and proactive management. Understanding and addressing these issues in Puerto Rico can provide valuable lessons for other regions facing similar challenges, emphasizing the global interconnectedness of environmental health. Efforts to mitigate the impact of invasive species include enhancing biosecurity measures to prevent further introductions, supporting research and development of control methods, and engaging local communities in eradication initiatives. Public education campaigns can increase awareness and participation in conservation efforts. Additionally, international cooperation is crucial in managing the spread of these species across borders.	dc1f8fbb-8c24-4ad9-8e4d-744fb35f6475	CC-MAIN-2024-30	https://agsci.oregonstate.edu/sites/agscid7/files/academics/world-agriculture/2024pr-mitchell_spencer_invasive-species-pr-poster.pdf	2024-07-22T10:43:05+00:00	crawl-data/CC-MAIN-2024-30/segments/1720763517846.73/warc/CC-MAIN-20240722095039-20240722125039-00461.warc.gz	71,630,879	554	eng_Latn	eng_Latn	0.994518	eng_Latn	0.994518	[ "eng_Latn" ]	true	rolmOCR	[ 3062 ]	[ 2.875 ]	1	0
On the International Space Station, are they at risk of hitting one of the satellites we use for phone links and GPS? Let’s talk about the earth using a scale we can all understand. Imagine a sphere 3-1/8” (8cm) in diameter. A bit smaller than a baseball; a large clementine. We’ll measure the distance around this sphere (its circumference) by sticking a long piece of tape around its “equator,” cutting it off so it doesn’t overlap. Now imagine pulling the tape off and using its length to measure a distance from the earth (the clementine). Your tape will be 10” (25 cm) long. The distance around the earth is 25,000 miles and the distance those geostationary satellites have to be from the earth is about this same distance (22,236 mi.) in order for their orbits to match the speed of the earth’s rotation to stay directly above the same place on the equator. So in our scale model, imagine a thin ring above the “equator” of your clementine suspended the length of your tape (10”) away from the clementine, like a two-foot diameter thin wire halo floating around your clementine. This demonstrates the scale of the earth in relation to the orbits of those satellites. At this small scale, the geostationary satellites around our clementine would be so small they’d be invisible, just as you wouldn’t be able to discern a cruise ship on our clementine-size earth. Now imagine measuring that 10” (25cm) with a ruler. The International Space Station’s orbit is only 248 miles above the earth. That’s about one hundredth of the distance to the orbits of those geostationary satellites, one tenth of an inch (2.5mm) above the skin of the clementine. The ISS orbit is tilted in relation to the earth unlike satellites on equatorial orbits. The space station is going 17,150 miles per hour, completing an orbit every hour and a half, 16 times per day. Well, that’s pretty low! Why doesn’t the ISS need to be streamlined like a plane, to deflect the wind? The air around the earth (the troposphere) is only about 9 miles deep. The passenger planes you use for vacations fly at about 35,000 feet. That’s about 6-1/2 miles up. At 248 miles, the ISS doesn’t encounter any air. Since those geostationary satellites are so very far out there (your 10 inches from the clementine) how far away from the earth is the moon? The moon is about ten times as far from the earth as those satellites! (238,855 mi.) So in our clementine scale model, a hundred inches (2.5 meters)! Eight feet four inches. (The ceiling in an average bedroom is eight feet above the floor.) The moon is about 1/4 the size of the earth, so about 3/4 of an inch (a large, spherical grape) way out there over eight feet from the clementine. OK, on this scale model, now that we have the earth and the moon, where’s the sun? How far away and how big is it compared to our clementine and our grape that’s eight feet away? This is going to be harder to visualize. If you’re a football fan, it might help. If you were in the stands in a football stadium or watching the game on TV, you wouldn’t be able to even SEE our clementine down there on the field. Let’s put our clementine outside one end zone. Beyond the far end zone is a huge sphere, over a hundred times the size of the clementine, the size of a two-story house, 28 feet tall. That’s the sun. It takes light 8 minutes and 20 seconds to reach the earth from the sun. Light reflected from the moon takes one and a third seconds to reach the earth. Here’s the scale of the solar system: https://youtu.be/Kj4524AAZdE —12/02/20 Bruce Philpott	e6b895d1-d023-4283-97d4-ba6e14569a63	CC-MAIN-2020-40	http://brucephilpott.com/photos/ISS.pdf	2020-09-28T11:38:24+00:00	crawl-data/CC-MAIN-2020-40/segments/1600401600771.78/warc/CC-MAIN-20200928104328-20200928134328-00427.warc.gz	17,576,209	866	eng_Latn	eng_Latn	0.996055	eng_Latn	0.996055	[ "eng_Latn" ]	true	rolmOCR	[ 3566 ]	[ 3.921875 ]	2	0
Flooding futures: Exacerbated risks for hilly areas • Wayanad in northern Kerala faced catastrophic landslides from July 30, went from rain-deficient to rainfall excess within a day. It received six per cent of its annual rainfall in just a few hours on July 30. • The heavy rainfall that triggered the disastrous landslides in Wayanad district of Kerala was made 10.8 per cent heavier due to the warming (now increasingly acknowledged as a global heating process) since the pre industrial era fuelled by fossil fuel emissions, according to the World Weather Attribution (WWA). • The heavy rainfall was one among many reasons for the devastation, apart from land cover and land use changes in the form of deforestation (62% reduction in forest cover) and quarrying. The series of landslides in the district, mainly in the villages of Mundakkai and Chooralmala, have killed more than 400 people with many more missing. The soils in the hilly Wayanad district are among the loosest and most erodible in Kerala. • Researchers at WWA find that with future heating of around 2°C, the single-day rainfall events are going to become around four per cent more intense. • South Asian economies are particularly vulnerable to torrential rains and storms, which can make up for 80% of the extreme weather events in the region. sources: Down to Earth, Asia Financial The 572-millimetres rain in two days triggering massive landslides in Wayanad shook the nation. Beyond the rising death toll and large-scale devastation is the question being asked of authorities in Kerala as well as across India’s hills, cities and towns that are expanding rapidly: how much natural ecology can be cleared, hacked, bent, controlled and colonised for development? Development is now a euphemism for more and more construction of all types. When this is undertaken in eco-sensitive areas, with no regard to the local ecology, there can be only one inference: A powerful nexus of vested interests from governments to private corporations enable or manufacture ecological disasters such as landslides, flooding, and heat waves. These can no longer be called natural disasters given the large footprint of human decisions or interventions that enable them. In fact, they are being manufactured with every licence issued to quarry, mine, and construct. The Western Ghats Ecology Expert Panel, chaired by ecologist Professor Madhav Gadgil, in 2011, had suggested three ecologically-sensitive zones – ESZ 1, ESZ 2, ESZ 3 – along the Ghats with differing regulations for each. It had sought to protect nearly 64 percent of the Western Ghats across the six states. The report categorised all of Wayanad’s talukas as ‘ESZ I’ which meant the most stringent regulations, including a ban on construction and mining. Prof Gadgil recently termed the Wayanad landslides in the highly eco-sensitive area as “man-made”. As is well known, the recommendations were rejected or disregarded by all states. The government then set up the Dr K Kasturirangan Committee which diluted this to considerable extent but still kept around 37 percent of the Western Ghats out of bounds for development. Even this report was disregarded. Successive union governments have been content to periodically issue draft notifications, like the one of July 31, with no real intent to secure and conserve ecologically-sensitive areas. The Western Ghats, a unique biodiversity hotspot with 325 rare species, was given the status of the UNESCO World Heritage site in 2012, a year after the Gadgil panel report was virtually rejected. But this is not only about Wayanad or the Western Ghats. How India’s governments plan and locate major and minor projects in hilly areas across the country and in its cities and towns will determine the sustainability of places as well as the security of people. Hill ranges in Assam and Uttarakhand to the Aravallis, the Himalayan states and, of course, the Western Ghats are all facing enormous anthropogenic pressure – human factors and decisions that disrupt, destroy and devastate the ecology. Some lessons from the catastrophe in and around Wayanad: - Land use and land cover changes cannot be made at the pleasure or persuasion of vested interests or lobbies such as real estate developers who are in it to maximise profits. It is for governments and bureaucrats as custodians of natural areas, to ensure such powerful interests don’t undermine the ecology at the local, regional or state levels, and be in consultation with local communities. - Ecological keystones like forests and rivers have been viewed as fair game for exploitation by people for profit or a reductive framing of ‘progress’. This precludes the idea that natural areas are valuable for their own sake and, in fact, have complex ecosystems that cannot carry price tags. - Oft-populist drives like tree plantations cannot be a photo-op where people who aren’t arborists or botanists decide, in their limited wisdom, which trees are to be planted or transplanted and where. - Parse the scientific studies, listen to experts, value recommendations, and make them the basis of development plans. For towns and cities to thrive, in the hills or plains or sea coasts, master plans will have to make space for ecology; in fact, all planning must be nature-led or nature-based. News and Updates - Budget 2024-25 addresses some climate concerns but misses many others [read more here] - South Asia’s political crisis and COP29 [read more at Dialogue Earth] - What do you call climate change in Warli language? [read more at Outlook] - Industrialisation pushes Ennore towards destruction [read more at India Development Review] - How India’s climate plans are falling short [read more at Indiaspend] - Cost of farming: We must rethink Indian MSP calculations [read more at Down to Earth] - Uniting traditional wisdom with modern science, barefoot ecologists record climate impacts [read more at Mongabay] - Wild edible plants enhance food security and climate resilience in Kashmir [read more at Mongabay] - Climate shocks in early childhood hinder lifelong learning, says new UN report [read more at Mongabay] - Rapid urbanisation and climate change threaten groundwater resources in Ladakh [read more at Mongabay] - Nepal’s once-thriving community forests face existential crisis [read more at Dialogue Earth] - Climate disasters are destroying Pakistan’s mountain languages [read more at Dialogue Earth] - Returning histories - Man vs. Nature: New Research Uncovers Real Story Behind the Disappearance of Earth’s Largest Animals [read more here] FEATURE DOCU-STORIES Meet the tree doctors saving us from a climate emergency: Like doctors, arborists are called upon when a tree is sick or dying. Their role is to treat the trees and ensure they are not a threat to life or property. How can we use waste effectively to regenerate the planet? From wastewater to plant residue, plastics and textiles, waste can be transformed into a valuable resource in all sorts of ways. It just takes creative ideas, efficient recycling systems and the right kind of infrastructure. Geetha, like many farmers in her region, practiced monocropping focused on commercial crops such as ginger and cotton. While these crops brought income, they also posed risks due to market volatility and environmental challenges associated with dryland farming. Geetha, a Millet Sister, owns four acres of land in Sogahalli village, HD Kote taluk, Mysuru district, Karnataka doing dryland farming, and has been part of Pipal Tree's programme being supported with technical trainings gaining awareness and knowledge about various sustainable agricultural practices, namely: 1. Intercrop Cultivation: Introduction to growing multiple crops together to enhance soil fertility and reduce pest and disease incidence. 2. Soil Management: Techniques for maintaining and improving soil health. 3. Manure Preparation: Methods for creating enriched compost and organic manure. 4. Kitchen Garden Establishment: Setting up a kitchen garden to grow vegetables and greens for household consumption. Armed with new knowledge and continuous support from the Pipal Tree organization, Geetha has been transforming her farming practices. Geetha now practices intercrop cultivation, growing a variety of crops such as Niger, sesame, foxtail millet, little millet, and sorghum. This diversification has improved soil fertility and reduced her dependency on a single crop’s market performance. Geetha has also significantly managed to improve the health and productivity of her land as well as established a kitchen garden where she grows vegetables and greens for her family’s use, enhancing their nutrition and food security. The intervention has had a profound impact on Geetha’s and her family’s wellbeing: 1. Improved Family Nutrition: The kitchen garden provides a steady supply of fresh, nutritious vegetables and greens, improving the diet and health of Geetha’s family. 2. Enhanced Food Security: Diversified crop production and improved soil health contribute to stable and reliable food sources throughout the year, reducing vulnerability to market fluctuations. 3. Sustainable Farming Practices: Intercrop cultivation and organic manure preparation have led to better soil health and more sustainable farming practices. 4. Economic Stability: By reducing reliance on commercial crops and practicing diversified farming, Geetha has mitigated risks associated with market dependency. 5. Sustainability: By adopting sustainable farming practices, Geetha has reduced environmental impact and built resilience against climate variability, ensuring long-term viability of her farm. Geetha’s journey exemplifies the transformative power of sustainable agriculture. Farmers like her are not only improving their livelihoods but also contributing to broader goals of environmental sustainability and food security. Geetha’s story serves as inspiration for others in her community to embrace sustainable practices and secure a better future for generations to come. 1. A Tamil animist: gleaning identity, nativity, and animate wisdom from Tamil culture 2. Adharshila Shikshan Kendra: reconstituting possibilities for Adivasi children 3. With CO2 levels rising, world’s drylands are turning green 4. Your body is an archive 5. Embodying ecosystem ethics 6. The ecological imagination of Hayao Miyazaki 7. The destruction of Palestine is the destruction of the Earth 8. Degrowth and postcapitalism reading list 9. A Clock in the Forest What are Nature-based Solutions (NbS)? NbS are defined by IUCN as “actions to address societal challenges through the protection, sustainable management and restoration of ecosystems, benefiting both biodiversity and human well-being.” They use the power of nature by considering ecosystems as infrastructure to provide natural services to benefit society and the environment. NbS have prime potential to help address global challenges such as: - Climate change - Economic and social development - Human health - Food and water security - Disaster risk reduction - Ecosystem degradation - Biodiversity loss NbS can provide long-term environmental, societal and economic benefits: - Adaptation to climate change - Green jobs - Community resilience - Health benefits - Healthy and accessible food - Clean air and water - Disaster risk reduction - Ecosystem integrity - Biodiversity net gain Examples of NbS application: - Protection, restoration and sustainable use of forest landscapes - Secures water supply, erosion control and risk reduction - Protection or restoration of coastal ecosystems - Brings community resilience, disaster risk reduction, economic development - Protection, restoration and management of wetlands - Provides water storage, flood protection, flood production - Providing space for rivers to naturally flow - Enable flood protection, water security - Urban green and blue spaces - Empowers climate regulation, better mental health, social development, green jobs - Sustainable management of agroecosystems - Offers food security, water regulation, economic and social development WRITE TO US with any thoughts, ideas, writings, art, dreams, and possibilities to explore firstname.lastname@example.org	c37e25e3-e3fb-453b-941f-eef317385935	CC-MAIN-2024-46	https://www.pipaltree.org.in/_files/ugd/30fa29_1803769397a94c2eaad4070bbefe0ef9.pdf	2024-11-10T01:29:10+00:00	crawl-data/CC-MAIN-2024-46/segments/1730477028164.3/warc/CC-MAIN-20241110005602-20241110035602-00025.warc.gz	881,430,371	2,472	eng_Latn	eng_Latn	0.991886	eng_Latn	0.996106	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1360, 5321, 7115, 10068, 12284 ]	[ 2.359375 ]	1	0
Dear Parents, Our Christian Value this half term is: Love and Compassion Thank you God for your love for everyone. We show kindness and love towards others in the same way that Jesus does. How do we show kindness and respect to one another? How do we help other people less fortunate than ourselves? Love is about showing other people that we care and understand when they are unhappy. Ephesians 4:32 Be kind and compassionate to one another, forgiving each other, just as in Christ God forgave you Celebrating our children: What Would Jesus Do Awards: Atlantis: Bluebell for showing love and compassion to our year 1 children. Enterprise: Tom for showing love and kindness all week in everything he does. Endeavour: Josh E for showing the values of compassion for others in his class, offering help and guidance in a lovely way. Our GRIT Champion: Get Ready I am Trying! Atlantis: Bella for great perseverance with her spellings. Discovery - Millie for never giving up on her phonics. Enterprise: Aura for giving absolutely EVERYTHING her best go this week. Super proud! Endeavour: Vika for putting all her effort into writing, trying hard to use the new techniques we have been taught in our story. Discovery and Atlantis: We have been busy in Woodland Wednesday this week. Atlantis - have been busy searching for their spellings outside. Enterprise: Race and spell fun! Endeavour: We have been on an equivalent fraction match hunt outside! Enrichment Discovery and Atlantis: All of KS1 have been busy this week rehearsing their Nativity, and can't wait for you all to see it! Enterprise: Christmas Fair craft prep! Endeavour: This week, Liz has been into Endeavour to support our learning in RE. She talked to us about as a Christian, what she thinks is the most important part of the Christmas story, just like Matthew and Luke did in the gospels. We then had to do the same. Do Good December: Discovery: Have been bringing a smile to those around us. Atlantis: Have been treating everyone with kindness and filling up our Compassion Christmas tree. Enterprise: We have enjoyed new music Endeavour: During our Headsup work, we have been thinking about what makes a healthy friend. We have then been trying to make sure we are a healthy friend. Parent’s Evenings: Thank you for attending our Autumn Term Parent’s Evenings. We hope you found them informative. It was lovely to hear your very positive comments, very proud parents. Christmas Treats: Christmas is coming very fast. We have been busy making calendars, cards and lots of festive crafts FOR OUR Christmas Fair tonight. ‘Lights, Camel, Action’ is looking and sounding amazing. You are in for a treat on Wednesday at 5pm! We are then all off to the panto on Thursday and Christmas Lunch is on Friday! So another busy week!! Please check Dojo for all our activities next week. Book your children in for: Christmas at Club! CELEBRATE WITH US 31ST DECEMBER BREAKFAST AND AFTERSCHOOL Hot Chocolates Christmas Crafts Christmas Snacks and good old fashion cheer! We look forward to ‘Music and Mince Pies’ on Monday 18th December at 2pm. (Limited tickets available) Keeping Our Children Safe At Christmas Time: Online safety is when young people know who they can tell if they feel upset by something that has happened online. Parents please contact your school to express attending their child’s class assembly or to come along. Working with Home Office ‘PREVENT’, The Police and Crime Commissioner and Children’s Safeguarding Partnerships to help keep children safe online. Skips Educational Email: firstname.lastname@example.org Tel: +44 121 227 1941 www.skipssafetynet.org Important dates for your diary! 13th December: - Infant Nativity (5pm only) 14th December: - Whole school pantomime at The Atkinson Theatre 15th December: - Christmas dinner 18th December: - Music and Mince Pies at 2pm 20th December: - Christmas Party Day 21st December: - School Church Carol Service at 9am - Hubberstly at 3pm - School closes at 3.20pm for Christmas, After School Club closes at 4pm. Have a lovely weekend everyone.	0836d2ec-89c1-4b4b-8a93-fdd589d1d5e6	CC-MAIN-2024-10	https://www.hoolesmprimary.co.uk/wp-content/uploads/2023/12/8.12.23.pdf	2024-02-21T12:29:42+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947473472.21/warc/CC-MAIN-20240221102433-20240221132433-00090.warc.gz	836,284,101	927	eng_Latn	eng_Latn	0.996141	eng_Latn	0.996604	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2444, 4083 ]	[ 2 ]	1	0
Nothing builds and sustains credibility like someone who leads by example. To paraphrase Mohandas Gandhi, “if you want to make a change, be the best example of that change and others will follow.” During the last few months, my conversations with you and the content of Alabama Living have focused on what you—the member—can do when it comes to energy issues. Whether it’s in the political or environmental realm or through any of our energy conservation programs, many options have been presented. This month, however, I want to focus on some of the actions Central Alabama Electric Cooperative (CAEC) is taking to do our part in energy matters. Foremost, CAEC and your employees continuously look for innovative ways to use energy wisely. By doing so, we can have a positive effect on the rates you pay for electricity, while also playing an integral part on the world-energy stage. As we explore these new opportunities, we actively take part in what is available now. For example, we utilize the Green Power Choice Program we promote to you by operating our own facilities with this environmentally friendly electricity. By operating on the power of 100-kilowatt-hour blocks through Green Power Choice, the cooperative uses 7,050 blocks annually to power all of our offices and service centers served by CAEC. Along with this commitment, we conduct a unique energy-saving procedure with our facility generators. During peak-time periods, the generators used for backup power at our offices are operated, taking our facilities “off the grid.” This helps reduce our system’s peak load and allows us to fulfill our generator maintenance and testing requirements. By scheduling this maintenance during peak usage times, we benefit every member by helping to keep our demand down during the most expensive periods — it’s a type of peak-shaving method (learn more about peak shaving at [www.caec.coop](http://www.caec.coop)). Just like you, we also feel the pinch of rising gasoline costs, and we work on ways to keep our fuel and field operation costs down. We try to balance the efficient routing of vehicles with timely service. Advances in technology assist our need to keep fuel costs low. For example, through our Automated Meter Reading (AMR) system, the need for meter reader personnel to drive to member homes has drastically decreased. Once the AMR system is fully deployed by the end of this year, we will eliminate nearly 12,000 miles of monthly driving. As all of us continue down the path of energy awareness and education, your Co-op employees continue to make energy efficiency a priority. Whether it’s leading as an example to our children, coworkers and neighbors or replacing an incandescent light bulb with a compact fluorescent lamp or keeping air filters clean, we hope others will join us in the journey. Tom Stackhouse, CAEC President and CEO \| YOUR BOARD \| LOCATIONS \| \|------------\|-----------\| \| Chairman Chase Riddle, Prattville \| Prattville Headquarters \| \| Vice Chairman Jimmie Harrison, Jr., Maplesville \| 1802 U.S. Hwy. 31 North \| \| Secretary/Treasurer Ruby Neeley, Jemison \| (334) 365-6762/(800) 545-5735 \| \| C. Milton Johnson, Statesville \| Outage Hotline: (800) 619-5460 \| \| Don Whorton, Wetumpka \| Clanton Office \| \| Patsy M. Holmes, Wetumpka \| 1601 7th St. North \| \| Terry Mitchell, Stewartville \| Rockford Office \| \| David A. Kelley, Sr., Rockford \| U.S. Highway 231 \| \| Van Smith, Billingsley \| Wetumpka Office \| \| Charles Byrd, Deatsville \| 637 Coosa River Pkwy. \| \| \| CAEC Mailing Address: \| \| \| P.O. Box 681570 \| \| \| Prattville, AL 36068 \| Making a few small changes around your home can lead to big reductions of wasted electricity and save you money. Explore our list of nine simple steps you can take to help reduce energy costs in your home: 1. Change Five Lights: Replace the conventional bulbs in your five most frequently used light fixtures with Compact Florescent Lamps — these energy-efficient light bulbs can save you $30 or more in energy costs during each bulb’s lifetime. 2. Look for the STAR: Always look for ENERGY STAR appliances. These great appliances offer high performance and lower energy use. ENERGY STAR has products in 50 categories, including lighting, appliances, windows and heating and cooling equipment. 3. Heating and Cooling: Simple steps like changing air filters regularly and having your heating and cooling equipment tuned annually by a licensed contractor can save you money by making your unit more efficient. 4. Seal and Insulate: Sealing air leaks and adding more insulation to your home is a great do-it-yourself project and helps to keep your heating and cooling dollars inside your home. Common air leaks are found in attics, basements and around windows, doors and ductwork. 5. Watch the Hot Water: Lower your hot water heater temperature to 120°F and install a 2.5-gallon-per-minute showerhead to reduce the amount of hot water used. 6. Look in the Fridge: Clean your refrigerator’s condenser coils once a year, making your continuously-running fridge more efficient. 7. Program It: Install a programmable thermostat to control the temperatures in your house when there’s no one home or when you’re asleep; this uses less energy for heating and cooling, saving you money. 8. Plant a Tree: It’s a long-term investment, but plant a tree (away from power lines) so it will shade your largest west window in summer, helping to block the hot sun. 9. Use a Blanket: Most water heaters lose as much heat through their top and sides as they put into the water. This causes the element to run longer and use more electricity. Wrapping the hot water heater in an insulating blanket can cut this heat loss in half. Check the owner’s manual for your water heater to make sure the use of a blanket is appropriate, or ask your local home improvement store professional. CAEC History Fact: CAEC’s President/CEO Tom Stackhouse served on the original Touchstone Energy branding committee, which formed in 1998. Touchstone Energy is a national alliance made up of more than 640 local, consumer-owned electric cooperatives in 46 states that helps promote energy efficiency through advocacy measures. Touchstone Energy: Celebrating 10 years of “Looking Out For You.” Three CAEC trustees and representative staff members spent May 7 in Washington, D.C., attending meetings with Alabama’s senators and representatives to discuss pending legislation that will affect cooperative members. Each year, cooperatives from across the country send representatives to the nation’s capital to meet with their congressional delegations to address issues of interest or concern. Traditionally, more than 3,000 national co-op representatives make the trip. This longstanding practice of doing business “face to face” reminds elected leaders of the coop members back home who are affected by their decisions. Two of this year’s topics of discussion focused on clean coal technology and the cost of reducing emission levels. Clean coal technology: Alabama’s electric cooperatives will need to add 15,000 megawatts (MW) of generating capacity in the next decade — a one-third increase over current capacity — to keep up with rising electricity demand. State-of-the-art coal-fired power plants that optimize environmental performance are a critical part of a resource mix needed to provide adequate electricity and achieve aggressive carbon reductions. In order to push forward on clean coal technologies, government and industry both must make a significant commitment. Incentives are needed to mitigate dramatically rising construction costs, the price of diverting power for environmental performance, and the risk and maintenance issues involved in deploying new technologies. Reducing emissions while keeping power reliable and affordable: America’s 930 rural electric cooperatives have two major responsibilities as consumer-owned, not-for-profit utilities: keeping the lights on and the rates affordable while complying with all of the nation’s energy and environmental laws. Electric cooperatives will work with members of Congress to craft legislation that helps keep the lights on, maintains affordable electricity and achieves significant greenhouse gas emission reductions. However, three provisions need to be considered for electric cooperatives: 1) a full allocation of allowances that would be passed on to co-op members; 2) timelines to reduce CO2 emissions from power plants that are consistent with the availability of technology; and 3) an “economic safety valve” that caps allowance prices and provides a limit for how much cost cooperative consumers will have to bear. For more information on these legislative issues and other energy concerns, log on to our Web site [www.caec.coop](http://www.caec.coop) and click on the “Legislative Conference” link under Member Education. You can also join the national discussion and let your voice be heard by visiting [www.ourenergy.coop](http://www.ourenergy.coop). Want to make your voice heard? Join ACRE today! Find out more about this grass roots movement on [www.caec.coop](http://www.caec.coop). How would you react if you experienced regularly scheduled blackouts, while paying twice as much for electricity? Does this sound like paying more for less? This scenario could be reality for all of us if certain proposals in Congress are successful. With energy concerns topping all the headlines, it’s important to begin a productive conversation with those who hold the future of energy costs in their hands — our elected officials. Such a conversation begins by asking tough questions and requiring straight answers. At its 2008 Annual Meeting, the National Rural Electric Association (NRECA) introduced a public campaign to give cooperatives and their members a voice in the debate over energy legislation occurring now in Congress as well as state legislatures. There are three simple questions you can ask your elected officials to answer: 1. Experts say that our nation’s growing electricity needs will soon go well beyond what renewables, conservation and efficiency can provide. What is your plan to make sure we have the electricity we’ll need in the future? 2. What are you doing to fully fund the research required to make emissions-free electric plants an affordable reality? 3. Balancing electricity needs and environmental goals will be difficult. How much is all this going to increase my electric bill, and what will you do to make it affordable? You don’t need to be an energy expert to ask questions, but asking questions can help find the solution to the problem of balancing climate change goals with keeping your lights on and your electric bills affordable. To make things easy, there is a Web site that will allow you to send an e-mail to your representatives in Washington, D.C. Visit www.ourenergy.coop to start the conversation with your officials. You can also call CAEC at (800) 545-5735 to request a wallet card with these questions. Begin this important conversation today! 🌞 The three questions that are the basis of Our Energy, Our Future are included on a handy wallet card, available from CAEC. Be Prepared in Case of Bad Weather June is the beginning of hurricane season; do you have supplies for your family in case storms roll through? While CAEC makes every effort to keep your power on at all times, storms and other uncontrollable events can sometimes spoil our efforts. That’s why a storm preparedness kit is so important. Make sure you have the following items (listed in the blue circle) in your kit. In addition to your essential items, be sure you know how to open the garage door manually if you have an automatic garage door. Use hot water sparingly and only leave a few lights switched on in your home to notify you when power is restored. If power is out, a common concern is how long food in the refrigerator/freezer will be safe. As a common rule of thumb, a refrigerator should keep food safely cold for approximately four hours, if the door is not opened. A full freezer will hold the temperature for about 48 hours (or 24 hours if the freezer is half full) as long as the door remains closed. Food may be safely refrozen if it still contains ice crystals or is at 40 degrees or below. Preparing now can keep your family safe and comfortable when storms hit. --- Humidity—Turning Water Vapor into Wasted Energy Dollars It’s something Alabamians face every summer—humidity. Humidity can turn a nice, summer day into a sweltering misery, and it can do the same to the inside of your home. Humidity is the amount of water vapor in the air, and the vapor can come from many sources within your house. Cooking, showering and doing laundry can all introduce water vapor into the air, making it more humid and raising the heat index inside your home. With this vapor introduced, your heat pump, or air conditioner, has to work harder day in and day out to keep you comfortable. When the relative humidity level is above 50 percent, the air seems warmer than it is and raises your summer cooling costs by making your unit run longer. To help combat energy-robbing moisture during the summer, place vented exhaust fans in bathrooms, kitchens and laundry rooms. These fans can remove the extra water vapor caused by activities in these rooms. If you’re not sure of your home’s humidity level, install an inexpensive hygrometer to measure and record the relative humidity. Remember, having some dampness isn’t a bad thing. If the level is less than 30 percent, it’s too dry, and may cause damage to drywall. A relative humidity level of 45 percent is ideal. Humidity can do more than just raise your summer cooling bills; it can lead to mold and rot in your home. If you have any questions, contact your local heating and cooling professional. --- CAEC Offices Will Be Closed Friday, July 4 in Observance of the Independence Day Holiday Sheesh, Kabobs Are Easier Than Ever! When you buy an electric grill or smoker from CAEC, there’s no telling what you can cook up! Get the delicious taste of grilled food without any of the hassle or harm of singed eyebrows. CAEC’s quality electric grills and smokers can make your summer cooking easier than ever before! Call 1-800-545-5735 for more information, or visit www.caec.coop Pay Your Bill with Any of CAEC’s Bill Payment Options! Automatic Deduction: You’ll receive a bill as you normally would, but the amount due is deducted from your checking account or credit/debit card on the due date shown on your bill. This ensures you’re never late on a payment. E-Bill: Through this program, CAEC sends your bill by e-mail at the same time of the month as you presently receive your paper bill. You can then click a link on the E-bill to pay online. Levelized Billing: This program prevents drastic changes in your bill each month. Pay by Phone: CAEC has introduced a new automated phone payment option for credit/debit card payments. Simply dial (800) 545-5735 or (334) 365-6762 and press option 2 to get started. Pay Online: Make a secure payment with a credit/debit card or e-check at [www.caec.coop](http://www.caec.coop). Have a copy of your bill, which contains all the information you need, including an initial password. Look for the Pay/View Bill tab on our home page. Have your account number(s) handy when making a payment. Call (800) 545-5735 or visit [www.caec.coop](http://www.caec.coop) to get started.	16d68a23-4547-4d9b-86a0-9dcca935f060	CC-MAIN-2024-51	https://caec.coop/wp-content/uploads/central_june08.pdf	2024-12-07T21:24:51+00:00	crawl-data/CC-MAIN-2024-51/segments/1733066431606.98/warc/CC-MAIN-20241207194255-20241207224255-00583.warc.gz	136,982,648	3,257	eng_Latn	eng_Latn	0.997288	eng_Latn	0.998572	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3589, 6259, 9156, 11198, 13966, 14355, 15519 ]	[ 2.453125 ]	1	0
Damage Prevention and Control Methods Exclusion Wire mesh fences can be installed but they are usually not practical or cost-effective. Visual barriers of suspended burlap, windrowed pine trees, or snow fence may be effective. Cultural Methods Modify grazing practices on mixed and mid-grass rangelands to exclude or inhibit prairie dogs. Cultivate, irrigate, and establish tall crops to discourage prairie dog use. Frightening No methods are effective. Repellents None are registered. Toxicants Zinc phosphide. Fumigants Aluminum phosphide. Gas cartridges. Trapping Box traps. Snares. Conibear® No. 110 (body-gripping) traps or equivalent. Shooting Shooting with .22 rimfire or larger rifles. Other Methods Several home remedies have been used but most are unsafe and are not cost-effective. Identification Prairie dogs (Fig. 1) are stocky burrowing rodents that live in colonies called “towns.” French explorers called them “little dogs” because of the barking noise they make. Their legs are short and muscular, adapted for digging. The tail and other extremities are short. Their hair is rather coarse with little underfur, and is sandy brown to cinnamon in color with grizzled black and buff-colored tips. The belly is light cream to white. Five species of prairie dogs are found in North America: the black-tailed (Cynomys ludovicianus), Mexican (C. mexicanus), white-tailed (C. leucurus), Gunnison’s (C. gunnisoni), and Utah prairie dog (C. parvidens). The most abundant and widely distributed of these is the black-tailed prairie dog, which is named for its black-tipped tail. Adult black-tailed prairie dogs weigh 2 to 3 pounds (0.9 to 1.4 kg) and are 14 to 17 inches (36 to 43 cm) long. The Mexican prairie dog also has a black-tipped tail, but is smaller than its northern relative. White-tailed, Gunnison’s, and Utah prairie dogs all have white-tipped tails. White-tailed prairie dogs are usually smaller than black-tailed prairie dogs, weighing between 1 1/2 and 2 1/2 pounds (0.7 to 1.1 kg). The Gunnison’s prairie dog is the smallest of the five species. Range Prairie dogs occupied up to 700 million acres of western grasslands in the early 1900s. The largest prairie dog colony on record, in Texas, measured nearly 25,000 square miles (65,000 km²) and contained an estimated 400 million prairie dogs. Since 1900, prairie dog populations have been reduced by as much as 98% in some areas and eliminated in others. This reduction is largely the result of cultivation of prairie soils and prairie dog control programs implemented in the early and mid-1900s. Population increases have been observed in the 1970s and 1980s, possibly due to the increased restrictions on and reduced use of toxicants. Today, about 2 million acres of prairie dog colonies remain in North America. The black-tailed prairie dog lives in densely populated colonies (20 to 35 per acre [48 to 84/ha]) scattered across the Great Plains from northern Mexico to southern Canada (Fig 2). Occasionally they are found in the Rocky Mountain foothills, but rarely at elevations over 8,000 feet (2,438 m). The Mexican prairie dog occurs only in Mexico and is an endangered species. White-tailed prairie dogs live in sparsely populated colonies in arid regions up to 10,000 feet (3,048 m). The Gunnison’s prairie dog inhabits open grassy and brushy areas up to 12,000 feet (3,658 m). Utah prairie dogs are a threatened species, limited to central Utah. Habitat All species of prairie dogs are found in grassland or short shrubland habitats. They prefer open areas of low vegetation. They often establish colonies near intermittent streams, water impoundments, homestead sites, and windmills. They do not tolerate tall vegetation well and avoid brush and timbered areas. In tall, mid- and mixed-grass rangelands, prairie dogs have a difficult time establishing a colony unless large grazing animals (bison or livestock) have closely grazed vegetation. Once established, prairie dogs can maintain their habitat on mid- and mixed-grass rangelands. In shortgrass prairies, where moisture is limited, prairie dogs can invade and maintain acceptable habitat without assistance. Food Habits Prairie dogs are active above ground only during the day and spend most of their time foraging. In the spring and summer, individuals consume up to 2 pounds (0.9 kg) of green grasses and forbs (broad-leaved, nonwoody plants) per week. Grasses are the preferred food, making up 62% to 95% of their diet. Common foods include western wheatgrass, blue grama, buffalo grass, sand dropseed, and sedges. Forbs such as scarlet globe mallow, prickly pear, kochia, peppergrass, and wooly plantain are common in prairie dog diets and become more important in the fall, as green grass becomes scarce. Prairie dogs also eat flowers, seeds, shoots, roots, and insects when available. General Biology, Reproduction, and Behavior Prairie dogs are social animals that live in towns of up to 1,000 acres (400 ha) or more. Larger towns are often divided into wards by barriers such as ridges, lines of trees, and roads. Within a ward, each family or “coterie” of prairie dogs occupies a territory of about 1 acre (0.4 ha). A coterie usually consists of an adult male, one to four adult females, and any of their offspring less than 2 years old. Members of a coterie maintain unity through a variety of calls, postures, displays, grooming, and other forms of physical contact. Black-tailed prairie dog towns typically have 30 to 50 burrow entrances per acre, while Gunnison’s and white-tailed prairie dog towns contain less than 20 per acre. Most burrow entrances lead to a tunnel that is 3 to 6 feet (1 to 2 m) deep and about 15 feet (5 m) long. Prairie dogs construct crater- and dome-shaped mounds up to 2 feet (0.6 m) high and 10 feet (3 m) in diameter. The mounds serve as lookout stations. They also prevent water from entering the tunnels and may enhance ventilation of the tunnels. Prairie dogs are most active during the day. In the summer, during the hottest part of the day, they go below ground where it is much cooler. Black-tailed prairie dogs are active all year, but may stay underground for several days during severe winter weather. The white-tailed, Gunnison’s, and Utah prairie dogs hibernate from October through February. Black-tailed prairie dogs reach sexual maturity after their second winter and breed only once per year. They can breed as early as January and as late as March, depending on latitude. The other four species of prairie dogs reach sexual maturity after their first winter and breed in March. The gestation period is about 34 days and litter sizes range from 1 to 6 pups. The young are born hairless, blind, and helpless. They remain underground for the first 6 weeks of their lives. The pups emerge from their dens during May or June and are weaned shortly thereafter. By the end of fall, they are nearly full grown. Survival of prairie dog pups is high and adults may live from 5 to 8 years. Even with their sentries and underground lifestyle, predation is still a major cause of mortality for prairie dogs. Badgers, weasels, and black-footed ferrets are efficient predators. Coyotes, bobcats, foxes, hawks, and eagles also kill prairie dogs. Prairie rattlesnakes and bull snakes may take young, but rarely take adult prairie dogs. Accidents, starvation, weather, parasites, and diseases also reduce prairie dog populations, but human activities have had the greatest impact. Prairie dog colonies attract a wide variety of wildlife. One study identified more than 140 species of wildlife associated with prairie dog towns. Vacant prairie dog burrows serve as homes for cottontail rabbits, small rodents, reptiles, insects, and other arthropods. Many birds, such as meadowlarks and grasshopper sparrows, appear in greater numbers on prairie dog towns than in surrounding prairie. The burrowing owl is one of several uncommon or rare species that frequent prairie dog towns. Others include the golden eagle, prairie falcon, ferruginous hawk, mountain plover, swift fox, and endangered black-footed ferret (see Appendix A of this chapter). Damage and Damage Identification Several independent studies have produced inconsistent results regarding the impacts of prairie dogs on livestock production. The impacts are difficult to determine and depend on several factors, such as the site conditions, weather, current and historic plant communities, number of prairie dogs, size and age of prairie dog towns, and the intensity of site use by livestock and other grazers. Prairie dogs feed on many of the same grasses and forbs that livestock feed on. Annual dietary overlap ranges from 64% to 90%. Prairie dogs often begin feeding on pastures and rangeland earlier in spring than cattle do and clip plants closer to the ground. Up to 10% of the aboveground vegetation may be destroyed due to their burrowing and mound-building activities. Overall, prairie dogs may remove 18% to 90% of the available forage through their activities. The species composition of pastures occupied by prairie dogs may change dramatically. Prairie dog activities encourage shortgrass species, perennials, forbs, and species that are resistant to grazing. Annual plants are selected against because they are usually clipped before they can produce seed. Several of the succeeding plant species are less palatable to livestock than the grasses they replace. Other studies, however, indicate that prairie dogs may have little or no significant effect on livestock production. One research project in Oklahoma revealed that there were no differences in annual weight gains between steers using pastures inhabited by prairie dogs and steers in pastures without prairie dogs. Reduced forage availability in prairie dog towns may be partially compensated for by the increased palatability and crude protein of plants that are stimulated by grazing. In addition, prairie dogs sometimes clip and/or eat plants that are toxic to livestock. Bison, elk, and pronghorns appear to prefer feeding in prairie dog colonies over uncolonized grassland. Prairie dog burrows increase soil erosion and are a potential threat to livestock, machinery, and horses with riders. Damage may also occur to ditch banks, impoundments, field trails, and roads. Prairie dogs are susceptible to several diseases, including plague, a severe infectious disease caused by the bacterium Yersinia pestis. Plague, which is often fatal to humans and prairie dogs, is most often transmitted by the bite of an infected flea. Although plague has been reported throughout the western United States, it is uncommon. Symptoms in humans include swollen and tender lymph nodes, chills, and fever. The disease is curable if diagnosed and treated in its early stages. It is important that the public be aware of the disease and avoid close contact with prairie dogs and other rodents. Public health is a primary concern regarding prairie dog colonies that are in close proximity to residential areas and school yards. Rattlesnakes and black widow spiders also occur in prairie dog towns, but can be avoided. Rattlesnakes often rest in prairie dog burrows during the day and move through towns at night in search of food. Black widow spiders are most often found in abandoned prairie dog holes where they form webs and raise their young. Bites from these animals are rare, but are a threat to human health. Legal Status Black-tailed, white-tailed, and Gunnison’s prairie dogs are typically classified as unprotected or nuisance animals, allowing for their control without license or permit. Most states require purchase of a small game license to shoot prairie dogs. If the shooter is acting as an agent for the landowner to reduce prairie dog numbers, a license may not be required. The Utah and Mexican prairie dogs are classified as threatened and endangered species, respectively. Contact your local wildlife agency for more information. The black-footed ferret is an endangered species that lives almost exclusively in prairie dog towns, and all active prairie dog colonies are potential black-footed ferret habitat. It is a violation of federal law to willfully kill a black-footed ferret or poison prairie dog towns where ferrets are present. Federal agencies must assess their own activities to determine if they “may affect” endangered species. Some pesticides registered for prairie dog control require private applicators to conduct ferret surveys before toxicants can be applied. Detailed information on identifying black-footed ferrets and their sign is included in Appendix A of this chapter. To learn more about federal and state guidelines regarding prairie dog control, black-footed ferret surveys, and block clearance procedures, contact personnel from your local Cooperative Extension, USDA-APHIS-ADC, US Fish and Wildlife Service, or state wildlife agency office. Damage Prevention and Control Methods Exclusion Fencing. Exclusion of prairie dogs is rarely practical, although they may be discouraged by tight-mesh, heavy-gauge, galvanized wire, 5 feet (1.5 m) wide with 2 feet (60 cm) buried in the ground and 3 feet (90 cm) remaining aboveground. A slanting overhang at the top increases the effectiveness of the fence. Visual Barriers. Prairie dogs graze and closely clip vegetation to provide a clear view of their surroundings and improve their ability to detect predators. Fences, hay bales, and other objects can be used to block prairie dogs’ view and thus reduce suitability of the habitat. Franklin and Garrett (1989) used a burlap fence to reduce prairie dog activity over a two-month period. Windrows of pine trees also reduced prairie dog activity. Unfortunately, the utility of visual barriers is limited because of high construction and maintenance costs. Tensar snow fences (2 feet [60 cm] tall) are less costly, at about $0.60 per foot ($1.97/m) for materials. Unfortunately, they were inconsistent in reducing reinvasion rates of prairie dog towns in Nebraska (Hygnstrom and Virchow, unpub. data). Cultural Methods Grazing Management. Proper range management can be used to control prairie dogs. Use stocking rates that maintain sufficient stand density and height to reduce recolonization of previously controlled prairie dog towns or reduce occupation of new areas. The following general recommendations were developed with the assistance of extension range management specialists and research scientists. Stocking Rate. Overgrazed pastures are favorable for prairie dog town establishment or expansion. If present, prairie dogs should be included in stocking rate calculations. At a conservative population density of 25 prairie dogs per acre (60/ha) and dietary overlap of 75%, it takes 6 acres (2.4 ha) of prairie dogs to equal 1 Animal Unit Month (AUM) (the amount of forage that one cow and calf ingest per month during summer [about 900 pounds; 485 kg]). Rest/Rotation Grazing. Rest pastures for a period of time during the growing season to increase grass height and maintain desired grass species. Instead of season-long continuous grazing, use short duration or rapid rotation grazing systems, or even total deferment during the growing season. Livestock can be excluded from vacant prairie dog towns with temporary fencing to help vegetation regain vigor and productivity. Mid- to tallgrass species should be encouraged where they are a part of the natural vegetation. In semiarid and shortgrass prairie zones, grazing strategies may have little effect on prairie dog town expansion or establishment. Grazing Distribution. Prairie dogs often establish towns in areas where livestock congregate, such as at watering sites or old homesteads. Move watering facilities and place salt and minerals on areas that are underutilized by livestock to distribute livestock grazing pressure more evenly. Prescribed burns in spring may enhance regrowth of desirable grass species. Cultivation. Prairie dog numbers can be reduced by plowing or disking towns and leaving the land fallow for 1 to 2 years, where soil erosion is not a problem. Establish tall grain crops after the second year to further discourage prairie dogs. Burrows can be leveled and filled with a tractor-mounted blade to help slow reinvasion. Flood irrigation may discourage prairie dogs. Frightening Frightening is not a practical means of control. Repellents None are registered. Toxicants Safety Precautions. Use pesticides safely and comply with all label recommendations. Only use products that are registered for prairie dog control by the Environmental Protection Agency. Some pesticides registered for prairie dog control require that private applicators conduct ferret surveys before toxicants can be applied. Detailed information on identifying black-footed ferrets and their sign is included in Appendix A of this chapter. Seek assistance from your local extension agent or from the USDA-APHIS-ADC if needed. Toxic Bait. The only toxic baits currently registered and legal for use to control prairie dogs are 2% zinc phosphide-treated grain bait and pellet formulations. Zinc phosphide baits are effective and relatively safe regarding livestock and other wildlife in prairie dog towns, if used properly. These baits are available through national suppliers (see Supplies and Materials), USDA-APHIS-ADC, and local retail distributors. Toxic baits are most effective when prairie dogs are active and when there is no green forage available. Therefore, it is best to apply baits in late summer and fall. Zinc phosphide baits can only be applied from July 1 through January 31. Prebaiting. Prairie dog burrows must be prebaited before applying toxic bait. Prebaiting will accustom prairie dogs to eating grain and will make the toxic bait considerably more effective when it is applied. Use clean rolled oats as a prebait if you are using 2% zinc phosphide-treated rolled oats. Drop a heaping teaspoon (4 g) of untreated rolled oats on the bare soil at the edge of each prairie dog mound or in an adjacent feeding area. The prebait should scatter, forming about a 6-inch (15-cm) circle (Fig. 3). Do not place the prebait in piles or inside burrows, on top of mounds, among prairie dog droppings, or in vegetation far from the mound. Apply toxic bait only after the prebait has been readily eaten, which usually takes 1 to 2 days. If the prebait is not accepted immediately, wait until it is eaten readily before applying the toxic bait. More than one application of prebait may be necessary if rain or snow falls on the prebait. Prohibit shooting and other disturbance of the colony at least 6 weeks prior to and during treatment. Prebait and toxic bait can be applied by hand on foot, but mechanical bait dispensers attached to all-terrain vehicles are more convenient and cost-effective for towns greater than 20 acres (8 ha). Motorcycles and horses can also be used to apply prebait and toxic bait. See Supplies and Materials for information on bait dispensers. Bait Application. Apply about 1 heaping teaspoon (4 g) of grain bait per burrow in the same way that the prebait was applied. About 1/3 pound of prebait and 1/3 pound of zinc phosphide bait are needed per acre (0.37 kg/ha). Excess bait that is not eaten by prairie dogs can be a hazard to nontarget wildlife or livestock. It is best to remove livestock, especially horses, sheep, or goats, from the pasture before toxic bait is applied; however, removal is not required. Apply toxic bait early in the day for best results and restrict any human disturbance for 3 days following treatment. Always wear rubber gloves when handling zinc phosphide-treated baits. Follow all label directions and observe warnings regarding bait storage and handling. Apply prebait and bait during periods of settled weather, when vegetation is dry and dormant. Avoid baiting on wet, cold, or windy days. Bait acceptance is usually best after August 1st or when prairie dogs are observed feeding on native seeds and grains. Do not apply zinc phosphide to a prairie dog town more than once per year. If desired, survivors can be removed by fumigation or shooting. Treatment with toxic baits, followed by a fumigant cleanup, is most cost-effective for areas of more than 5 acres (2 ha). Inspection and evaluation. Inspect treated prairie dog towns 2 to 3 days after treatment. Remove and burn or bury any dead prairie dogs that are aboveground to protect any other animals from indirect poisoning. Success rates of 75% to 85% can usually be obtained with zinc phosphide if it is applied correctly. To evaluate the success of a treatment, mark and plug 100 burrows 3 days prior to treatment. Count the reopened burrows 24 hours later. Replug the same 100 burrows 3 days after treatment and again count the reopened burrows 24 hours later. Divide the number of reopened burrows (post-treatment) by the number of reopened burrows (pretreatment) to determine the survival rate. Abandoned burrows are usually filled with spider webs, vegetation, and debris. Active burrows are clean and surrounded by tracks, diggings, and fresh droppings at the entrances. Zinc phosphide is a Restricted Use Pesticide, available for sale to and use by certified pesticide applicators or their designates. Contact your county extension office for information on acquiring EPA certification. Treatment of a prairie dog town with zinc phosphide-treated baits cost about $10 per acre ($25/ha) (includes materials and labor). Fumigants Fumigants, including aluminum phosphide tablets and gas cartridges, can provide satisfactory control of prairie dogs in some situations. We do not recommend fumigation as the primary means of control for large numbers of prairie dogs because it is costly, time-consuming, and usually more hazardous to desirable wildlife species than toxic baits. Fumigants cost about 5 to 10 times more per acre (ha) to apply than toxic baits. Therefore, fumigation is usually used during spring as a follow-up to toxic bait treatment. Success rates of 85% to 95% can usually be obtained if fumigants are applied correctly. For best results, apply fumigants in spring when soil moisture is high and soil temperature is greater than 60°F (15°C). Fumigation failures are most frequent in dry, porous soils. Spring applications are better than fall applications because all young prairie dogs are still in their natal burrows. Do not use fumigants in burrows where nontarget species are thought to be present. Black-footed ferrets, burrowing owls, swift fox, cottontail rabbits, and several other species of wildlife occasionally inhabit prairie dog burrows and would likely be killed by fumigation. Be aware of sign and avoid fumigating burrows that are occupied by nontarget wildlife. Some manufacturers’ labels now require private applicators to conduct black-footed ferret surveys before application. Detailed information on identifying black-footed ferrets and their sign is included in Appendix A of this chapter. Burrows used by burrowing owls often have feathers, pellets, and whitewash nearby. Natal burrows are often lined with finely shredded cow manure. Migratory burrowing owls usually arrive in the central Great Plains in late April and leave in early October. Fumigate before late April to minimize the threat to burrowing owls. Aluminum Phosphide. Aluminum phosphide is a Restricted Use Pesticide, registered as a fumigant for the control of burrowing rodents. The tablets react with moisture in prairie dog burrows, and release toxic phosphine gas (PH$_3$). Use a 4-foot (1.2-m) section of 2-inch (5-cm) PVC pipe to improve placement of the tablets. Insert the pipe into a burrow and roll the tablets down the pipe. Place crumpled newspaper and/or a slice of sod in the burrow to prevent loose soil from smothering the tablets and tightly pack the burrow entrance with soil. To increase efficiency, work in pairs, one person dispensing and one plugging burrows. Always wear cotton gloves while handling aluminum phosphide. Aim containers away from the face when opening and work into the wind to avoid inhaling phosphine gas from the container and the treated area. Aluminum phosphide should be stored in a well-ventilated area, never inside a vehicle or occupied building. Aluminum phosphide is classified as a flammable solid. Check with your local department of transportation for regulations regarding transportation of hazardous materials. Aluminum phosphide can be purchased by certified pesticide applicators through national suppliers (see Supplies and Materials) or local retail distributors. It typically provides an 85% to 95% reduction in prairie dog populations when applied correctly and costs about $25 per acre ($63/ha) to apply. It is typically more cost-effective to use than gas cartridges because of the reduced handling time. Gas Cartridges. Gas cartridges have been used for many years to control prairie dogs. When ignited, they burn and produce carbon monoxide, carbon dioxide, and other gases. To prepare a gas cartridge for use, insert a nail or small screwdriver in the end at marked points and stir the contents before inserting and lighting the fuse. Hold the cartridge away from you until it starts burning, then place it deep in a burrow. Burrows should be plugged immediately in the same way as with aluminum phosphide. Be careful when using gas cartridges because they can cause severe burns. Do not use them near flammable materials or inside buildings. Gas cartridges are a General Use Pesticide, available through USDA-APHIS-ADC. They provide up to 95% control when applied correctly and cost about $35 per acre ($88/ha) to apply. Trapping Cage traps can be used to capture individual animals, but the process is typically too expensive and time consuming to be employed for prairie dog control. Best results are obtained by trapping in early spring after snowmelt and before pasture green up. Bait traps with oats flavored with corn oil or anise oil. It may be difficult to find release sites for prairie dogs. Releasing prairie dogs into an established colony will increase stress on resident and released prairie dogs. Body-gripping traps, such as the Conibear® No. 110, are effective when placed in burrow entrances. No. 1 Gregerson snares can be used to remove a few prairie dogs, but the snares are usually rendered useless after each catch. Prairie dogs also can be snared by hand, using twine or monofilament line. These traps and snares may be effective for 1- to 5-acre (0.4- to 2-ha) colonies where time is not a consideration. Shooting Shooting is very selective and not hazardous to nontarget wildlife. It is most effective in spring because it can disrupt prairie dog breeding. Continuous shooting can remove 65% of the population during the year, but it usually is not practical or cost-effective. Prairie dogs often become wary and gun-shy after extended periods of shooting. They can be conditioned to loud noises by installing a propane cannon or old, mis-timed gasoline engine in the town for 3 to 4 days before shooting. Long range, flat trajectory rifles are the most efficient for shooting prairie dogs. Rifles of .22 caliber or slightly larger are most commonly used. Bipods and portable shooting benches, telescopic sights, and spotting scopes are also useful equipment for efficient shooting. Contact a local extension office or state wildlife agency for lists of shooters and receptive landowners. Other Methods An amazing variety of home remedies have been tried in desperate attempts to control prairie dogs. Engine exhaust, dry ice, butane, propane, gasoline, anhydrous ammonia, insecticides, nonregistered rodenticides, water, and dilute cement are all unregistered for prairie dog control. None have proven to be as cost-effective or successful as registered rodenticides, and most are hazardous to applicators and/or nontarget species. In addition, those methods that have been observed by the authors (exhaust, propane, ammonia, nonregistered rodenticides, and water) were substantially more expensive than registered and recommended methods. A modified street sweeper vacuum has recently been used to suck prairie dogs out of their burrows. Inventor Gay Balfour of Cortez, Colorado, reports that the “Sucker Upper” can typically clear a range of 5 to 20 acres (2 to 8 ha) per day at a cost of $1,000 per day, not including travel expenses. This device, unfortunately, has not been independently tested. Although relatively expensive, this method may provide a nonlethal approach to dealing with prairie dogs where conventional methods are not appropriate or acceptable. The prairie dogs can either be euthanized with carbon dioxide gas or relocated if a suitable site can be found. Integrated Pest Management An integrated pest management approach dictates the timely use of a variety of cost-effective management options to reduce prairie dog damage to a tolerable level. We recommend the application of toxic bait in the fall, followed by the application of aluminum phosphide in the spring. If possible, defer grazing on the treated area during the next growing season to allow grasses and other vegetation to recover. A computer program was produced by Cox and Hygnstrom in 1993 to determine cost-effective options and economic returns of prairie dog control (see For Additional Information). Economics of Damage and Control Prairie dogs play an important role in the prairie ecosystem by creating islands of unique habitat that increase plant and animal diversity. Prairie dogs are a source of food for several predators and their burrows provide homes for several species, including the endangered black-footed ferret. Burrowing mixes soil types and incorporates organic matter, both of which may benefit soil. It also increases soil aeration and decreases compaction. Prairie dogs provide recreational opportunities for nature observers, photographers, and shooters. The presence of large, healthy prairie dog towns, however, is not always compatible with agriculture and other human land-use interests. Prairie dogs feed on many of the same grasses and forbs that livestock do. Annual dietary overlap has been estimated from 64% to 90%. One cow and calf ingest about 900 pounds (485 kg) of forage per month during the summer (1 AUM). One prairie dog eats about 8 pounds (17.6 kg) of forage per month during the summer. At a conservative population density of 25 prairie dogs per acre (60/ha) and dietary overlap of 75%, it takes 6 acres (2.4/ha) of prairie dogs to equal 1 AUM. Small, rather widely dispersed colonies occupying 20 acres (8 ha) or less are tolerated by many landowners because of the sport hunting and aesthetic opportunities they provide. Colonies that grow larger than 20 acres (8 ha) often exceed tolerance levels because of lost AUMs, taxes, and increasing control costs. The South Dakota Department of Agriculture (1981) reported that 730,000 acres (292,000 ha) were inhabited by prairie dogs in 1980, with a loss of $9,570,000 in production. The South Dakota livestock grazing industry similarly estimated losses of up to $10.29 per acre ($25.43/ha) on pasture and rangeland inhabited by prairie dogs and $30.00 per acre ($74.10/ha) for occupied hay land. Prairie dogs inhabited about 73,000 acres (29,200 ha) in Nebraska in 1987, with a loss estimated at $200,000. A reported 1/2 to 1 million acres (200,000 to 400,000 ha) are occupied in Colorado. A committee of the National Academy of Sciences (1970) concluded that “the numerous eradication campaigns against prairie dogs and other small mammals were formerly justified because of safety for human health and conflicts with livestock for forage.” On the other hand, Collins et al. (1984) found it was not economically feasible to treat prairie dogs on shortgrass rangeland with zinc phosphide in South Dakota because the annual control costs exceeded the value of forage gained. Seventeen acres (6.8 ha) would have to be treated to gain 1 AUM. Uresk (1985) reported that South Dakota prairie dog towns treated with zinc phosphide yielded no increase in production after 4 years. The cost-effectiveness of prairie dog control depends greatly on the age, density, and size of the prairie dog colony; soil and grassland type; rainfall; and control method employed. Acknowledgments We acknowledge M. J. Boddicker and F. R. Henderson, who authored the “Prairie Dogs” and “Black-footed Ferrets” chapters, respectively, in the 1983 edition of Prevention and Control of Wildlife Damage. Figure 1 by Emily Oseas Routman. Figure 2 by Dave Thornhill, University of Nebraska. Figure 3 by Renee Lanik, University of Nebraska. For Additional Information Agnew, W., D. W. Uresk, and R. M. Hansen. 1986. Flora and fauna associated with prairie dog colonies and adjacent ungrazed mixed-grass prairie in western South Dakota. J. Range. Manage. 39:135-139. Bonham, C.D., and A. Lerwick. 1976. Vegetation changes induced by prairie dogs on shortgrass range. J. Range Manage. 29:217-220. Cable, K. A., and R. M. Timm. 1988. Efficacy of deferred grazing in reducing prairie dog reinestation rates. Proc. Great Plains Wildl. Damage Control Workshop 8:46-49. Cincotta, R. P., D. W. Uresk, and R. M. Hansen. 1987. Demography of black-tailed prairie dog populations reoccupying sites treated with rodenticide. Great Basin Nat. 47:339-343. Clark, T. W. 1986. Annotated prairie dog bibliography 1973 to 1985. Montana Bureau Land Manage. Tech. Bull. No.1. Helena. 32 pp. Clark, T. W., T. M. Campbell, III, M. H. Schroeder, and L. Richardson. 1983. Handbook of methods for locating black-footed ferrets. Wyoming Bureau Land Manage. Tech. Bull. No.1. Cheyenne. 55 pp. Appendix A Fig. 4. Black-footed ferret, Mustela nigripes Introduction The black-footed ferret (Mustela nigripes, Fig. 4) is the most rare and endangered mammal in North America. Black-footed ferrets establish their dens in prairie dog burrows and feed almost exclusively on prairie dogs. The reduction in prairie dog numbers in the last 100 years and the isolation and disappearance of many large towns has led to the decline of the ferret population. Large and healthy prairie dog towns are needed to ensure that black-footed ferrets survive in the wild. Identification Black-footed ferrets are members of the weasel family and are the only ferret native to North America. The most obvious distinguishing feature is the striking black mask across the face. The feet, legs, and tip of the tail are... also black. The remaining coat is pale yellow-brown, becoming lighter on the under parts of the body and nearly white on the forehead, muzzle, and throat. The top of the head and middle of the back are a darker brown. Ferrets have short legs, long, well-developed claws on the front paws, large pointed ears, and relatively large eyes. Ferrets are similar in size and weight to wild mink. Adult male ferrets are 21 to 23 inches (53.3 to 58.4 cm) long and weigh 2 to 2 1/2 pounds (0.9 to 1.2 kg). Females are slightly smaller. The native black-footed ferret may be confused with the domestic European fitch ferret, long-tailed weasel, bridled weasel, or wild mink (Fig. 5). The domestic fitch ferret has longer and darker pelage on the back, yellowish underfur, and an entirely black tail. The bridled weasel is a variant of the longtail weasel. It occurs in southwest Kansas, parts of Oklahoma, Texas, and New Mexico. The bridled weasel has a mask or dark markings on its face, but is smaller than a black-footed ferret. It does not have black feet, and it has a tail that is longer in relation to its total body length. Mink are about the same size as black-footed ferrets but are dark brown and occasionally have white markings on the throat. Range The original range of the black-footed ferret included most of the Great Plains area. Its current range within the Great Plains is unknown, although it is assumed to be greatly reduced from the original range. Currently the only known wild ferret population is an experimental population that has been released in north-central Wyoming. For the past 10 years, biologists have intensively searched for and investigated hundreds of reports of black-footed ferrets, but no new populations have been found. In addition, a public reward of $5,000 to $10,000 was available during the 1980s for sightings of black-footed ferrets, but none were confirmed. Current efforts are being made to identify black-footed ferret habitat and potential reproduction sites. Captive breeding populations are held at Wheatland, Wyoming, at the Wyoming Game and Fish Department’s Sybille Conservation and Education Center, and at zoos in Omaha, Nebraska; Washington, DC; Louisville, Kentucky; Colorado Springs, Colorado; Phoenix, Arizona; and Toronto, Ontario. Habitat Black-footed ferrets rely on prairie dogs for both food and shelter. Therefore, all active prairie dog colonies are considered potential black-footed ferret habitat. Resident ferrets have only been found in prairie dog towns. Transient and dispersing ferrets may cross areas that are not occupied by prairie dogs. General Biology, Reproduction, and Behavior Normally 4 young ferrets are born per litter in May and June. The mother alone cares for the young and directs their activities until they disperse in mid-September. The young are first observed aboveground during daylight hours in July. From June to mid-July, the ferret family remains in the same general area of the prairie dog town. Around the middle of July, after the young are active aboveground at night, the family extends its area of activity. By the middle of July the young ferrets are weaned at nearly one-half adult size. By early August, the mother ferret separates the young and places them in different burrows. At this time some of the young occasionally hunt at night by themselves. By mid-August, they can be seen during daylight hours, peering out of their burrow, playing near the entrance, and sometimes following the adult female. By late August or early September, when the young are as large as the adult, the ferret family starts to disperse and is no longer seen as a closely knit group. The young ferrets are solitary during the late fall, winter, and early spring. In December, ferrets become active just after sunset and are active at least until midnight. Legal Status The black-footed ferret is classified as an endangered species and receives full protection under the Federal Endangered Species Act of 1973 (PL 93-205). The act, as amended, requires federal agencies to ensure that any action authorized, funded, or carried out by them is not likely to jeopardize the continued existence of a threatened or endangered species or their habitat. Regulations implementing Section 7 of the act require that federal agencies determine if any actions they propose “may affect” any threatened or endangered species. If it is determined that a proposed action “may affect,” then the agency is required to request formal Section 7 consultation with the US Fish and Wildlife Service. Section 9 of the act prohibits any person (including the federal government) from the “taking” of a listed species. The term take means to harass, harm, pursue, hunt, shoot, wound, kill, capture, or collect, or to attempt to engage in any such conduct. Habitat destruction constitutes the taking of a listed species. Guidelines for black-footed ferret searches have been developed by the US Fish and Wildlife Service (Black-footed Ferret Survey Guidelines for Compliance with the Endangered Species Act, 1989). Federal agencies are required by the US Fish and Wildlife Service to conduct black-footed ferret surveys if their proposed actions may affect ferrets or their habitat. Although encouraged to do so, private landowners and applicators are not required by law to conduct surveys unless their activities are associated with federal programs or if they are specifically directed by pesticide labels. Compliance with or disregard for black-footed ferret survey guidelines does not, of itself, show compliance with or violation of the Endangered Species Act or any derived regulations. Guidelines for Black-footed Ferret Surveys Any actions that kill prairie dogs or alter their habitat could prove detrimental to ferrets occupying affected prairie dog towns. The US Fish and Wildlife Service guidelines should assist agencies or their authorized representatives in designing surveys to “clear” prairie dog towns prior to initiation of construction projects, prairie dog control projects, or other actions that affect prairie dogs. If these guidelines are followed by individuals conducting black-footed ferret surveys, agency personnel can be reasonably confident in results that indicate black-footed ferrets are not occupying a proposed project area. Delineation of Survey Areas. Until the time that wildlife agencies are able to identify reintroduction areas and to classify other areas as being free of ferrets, surveys for black-footed ferrets will usually be recommended. During this interim period the following approach is recommended to determine where surveys are needed. A black-tailed prairie dog town or complex of less than 80 acres (32 ha) having no neighboring prairie dog towns may be developed or treated without a ferret survey. A neighboring prairie dog town is defined as one less than 4.3 miles (7 km) from the nearest edge of the town being affected by a project. Black-tailed prairie dog towns or complexes greater than 80 acres (32 ha) but less than 1,000 acres (400 ha) may be cleared after a survey for black-footed ferrets has been completed, provided that no ferrets or ferret sign have been found. A white-tailed prairie dog town or complex of less than 200 acres (81 ha) having no neighboring prairie dog towns may be cleared without a ferret survey. White-tailed prairie dog towns or complexes greater than 200 acres (81 ha) but less than 1,000 acres (400 ha), may be cleared after completion of a survey for black-footed ferrets, provided that no ferrets or their sign were found during the survey. Contact the US Fish and Wildlife Service before any federally funded or permitted activities are conducted on black-tailed or white-tailed prairie dog towns or complexes greater than 1,000 acres, to determine the status of the area for future black-footed ferret reintroductions. Defining a Prairie Dog Town/Complex For the purpose of this document a prairie dog town is defined as a group of prairie dog holes in which the density meets or exceeds 20 burrows per hectare (8 burrows/acre). Prairie dog holes need not be active to be counted but they should be recognizable and intact; that is, not caved in or filled with debris. A prairie dog complex consists of two or more neighboring prairie dog towns, each less than 4.3 miles (7 km) from the other. Timing of Surveys The US Fish and Wildlife Service recommends that surveys for black-footed ferrets be conducted as close to the initiation of a project construction date as possible but not more than 1 year before the start of a proposed action. This is recommended to minimize the chance that a ferret might move into an area during the period between completion of a survey and the start of a project. Project Type Construction projects (buildings, facilities, surface coal mines, transmission lines, major roadways, large pipelines, impoundments) that permanently alter prairie dog towns should be surveyed. Projects of a temporary nature and those that involve only minor disturbances (fences, some power lines, underground cables) may be exempted from surveys when project activities are proposed on small prairie dog towns or complexes of less than 1,000 acres (400 ha), do not impact those areas where ferret sightings have been frequently reported, or occur on areas where no confirmed sightings have been made in the last 10 years. The US Fish and Wildlife Service recommends that before any action involving the use of a toxicant in or near a prairie dog town begins, a survey for ferrets should be conducted. If toxicants or fumigants are to be used, and the town proposed for treatment is in a complex of less than 1,000 acres (400 ha), the town should be surveyed using the nocturnal survey technique 30 days or less before treatment. Prairie dog towns or complexes greater than 1,000 acres (400 ha) should not be poisoned without first contacting your local US Fish and Wildlife Service office. Survey Methods Method 1 — Daylight surveys for ferrets are recommended if surveys are conducted between December 1 and March 31. This type of survey is used to locate signs left by ferrets. During winter months, ferret scats, prairie dog skulls, and diggings are more abundant because prairie dogs are less active and less likely to disturb or destroy ferret sign. When there is snow cover, both ferret tracks and fresh diggings are more obvious and detectable. Daylight searches for ferret sign should meet the following criteria to fulfill the minimum standards of these guidelines: 1. Three searches must be made on each town. Conduct each search when fresh snow has been present for at least 24 hours and after 10 or more days have passed between each search period. 2. Vehicles driven at less than 5 miles per hour (8.3 km/hr) may be used to search for tracks or ferret diggings, but complete visual inspections of each part of the town being surveyed is required (that is, visually overlapping transects). 3. If ferret sign is observed, photograph the sign and make drawings and measurements of diggings before contacting the US Fish and Wildlife Service and state wildlife agency. Method 2 — Nighttime surveys involve the use of spotlighting techniques for locating ferrets. This survey method is designed to locate ferrets when the maximum population and the longest periods of ferret activity are expected to occur. Minimum standards should be followed as recommended below: 1. Conduct surveys between July 1 and October 31. 2. Continuously survey the prairie dog town using spotlights. Begin surveys at dusk and continue until dawn on each of at least 3 consecutive nights. Divide large prairie dog colonies into tracts of 320 acres (130 ha) and search each tract systematically throughout 3 consecutive nights. Rough uneven terrain and tall dense vegetation may require smaller tracts to result in effective coverage of a town. 3. Begin observations on each prairie dog town or tract at a different starting point on each successive night to maximize the chance of overlapping nighttime activity periods of ferrets. 4. A survey crew should consist of one vehicle and two observers equipped with two 200,000 to 300,000 candlepower (lumen) spotlights. In terrain not suitable for vehicles, a crew should consist of two individuals working on foot with battery-powered 200,000 to 300,000 candlepower (lumen) spotlights. To estimate the number of crew nights for a survey, divide the total area of prairie dog town to be surveyed by 320 acres (130 km) and multiply by 3. One or both of the observers in each survey crew should be a biologist trained in ferret search techniques. Additional information on data collection, reporting, and training workshops are included in Black-footed Ferret Survey Guidelines for Compliance with the Endangered Species Act, 1989, available from the US Fish and Wildlife Service. Black-footed Ferret Sign To determine if black-footed ferrets are living in a given area, some sign must be found or a ferret observed. Evidence such as tracks, diggings, or droppings is uncommon, even where ferrets occur. They are secretive, nocturnal, and inactive for long periods of time, and therefore are very seldom seen by people. Prairie dogs compact the soil around their burrows, making it difficult to find ferret tracks. Most ferret tracks are observed when snow covers the ground. The average distance between each “twin print” track in the normal bounding gait is 12 to 16 inches (30.5 to 40.6 cm) (Fig. 6). The track of a ferret is very similar to that of a mink or weasel. In Wyoming, ferrets are most active between December and early March, sometimes covering up to 5 miles (8 km) per night. Scent marks, scrapes, and scratches in the snow may be noticeable. Ferret droppings are rarely found above ground. They are long and thin, taper on both ends, and consist almost entirely of prairie dog hair and bones. Ferrets sometimes form “trenches” or “ramps” when they excavate prairie dog burrows. Prairie dogs occasionally plug the entrances to their burrow systems with soil. When excavating such a plug in a burrow, the ferret backs out with the soil held against its chest with its front paws. It generally comes out of the burrow in the same path each time. This usually occurs when snow covers the ground. After repeated trips, a ramp from 3 to 5 inches (7.6 to 12.7 cm) wide and from 1 to 9 feet (0.3 to 2.7 m) long is formed (Fig. 7). Badgers, foxes, and weasels occasionally form similar ramps. Prairie dogs generally deposit excavated soil around the burrow entrance to form a mound, building it higher by adding soil from outside the mound. The movement of soil toward the mound is in the opposite direction of that done by a ferret. Ferrets sometimes dig in fresh snow. These “snow trenches” are narrow trough-like depressions in the snow that extend away from prairie dog burrow entrances. Snow trenches are relatively rare compared to trenches in the soil. If you observe a black-footed ferret or identify ferret sign while conducting surveys, notify your local US Fish and Wildlife Service or state wildlife representative within 24 hours. Acknowledgments Figures 4 and 5 by Emily Oseas Routman. Figure 6 courtesy of Thomas M. Campbell III, Biota Research and Consulting Service. Figure 7 courtesy of Walt Kittams. For Additional Information Biggins, P.E., and R.A. Crete. 1989. Black-footed ferret recovery. Proc. Great Plains Wildl. Damage Control Workshop 9:59-63. Clark, T.W., T.M. Campbell, III, M.H. Schroeder, and L. Richardson. 1984. Handbook of methods for location of black-footed ferrets. Wyoming BLM Wildl. Tech. Bull. No. 1. US Bureau Land Manage., in coop. with Wyoming Game Fish Comm. Cheyenne. 47 pp. Hall, E.R. 1981. The mammals of North America. John Wiley and Sons, New York. 1181 pp. Hillman, C.N. 1968. Field observations of black-footed ferrets in South Dakota. Trans. North Am. Wildl. Nat. Resour. Conf. 33:346-349. Hillman, C.N. 1974. Status of the black-footed ferret. Pages 75-81 in Proc. symp. endangered and threatened species of North America. Wild Canid Survival Res. Center. St. Louis, Missouri. Hillman, C.N., and T.W. Clark. 1980. Mustela nigripes. Mammal. Species 126:1-3. Hillman, C.N., and R.L. Linder. 1973. The black-footed ferret. Pages 10-23 in R. L. Linder and C. N. Hillman, eds. Proc. black-footed ferret and prairie dog workshop. South Dakota State Univ., Brookings. Sheets, R.C., R.L. Linder, and R.B. Dahlgren. 1972. Food habits of two litters of black-footed ferrets in South Dakota. Am. Midl. Nat. 87:249-251. US Fish and Wildlife Service. 1988. Black-footed ferret recovery plan. US Fish Wildl. Serv., Denver, Colorado. 154 pp. US Fish and Wildlife Service. 1989. Black-footed ferret survey guidelines for compliance with the endangered species act. US Fish Wildl. Serv. Denver, Colorado, 15 pp. Editors Scott E. Hygnstrom Robert M. Timm Gary E. 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Getting to net zero Notes by Barney Macintyre • Winter 2020 Over the next two decades – three at most – the human species has to end its reliance on fossil fuels or face accelerating climate change. Failure would mean more famine, bigger deserts, fiercer storms. It would mean rising sea levels and a global migration emergency as the new status quo. It would mean we had refused collectively to heed the warnings of science and harness our capacity to act. Inertia would have won. There’s a risk that we compound the dangers by paralysing ourselves with nightmare scenarios that seem too daunting to resist. Let’s not do that. As Gene Kranz urged Mission Control, let’s work the problem. We have to reverse the upward trend in carbon emissions, but thanks to satellite-based remote sensing we also have a better understanding of our planet than Kranz could have imagined. Renewable energy is cheaper and more abundant than ever. Clean energy storage in batteries and with hydrogen is being revolutionised. Capital markets are starting to price carbon with climate in mind, and the energy sector – BP included – is responding. The generation of leaders that will convene this year’s COP26 conference in Glasgow has failed to galvanise the global effort needed to safeguard the biosphere. That doesn’t mean today’s generation of students has to fail too. There’s a great challenge all around us. We hope these notes help bring it into focus. Part one Can we invent our way to net zero, or is it too late? ‘Listen to the science’ is good advice for a planet facing accelerating climate change, but what does it mean in practice? Can we still harness technology to drive down emissions fast enough to control global warming, or have we passed a point of no return? What does the science say? Carbon is cumulative Around 60 per cent of the carbon dioxide emitted by humans ends up in the atmosphere. The earth naturally captures that CO₂ through geological processes that take thousands of years. But for as long as humans have used fossils for fuel, it has accumulated above our heads. Ice cores show that for the past half a million years atmospheric CO₂ levels have been between 180 and 300 parts per million (ppm). They are now at 407 ppm and counting. Even if humanity kicks its carbon habit, greenhouse gas levels could stay high for decades because atmospheric emissions are cumulative – without large-scale carbon capture, they will only go up. And their rise has a direct consequence on the time-scale humans have to limit global warming. In 2018 the IPCC said that we have 12 years to keep temperatures below 1.5°C above pre-industrial levels this century. This would require a 45 per cent carbon emissions cut by 2030. Yet even 12 years may be misleading. To stay within 1.5°C, the IPCC noted that emissions must peak this year. Beware the other greenhouse gases The IPCC 1.5°C report also makes clear we need deep cuts to emissions of other greenhouse gases. Emissions of methane, which has greater warming potential but a shorter atmospheric lifetime than carbon, need to drop 35 per cent between 2010 and 2050. We’ll need to make changes in agriculture to reduce emissions of nitrous oxide – a gas that is 300 times more effective at trapping heat than CO₂. \| Compound \| Concentrations \| Atmospheric lifetime \| Main human activity source \| Global warming potential \| \|-------------------\|----------------------\|----------------------\|---------------------------------------------\|--------------------------\| \| \| Pre-industrial (ppmv) \| In 2011 (ppmv) \| \| \| \| Carbon dioxide \| 280 \| 390 \| 50 to 200 years \| Fossil fuels, cement \| 1 \| \| (CO₂) \| \| \| \| production, land use \| \| \| Methane \| 0.715 \| 1.803 \| 12 years \| Fossil fuels, rice \| 25 \| \| (CH₄) \| \| \| \| paddies, waste dumps, \| \| \| Nitrous oxide \| 0.27 \| 0.324 \| 114 years \| Fertilisers, combustion,\| 298 \| \| (N₂O) \| \| \| \| industrial processes \| \| \| HFC 23 \| 0 \| 0.000024 \| 270 years \| Electronics, refrigerants\| 14800 \| \| (CHF₃) \| \| \| \| \| \| \| HFC 134a \| 0 \| 0.000062 \| 14 years \| Refrigerants \| 1430 \| \| (CF₃CH₂F) \| \| \| \| \| \| Source: Center for Sustainable Systems, 2019 ### Degrees of danger \| Temperature \| Effects \| \|-------------\|---------\| \| +10°C \| \| \| +15°C \| \| \| +20°C \| \| \| +2.5°C \| \| \| +3.0°C \| \| \| +3.5°C \| \| \| +4.0°C \| \| \| +4.5°C \| \| \| +5.0°C \| \| #### Water - Where we are now - Ocean is 30% more acidic than 200 years ago - Small mountain glaciers melt – water supplies put at risk - Eventual temperature change (relative to pre-industrial) - Amsterdam inundated - Osaka inundated - London and New York - No Arctic Sea ice in September - Gas released from melting permafrost - Ocean floor starts releasing methane #### Extreme weather - Since the 1980s, wildfire season has lengthened across a quarter of the world’s surface - People exposed to severe heatwaves goes from 14 to 37% - Europe gets a heatwave every summer - Greenland’s ice sheet starts disintegrating - 30% less water available in Mediterranean and Southern Africa - Rise in storm, hurricane and cyclone intensity - 13% more heavy rain in most land areas - Number of category 4 cyclones doubles - US areas burned by wildfire increase 600% #### Food security - 821m already suffering from hunger - Falling crop yields in developing regions - Maize yields fall from -6 to -9% - Food prices and poor health puts another 122m into extreme poverty by 2030 #### Economy - US could lose 2.3% of GDP for every °C of warming - Annual flood damages risk from $10.2 to $117bn - 0.05% decrease on GDP from energy demand for heating and cooling - 0.9% decrease in GDP #### Biodiversity - Coral reefs decline by 70-90% and stop growing - 6% of insects, 8% of plants and 4% of vertebrates have ranges reduced by half - 18% of insects, 16% of plants, 8% of vertebrates - 13% land areas shift from one biome to another - Fisheries decline by 13m tonnes - Decline by 15m tonnes Source: Projections from the Stern Review, Carbon Brief, FAO, The Guardian, NASA & other publications Five gadgets to save the planet 1. The zero-carbon home Problem: Energy use in homes accounts for 14 per cent of UK greenhouse gas emissions. This needs to fall by a quarter by 2030 compared with 1990 levels if we want to keep warming to within 1.5°C. CCC, 2019 Solution: Installing a heat pump and insulation can save the average British household £85 per year in energy costs. Building 270,000 new homes with wood rather than carbon-intense concrete would triple the amount of carbon stored in UK homes each year. CCC, 2019 Materials Building a quarter of a million homes with timber could triple the amount of carbon stored in UK homes every year. Efficiency Insulation and double glazing can lead to lower bills, improved health and fewer people in fuel poverty. Fuel Heating systems that burn oil or gas need to be replaced with low-carbon alternatives including heat pumps in the walls and solar panels on the roof. Interactivity Smart home energy systems connected to efficient appliances and thermostats can help save energy and costs. Source: CCC, 2019 2. Personal PVs Problem: More than a third of global CO₂ emissions come from generating electricity. IEA, 2018 Problem: 860 million people lack access to electricity. Solution: Solar panels. Enough solar energy hits the earth’s surface every hour to provide for current energy needs for an entire year. Photovoltaic (PV) solar panels act as semiconductors that convert this energy into electricity. They’re cheap, and getting cheaper – the cost of solar energy is already on par with average wholesale prices in many parts of the world and will drop another 63 per cent by 2050. Small-scale panels purchased by consumers will make up 11 per cent of the total generating capacity in 2050. BNEF, 2019 Off-grid solar power in Kenya Volumes of off-grid solar appliance sales - All appliances - TVs - Fans - Refrigeration units - Solar water pumps Jul-Dec 2018 Jan-Jun 2019 17.9m People without electricity access Off-grid solar lighting product sales volumes since 2016 Source: Off-grid Solar Market Trends Report 3. Happy cows Problem: With the world’s population expected to reach 9.6bn by 2050, global meat consumption could rise by 70 per cent. That’s especially troubling since 14.5 per cent of the emissions caused by human activity already comes from livestock. Grazing and growing the crops that feed them takes up the majority of agricultural land. FAO Solution: Shifting our diets from meat-based to plant-based and cutting food waste are the first steps we need to take. But at current rates of consumption we’ll also need to change how meat is made. Solution: Converting 203 million acres of current pasture into silvopasture – grazing land with trees interspersed – could absorb 31 gigatonnes of CO₂ while also improving yields and animal health. It’s a pernicious myth that cows and trees don’t mix. Drawdown 4. Batteries on wheels Problem: At times of peak energy-use the UK’s power grid is forced to use energy made using fossil fuels because energy from renewable sources has run out. Solution: By 2050 there could be 35m electric vehicles (EVs) on Britain’s roads and electrified transport could lead to 30 per cent growth in electricity consumption. Smart charging of EVs (i.e. plugging them in overnight) will be essential to keeping demand balanced. It’s estimated up to £90m a year could be shaved off the cost of increasing grid capacity by storing energy in the batteries of EVs to be delivered back to the grid when needed. Edie, 2019 Annual lithium-ion battery demand - Passenger EVs - Consumer electronics - E-buses - Commercial EVs - Stationary storage Source: BloombergNEF, Avicenne 5. Carbon reduction Problem: For those sources of emissions we can’t cut, we’ll need to use technologies that suck carbon out of the atmosphere. Solution: Trees. Planting a trillion of them on the billion hectares of land available for forest restoration could remove the equivalent of a third of all CO₂ emissions humans have added to the atmosphere since the start of the industrial age. Bastin et al., 2019 Left to grow Indian Rosewoods can sequester more than 2 tonnes of carbon each by the time they reach maturity. That stays locked up if the trees are left to grow or used for housing or furniture. Harvested young Often harvested after just six years, trees like plantation eucalyptus usually release carbon quickly back into the atmosphere via pulp mills, incinerators and landfill. Solution: Man-made machines that capture waste carbon at its source or direct from the air may also be required for certain sectors. Carbon capture and storage (CCS) has yet to be applied at scale but is nevertheless included in most net-zero scenarios. Part two Whose job is it to fight climate change – activists, voters or the people they elect? Last year saw an upsurge of climate activism that focused minds from the UN to Westminster and Wall Street. But the next step – turning activism into action – looks more complicated. Who’s going to take it? The Greta effect In the UK, concern about the environment is at the highest level on record... ...but how to turn rising anxiety into meaningful action? The sheer number of reports, figures, and campaigns can be overwhelming. And who’s to say that our own efforts to be sustainable won’t be undone by a more selfish person somewhere else? Is Greta Thunberg right when she says that “no one is too small to make a difference”? “Our house is still on fire. Your inaction is fuelling the flames by the hour. We are still telling you to panic, and to act as if you loved your children above all else.” Greta Thunberg’s speech at the Davos World Economic Forum Annual Meeting, 2020 What you can do to save the planet Individual behaviours, when applied at a global scale, have the potential to remove up to a third of cumulative greenhouse gas emissions released into the atmosphere between 2020 and 2050. RARE, Drawdown, 2019 Potential for emissions to be cut by 2050 \| Cuts that require changes in behavior \| Gt CO2 equivalent \| \|--------------------------------------\|-------------------\| \| Reduced Food Waste \| 71 \| \| Plant-Rich Diet \| 66 \| \| Silvopasture \| 31 \| \| Rooftop Solar \| 25 \| \| Regenerative Agriculture \| 22 \| \| Tropical Staple Trees \| 20 \| \| Conservation Agriculture \| 17 \| \| Tree Intercropping \| 17 \| \| Clean Cookstoves \| 16 \| \| Managed Grazing \| 16 \| \| Farmland Restoration \| 14 \| \| Electric Vehicles \| 11 \| \| Improved Rice Cultivation \| 11 \| \| Other solutions \| Gt CO2 equivalent \| \|---------------------------------------\|-------------------\| \| Refrigerant Management \| 90 \| \| Wind Turbines (Onshore) \| 85 \| \| Tropical Forests \| 61 \| \| Educating Girls \| 51 \| \| Family Planning \| 51 \| \| Solar Farms \| 37 \| \| Peatlands \| 22 \| \| Temperate Forests \| 22 \| \| Afforestation \| 18 \| \| Geothermal \| 17 \| \| Nuclear \| 16 \| \| Wind Turbines (Offshore) \| 14 \| Source: RARE, Drawdown, 2019 Eat well If the world’s population moved to a plant-based diet, emissions would fall by up to 8bn tonnes (25 per cent) a year and human health would improve. IPPC Greenhouse gas emissions (kg CO₂ equivalent) released per 100g of protein for various foods - Cheese: 11kg - Egg: 4.2kg - Beef: 50kg - Lamb: 20kg - Poultry: 5.7kg - Pork: 7.6kg - Pulses: 0.8kg - Tofu: 2kg - Nuts: 0.3kg Source: Science Mag Travel well Global emissions from aviation could increase 180 per cent by 2030. A return flight from London to Rome emits 234kg of CO₂ per person, which is more than the average person in 17 of the lowest-emitting countries produces in a whole year. Bloomberg, 2019 Dress well The global fashion industry has an annual carbon footprint of 3.3bn tonnes of CO₂ equivalent. That’s close to the combined carbon footprint of all 28 current members of the EU (3.5bn tonnes). The Guardian, 2015 “If you don’t think you’ll wear a garment at least 30 times, then don’t buy it.” Livia Firth, Founder of Eco Age Protest In the 20th century political parties and NGOs like Greenpeace championed environmentalism. Now it’s international grassroots movements like Extinction Rebellion and Fridays for Future that are taking action. Who are XR? Extinction Rebellion (XR) was founded in 2018 by Roger Hallam, an organic farmer from Wales, and Gail Bradbrook, a director of strategy in non-profit work. Among the movement’s demands are (1) a government declaration of a climate and ecological emergency, (2) net zero greenhouse gas emissions by 2025, and (3) handing government decision-making on climate policy to a citizens’ assembly. Two of those demands have been met (sort of): the UK declared a climate emergency in May last year and the first citizens’ assembly took place in January 2020. While XR activists welcomed it, they said they “cannot pretend that this is a legitimate assembly with real or legislative power”. 72 Countries with an XR branch 643,000 Instagram followers 3,000 Number of arrests in the UK during two protests in April and October of last year >1m Total income in £’s last October 59 Per cent of XR’s income that was crowdfunded in last quarter of 2019 Extinction Rebellion gets the most support from younger adults Do you support or oppose disruptive climate protests? Support - 18-24 years: 47% - 25-49 years: 38% - 50-65 years: 36% - 65+ years: 28% Oppose - 18-24 years: 41% - 25-49 years: 46% - 50-65 years: 53% - 65+ years: 65% Source: BBC/YouGov, April 2018=9 Fridays4Future In April 2019 1.6m students in more than 300 cities protested for climate action, eight months after the first school strike by 16 year-old climate activist Greta Thunberg in Stockholm. The Guardian In early September, the number of people walking out of schools or classrooms to protest lack of engagement in the climate emergency had swelled to 6m. 350.org, The Guardian A Friday in jail Arshak Makichyan is a 25 year-old violinist from Armenia. Inspired by Greta Thunberg, Makichyan joined the Fridays4Future movement and spent 40 weeks solo-striking in front of his school in Moscow. Last December, Russian authorities detained him for a week for demonstrating. Despite the fact that Russia is warming 2.5 times faster than the planet as a whole, President Vladimir Putin has repeatedly denied that climate change is the result of human activity. PRI, 2015 What is government promising to do about the climate crisis? The UK government has set itself the challenge of reaching net-zero greenhouse gas emissions by 2050. How ambitious, and achievable, is that target? During the last UK general election Tortoise asked whether mounting public awareness of the climate emergency was reflected in the manifestos of the four main political parties. Here’s what we found: Climate as pagination Conservatives Greens Labour Lib Dems Accountability “Young people standing up in court for their right to a viable future may be our best chance to ensure that we rise to the challenge and fight hard to avoid the worst impacts of climate change.” Paul Rink, Yale School of Forestry and Environmental Studies Number of climate change cases filed by jurisdiction \| Country \| Cases \| \|--------------------------\|-------\| \| United States \| 1,023 \| \| Australia \| 94 \| \| EU \| 55 \| \| UK \| 53 \| \| New Zealand \| 17 \| \| Germany \| 5 \| \| Brazil \| 5 \| \| France \| 6 \| \| India \| 10 \| \| Spain \| 13 \| \| Canada \| 16 \| \| Ireland \| 3 \| \| South Africa \| 3 \| \| Philippines \| 2 \| \| Inter-American Commission on Human Rights \| 2 \| \| Netherlands \| 2 \| \| Colombia \| 2 \| \| Pakistan \| 2 \| \| Ukraine \| 2 \| \| Czech Rep. \| 1 \| \| Indonesia \| 1 \| \| Nigeria \| 1 \| \| Uganda \| 1 \| \| UN Human Rights Committee \| 1 \| \| Austria \| 1 \| \| Ecuador \| 1 \| \| Norway \| 1 \| \| Poland \| 1 \| \| Sweden \| 1 \| \| Belgium \| 1 \| \| Inter-American Court on Human Rights \| 1 \| \| Switzerland \| 1 \| Source: Grantham Institute, 2019 Over 75 per cent of national constitutions contain some reference to environmental rights or responsibilities. The UN Special Rapporteur on Human Rights and the Environment stated that “climate change clearly and adversely impacts the right to life”. Rink et al., 2019 In recent years, climate advocates, many of them children, have begun to invoke these rights in court in order to hold governments to account: UK Secretary of State for Environment vs Client Earth Client Earth, the environmental law firm, has won three cases against the UK government over illegal air pollution. Last year the High Court ruled that there was a failure to require action from 45 local authorities with unlawful pollution levels. State of the Netherlands vs The Urgenda Foundation In 2015, the NGO Urgenda, together with 900 citizens, won a case against the Dutch government, forcing it to take more action on climate change. The High Court ruled that the Netherlands must reduce national greenhouse gas emissions by a quarter by 2020 (relative to 1990 levels). What else should governments do? Price carbon 46 governments around the world have implemented a form of carbon pricing, either through direct taxation on fossil fuel producers or cap-and-trade programmes. 13 per cent of annual global emissions are within a CO₂ pricing framework. IMF Share of emissions from energy-use priced above €30 per tonne of CO₂ (the OECD's lower estimate for the price needed to achieve the objectives of the Paris agreement) Source: OECD, 2019 $2 a ton: global average carbon price $50 a ton: price which, if implemented in all G20 countries, could prevent 600,000 premature deaths from air-pollution by 2030 $75 a ton: carbon price consistent with 2°C warming target IMF Fiscal Monitor Tricky transitions Carbon pricing can be an effective way of reducing emissions. But flat fuel taxes also have the potential to disproportionately affect the most vulnerable in society. The Gilets Jaunes In 2018, proposed energy tax reforms by the French government threatened the poorest tenth of the population with an effective tax burden that was nearly three times higher than for households in the top decile. Tax burden increase from proposed French energy tax, per income decile Source: OECD, 2019 The Gilets Jaunes movement was a response. At its height 285,000 people across France wore the signature high-vis bibs. Emmanuel Macron’s government scrapped the tax increase on 5 December following violent clashes in Paris that led to eleven deaths. A global approach Cutting domestic emissions is only part of the battle. Around 22 per cent of global CO₂ emissions come from goods produced in countries where they are not, ultimately, consumed. Carbon Brief, 2017 Imports to the UK from countries outside the EU constitute 45 per cent of our total imports but are responsible for 79 per cent of imported emissions. This is largely due to imports of agricultural and manufactured goods from countries like China where energy is carbon intensive. CCC, 2019 International and imported emissions accounted for UK carbon footprint increases totalling 613 million tonnes of CO2 equivalent in 2016 473m tonnes 784m tonnes Territory based 473m Net imported 268m International shipping 9m International air travel 34m Source: ONS One way to price these international emissions could be to establish a “carbon border tax”. This would force consumers in the West to pay for the carbon used to make products abroad. Some businesses say this would present an obstacle to free trade. “The bottom line is that carbon consumption, not production, is what counts. Any serious global climate policy would have those who cause the emissions paying for them. And the obvious answer is to price carbon whatever its source.” Professor Dieter Helm, Financial Times, 2010 Part three Business and net zero Business leaders like to talk about tackling climate change... “Climate change has become a defining factor in companies’ long-term prospects... Awareness is rapidly changing, and I believe we are on the edge of a fundamental reshaping of finance.” Larry Fink, Chairman and CEO of BlackRock, 2020 Letter to Shareholders ...but are they walking the walk? – Despite voicing concern for climate-related risk, asset managers BlackRock and Vanguard blocked 16 climate-critical shareholder resolutions at S&P 500 companies last year. The Guardian, 2018 – 100 companies were responsible for 71 per cent of estimated global emissions between 1988 and 2015. Full Fact, 2018 – Since 2010, the world’s five biggest publicly traded oil and gas companies – Chevron, BP, Exxon Mobil, Shell and Total – have spent more than a quarter of a billion euros lobbying the EU. During the 2018 US midterm elections, oil majors spent a collective $2m on targeted Facebook ads that promoted the benefits of increased fossil fuel production. InfluenceMap, 2019 Total lobbying spend of the US oil and gas industry, 1990–2018 Source: Open Secrets Tortoise’s Responsibility100 Index ranks companies in the FTSE 100 on their “talk” (how many promises they made to improve sustainability) and “walk” (their actions). \| Company \| Talk \| Walk \| Gap \| Sector \| Total rank \| \|-------------------------------\|------\|------\|-------\|--------------\|------------\| \| Glencore \| 8 \| 82 \| -74 \| Mining \| 68 \| \| Mondi \| 2 \| 75 \| -73 \| Packaging \| 55 \| \| Royal Dutch Shell \| 16 \| 86 \| -70 \| Energy \| 74 \| \| Smurfit Kappa \| 26 \| 91 \| -65 \| Packaging \| 85 \| \| Carnival Corporation & plc \| 35 \| 90 \| -55 \| Travel \| 86 \| \| M&G \| 33 \| 83 \| -50 \| Financial Services \| 78 \| \| Prudential plc \| 33 \| 83 \| -50 \| Insurance \| 78 \| \| CRH plc \| 37 \| 85 \| -48 \| Construction \| 83 \| \| DS Smith \| 45 \| 93 \| -48 \| Packaging \| 91 \| \| Polymetal International PLC \| 43 \| 89 \| -46 \| Mining \| 87 \| Source: Tortoise Responsibility100 Index BP's pledge In February 2020 BP said it planned to cut carbon emissions from its operations and the oil and gas it sells to net zero by 2050. That would be a reduction of 415 million tonnes of CO₂ a year, more than other oil companies have pledged. Standard Life Aberdeen, a shareholder, called the announcement "significant". Greenpeace UK said the 2050 deadline was too far off. A spokesman asked: "What are they going to do this decade, when the battle to protect our climate will be won or lost?" How can business help us get to net zero? “Carbon emissions have to decline by 45 per cent from 2010 levels over the next decade in order to reach net zero by 2050. This requires a massive reallocation of capital. If some companies and industries fail to adjust to this new world, they will fail to exist.” Mark Carney, Governor of the Bank of England 1. Measure More than 8,300 companies have disclosed information on their environmental performance to the Carbon Disclosure Project. Under regulations added to the UK Companies Act in 2013, quoted companies are required to list emissions in their directors’ report. Accurate carbon footprint reporting could help cut four million tonnes of CO₂ emissions by 2021. Defra 285 companies around the world have approved a science-based target specifying exactly how they plan to limit emissions in alignment with the Paris goal of below 2°C. Science Based Targets, 2019 2. Divest UCL’s Institute for Sustainable Resources estimates that a third of all oil reserves, half of gas reserves and 80 per cent of coal reserves as of 2015 need to stay in the ground until 2050 if we are going to stick to 2°C. Known reserves and varying estimates of how much CO₂ can be released under the terms of the Paris Agreement Emissions from all known oil and gas reserves 3,683 gigatonnes IPCC 2013: 1,300 IEA 2017: 880 Potsdam Institute 2011: 565 Source: Carbon Tracker Growth of fossil-fuel divestment Cumulative number of committed institutions Cumulative represented assets $10tn $5tn $0 2012 2014 2016 2018 In response to this problem, the number of institutional investors dumping fossil fuel stocks has risen from 180 in 2014 to more than 1,100 today. Total assets under management in divesting institutions have passed the $11tn mark – a rise of 22,000 per cent from 2014. 350.org 3. Decarbonise Emissions from a company’s entire supply chain including its products (known as scope 3 emissions) are on average 5.5 times higher than emissions by the company itself. CDP, 2019 The sustainable supply chain There’s growing awareness that governments alone can’t get us to net zero. We increasingly look to companies to lead on sustainability issues, to work with governments and NGOs and to be transparent about their operations. Some have already made positive changes: – Unilever has been active in supporting local government in Sabah, Malaysia, to stick to its commitment to sourcing palm oil that is certified by the Roundtable on Sustainable Palm Oil. – In 2007, Coca-Cola committed to replenish an amount of water equivalent to their sales volume, and worked with thousands of franchises and communities to achieve that goal. – Walmart is working with 500 of its biggest suppliers to analyze supply chains in an effort to mitigate one gigatonne of CO₂ emissions. 4. Incentivise One in four European companies reward their senior management for meeting climate targets. CDP But only 62 per cent of CEOs say they would agree to link their pay to sustainability outcomes. Accenture, UN Global Compact, 2019 Most pension funds don’t hold executives accountable on climate issues: \| No accountability or information \| Dedicated team or position below the executive \| Executive accountable \| \|----------------------------------\|---------------------------------------------\|-----------------------\| \| 64% \| 6 \| 26 \| Source: Share Action Case study: Doing a Dong In 2012 Dong, Denmark’s largest oil and gas company, was in the red. Natural gas prices were dropping fast and its S&P credit rating was downgraded to negative. A new CEO was installed and the company changed its name – and focus. Dong is now called Orsted and is the world’s biggest offshore wind developer, controlling a third of the market outside China. The company has committed to reducing greenhouse gas (GHG) emission intensity from its energy production by 96 per cent by 2023. This might not hurt that much… “The business case to invest in a transition to a low-carbon economy is becoming extremely compelling.” David Blood, Managing partner, Generation Investment Management Total assets under management, selected regions $92tn Of which sustainable $30.6tn \| Region \| Amount \| Percentage \| \|-----------------\|----------\|------------\| \| Japan \| £2.2tn \| 18.3% \| \| Europe \| £14tn \| 48.4% \| \| Australia/N Zealand \| £0.7tn \| 63.2% \| \| Canada \| £1.7tn \| 50.6% \| \| US \| £12tn \| 25.7% \| Source: BloombergNEF Global trade in low-carbon goods and services could grow from £150bn in 2015 to between £2.8–£5.1 trillion in 2050. Grantham Institute, 2015 In the UK, low-carbon industries could grow from around 2 per cent of total output in 2015 to 8 per cent of GDP by 2030 and 13 per cent by 2050. Grantham Institute, 2015 Combating climate change has to start in cities. Urban areas are responsible for around 70 per cent of energy-related carbon emissions. They produce more than half of global waste and consume three quarters of natural resources. By 2050, 66 per cent of the world’s population will live in them. UN, 2018 Cities are polluting, and they are vulnerable. Over 90 per cent of urban areas are coastal, putting them at risk from increased flooding. By 2050, eight times as many city dwellers as now could be exposed to extreme temperatures. 650m people could face a decline in freshwater availability. For cities, preparing for the physical damage caused by climate change is almost as urgent as stopping it. C40 Cities, 2019 The positive news is that these two issues – mitigating and adapting to climate change – can be dealt with simultaneously in many cities. Reforestation, urban planning and land and water management offer strategies for protecting cities from risk as well as cutting their carbon footprint. Homes in large towns also tend to emit less CO₂ per person than those in the countryside, on account of being smaller, more tightly packed and easier to heat. CCC, 2019 A tale of two cities Levels of particulate pollution in Pittsburgh rose last year. The former steel town has the worst air quality in the US outside California, and higher than average rates of asthma and cancer. In Stockholm, 95 per cent of the population lives within 300 metres of a green space, 99 per cent of locally-produced waste is recycled and 80 per cent of the city’s energy comes from renewables. Renewable Energy Atlas Pittsburgh, Pennsylvania United States Stockholm Sweden \| Urban extent \| Urban extent \| \|--------------\|--------------\| \| Population density \| Population density \| \| 740 residents per km² \| 3,660 residents per km² \| \| GDP per capita ($) \| GDP per capita ($) \| \| 54,192 \| 80,234 \| \| CO₂ emissions per capita \| CO₂ emissions per capita \| \| 17.72 \| 3.15 \| Source: Coalition for Urban Transitions, Sedac, Nasa Work and net zero As the frequency and intensity of extreme weather events increase, the productivity of the world’s labour force will be impacted. Heat stress caused by higher temperatures could reduce the total number of work-hours in G20 countries by 1.9 per cent by 2030. ILO, 2019 But adapting to a zero-carbon economy can also create jobs. In Europe, around 500,000 new jobs could be created in adaptation-related sectors such as construction, water management, forestry and skills development. ILO, 2019 A transition to net zero by 2050 would also boost employment in the energy sector: A “just” transition Changes in climate policy are expected to impact 0.5 per cent of total employment – that’s relatively small compared with the overall job “churn” that occurs in market economies. UNPRI, 2019 But there will be workers in some sectors and regions who need extra help dealing with the transition. Historical experience of deindustrialisation shows it’s important not to leave workers or communities stranded without access to the benefits of a low-carbon economy. – The UK car industry could receive a significant boost from the move to electric vehicles. In the UK this could lead to 7,000 to 19,000 additional jobs. – Greater focus on recycling, repairing and renting could create more than 200,000 jobs in the UK. – Employment in the UK oil and gas sector fell by a third between 2014 and 2017. – There are now fewer than 700 people who work in the UK’s coal industry. ECIU, 2018 Part five Redefining progress For most of the last century, human development has been measured almost exclusively in economic terms. But indicators like GDP per capita or the HDI (human development index) fail to account for the causes and impacts of climate change. Countries that appear at the top of the list of “most developed” are frequently the biggest emitters. In response, several models have been proposed that measure progress differently. The Sustainable Development Goals Index The SDG Index is a worldwide study that tracks where each UN member state stands in relation to 17 sustainable development goals. Here’s how the UK fared in 2019: \| On track or maintaining SDG achievement \| Quality education \| Clean water & sanitation \| Affordable & clean energy \| \|----------------------------------------\|------------------\|-------------------------\|--------------------------\| \| \| Decent work & economic growth \| Industry, innovation & infrastructure \| Partnerships for the goals \| \| Moderately improving \| No poverty \| Zero hunger \| Good health & well-being \| \|----------------------\|------------\|------------\|--------------------------\| \| \| Gender equality \| Sustainable cities & communities \| Climate action \| \| Stagnating \| Reduced inequalities \| \|-----------\|----------------------\| \| Information unavailable \| Responsible consumption & production \| Peace, justice & strong institutions \| Source: UN Wellbeing Some have argued that happiness or wellbeing are better metrics for progress than GDP, HDI or the SDGs. “Money does not equate with happiness. Population surveys have produced this striking finding, demonstrating that significant increases in average income in many countries have not translated into a corresponding rise in average levels of happiness and subjective wellbeing.” Professor Richard Layard, LSE Likewise, increased carbon consumption doesn’t necessarily make citizens happier. In certain areas of the world per capita emissions are relatively low while self-reported wellbeing is high. CO₂ emissions per capita and self reported happiness score of selected countries - Scandinavia - Central & South America - Rest of the world Note: Wellbeing is an individually and culturally subjective measure. Source: World Bank and World Happiness Report Others say it is not so much how progress is measured that’s the problem but the economic system that has underpinned progress so far. “We have not done the things that are necessary to lower emissions because those things fundamentally conflict with deregulated capitalism, the reigning ideology for the entire period we have been struggling to find a way out of this crisis.” Naomi Klein, This Changes Everything: Capitalism and the Climate, 2014 Notes Tortoise is a different kind of newsroom, for a slower, wiser news. Tortoise became the biggest journalism project ever on Kickstarter in late 2018 and was launched to the public in April 2019. Tortoise is built with and for its members, of whom it has almost 30,000 at February 2020, of which over 8,000 are funded memberships through the Tortoise Network. The Tortoise Network is an inclusive membership model which ensures Tortoise journalism is open to the people who are hardest for news platforms to reach but whose voices we most need to hear. Tortoise was co-founded by James Harding, former Director of BBC News, Katie Vanneck-Smith, former President of Dow Jones and the Wall Street Journal, and Matthew Barzun, former US Ambassador to the UK. Find out more at tortoisemedia.com To get 10 ThinkIn tickets, unlimited access to our daily edition and an e-book version of our Tortoise Quarterly for the special price of £50 per year, please visit tortoisemedia.com/friend and use the code ‘NetZero50’. If you’re a student, you can get all of the above by joining Tortoise for free. Just head to www.tortoisemedia.com/students, sign up through Student Beans. 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PROCEEDINGS 18th Dbl INTERNATIONAL WORLD CONFERENCE Lived Experiences, Evidence-Based Practices and Research PROCEEDINGS 18th Dbl INTERNATIONAL WORLD CONFERENCE Lived Experiences, Evidence-Based Practices and Research 2024 # Table of Contents Introduction 5 Keynote Paper and Conference Opening The Next Big Thing in Deafblindness Research: Where Does the Field Go from Here? Walter Wittich, PhD Professional Papers and Research Social-Haptic Communication, Hospital-Haptics in Health Care Settings Riitta Lahtinen & Russ Palmer Music, Vibration, and Touch Russ Palmer & Stina Ojala If You Can See It, You Can Support It – Recognizing Tactile Language Helle Buelund Selling & Caroline Lindström Technology, Learning and Independence Among Adults Who Become DeafBlind Namita Jacob, Teresa Antony, & Rajesh Manoharan Relational Aspects of Creating Accessible and Successful Meetings, Lived Experience Observations Annmaree Watharow Ageing with an ‘Invisible’ Disability: Dual Sensory Impairment in Australia Moira E. Dunsmore, Julie Schneider, PhD Heather McKenzie & James A. Gillespie How Intervenors Learn the Knowledge and Skills Required to Support Students Who Are DeafBlind in School Settings Beth Kennedy Hand in Hand – A Project to Develop Professional Competencies in the Field of Deafblindness at the Institution Nikolauspflege Maren Marx, Ines Weber & Lea Maurer Every Child Can Learn: The Model Program Approach for Enhancing Education of Children and Youth with Visual Impairments, Including Those with Deafblindness Gloria Rodriguez-Gil & Darija Udovicic Mahmuljin Research on Description of People and Portraits: Implications for the Deafblind Community Megan Conway, Brett Oppegaard, Matt Bullen, Andreas Miguel & Tara Brown-Ogilvie Lived Experiences Bringing Experience to Life, Research, and Education Annmaree Watharow Teen Years With Usher Syndrome: Living It My Own Way! Laurie Gauthier & Josué Coudé Deafblind International Dbl is pleased to present this Virtual Proceedings Document of the 18th International World Conference, Ottawa, Canada (July 2023). These thirteen selected post-conference papers represent a small cross section of the many presentations, posters and plenary sessions that were offered at this international conference. Written papers were elicited from those who presented at the conference. A varied group of individuals with deafblindness, family members, practitioners and research scholars sent in papers for the proceedings. The Emerging Scientific Committee members conducted the independent peer review and a subset of papers were identified for inclusion into the Conference Proceedings. A subgroup of the Conference Scientific Committee (18th Dbl International World Conference) reviewed and refined selected submissions to prepare them for publication. The final group of papers provide insight into the unique experiences of individuals with deafblindness; highlight examples of programs and practices; and offer research findings that respect deafblind culture and understandings. As a result, these proceedings are presented to illuminate the variety of realities, challenges, and progress made by individuals with deafblindness and those that support them. These proceedings are intended to be a selective peer-reviewed collection and are copyright protected. Contributions The following individuals are recognized for their substantial contributions to this publication: Jerry G Petroff, Co-Editor firstname.lastname@example.org The College of New Jersey Center for Sensory & Complex Disabilities Namita Jacob, Co-Editor email@example.com Chetana Trust, Chennai, India Joanne Lent, Professional Editor Emerging Scientific Committee Mattias Ehn firstname.lastname@example.org Audiological research center, faculty of medicine and health, Örebro University, Sweden Rasmus Hougaard Pedersen email@example.com The Specialist Consultancy for the Deafblind The North Denmark Region Atul Jaiswal firstname.lastname@example.org School of Optometry, University of Montreal, Quebec, Canada Emi Kamei email@example.com Special Needs Education School for the Visually Impaired, University of Tsukuba, Japan Beth Kennedy firstname.lastname@example.org Central Michigan University DeafBlind Intervener (DBI_Program) Caroline Lindström email@example.com Deputy Director and Advisor National center for deafblindness, Sweden Christopher C. Woodfill firstname.lastname@example.org Helen Keller National Center, USA KEYNOTE PAPER AND CONFERENCE OPENING The Next Big Thing in Deafblindness Research: Where Does the Field Go from Here? Walter Wittich email@example.com School of Optometry, Université de Montréal, Montreal, Canada Abstract The past decades have brought tremendous progress in the field of deafblindness research. The translation of this research into practice has allowed for remarkable advances in education, communication, service provision, technology, and policy. These, in turn, have resulted in clear improvements of functioning, independence and quality of life of persons of all ages living with deafblindness and their allies. However, new needs and priorities continue to emerge, especially when individuals living with deafblindness are included in the co-creation process; therefore, the time is right to reflect on the diverse work being conducted in deafblindness research, and how a common framework can center these efforts. This is an overview of the currently ongoing international collaborative effort on the development of a Core Set for deafblindness, using the World Health Organization’s International Classification of Functioning, Disability, and Health. Given the recent emergence in popularity and access to artificial intelligence, it is now possible to consult with a Chatbot with Generative Pre-trained Transformer ability (ChatGPT) on the question: What is the next big thing in deafblindness research? Interestingly, the level of insight in the response is quite surprising. The main topics that ChatGPT provided were technology, rehabilitation, early intervention, genetics, education, and mental health. Using the AI software Perplexity, the suggested priorities were the development of new technology and innovative communication methods, as well as focus on the Protactile movement. With increased exploration of current trends in deafblindness research, it becomes clear that the next big thing needs to be able to recognize the diversity of the type of work being conducted. Some of us study definitions and terminology, screening and assessment techniques, others focus on genetics and medical treatments. Others again are rooting their work in literacy development and communication, education, employment, or retirement. Overall, quality of life is a central goal, and accessibility and assistive technology play an important role in supporting these efforts. Above all, policies, services, and procedures need to expand for researchers to be able to conduct their work. To recognize these diverse interests, a framework is required to connect the work while accommodating different interests. The World Health Organization’s (WHO) International Classification of Functioning, Disability and Health (ICF) can accomplish exactly this goal (World Health Organization, 2001). Officially, the ICF is the WHO’s framework for measuring health and disability at both individual and population levels; however, it is also as a way of thinking, a way of conceptualizing the idea of health that can express functioning by using a bio-psycho-social perspective. The ICF (see Figure 1) considers the interaction of impairments in body functions and structures, as well as activity limitations and participation restrictions caused by any given health condition (in our case deafblindness), and how these are influenced by environmental and personal barriers and facilitators. To apply the ICF, a coding system is available that provides over 1,400 defined terms to describe any aspect of this framework (Tate & Perdices, 2008). Given this vast number, reduced and context-specific sets of codes – the Core Sets – exist that can be applied to a particular health condition. Core Sets can be general, abbreviated, or specific to children and youth. For hearing loss, such Core Sets already exist (Danermark et al., 2013) and for vision impairment, they are currently under development (Billiet et al., 2021). Therefore, the time is ideal for the development of Core Sets specific to deafblindness – and this project is currently underway with the support of many organizations around the planet. The process of developing a Core Set is highly regulated by the WHO (Selb et al., 2015), and a research team based in Canada has published a detailed account of the process that is currently being followed (Paramasivam et al., 2021). All institutional review board ethics approvals have been obtained, and every effort is being made to have representation on the team as well as within the data sets across all six WHO regions: Africa, the Americas, South-East Asia, Europe, the Eastern Mediterranean, and the Western Pacific. The results of our systematic literature review, as well as the outcomes of the expert survey, will be published before the end of 2023 (Jaiswal et al., under revision; Paramasivam et al., in press). The qualitative interviews with persons with lived experience, parents, and informal care providers are currently ongoing, and data collection of the multi-center clinical study was planned to commence in November of 2023. The International Consensus Conference that will decide on the codes to be included in the recommended Core Sets is planned for summer/fall 2024. In the effort to promote the process of developing Core Sets for deafblindness, an important question remains: Why do we need such Core Sets? The answer has multiple layers, given that Core Sets can influence many different aspects of visibility and recognition, as well as service and policy development. Individuals that are in a position of power to make decisions about health care access and delivery, or insurance coverage, for example, cannot be expected to be experts on all health conditions that fall within their responsibility. Therefore, they can turn to standardized information that is sanctioned by internationally recognized organizations, such as the WHO. The same applies for ministries, funding agencies, non-for-profit organizations, health and social service providers, and researchers. Specifically, the process of developing Core Sets allows all stakeholders to identify and compare priorities as they are expressed in the perspective of persons with lived experience, experts in the field, and in research priorities that have been pursued so far. As a result, researchers can identify priority domains that have not yet been explored but need to be urgently addressed. A systematic review has indicated that the most common standardized measures that have been used in deafblindness research to date have focused on depression, cognition, and instrumental activities of daily living (Paramasivam et al., in press). When comparing the outcomes of this review with the priorities that were identified in the expert survey, the data indicated that both perspectives agreed with regard to activities and participation: interpersonal interactions and relationships (code d7), as well as communication (code d3) were the most frequently mentioned and measured items. On the contrary, while the literature review indicated that the focus of studying environmental barriers and facilitators rests on technology (code e1) and human-made changes to the environment (code e2), most experts pointed at supports and relationships (code e3) as the most important environmental factor (Wittich et al., 2023). As more data are collected, the team is able to work on comparisons of these priorities with the perspectives of persons living with deafblindness. The hope is to be able to highlight where gaps exist in existing knowledge that are particularly of interest to persons with lived experience. A key concept that crystallized during the process of conducting this series of studies on the development of the Core Sets for deafblindness is the international collaboration that makes projects of this type possible. Deafblindness remains a relatively low-incidence and low-prevalence disability (Bright et al., 2023), and often does not draw the attention and resources that are necessary to fully allow individuals living with deafblindness to realize their full potential. However, globally, there is tremendous overlap among the needs, concerns, and questions. Therefore, vigilance is essential, collaboration is vital, and the definition of research and rehabilitation priorities in deafblindness remains important (Wittich et al., 2016). Such an approach will allow researchers to harmonize efforts, avoid redundancy, and show strength and commitment to move progress in deafblindness research forward, ultimately improving all aspects of life for persons living with deafblindness. Acknowledgments I would like to thank all contributing organizations and individuals that are making this project possible. Funding was provided by Deafblind International, DeafBlind Ontario Foundation, the Quebec Vision Health Research Network, and Canadian Hearing Services. Data collection is supported by Deafblind Ontario Services; Canadian Helen Keller Centre; CNIB Deafblind Community Services; Centre de réadaptation Lethbridge-Layton Mackay du CIUSSS du Centre-Ouest-de l'Île-de-Montréal; Institut Nazareth et Louis-Braille du CISSS de la Montérégie-Centre; European Deafblind Network, Deafblind International, Royal Dutch Kentalis, CRESAM Centre National de Ressources Handicaps Rares – Surdicécité; Institución Fátima, Buenos Aires, Argentina; Deafblind Association Nepal; Society of Deafblind Parents Nepal; Able Australia, Sydney; Deafblind Association of Zambia; and Sense India. Special thank you to Atul Jaiswal, Ricard López, Sonja van de Molengraft, Renu Minhas, Shirley Dumassais, Shreya Budhiraja, Abinethaa Figure 1. Schematic overview of the World Health Organization’s (WHO) International Classification of Functioning, Disability and Health (ICF). References Billiet, L., Van de Velde, D., Overbury, O., & Van Nispen, R. M. (2021). International Classification of Functioning, Disability and Health core set for vision loss: A discussion paper and invitation. British Journal of Visual Impairment, 40(2), 109–116. https://doi.org/10.1177/02646196211055954 Bright, T., Ramke, J., Zhang, J. H., Kitema, G. F., Safi, S., Mdala, S., Yoshizaki, M., Brennan-Jones, C. G., Mactaggart, I., Gordon, I., Swenor, B. K., Burton, M. J., & Evans, J. R. (2023). Prevalence and impact of combined vision and hearing (dual sensory) impairment: A scoping review. PLOS Global Public Health, 3(5), e0001905. https://doi.org/10.1371/journal.pgph.0001905 Danermark, B., Granberg, S., Kramer, S. E., Selb, M., & Möller, C. (2013). The creation of a comprehensive and a brief core set for hearing loss using the international classification of functioning, disability and health. American Journal of Audiology, 22(2), 323–328. https://doi.org/10.1044/1059-0889(2013/12-0052) Jaiswal, A., Paramasivam, A., Budhiraja, S., Holzhey, P., Santhakumaran, P., Gravel, C., Martin, J., Ogedengbe, O. T., Tyler, J., Kennedy, B., Tang, D., Tran, Y., Colson Osbourne, H., Minhas, R., Granberg, S., & Wittich, W. (under revision). The International Classification of Functioning, Disability and Health (ICF) core sets for deafblindness, Part II of the Systematic review: Linking data to the ICF categories. European Journal of Physical and Rehabilitation Medicine. Paramasivam, A., Jaiswal, A., Budhiraja, S., Holzhey, P., Santhakumaran, P., Ogedengbe, O. T., Martin, J., Das, S., Côté, S., Hassid, R., Tyler, J., Kennedy, B., Tang, D., Trang, Y., Colson Osbourne, H., Chen Che, M., Minhas, R., Granberg, S., & Wittich, W. (in press). The development of the International Classification of Functioning, Disability and Health Core Set for deafblindness Part I: A systematic review of outcome measures identified in deafblindness research. European Journal of Physical and Rehabilitation Medicine. DOI: 10.23736/S1973-9087.23.07890-5 Paramasivam, A., Jaiswal, A., Minhas, R., Holzhey, P., Keyes, K., Lopez, R., & Wittich, W. (2021). The development of the International Classification of Functioning, Disability and Health Core Sets for deafblindness: A study protocol. PLoS ONE, 16(12 December). https://doi.org/10.1371/journal.pone.0261413 Selb, M., Escorpizo, R., Kostanjsek, N., Stucki, G., Üstün, B., & Cieza, A. (2015). A guide on how to develop an International Classification of Functioning, Disability and Health Core Set. Eur J Phys Rehabil Med, 51(3), 105–117. Tate, R. L., & Perdices, M. (2008). Applying the international classification of functioning, disability and health (ICF) to clinical practice and research in acquired brain impairment. Brain Impairment, 9(3), 282–292. https://doi.org/10.1375/brim.9.3.282 Wittich, W., Jaiswal, A., Lopez, R., van de Molengraft, S., Minhas, R., Dumassais, S., Budhiraja, S., Paramasivam, A., Kat, F., Sukhai, M., Picasso, J., Anze, D., & Granberg, S. (2023, April 23). Expert Survey for the Development of a Core Set for Deafblindness using the International Classification of Functioning, Disability, and Health. 2023 Association for Research in Vision and Ophthalmology, Abstract # 1906. Wittich, W., Jarry, J., Groulx, G., Southall, K., & Gagné, J.-P. (2016). Rehabilitation and research priorities in deafblindness for the next decade. Journal of Visual Impairment and Blindness, 110(July-August), 219–231. https://doi.org/10.1177/0145482X1611000402 World Health Organization. (2001). World Health Organization: International Classification of Functioning, Disability and Health (ICF). https://www.who.int/standards/classifications/international-classification-of-functioning-disability-and-health PROFESSIONAL PAPERS AND RESEARCH Hospital-Based haptices is one part of social-haptic communication (SHC). They are part of nursing practice as their role is to provide information to patients as to what is happening or how to respond by their own movements. Haptices are chosen according to individual needs and the use of haptices can be agreed to by the patient and nurses in advance. During a SHC field-research study, 12 most common haptices used by patients with dual-sensory impairment in hospital settings were identified. These haptices were analysed by their origins and etymology and by which haptemes (grammar of touch) were applied. These chosen 12 haptices have six different functional categories: professional role, measurements, length of treatment, emotions, movements, and confirmations. The most common haptemes were location, pressure, movements, speed, duration, and handshape. 1 Corresponding author: Riitta Lahtinen, firstname.lastname@example.org Introduction Touch is used in a natural way during treatment of patients in many different health care settings. For patients who are dual-sensory impaired and deafblind, social-haptic communication (SHC) is a natural method of receiving information when visual and auditory communication is not possible. Lahtinen’s research in the 1990s identified social-haptic communication and currently the sub-groups also include hospital-haptices (Lahtinen, 2008). Hospital-haptices are used across people with congenital and acquired deafblindness, who use either spoken or sign language or other communication methods. The use of touch within the hospital setting has been researched across a variety of patient groups for decades. Examples include how nurses touch patients, how touch is used to reduce pain, and how patients feel if they are being touched in intimate areas of their body (Rosqvist 2003, Routsasalo 1997). Patients with dual sensory impairment who are receiving treatment or have gone through an operation, may be physically unstable and therefore, not capable or in a position to use either an interpreter or hearing aid devices. Haptics may offer a means to receive instructions or to become familiar with their new surroundings if they are being transferred to the intensive care unit. Studying Hospital-Haptices Hospital-haptices, touch messages onto the body, have been studied with deafblind people and hospital staff during treatment procedures such as cataract operations and medical examinations, and in recovery and isolation rooms. Hospital-haptices can help communication during various nursing functions because the haptics give information about the upcoming procedure, or how the patient should react during the treatment. Those who use hospital-haptices need to know how to adapt to different circumstances and situations. If the medical staff and the patient have agreed on the use of haptics in advance, they can be useful for both the nurse and the deafblind patient. (Lahtinen et al., 2016) Many professionals can use haptics during the hospital stay, including as nurses, caregivers, interpreters and assistants. Most often, however, the family members provide information on haptics, along with the deafblind individuals themselves. Usually these short, practical and describing messages are haptiered onto the hand or arm, but also on other body areas, such as the leg, shoulder, and head, in particular to indicate that one is not allowed to move during treatment. Nursing, Touch, and Haptices Touch may be the only possible method used by nurses for certain types of treatments or interventions such as checking the pulse, taking a temperature, washing, dressing, or going to the toilet, taking a blood sample, or treating and dressing wounds. However, effective communication is critical for effective patient care. However, this communication can be hindered for many reasons including when the patient cannot hear or see well. The specialised hospital haptices used in the care or hospital environment were born from this need to give information in advance to the patient about upcoming procedures. (Palmer, 2015) Haptices form a hierarchical system that can be compared to speech or sign language. As in speech or sign language, haptices consist of grammatical elements, known as haptemes. The hospital-haptices are part of social-haptic communication, which, according to Lahtinen (2008), can be classified into functional categories, such as emotions, music, relaxation, or space. Each subgroup has its own lexicon. Hospital-haptices are one of the subgroups. Hospital-Haptices During a Pilot Study This pilot study explores SHC and haptices with patients who have given consent and are recognised with sensory impairment. The pilot study data was collected in various health care settings and evaluated in different functional situations (cataract surgery, recovery, etc.). Patients who use spoken language but are not able to use their hearing aid devices found the haptices particularly useful. The data consists of 12 different haptices which were used by some dual-sensory impaired people during the pilot study. The haptices form six different functional categories. They are professional role identification, confirmation (feedback), emotions, procedures and measurements, treatment duration, and movement instructions (Lahtinen et al., 2016), as described below: Professional Role Identification Figure 1. NURSE and DOCTOR haptices on the arm and hand. When a professional enters a patient’s room, they must state who they are. It is important for a deafblind patient to know who entered next to him/her into their personal area. A NURSE or DOCTOR can identify themselves using haptices (Figure 1). Confirmation (Feedback) Figure 2. YES and NO haptices on the hand and arm. When a deafblind person is using spoken language, the nurse or doctor can answer by giving YES or NO haptices onto the hand or arm (Figure 2). These are usually basic confirmations that simply a yes or no answer. Expressing Feeling or Emotions “hurting” Figure 3. “HURTING” haptic onto the arm. A patient’s condition is assessed in a variety of ways, including observation or direct inquiry. In the case of evaluating if the patient is or will experience pain/discomfort, the HURTING haptic can be used. (Figure 3 shows how we can share “HURTING” -information. This way, the patient has advance notice, knows to prepare for the pain, and avoids anxiety. Procedures and Measurements blood pressure Figure 4. BLOOD PRESSURE haptic on the arm. When a nurse needs to measure a patient’s blood pressure or perform other health-related measurements or tests, the appropriate haptics should be used. Figure 4 demonstrates the BLOOD PRESSURE haptic. Treatment Duration Figure 5. TIME haptic on the wrist. Sometimes during an operation or a procedure there is a specific moment for something that requires extra attention. In that case it is very important to communicate what the individual can expect about that moment. Picture 5 shows the way to convey that it is TIME to for that moment requiring extra care. This also needs to be explained in advance of the operation or procedure to be functional. The TIME haptic is produced by tapping the area where a wristwatch would be worn 3 to 4 times. Movement Instructions Picture 6. WAIT, NO MOVEMENT haptic on the wrist and arm. This category includes movement instructions for the patient, including instruction not to move. Picture 6 shows the “WAIT, NO MOVEMENT” haptic. When this haptic is used, the deafblind patient will know to not move as long as they feel the hand pressing down. Results The most common haptemes in the data were location, pressure, movement, speed, duration and handshape. The most frequent locations for the haptices were the arm and hand. Usually, the intensity of touch was normal or heavy. The movements used were haptiered slowly in a calm motion. The longest durations were for the STOP and NO MOVEMENT haptices. Handshape variations ranged from a flat hand to one finger and a grip. Conclusion Since hospital-haptics are not yet in general use, talking about them and instructing the individual nurse or doctor performing the procedure is vital. However, observational data suggests that many nurses already use haptices, often unconsciously. A deafblind person can instruct hospital staff how to use haptices in a structured manner. They may even want to produce a special folder for hospital visits, which includes some pictures of hospital-haptices as lexicon. The nurses’ feedback in the pilot study was encouraging; haptices can be used with different patient groups in various units. These include the operation theatre, during surgery and tests, the intensive care unit, and the recovery room. It is not only deafblind people who can benefit from the use of haptices, but also other patients who have language and other communication problems, such as patients with visual impairment, autism, intellectual disability, people with memory problems, and those in the terminal phase. Haptices can be used to provide predictive information about future procedures. Now social-haptic communication has spread worldwide. Medical treatments are often mentally stressful, so the use of haptices gives a feeling of being cared for and being noticed. The need for touch is individual and touch is to be used with respect. “When someone touches my upper arm I know that my blood pressure is being taken. When I feel a heavy, stationary touch that indicates I have to stay still.” References Lahtinen, R. (2008). Haptices and haptemes: a case study of developmental process in social-haptic communication of acquired deafblind people. Academic dissertation, University of Helsinki, Finland. Department of Education. A1 Management UK. Lahtinen, R., Palmer, R. & Tuomaala, S. (2016). Haptices in health care settings. Dbl Review, 18-19. https://kuurosokeat.fi/wp-content/uploads/2019/06/haptices_in_health_care.pdf Palmer, R. (2015). Deafblind hospital in Brazil: https://youtu.be/xfEbNaszE7k Routasalo, P. (1997). Touch in the nursing care of elderly patients. Academic Dissertation. Ser D, tom. 258 Medica - Odontologica. Turun Yliopisto. Pika Oy, Turku, 49. Rosqvist, E. (2003). Potilaiden kokemukset henkilökohtaisesta tilastaan ja sen säilymisestä sisätautien vuodeosastolla. Hoitotieteen ja terveydenhallinnonlaitos, Oulun yliopisto. Väitös. (Patients’ experiences of their personal state and its preservation in the inpatient department of medical wards) Music is for all, not just for people with normal hearing and vision. Often music is associated with sound patterns, but there are also visual patterns in playing music and watching music being played. The most important feature of music, however, is the vibrations surrounding and rocking us - at least at a concert. It is the musical vibrations that create the atmosphere, the vibe, and the feel of the venue, and that is why we enjoy live performances. A vibrosensoric experience is the essence of all music. You can enjoy music and the vibrations at home as well, when pre-recorded music is played through a hi-fi system or a portable loudspeaker or if someone in the family plays an instrument and you can touch the instrument so that you can feel it vibrating. Most often a light touch relays the vibrations better than a heavy one. Some vibrations are easier to feel, others take time and practice to notice. Usually the lower the vibration, the easier it is to notice. You can also feel the air vibrating to the music in an enclosed space. With pre-recorded music, in addition to touching the loudspeakers, you can also experiment touching the table the loudspeaker is on or feel the vibrations through the wooden floor in the room. Music is everywhere, in the way we talk, sign, walk, or wave. Music is rhythm, a combination of rhythms and a pattern of vibrations. 1 Corresponding author: Stina Ojala, email@example.com Introduction How does a deafblind person experience music through touch? This can be done in various ways: this we refer to as vibrosensoric experience (Palmer & Ojala, 2016). If one goes to a live concert, the experiences one feels from the musical vibrations and general atmosphere of the venue may be perceived in different ways (Palmer et al., 2017). One can also play pre-recorded music, either through a dedicated hi-fi system with speakers or a tablet with a wireless speaker - or headphones. Some deafblind people may prefer to use either non-technical methods of feeling the tones and vibrations of the music being played and/or using various hearing devices, hearing aids, cochlear implants or specialised aids. This paper identifies these different methods and explores how a deafblind person can get a holistic experience of music. Basic Concepts Music is made of tones and vibrations, which in itself include other elements, such as rhythm, melody, harmonies and texture. Basic physical measurements show that music travels through different media such as air and water. In a concert hall-type acoustic environment, a sound being played will travel through the air and bounce off the walls in a specified manner which is experienced by the audience as the “feel” of the particular hall (Beranek, 1979). If a deafblind person attends a concert, they may be affected by the whole experience of entering the building and feeling the environment; they may feel the hubbub of people talking, the general chatter, and people’s anticipation - especially if it is a famous singer or a performing band - or the world-famous BBC Proms. When one goes to the seat in the auditorium and sits down with a friend or an interpreter, the atmosphere and the excitement before the concert starts is already tangible. For example, when going to a concert with your favourite band, you can feel the emotions building up inside you as you recognise your favourite songs and realise that the band is actually there. Similarly, sometimes, you can feel the vibrations from the electronic pop music through the structures; metal handrails, seats, even the floor in the venue. The vibrations can be unbelievably strong - and though the sounds are not loud or sharp, they are enhanced and feel strong and discernible when felt through the structures. Sometimes you can even feel the vibrations flowing through you. On various occasions, the music has been so powerful that people have started to dance on their seats, and one certainly does feel included as part of the audience and the concert when joining in the dance! However, to enable sharing this experience, you can also benefit from musical haptics, for example to know which instruments are being played or when people around you either join in the sing-along or get up and dance in the aisles (Palmer, et al, 2012). Haptics are touch messages from one person’s hands to another person’s body (Lahtinen, 2008). A vibrosensoric approach refers to a holistic experience of feeling the musical vibrations and hearing some of the musical sounds through either the hearing devices or the vibrotactile aids one uses (Palmer & Ojala, 2016). Those individuals who do not wear hearing aid devices rely on vibrational body experience and the visual aspects of music. Visual Aspects of Music Traditionally, music has been considered an acoustic phenomenon, but it also includes visual aspects, often disregarded in connection to music research. These are the patterns of music that weave their own patterns and paint visual displays of music. There are the synchronised movements of an orchestra, the movement patterns of the players, the movements of the conductor in a concert. They may be accompanied by swatches of colour where the orchestra dresses in black and the soloists in contrast wear a more striking colour palette. The scene is set quite differently in an opera or musical theatre performance where the movements and actions of the musicians tell the story along with the acoustic music (Lahtinen, Palmer & Ojala, 2012; Palmer et al, 2012). When using haptics, you might want to book the seats at the end of the row so that you can stand on the side of the auditorium as this allows you more flexibility to enjoy the performances in even more immersive ways if desired. Some individuals will be quite content having haptics produced only on their upper arm or back of the hand while others may want to be more adventurous. Sometimes it might be possible to visit the rehearsals of the orchestra and check the vibrational patterns of the venue in advance. This would allow the deafblind individual to choose the best possible seating position from the vibrational aspects of the venue. Applications Vibrations from the Instruments It may be that one of your family members plays an instrument. In that case you might ask for permission to touch the instrument while they are playing it. You might want to explore the best place to touch the instrument so that playing is still natural. To give a few examples: a piano has a keyboard where the player’s hands dance and push the keys in a certain order to produce the music. It would be inappropriate to touch the piano near the keys, but it is acceptable to touch the top of the piano, which is more convenient than crouching down to touch the base of the piano, where the vibrations may be stronger. A guitar player strums or plucks the strings with one hand and at the same time presses down the strings on the neck of the guitar so that it produces the music. The vibrations from a guitar may be stronger on the body of the guitar but it is more convenient to touch the headstock of the guitar, where you can feel the vibrations and do not hinder the playing experience. The player can show you where to touch the instrument. Sometimes a wooden floor relays the vibrations to the feet of the listeners. This is the case in particular with loudspeakers or instruments that are standing on the floor, such as a double bass or a cello. Interestingly, a cello has a pointed metal support and the vibrations from it are strong enough to be carried on by the floor. Wooden raised structures called music floors are used in music therapy to allow the clients to stand, sit, or lie on them to enjoy the music (Palmer & Ojala, 2022). Should the music venue have such a feature, it would be a great asset for accessibility. Most often the music floor is used with electrically amplified or pre-recorded music. Feeling Vibrations Vibrations from the instrument can be felt either directly, as noted in previous paragraph, or by using everyday objects to enhance the vibrations. Luckily some individuals have been thinking outside-the-box and found out that wooden kitchen utensils made of juniper or pine are very good at transmitting vibrations. However, some muscle tension is required to hold the utensil in place if the player plays very expressively and sways during the performance. A balloon can also be used to enhance the vibrations. The sensitivity and the type of vibrations that can be felt differs according to how one holds the balloon: holding it by the fingertips renders the middle and higher sounds with the finer patterns, while holding it by the palms relays the bass and the rhythmic elements better. Vibrotactile Aids Some individuals use so-called vibrotactile aids that are developed for speech perception. However, they also relay other sounds, including music. Most often vibrotactile aids are used in addition to other methods mentioned in this article. Sadly, there is currently no further development or maintenance programmes for the end-user products. Musical Haptics Social-haptic communication is a hierarchical system of touch messages (haptics) and grammar (haptemes) that are used for a variety of purposes across a wide spectrum of experiences. Basic musical haptics follow the acoustic events, such as rhythm in the simplest form while a more complex use of haptics also follows melodies, harmonies, texture, and intensity variations in the music, as well as visual components of the performance, including shapes and sizes, dance and movements, and surprising visual effects, such as fireworks or laser shows. Conclusions Social-haptic communication during the process of interpreting music, vibrations, and sometimes also visual arts has been identified as a useful tool to allow a deafblind individual to enjoy a performance holistically, in real-time. Enhancing tones and vibrations produced during a musical performance with some of the techniques mentioned in this article can be used to become more sensitive and responsive to the vibratory information from music. If the individual has acquired deafblindness, the information received through vibrations and touch can replace some or all of the auditory and/or visual information. This is referred to as switching of senses (Lahtinen & Palmer, 2005; Palmer et al., 2017). Music is everywhere, in the way we talk, sign, walk, or wave. Music is rhythm, a combination of rhythms, and a pattern of vibrations. References Beranek, L.L. (1979). Music, Acoustics & Architecture. Krieger Publishing Company. Lahtinen, R. & Palmer, R. (2005). Body Story. Creating Musical Images through Touch (CMIT). Cityoffset, Tampere. Lahtinen, R., Palmer, R. & Ojala, S. (2012). Visual Art Experiences Through Touch using Haptices. Procedia - Social and Behavioral Sciences 45, 268-276. Palmer, R. & Ojala, S. (2016). Feeling music vibrations – a vibrosensoric experience. Proceedings of BNAM2016. KTH, Stockholm, Sweden, paper53. Palmer, R. & Ojala, S. (2022). Vibrational therapy with D/deaf clients. Voices - A World Forum for Music Therapy 22(3). https://doi.org/10.15845/voices.v22i3.3388. Palmer, R., Lahtinen, R. & Ojala, S. (2012). Musical Experience and Sharing Musical Haptices. Procedia - Social and Behavioral Sciences 45, 351-358. Palmer, R., Skille, O., Lahtinen, R. & Ojala, S. (2017). Feeling vibrations from a hearing and dual-sensory impaired perspective. Music & Medicine 9(3), 178-183. If You Can See It, You Can Support It – Recognising Tactile Language Helle Buelund Selling firstname.lastname@example.org Centre for Communications and Special Needs, Denmark Caroline Lindström$^1$ email@example.com National Resource Centre for Deafblindness, Sweden Abstract Providing the right conditions for people with congenital deaf-blindness to develop language is a complex task. It can be difficult for parents or professionals to notice expressions based on a bodily-tactile modality. To overcome these barriers the Nordic Network on Tactile Language aims to develop knowledge regarding tactile language and tactile language development. The network has published a book called If you can see it, you can support it. A book on tactile language (Creutz et al., 2019, English version published 2019), which contains different perspectives on tactile language as well as a model to be used as a framework and an analytic tool. This article is based on the book and describes how language in a bodily-tactile modality emerges and is expressed, and how this natural language can be recognised and supported by the non-deafblind communication partner. $^1$ Corresponding author Statement and Significance of Need As early as 2009, the Nordic Welfare Centre initiated collaboration in the Nordic countries on the topic of tactile language for people with congenital deafblindness (CDB). Despite the fact that individuals with CDB are exposed to tactile sign language, only a small acquire a tactile sign language (Dammeyer & Ask Larsen, 2016). The collaboration led to the Nordic Network on Tactile Language being formed in 2014. The purpose of the network is to identify key points in tactile language so that we can gain a better understanding of how people with CDB use bodily-tactile modality to express themselves. A challenge many people with CDB face is the risks of misunderstanding and no recognition of their communicative agency as their communicative expressions, to an untrained eye, can be difficult to read. In the field of deafblindness we speak about the low readability of expressions. It is well known that low readability creates a risk of isolation. If more communication partners get the opportunity to recognise bodily-tactile expressions as language, we contribute to increased readability and thus minimize the risk of experiencing isolation. In 2019, The Nordic Network on Tactile Language published a book called If you can see it, you can support it. A book on tactile language (Creutz et al., 2019). The book consists of 19 chapters describing different perspectives on tactile language. The aim of the book is to increase the readability of expressions as well as to increase partner competence and contribute to the development of tactile language. This article is based on the book and highlights some of the basic concepts in understanding language development for people with CDB. Theoretical Description In the Nordic Network on Tactile Language, our starting point is the understanding that all people want to share their feelings, thoughts, and experiences with others. The basic assumption is that all people have an innate ability to engage in communication with others. Tactile language emerges in complex interactions between two or more communication partners as the partners are active in using different strategies to create meaning together (Nafstad & Rødbroe, 2015). People with CDB use their bodily engagement in the world as the basis for understanding and realization. They need to sense the world before they can act in it. Their bodily engagement in the world will shape the structure of their language since it will be based on a bodily-tactile modality (Forsgren et al, 2018). Their actions and linguistic structure will affect how they use language and create meaning in interactions with others (see Figure 1). Figure 1. Full Access to Language (Credit: Ivanova, N. Powerpoint presentation. Copenhagen 2022). According to the Nordic Network on Tactile Language, tactile language is defined as: - An early language in the making. - A language used by people with CDB, - An authentic, natural language, from within. - A language based on the bodily engagement in the world. - A language that involves the tactile, kinesthetics, and proprioceptive senses. To support the development of tactile language together with persons with CDB we use the figurative expression “To put on the language glasses”, meaning that the communication partner must learn to perceive the person’s expressions as an utterance that has potential of language (Creutz et al., 2019; Ivanova, 2019b). When we put on our language glasses and give bodily-tactile expressions a linguistic value, we can communicate with people with CDB in a linguistic manner. What Can it Mean to “Put On The Language Glasses?” - Seeing different linguistic categories that the person is using to form an utterance. (Forsgren, 2019). - Awareness of a combination of several modalities that the person is using to form an utterance. (Brede, 2019a; Brede, 2019b; Foote, 2019; Costain, 2019; Buelund Selling, 2019; Tuomi & Lahtinen, 2019; Dammeyer & Ask Larsen, 2016). - Awareness of how the person is using his/her signing space to form an utterance (own positions, other persons, objects, space) (Costain, 2019; Buelund Selling, 2019) - Awareness of syntax from a bodily engagement in the world (Brede, 2019a; Brede, 2019b; Buelund Selling, 2019) How Can We Support Tactile Language and Easily “Put On Our Language Glasses”? The Nordic Network on Tactile Language has published a circle model in the book If you can see it, you can support it: A book on tactile language, called “The Tactile Circle Model” (Näslund & Kastrup Pedersen, 2019) (see Figure 2). The circle model provides a framework to help us to keep track of all the different elements that are in play when we talk about a tactile language. The tactile circle model is also an analytic tool that can be used together with video analysis to find key points of tactile language, seek the potential, and understand how to support the development of this early language. By using the circle model as an analytic model, we discovered that we could use our knowledge about the basic parameters of sign language (e.g., location, handshape, movements) to recognize structure in expressions and thereby give them linguistic value (Dammeyer et al., 2015; Ivanova, 2019b). When we add a linguistic value to expressions, we see them as part of an utterance, and we can help people with CDB to sustain and elaborate their language use. Figure 2. The Tactile Circle Model - Tactile exploration - Activity and conversation space - Bodily-tactile emotional involvement - Tactile positioning - Multi-party conversations - Haptic signals – commenting – describing - Tactile categorisation - Linguistic categories - BETS - HTP signs - Signs as perceived - Conventional signs - Mimetic expressions - Tactile sign language - Signing space - Grammar - Hand shapes - Reading signs and utterances - Articulation place Conclusions and Recommendations Throughout the years we have used the circle model in a lot of different settings of video analysis. We have investigated how language in a bodily-tactile modality emerges and expressed, and how this natural language is recognised and supported by the non-deafblind communication partner. Some of the common features found in the different analysis are: - People with CDB sense and experience something and then they want to share it. - Their language is multi-modal (bodily-tactile, visual, auditive). • They combine different linguistic categories in one utterance or action (e.g., BETs (Bodily Emotional Traces), HTP (Heightened Tactile Perception)-signs, comparisons, pointing-gestures and, mimetic signs). • Their utterance is often part of a whole scenario, and they can create their own narrative about something that happened. • They use muscle and joint tension to emphasize the emotional experience. • The most significant impression is expressed first. • Even though the person with CDB uses some conventional signs, they tend to use their bodily-tactile language repertoire when something is very important to them. Video analysis provides us with good examples of scaffolding methods used to help develop tactile language and shared understanding. These methods are commonly known within the field of deafblindness (Souriau et al., 2008; Sundqvist et al., 2022) and include the following: • Being sensorily accessible to the person with CDB. • Making language sensory accessible for both parties. • Providing time and space for breaks/pause and reflection. • Tactile and multimodal reciprocity and imitation to let the child know that we know what he knows. • Tactile repetition and re-cycling with variation. • Tactile preparation: co-construction, re-co-construction, and joint processing • Switching between conversation and activity space to wrap language around the activity. • Using active and lively communicating hands and different hand positions to support turn-taking. • Bodily emotional involvement to reinforce and sustain the shared experience. • Elaborating the story by adding new elements from the shared scenario. • Blending language modalities by introducing the cultural sign(s) or word(s) to the bodily-tactile utterance. Experiences show that when the communication partner does their best to meet the person with CDB on their terms, putting on their language glasses and adding linguistic value to bodily-tactile expressions, language will emerge. As the book suggests, if you can see it, you can support it. References Brede, K. (2019a). What do you mean now? Context and meaning. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Brede, K. (2019b). When Trine says GRANDMA… In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Buelund Selling, H. (2019). Apple trees and horse bus. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Costain, K. (2019). Embodiment: From bodily experiences to meaning construction. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (2019). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Dammeyer, J., Nielsen, A., Strum, E., Hendra, O., & Eiríksdóttir, V. (2015). A case study of Tactile Language and its Possible Structure: A tentative Outline to Study Tactile Language Systems among children with Congenital Deafblindness. Commun Disord Deaf Stud Hearing, 2015, 3:2, pp. 1-7. Dammeyer, J., & Ask Larsen, F. (2016). Communication and language profiles of children with congenital deafblindness. British Journal of Visually Impairment, 34(3), 214 - 224. https://doi.org/10.1177/0264619616651301 Forsgren, G. A.G.C. (2019). Tactile iconicity used in signed constructions by persons with congenital deafblindness. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm. Forsgren, G. A.G.C., Daelman, M., & Hart, P. (2018). Sign construction based on heightened tactile perception by persons with congenital deafblindness. Vol. 4 (1), 4-23. Foote, C. (2019). Languaging between a child with congenital deafblindness and a bimodal, bilingual teacher. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm. Ivanova, N. (2019a). On language development in children with congenital deafblindness. . In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm. Ivanova, N. (2019b). Thoughts on Tactile Language. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Ivanova, N. Powerpoint presentation. Course on Tactile Language. Nordic Network on Tactile Language. Copenhagen 2022. Nafstad, A & Rødbroe, I. (2015). Communicative Relations. Interventions that create communication with persons with congenital deafblindness. Materialecentret, Aalborg Näslund, J & Kastrup Pedersen, B. (2019). Tactile language – a circle model. In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm Souriau, S., Rřdbroe, I and Janssen, M. (ed) (2008). Communication and Congenital Deafblindness III: Meaning making. Videnscenter for Dřvblindfřdte, DK and Viataal, NL Sundqvist, A-S., Wahlqvist, M., Anderzén-Carlson, A., Olsson, E. (2022). Interventions for children with deafblindness – An intergrative review. Child Care Health Dev. 2023;49:407–430 Tuomi, E & Lahtinen, R. (2019). Bilingual Santeri. . In: Creutz, M., Melin, E., Brede, K.S. and Selling, H.B. (ed.). If you can see it, you can support it. A book on tactile language. Nordens välfärdcenter: Stockholm. Technology, Learning and Independence Among Adults Who Become DeafBlind Namita Jacob\textsuperscript{1} Chetana Charitable Trust, Chennai, India Teresa Antony Chetana Charitable Trust, Chennai, India Rajesh Manoharan Tactile ISL Interpreter/ Special Educator Introduction According to the World Federation of the DeafBlind (WFDB, 2023), people with deafblindness face barriers in all areas of life due to challenges in communication and lack of access to assistive technology (WFDB, 2023). In India, an estimated 500,000 individuals are living with deafblindness (0.04% of the general population) (Sense International (India), 2020-2021). There is little information on the participation of adults with deafblindness in everyday life, nor the major barriers to and facilitators of their access. In 2020, the Society for the Empowerment of the DeafBlind (SEDB) conducted the first conference of the DeafBlind by the DeafBlind in India, providing an opportunity to address this question. Across all respondents and all areas of life, technology emerged as an important enabler, along with interpreter support (SEDB), 2020). This paper focuses on the topic of technology access and learning among adults who are deafblind. This research is part of a larger survey, “Status and Opportunities for Promoting the Use of Assistive Technologies and Content for Persons with Disabilities in India” (Surendran, et al, 2022), conducted by Saksham Trust and The Federation of Indian Chambers of Commerce & Industry (FICCI), India. The study was approved by an ethics commit- \textsuperscript{1} Corresponding author tee. Focus group leaders were given the freedom to adapt the questions and methodology of data gathering to accommodate the needs and special requirements of their group. Chetana Charitable Trust (Chetana Trust) led the study of the deafblind community in India by conducting in-depth interviews based on and extending beyond the survey questions and consolidating the data received. Through interviews, this study explores the contrasting experiences and perspectives of individuals who acquire deafblindness regarding the availability and access to Assistive Technology (AT) and training support. Methods The research was conducted in the midst of the restrictions that arose during the pandemic. Chetana Trust reached out to the leaders of SEDB to plan the research. The participant pool was restricted, as those selected needed to have access to either a smartphone or computer with internet connection and access to a deaf or hearing partner who could help interpret our questions to the participant. One SEDB leader reached out to the community to explain the research and invite their participation. Before he reached out, the first interview was conducted with him, through a combination of online interview and dialogue on WhatsApp (messaging app) so that he would completely understand the scope of the research and represent it correctly to the participants. The research team included one deafblind leader from SEDB and three members of Chetana Trust, one of whom was a tactile interpreter. Participants 11 people participated in the survey, but one was dropped due to difficulty in getting a high-quality interview. The majority (60%) identified themselves as being basic level users of technology, with the remainder identifying as being advanced (20%) or mid-level users (20%). The study included seven male participants and three female participants ranging in age from 18 to 43 years. Five interviews were held online; two were online followed with WhatsApp messages; one was conducted on WhatsApp alone; and two were face to face. Nine of the ten participants were born deaf and lost vision later in life. Of these, three lost vision while still school age. The remaining participant was born blind and lost hearing progressively post school age. Data Collection & Analysis The survey tool developed by Saksham and FICCI was modified based on discussion with the research team, which included the SEDB leader. This served as the interview guide and ensured that common, basic information was gathered across all participants. Interviews lasted for an average of one and a half hours. The interview team included one or two members of the research team and the interpreter who signed the questions and voiced the responses. The person who was sitting with the participant mirrored the signs to pass on the question to the participant. Since they were usually people living with the person at that time, they could confirm and add to the points being made during the interview. Notes were taken in real time, and also by watching the recorded video and sharing the transcription with the rest of the team for reconfirmation. Any remaining questions were clarified by text or with short follow up video calls. Technology adoption timelines were created from each interview and main themes were identified and recorded. The survey information was summarized to provide basic information about the participants, including the assistive devices they used and the ways in which they were used in different areas of life. The interviews were analysed across two broad questions: acquisition of devices and learning to use devices. Pseudonyms have been used to protect the privacy of the participants. Results Survey Results All the participants used English as their main language for reading and writing; one used a combination of English and regional language. 40% use e-text only, 20% use Braille only, 10% use Braille and e-text, and 30% use e-text and large print. Most participants identified their mobile smart phone as their most preferred device. 80% said that they bought the phone with their own money and 20% said that they received it through a non-government organization or a government scheme. All the people in the group used technology for communicating with their friends, teachers, and peers. 90% used technology for reading and writing and 80% used it to search the internet for information and reading material. 40% mentioned that they learnt to use the smart phone from family members and peers, 30% said that they were completely self-taught, 20% said that they learnt it from their peers, and 10% said that they learnt it formally from a teacher. Interview Analysis The two recurring themes in access to AT were obtaining devices and the need to modify existing AT to meet their specific needs. Under learning AT, the deaf-blind trainer’s role in supporting acceptance of device and learning usage was a strong, recurrent theme. Assistive Technology Obtaining AT All participants spoke of their difficulties in obtaining assistive devices. Although government schemes do exist, the participants were largely unaware of them and did not know where to go or what would be required to access the schemes. For those who attended a special school, basic devices, like a cane or slate and stylus, were obtained and distributed by the schools. However, being a student in a special school did not guarantee access to basic devices. For example, Anchal, who has low vision, lost her hearing at age 6 or 7 and was enrolled in a school for the deaf. While she was supported to take classes at school, it took three years before she received a hearing aid. For those who lost vision or hearing post school years, the situation was even worse. They did not learn about available assistive devices or, when they did, they had no way to purchase them. “A big problem in India is that we all have to go get devices ourselves. Most DeafBlind do not earn a good salary and most are left unemployed or self employed. So how? How will they buy devices? There needs to be more places in India where AT training can be provided along with the device for the participant to use life long.” - Rohit Modifying AT Participants spoke of “last mile” problems with existing technology or finding technology that met their needs as a deafblind individual. Sandeep speaks about how his decreasing vision made it difficult to see alerting and safety devices like his doorbell light or CCTV camera. He described in detail how he found fixes. Hari, who has excellent literacy skills, researched exhaustively to find solutions as his vision deteriorated. He says, “Some of the latest technology available is only present in more expensive devices or are limited to only certain countries. More coordination needs to be made with tech companies to produce more diverse products from features already available for the disabled.” Learning AT Particularly with the smartphone, many participants talked of teaching themselves. Manoj’s mother speaks about her son’s love and use of technology, “The phone and tablet - he just taught himself. I myself don’t know how he types or how he learnt to do different things like change his WhatsApp profile picture!” However, our observation during the interviews revealed their limited usage and the need for training to understand the full value of the technology to enable greater participation. However, many participants, including Manoj, spoke of resisting new technology, especially when vision was lost later in life, forcing them to learn Braille and cane use. Acceptance, Learning & Deafblind Trainer Role Being a student was a benefit, especially in receiving basic training in language and literacy. Arthi, who had low vision and hearing loss at age six, had early exposure to Braille, sign language, and technology, making it easier for her to learn and use devices actively as she grew older and lost more visual capacity. “I learnt the computer from class one in my school. Later I learnt from a DeafBlind friend how to use keyboard shortcuts and the refreshable Braille display.” However, even among those who attended schools where there were professionals to teach these skills, having useful residual vision or hearing was often a deterrent to learning skills like sign language, Braille, or mobility. Anchal, a participant, spoke of avoiding Braille as a child. Her teacher said that she struggled to learn this skill until she met a deafblind adult who was a fluent Braille reader. Among those who lost hearing or vision later in life, it was interacting with a deafblind adult that motivated them to put their efforts into learning Braille or sign language. Sita was 34 when she joined a center for the deafblind. She dropped out of school at 12. She had never used any assistive device until that point. At the center, she was offered instruction in Braille, but initially refused. It was her deafblind colleagues who helped change her mind “Prithvi and Dinesh insisted that I learn and so they taught me. I began using the keypad mobile the same year and later that year, I bought a smart phone. I learnt how to use it without any issue. Both Prithvi and Dinesh taught me how to use it. I learnt how to use the phone to keep in touch with my family.” Deafblind trainers were uniquely positioned to help the learner accept new ways of learning and overcome their hesitations. They could also respond to the learner’s current situation, offering solutions to everyday difficulties and challenges, drawing from their own experiences. Conclusion Addressing the specific needs of this population requires increased awareness among all stakeholders - including policy makers, improved accessibility to AT, and tailored support systems. Encouraging a solid sensory exposure and training as children, and introducing multiple modes of communication and literacy, will help those who lose a second sense as adults. We found that early exposure to technology and education builds literacy and eases the adoption of technology solutions when there is change in sensory capacity later in life. Exposure to a range of technology while growing up, allows the user to develop confidence and a self-perception as a successful user of technology. As seen in the survey, most participants had not undergone formal training in using their assistive devices. While many did learn from their peers or taught themselves, they also often used devices with less efficiency and knew less about available features. Deafblind trainers are very effective in addressing the challenges of learning faced by adults who become deafblind, as well as their hesitancy to adopt new technology. Summary In India, deafblindness is not recognized as a specific category of persons with disabilities in the Rights of Persons with Disabilities Act 2016. Instead, deafblindness is grouped under the category of Multiple Disabilities. This has resulted in a lack of data specific to deafblind people in the country, which in turn results in lack of policies and programs that ensure participation and effective inclusion. It has also perpetuated the misconception that it is adequate to extend existing services for the deaf and the blind to persons with deafblindness. This has adversely impacted the full and effective participation of this population. A supportive ecosystem is vital for the active participation of the deafblind in the community and active measures should be set in place for better awareness and services to the adult deafblind population in India. References Sense International (India). (2020-2021). Annual Report. Ahmedabad. Available online http://www.senseintindia.org/resources/annual-report Society for the Empowerment of the Deafblind, (SEDB), (2020). How restricted are deafblind people in India? A Factsheet by SEDB. Survey Report Surendran, A., Amritha R.S., Narasimhan, N., Vashishta, N., & Aggarwal, S. (2022). Status and Opportunities for Promoting the Use of Assistive Technologies and Content for Persons with Disabilities in India, https://saksham.org/wp-content/uploads/2023/03/AT-and-Content-for-Persons-with-Disabilities-in-India_F.pdf World Federation of the DeafBlind, (2023). Good Practices and Recommendations for the Inclusion of Persons with Deafblindness, WFDB Second World Report. https://wfdb.eu/wp-content/uploads/2023/03/ENG_WFDB-2nd-Global-Report_-FINAL-V6.pdf Relational Aspects of Creating Accessible and Successful Meetings, Lived Experience Observations Annmaree Watharow firstname.lastname@example.org Centre for Disability Research and Policy, the University of Sydney Much is made – and correctly so – of assistive technology and infrastructure accessibility when planning and conducting meetings. This article emphasises the relational aspects of meeting accessibility that foster inclusion of people with disability, especially those with single or dual sensory impairment and other communication disability. Further, the article is written from the perspectives of a meeting organiser, a participant/attendee, and a speaker who has lived experience of deafblindness-dual sensory impairment. The word “meeting” is used here to refer to conferences, meetings, lectures, presentations, educational events, etc. One way of breaking down accessibility barriers is to include people with lived experience of disability in the planning and delivery of meetings and content. People with lived experience bring a practical perspective and an intimate knowledge of the kinds of barriers people with disability face in accessing, participating in, and contributing to meetings. Organisers of meetings should encourage people with disability to lead, chair, and present at meetings. That way we will “grow” the transmission of knowledge around accessibility needs and increase the visibility in society of people who live with disability and their/our capabilities. Good meeting etiquette is essential and should be universal. Good etiquette helps ensure that all attendees feel included and able to contribute as wanted, regardless of whether they are joining in person or remotely. The chairs, organisers, and presenters should be provided with explicit guidelines for accessibility and be able to enforce rules outlined below to foster inclusion, transmission of content and respectful turn taking. Key considerations when organising and conducting meetings include: - Acquiring specific knowledge (ASK) of accessibility needs of attendees and speakers by asking individuals if and what they need to access the event and content. - Being open to learning new ways of doing, sharing, and telling as a means for improved accessibility. Meeting platforms are constantly evolving so seeking key information from those with lived experience and information technology expertise is critical. - Not assuming you are “fully accessible” as there is no such thing within the vast heterogeneity of disability and some accommodations for one disability type may, in fact, decrease accessibility for another e.g., bright lighting for some with low vision versus the need for dim lighting for those with contrast sensitivity. - Recognising that many with disability don’t identify and/or disclose as such, so even if no one communicates they have accessibility needs, some basic accessibility should be provided. Captioning is a good example as this helps many, including those who have left their reading glasses behind or have poor audio in hybrid meetings. - Booking a larger room. Some speakers and participants with disability may bring interpreters, communication guides, support workers, accessibility assistants, or service animals with them. Space needs to be made available to include these aides. - Being respectful: Ask about accessibility in the registration form and give people a real person to contact who is informed and able to enact accessibility provisions. - Responding to accessibility enquiries promptly. This shows you value the query and are respectful of the fact that people living with disability are constantly asking for assistance to be included. Make it easier. - Allowing time before the meeting for conversion of documents or presentation materials to alternative formats so that participants/attendees can use their own devices with their preferred accessibility settings. - Positioning of speakers so that they can be lip read. This is important for in-person, virtual, and hybrid meetings. Speakers should avoid standing in front of windows and blinds should be down to avoid glare. Captioning is essential, especially if the speaker’s face is not clearly visible. - Explaining the accessibility features of the meeting platform and the meeting venue at the meeting start. - Advising at the beginning of a meeting how speakers will manage question and answer time (if relevant). - Introducing all chairs, speakers, and panel members at the outset and then again, each time they speak or comment. - Describing all visual content: graphics, pictures, photos, artworks, graphs, tables, etc. is a must. Reading slide titles and describing content when you advance to the next slide. - Indicating page numbers when screen sharing a distributed document, so participants with low vision can follow along on their device with their own assistive software. - Slowing down. There may be live captioners or interpreters who need to capture your words and image descriptions. People speed up when nervous so if this is you, make a note every now and then to slow down. When timing/writing your presentation don’t cram too much in verbally or visually. - Pausing when asking questions to ensure the interpreters and the audience have time to process, relay or read, feel, or see the question. Allow extra time for question responses as some participants will take longer if using an assistive speech device or having information relayed. - Introducing all speakers, contributors, panelists, and those asking questions, each time they contribute, e.g., say “Alex here” or “Riley from the University of Smith,” so that those using AI, auto transcription, and/or interpreters know who is speaking. AI transcription, such as Otter, can differentiate between different voices but many others, such as Siri, can’t. • Turn taking needs to be respectful and moderated by the chair or the speaker. If more than one person is talking, interpreters, captioning, and transcribing cannot provide accurate content. Enforcing turn taking and either introducing each new speaker by name or asking speakers to identify themselves makes the interpretation or transcript more meaningful. • Using obvious cues for turn taking, like raised hands and verbal confirmation. Hybrid meetings may involve the hands-up function or chat box. • Repeating or paraphrasing questions that have been asked so that all members can hear, and so the questions can be included in the captions and conversations. • Reading aloud the questions in the chat if you are responding to them.orga • Planning breaks during longer meetings for everyone to refresh and regroup. Interpreting is kinetic work and living with disability and working out what is going on is hard work too. • Mandating rest breaks for interpreters and ensuring that changeovers are able to proceed without content being missed. Don’t end the meeting before the interpreters have finished relaying. • Empowering participants to ask other participants (or the host) to adjust their cameras to make faces visible, turn on captions, and ensure that everyone is actively included. Participants need to be able to ask that a speaker slows down if going too fast. Interpreters, communication guides, and support and accessibility assistants may be part of a participant’s, a speaker’s, or an organiser’s team and also should be empowered to ask speakers to slow down. • Sharing all meeting files with attendees/participants. Slides, transcripts of videos, etc. should be sent to the organiser ahead of time and made available to participants with disability and their supports. • Seeking post-meeting feedback in accessible ways and including explicit questions on access success – or not. Specifically ask about accessibility. Check in, if appropriate, with speakers/participants with disabilities to ask “how did we do?” • Responding to criticism with grace: What may seem a small matter to you may compromise someone else’s engagement. We can always do better. Conclusion Accessibility in meetings, events, and conferences is a basic human right. People with disabilities have the right to access information and participate in the way(s) that work for them. All of us, whether organiser, speaker, or participant can do much to include everyone who wishes to participate. By putting in the extra effort to prioritise relational accessibility and practising good meeting etiquette, we are creating a welcoming environment for everyone and setting the stage for successful sharing and engaging learning. Ageing with an ‘Invisible’ Disability: Dual Sensory Impairment in Australia Dr. Moira E Dunsmore$^1$ Faculty of Medicine and Health, Susan Wakil School of Nursing and Midwifery, The University of Sydney, Sydney, NSW, Australia email@example.com Dr Julie Schneider Menzies Centre for Health Policy, The University of Sydney, Sydney, NSW, Australia A/Professor Heather McKenzie Faculty of Medicine and Health, Susan Wakil School of Nursing and Midwifery, The University of Sydney, Sydney, NSW, Australia A/Professor James A. Gillespie Menzies Centre for Health Policy, The University of Sydney, Sydney, NSW, Australia Abstract The combination of vision and hearing impairment or loss, known as Dual Sensory Impairment (DSI), is a unique and complex challenge for older adults, with a growing body of international research identifying a range of impacts that limit everyday function, independence and quality of life. In Australia, caring responsibilities predominantly fall to family members, often with limited external support. The caring dyad (family carer and family member with DSI) experience shared barriers to social participation, which compromises access to health care and social support networks. This brief paper provides an analysis of qualitative narratives collected through intensive face to face interviews with family carers. $^1$ Corresponding author (n=8) of older adults with DSI. This research was undertaken at the University of Sydney with ethical approval granted through the Human Research Ethics Committee (HREC), The University of Sydney, NSW, Australia (HREC 2014/897). This paper highlights the lived experience of DSI from the family carer perspective. Discussion Informal caring in Australia is integral to meeting health and social needs of the Australian population, with increasing attention directed to the impacts of caring and carers’ needs (Eagar et al., 2007; Shu et al., 2019); the physically and mentally arduous nature of caring is noted, with concern that demand will increasingly outstrip supply (Deloitte Access Economics, 2020). In Australia, caring responsibilities predominantly fall to family members, often with limited external support, and this reflects the experience of individuals with DSI. The impacts of DSI have been typically explored from the individual perspective of the impaired person or their partner/caregiver; however, this approach does not take into account the reciprocal microsocial processes at a dyadic level that may help explain the shared social experiences relevant to DSI. Previous publications (see Dunsmore et al., 2020) highlight the effort of caring in a DSI context. The data shows that while family carers (FC) recognised their family members’ need for care, their ability to recognise DSI as the source of these caring needs was often undermined by the additional health and social needs of their ageing parent or spouse. Limited understanding of DSI by family carers in this study meant that DSI occupied a lower rank on the hierarchy of health needs for both parties. In Australia, poor acknowledgement of DSI and normalisation of DSI in micro-, meso- and macrosocial contexts limits recognition and understanding of the effort involved in caring for those with DSI. Carers, therefore, receive little of the credit and public empathy often afforded to those caring for someone with a more “visible” disability. Invisibility was a key theme in family carers’ narratives in this study; caring in this context was social, often intangible, and difficult to articulate to others. Indeed, many carers themselves did not recognise their caring role despite the need for them to navigate their family members’ physical and social environment, to act as their “eyes and ears.” These experiences reflect the invisible and largely unrecognised social work of family carers. This study identifies the adaptation of family carers to a new and non-traditional social caring role, a process involving negotiating of a new role, and adaptation to new ways of caring. This study recognises the skill and nuanced support required to live with DSI and identifies the need for new ways of caring. ‘Conscious Caring’ evolved as a concept through carers’ insights and descriptions of the intangible social experiences which they felt were poorly understood at the microsocial level and relatively ‘lost’ in a structural framework that ‘normalises’ the disabling impact of DSI in older adults. To this end, ‘Conscious Caring’ is a model of care under development that seeks to integrate care networks, both formal and informal. This model views FCs as central to both creating social opportunities and reducing social effort for their family member with DSI, enabling them to participate in a meaningful way. The concept of conscious caring has two interrelated aspects: first, insight into the unique skills required to care for someone with DSI, and second, the self-care required for FCs to meet the demands of their caring role while maintaining their own identity within the dyad. Conscious caring for others includes four key interrelated aspects: empathic understanding; engagement in social networks; enabling a safe space; and social facilitation and protection. Conscious caring represents the bridging link between these microsocial features of caring within the dyad (at an individual level) and the mesosocial (community support) networks that serve to both limit and facilitate social engagement. The intense work of caring limits the capacity of carers to contextualise DSI at anything other than this individualised level or to understand the broader systemic forces that shape their experiences. Developing integrated models of both formal and informal support, providing strategies to improve interpersonal communication (such as social haptics), and supporting health care professionals through micro credentialing education will enhance primary care support for those with DSI and support Australian policy aimed at ‘ageing in place’. The second interrelated aspect of conscious caring is caring for self. Family carers experienced significant challenges in maintaining their own social independence and identity. These challenges included, for instance, shrinking social networks and barriers to their own social participation, and leaving little time to adapt to their ongoing changed circumstances as a carer, with resulting social isolation. Family carers described a combination of both active and passive transitioning to new caring roles. For some, the ability to adopt different ways of caring that might have supported their own needs in this transition was more limited, and often ‘passive’. In contrast, those with external support networks had enhanced capacity to actively participate and engage beyond their caring role. Building these external support networks is critical to maintaining social engagement for the dyad. Summary Statement In summary, this research explored the experiences of FCs in the context of DSI, finding that FCs shared similar experiences of social isolation, social effort, and identity transition. Data suggests that informal caring is prevalent in the older DSI population, and that FCs misunderstand and minimise the social effects of DSI. Identification, targeted support, and education of informal carers is important to improving outcomes. This study identifies a new model of care, ‘Conscious Caring’, that aims to integrate care networks (formal and informal), support the development of communication strategies for both family carer and person with DSI, and increase recognition of DSI in older individuals at a community and primary care level. Improving health literacy of DSI in older populations and addressing gaps in primary care partnerships may contribute to more integrated policy and service responses to support both those with DSI and their family carers. References Deloitte Access Economics. (2020). The value of informal care in 2020 (Report for Carers Australia). https://www2.deloitte.com/au/en/pages/economics/articles/value-of-informal-care-2020.html Dunsmore, M. E., Schneider, J., McKenzie, H., & Gillespie, J. A. (2020). The effort of caring: The caregivers’ perspective of dual sensory impairment. Frontiers in Education, 5, Article 572201. https://doi.org/10.3389/feduc.2020.572201 Eagar, K., Owen, A., Williams, K., Westera, A., Marosszeky, N., England, R., & Morris, D. (2007). Effective caring: A synthesis of the international evidence on carer needs and interventions. Centre for Health Service Development, University of Wollongong. https://ro.uow.edu.au/chsd/27/ Shu, C.-C., Hsu, B., Cumming, R. G., Blyth, F. M., Waite, L. M., Le Couteur, D. G., Handelsman, D. J., & Naganathan, V. (2019). Caregiving and all-cause mortality in older men 2005–15: The Concord Health and Ageing in Men Project. Age and Ageing, 48(4), 571–576. https://doi.org/10.1093/ageing/afz039 How Interveners Learn the Knowledge and Skills Required to Support Students Who Are DeafBlind in School Settings Beth Kennedy, Ph.D. firstname.lastname@example.org Central Michigan University Abstract An intervener is a person who has been trained to provide one to one support for a deafblind person. The purpose of this study was to determine how training, education, and experience lead to an intervener’s ability to support their student in school settings. This qualitative study provides much needed empirical guidance for training interveners. Introduction Prior to this study (Kennedy, 2021), there was no empirical evidence to guide how interveners are trained. The results support current practice and illuminate the importance of reflection to elevate learning. Methods This study was informed by a social constructivist theoretical perspective, which values learning through experience and was conducted using a constructivist grounded theory methodology. Having been in the field since 1991, and training interveners since 2012, it would be impossible to separate myself from what I have come to know. Charmaz (2014) explains that researchers should be able to embrace previous knowledge and experience, cocreating meaning with their participants. Population and Sample The population for this study was interveners who are currently supporting a deafblind student in a school setting within the United States. The purposive sample included sixteen interveners with either a national credential from the National Resource Center for Paraeducators, Interveners, and Related Service Providers, or a national certificate from the Paraprofessional Resource and Research Center. Participants were recruited using an e-flyer disseminated through State DeafBlind Projects and the two aforementioned organizations. The participants were trained using higher education coursework, structured in-person workshops, the Open Hands Open Access (OHOA) intervener learning modules, or a combination of these options. Participants work in educational settings including: general education, special education classrooms, and state schools for the deaf or the blind. Participants support students having a variety of etiologies, support needs, and academic abilities, who vary in age, modes of communication, and level of language fluency. Given the small number of interveners in the U.S. who have national-level qualifications, further detail has been withheld to protect confidentiality. Data Collection The initial interview protocol was pilot tested with three interveners who were not included in the study. The initial protocol was revised prior to initiating the study so the questions better captured the trajectory of learning that occurs as interveners work with deafblind students. Initial interviews lasted 45-60 minutes, serving to both develop rapport and collect data. The second interview was also 45-60 minutes, allowing for member checking of the initial concepts and further data collection. Participants were asked for photos of materials they use while at work, such as schedule systems, experience books, and adapted materials. Reviewing photos and discussing them with participants provided insights into support provided for their student, who taught them to create or adapt the material, and possible collaboration with team members, with the secondary benefit of providing talking points and helping build rapport. A web meeting platform was used to conduct interviews and an application designed to record and transcribe spoken words was used to capture data. Because the transcripts were produced using voice to text, I listened to the recordings, editing each one as part of the initial data analysis. To maintain confidentiality, I assigned unisex pseudonyms and used gender neutral pronouns. The data was immediately analyzed to find concepts and inform subsequent interviews. As is typical with constructivist grounded theory studies, the interview protocol evolved, becoming more focused on certain data points and helping to avoid collecting unnecessary data. Analysis of the Data Data was immediately coded and sorted to find and develop concepts using constant comparison. As the analysis proceeded, the data was condensed by organizing the codes into concepts. Adhering to procedures recommended by Charmaz (2014), extant theory was not explored until later in the analysis process. The analysis of the data collected during the initial interviews resulted in some clear concepts and the second interview protocol was subsequently changed to include questions about strategies for reflection on practice. Data collection for this study continued until the simultaneous analysis of the data indicated saturation had been reached. The changes made to the second interview protocol allowed for the collection of data that reinforced the emerging theoretical code. No anomalies were found in the data so no additional recruitment or interviews with original participants were necessary. Data analysis resulted in an emerging theory of practice. Trustworthiness An audit trail was created by journaling and memo writing throughout the data collection and analysis processes. As recommended by Charmaz (2014), the memos were a key strategy to ensure that I did not allow my own knowledge and experience to overshadow my participants’ responses. My knowledge and experience proved to be assets in identifying salient codes and helping to recognize theoretical plausibility. I was transparent about my background and current roles with all participants, which contributed to trustworthiness and positioned myself within the study. It is possible that name recognition as someone who helped to develop the Open Hands Open Access (OHOA) modules, is a State Deafblind Project director, and is the director of an intervener training program contributed to being able to recruit sixteen interveners for this study. Once the theoretical level of analysis was reached, I recorded a short video summarizing what I had found. I sent a link to the video to all participants with a short survey to facilitate a response. Fifteen of the participants responded to this request and they all agreed with my analysis. The use of member checking was important given my subjectivities about intervener training. Results All sixteen participants started their intervener training program at some point after their first day working as an intervener, which is typical in the U.S. There were three distinct themes that became clear in early data analysis. The first, learning by doing, stands to reason given that interveners begin working prior to receiving training. “Blake” described being an intervener as a, “learn as you go profession” and continued that, “nothing is black and white, nothing is right or wrong. You just learn as you go.” Most of the participants expressed being overwhelmed as they tried to determine how to meet the complex needs of the deafblind student. “Lee” stated that supporting a deafblind student felt, “natural,” but confessed that “I had no idea what I was doing,” when they began working as an intervener. Two participants with previous experience working as ASL interpreters, one who had worked with deafblind adults, stated that being an intervener was, “totally different than anything they had done” in their role as an interpreter. “Drew” commented on how different working as an intervener is, being available and doing things with the student, compared to working as a paraprofessional, “jumping in and doing something [for the student].” Concepts found in the data that are included under learning by doing include observing their student, observing others with their student, making mistakes, using trial and error, having a “bag of tricks” (a collection of ideas for adaptations and supports). The second theme, being trained, also makes sense. All participants emphasized the need for interveners to receive training and all had received training based on established knowledge and skill competencies for interveners. Dana explained that prior to completing training, “I’d been shortchanging my student … pacing … processing time… [training] is important for the intervener, but more so for the student because they are missing out on so much more if the person working with them doesn’t know.” Concepts within this theme include: learning while doing and training while working (on the job training for immediate application of learning), training with an intervener (observation of, mentoring from), learning from simulations, having a coach (feedback on practice), completing a portfolio (a collection of photos, videos, and written reflections on practice to demonstrate skill competencies), accessing professional development (post earning their qualification). The third theme, feeling supported in their practice, speaks to the need for interveners to feel respected as part of the educational team and the need to have one or more people with whom they can brainstorm, celebrate, and vent frustrations. One participant had worked with two teams, first on one that was inclusive and supportive, and later with a team that made them feel isolated and alone. They confessed, “if it had been reversed, I probably would have left the field.” Included in this theme are: having a supportive team, having access to one or more interveners, flying solo (an envivo code coined by “Alex” for, “not having people to bounce ideas off of”), and having a mentor. “Drew” was the first participant to discuss the use of video outside of the requirements for completing a portfolio for a national-level qualification. “I watched a video from three years [ago] of a meltdown happening … and the student kept going like this [gestures] … I was like … ‘the student has been communicating with me this whole time’ … since that time, I video all the time … to watch back and [see] if there is something I missed.” My response was, “video is an amazing tool for self-reflection.” The exchange caused me to add questions about forms of reflection to the second interview protocol. The second round of interviews solidified the initial concepts and resulted in a new theme, reflecting on practice. Most of the participants did not realize that they were engaging in reflective practices, but readily admitted to practices like: making notes about their day, journaling about their work, talking with other team members, or occasionally watching videos of themselves [supporting their student]. “Casey” described being thoughtful about their practice, considering what had worked and what had not been effective. Lee reaches out to specific people to discuss what they have noticed through trial and error to get ideas on how to better support their student. “Robin” recalled revisiting their portfolio, “I remember when I would do it that way … but the way I do it now is so much better.” Conclusions The literature review conducted prior to this study was purposefully limited as suggested by Charmaz (2014). As I analyzed data and concepts began to develop, a review of the literature helped to reach and develop thinking at the theoretical level. I avoided research on how teachers and other professionals on the team learn because, in the U.S., many people conflate the role of the intervener with the separate roles of others on the educational team. Jasper (2013) developed a model that explains how people learn from experience, the Experience Reflection Action (ERA) Cycle: the experience occurs, a period of reflection follows, and then action is taken based on what was learned from the reflection. The ERA Cycle helps to explain how interveners in this study learned to support deafblind students. To gain a better understanding of the impact of reflecting on practice, it is helpful to consider Mezirow’s (1990) Transformative Learning Theory. Mezirow (1990) states that when a person realizes that what they believed to know no longer makes sense, they experience a “distorting dilemma.” When a person becomes critically aware of their practice, transformative learning can occur (Mezirow, 1990). Completing the portfolio process requires prospective interveners (in the U.S.) to examine their practice competency by competency, potentially causing a “distorting dilemma,” elevating learning to a transformative level. Summary Statement This study provides guidance for people who train, hire, and work with interveners through an emerging theory that reflection on practice leads to transformative learning. It is crucial that interveners receive training that includes rigorous reflection on practice to advance their learning to help ensure that they are well equipped to provide support for deafblind people. References Charmaz, K. (2014). Constructing grounded theory (2nd Ed.). SAGE. Jasper, M. (2013). Beginning Reflective Practice. Andover: Cengage Learning. Kennedy, B. (2021). How interveners learn the knowledge and skills required to support students who are deafblind in school settings [Unpublished doctoral dissertation]. Central Michigan University. Mezirow, J. (1990). Fostering critical reflection in adulthood: A guide to transformative and emancipatory learning. San Francisco, CA: Jossey-Bass. Hand in Hand – A Project to Develop Professional Competencies in the Field of Deafblindness at the Institution Nikolauspflege, Germany Maren Marx email@example.com Nikolauspflege - Stiftung für blinde und sehbehinderte Menschen Ines Weber firstname.lastname@example.org Lea Maurer email@example.com Abstract In 2021, the Stiftung Nikolauspflege (Germany) was funded to develop professional competences in deafblindness. The target group included children and young adults with deafblindness as well as employees of the Nikolauspflege. The sub-objectives were to develop a qualification program for employees, to identify deafblindness in children with complex disabilities, to build up a network, and public relations. In addition to offering sign language courses, acquiring basic materials and literature, and introducing employees to the use of assistive devices, the focus over the past two years has been on developing a qualification program for employees. A total of eleven national and international experts will give lectures focused on different aspects of deafblind education. Individual modules of the program were evaluated by master and bachelor students. The evaluation of the first module is already completed and shows positive results. The Project “Hand in Hand” The Stiftung Nikolauspflege is a leading center for blindness, visual impairment, and multiple disabilities in the south of Germany. For 160 years, people of all ages (from early childhood to adult residential living) have been educated, encouraged, advised, and accompanied. Deafblindness was recognized as an independent disability in Germany in 2017. Since then, the perception of the dual-sensory disability changed. It is now clear that people with deafblindness need specific support and advice in order to be able to develop their potential. As has become increasingly evident in recent years, there are people with deafblindness at the Nikolauspflege. For this reason, the Nikolauspflege sees in itself the responsibility for building up and sustainably establishing the professional competencies of deafblindness in the facility (main objective). The Project “Hand in Hand” is one of four projects that the Nikolauspflege has launched for this purpose in recent years. From 2021 to 2024 the project is sponsored by the Aktion Mensch (Foundation) and the Lipoid Stiftung (Foundation). The target group included children and young adults with deafblindness as well as employees of the Nikolauspflege (early childhood and school age). The sub-objectives of the project were: - (1) to identify deafblindness in children with complex disabilities, - (2) to qualify employees and - (3) to set up a medical and therapeutic network, as well as public relations. With regard to the first sub-objective, the identification of deafblindness in children with complex disabilities, the IKI-TAU, a screening and assessment tool to assess the functional vision and functional hearing of people with complex disabilities will be used. Currently, this tool is in development at the Heidelberg University of Education. The employees of the Nikolauspflege will then be trained in so that they can use the tool in practice. The second sub-goal, the qualification of employees in the field of deafblindness, aims to be achieved, among other things, through sign language courses and a training program. The third sub-goal relates to establishing contact with doctors, pediatric-audiologists, hearing aid acousticians, speech therapists, and similar professions, as well as participating in congresses, conferences, and committees, and publishing the project progress in journals. In the last two years, the focus has been on the qualification of employees. First, basic purchases were made. These included the purchase of basic literature, test kits for hearing aids, materials for self-experience under simulation (soundproof headphones and obscured glasses), as well as access to a digital sign dictionary for all employees. Employees were then trained in usage of assistive devices (e.g. hearing aids) and in the handling of the test kid for hearing aids. Further, classes in German Sign Language were offered. As part of this process, the sign language system and vocabulary used at the Nikolauspflege were unified across the educational areas of early childhood, school age, and adult education. With access to the digital dictionary via the sign language app “Kestner,” (new) signs can now be used easily in everyday situations (Figure 1). In addition, all employees have access to a database of sign language images to support the teaching of songs or lesson content. Further, the “sign of the week” was established (Figure 2): each week a new sign is introduced to the employees, teachers, and students. Figure 1. Usage of signs and sign app with a student. Figure 2. “Sign of the week” Another important step was the development and implementation of a special qualification program in which employees acquire knowledge of skills specific to deafblindness. Based on an assessment of demand at the beginning of the project, a curriculum was developed. The aim of the curriculum is to define the transfer of knowledge (content and skills to be acquired) and to ensure sustainability beyond the duration of the project. In seven modules, the participants acquire both theoretical and practical knowledge about deafblindness. The transfer of the acquired knowledge into practical everyday life is considered to be particularly relevant. A total of eleven national and international experts presented lectures focused on different aspects of deafblind education, which included: - Introduction to Deafblindness (definition, group of people, prevalence & causes) - Specifics of Development (concept knowledge & construction of the world) - Syndromes - Communication (contact & social interaction, conventional and unconventional forms of communication) - Video Analysis - Working with the Tactile Working Memory Scale - Educational & Pediatric Audiology - Didactics - Adult Education Most of the training content included self-experience exercises. In total 29 employees took part. The participants’ educational backgrounds and fields of work are highly heterogeneous and, therefore, interdisciplinary: Teachers of special needs education as well as nurses, occupational and physical therapists, and educators in kindergarten or in residential living took part in the training. Individual program modules were evaluated by master and bachelor students. The results have shown that nearly all of the participants had had contact with a person with deafblindness in the past. Only a few currently have no contact with a person with deafblindness. The majority of the participants identified their contacts to people with congenital deafblindness who have residual hearing and vision. The feedback on the choice of content, implementation, and organization, as well as the increase in knowledge, was consistently positive. The further examination of video material and the practical relevance were mentioned as suggestions for improvement. In addition, time management and the use of technology can be improved. These points of constructive critique will be included in the planning and implementation of the next modules. For the following and final year of the project, the focus will be on the successful completion of the qualification program and the establishment of the medical-therapeutic network. In addition, a support network for families with children with deafblindness is to be developed. The aim to identify children with deafblindness is also being pursued. Employees in early intervention, kindergarten, and school were trained in how to use the hearing assessment portion of the screening and assessment tool, IKI-TAU. In order to establish the expertise in the facility in the long term beyond the project, the trained employees are expected to serve as multipliers in their respective areas. Summary People with deafblindness need specific support adapted to their individual circumstances in order to develop their potential. Developing appropriate expertise is the responsibility of those who work with people with deafblindness. In this sense, the Nikolauspflege takes on its responsibility by establishing, among other things, the project “Hand in Hand”. As envisaged in the conception of the project, the qualification of employees is of great importance. Expertise can only be spread with qualified employees. As expected, training content requires careful planning, close to the practical context. Through the development and implementation of the qualification program, the employees should learn to empathize with the perception of a person with deafblindness and develop ideas on how they can support and accompany the person in their everyday work. In their role as multipliers, they are also responsible for sharing their knowledge with colleagues and providing support in everyday life. In addition, employees have the opportunity to expand their skills in sign language and thus expand access to language for their students. The project will continue for another year to achieve the remaining goals, such as networking and public relations and training the employees on how to identify children with deafblindness. The Nikolauspflege is looking forward to another successful year of developing professional competencies in the field of deafblindness. Every Child Can Learn: The Model Program Approach for Enhancing Education of Children and Youth with Visual Impairments, Including Those with Deafblindness Gloria Rodríguez-Gil$^1$ firstname.lastname@example.org Perkins School for the Blind Darija Udovicic Mahmuljin email@example.com Perkins School for the Blind Abstract Perkins School for the Blind’s Model Program Approach is based on 200 years of experience working collaboratively with children, parents, educators, healthcare professionals, community organizations, and governments across 97 countries. We do not build schools – we build capacity. Our approach focuses on building local partnerships to foster transformative, meaningful, and lasting change. This paper describes Perkins’ core strategy of model programs and its exemplary growth in Mexico and Armenia, elevating educational opportunities for children and youth with multiple disabilities and deafblindness. This concept takes into account unique characteristics of each program, cultural contexts, and societal issues. Through collaboration with local governments, schools, families, and universities, Model programs emerge as... exemplary teaching sites driving systemic change. The impact is measured through the Perkins Quality Improvement process to evaluate and improve learning environments for children with disabilities. This proven model contributes significantly to the field of education of children with multiple disabilities and deafblindness and inclusive education for all children. Introduction Perkins School for the Blind is dedicated to empowering children with visual impairments and multiple disabilities, including those with deafblindness. We firmly believe that every child can learn, including 240 million children with disabilities around the world - many of whom are out of school - and that they can thrive as valued members of their families, schools, and communities. Our approach is dynamic, enabling us to meet children where they are, be it in schools, residential facilities, community programs, or their homes. Through flexible partnerships and best practices for inclusive education, we strive to accommodate each country’s unique economic, cultural, and educational context. Our Strategy: Model Programs Our core strategy centers around developing communities of model programs. Model programs are local programs with the potential to become exemplary in their communities. Perkins provides specialized technical support, planning, coaching, and mentoring to these programs. Over time, selected model programs become teaching sites for nearby programs, expanding the adoption of best practices in a ripple effect that reaches more children. Every child can learn. But most education systems lack the readiness to make learning accessible to all children. Through our model program approach, we set new standards for what is possible for children with multiple disabilities and deafblindness. The model program approach is a transformational process that takes into account the unique characteristics of the programs and their contexts, as well as the current community, cultural, and societal issues. It involves collaboration with local governments, teachers, families, community organizations and universities. As model programs evolve, Perkins’ support evolves as well, to guide collaboration with government agencies and improve national standards. This practical support, at both programmatic and policy levels, drives systemic change. This approach empowers local partners to take ownership of the process, ensuring sustainability and scalability. Illustrating the above - in 2019 Pekins in Latin America began the model program strategy by partnering with governments: Mexico, Brazil and Argentina. We started with three schools in each country. Now, only four years later, we are in 48 schools and plan to be in 71 by 2025. Through this collaboration, we’ve learned that becoming a Model Program is an ongoing journey involving the community and society. Perkins defines a model school as: “A model school is a place of constant search for improvement, a leader in self-assessment and innovation, committed to the revision of practices based on individual and societal demands. It is a school with social awareness as they see themselves as a school of reference and support, a training site, a model for other schools.” Impact Measurement: Perkins Quality Improvement Process and Indicators Our impact is measured through the Perkins Quality Improvement process, which identifies educational best practices for children with disabilities. The model program development process is based on the use of evidence for decision-making, using a standard set of quality indicators in order to evaluate the existing quality of learning and teaching, establish a baseline and goals for improvement, and implement a training and mentoring plan for teachers, administrators and parents to help children with disabilities learn- ideally in an inclusive environment. The Perkins Quality Indicators (PQI) tool covers nine key evaluation categories, each containing a number of indicators, in total 70 indicators. These categories include Building Community/Inclusive Culture, Program Planning and Classroom Organization, Learning Environment and Materials, Communication and Social Relationships, Child Assessment and Progress Monitoring, Curriculum and Instruction, Family Support, Administration and Support, and Governmental Collaborations. The PQI tool provides a comprehensive framework to ensure that educational services address the needs of children with disabilities while being adaptable to different cultural, contextual, and programmatic settings. Perkins’ global benchmarking metric has a standard core so it can be implemented in diverse educational settings around the world. A Proven Model: Project Pixan in Mexico Pixin is an ancient Mayan word describing the power that gives life to every human being, regardless of his or her ability. Project Pixan is proof of the effectiveness of the Model Program Approach in improving educational opportunities for children with deafblindness, multiple disabilities and visual impairments. The project focuses on applying the Perkins Quality Improvement process to public special education schools in Mexico. In 2019, Project Pixan began with 3 schools in Yucatan, Morelos, and Aguascalientes. Through collaboration with State Secretaries of Education, educators, and parents, the project aims to increase access to quality education for children with disabilities. By 2025, Project Pixan plans to have improved conditions in 41 public schools throughout 13 states and by 2030 we will be reaching 71 schools. The growth is incremental, with the addition of new schools every year, ensuring a sustained impact and expanded support. Project Pixan also represents collaboration with a Strategic Working Group - Grupo Izamal. The group, comprising representatives from 29 public and private organizations, mother leaders, and adults with visual disabilities and deafblindness, plays a pivotal role in influencing curriculum in teacher training programs, impacting practices in schools, promoting family-school collaboration and coordinating health and education services. Additionally, partnerships with public universities such as - Universidad Autonoma de México and Universidad Autónoma de Yucatán have contributed to delivering specialized training and conducting research on the intersection of modern Mayan culture with mothers and children with disabilities. Furthermore, with the Yucatán State Secretary of Education, Perkins has created an Adaptive Design Center to build and provide custom-made accessible equipment to support educational goals of children with disabilities. Armenia: Focus on Inclusion Perkins’ impact in Armenia is evident in its commitment to meeting children where they are, whether at home, orphanages or schools. Work in Armenia began in orphanages, providing knowledge and support for their transformation through introducing community-based activities and services to prevent further institutionalization. Perkins’ support of the establishment of inclusive day care programs provided more options for parents to further decrease institutionalization rates. When Armenia’s inclusive policy led to all mainstream schools becoming inclusive schools and special schools transforming into Support Centers, Perkins collaborated actively with the government through Republican Support Centers: the main governmental resource organization responsible for implementing inclusive practice in all schools in the country. Through close collaboration and our Perkins Quality Improvement process inclusive schools, orphanages, and Regional support centers become Model Programs, modeling best practices and creating a ripple effect of inclusion and quality improvement. By fostering collaboration among Model programs, Perkins cultivates a network of devoted teachers and professionals. Alongside this, our close partnership with the Pedagogical University provides additional knowledge resources, empowering regional leaders to implement inclusive practices effectively. Collaboration with the University has extended to the enhancement of their curriculum, ensuring that future educators are equipped to provide appropriate education for children with multiple disabilities and deafblindness. In this competition approach, inclusive education is fostered by establishing local collaborations for national impact, always keeping the wellbeing of every child at the heart of education. Conclusion Perkins School for the Blind’s Model Program Approach has proven to be a powerful strategy for improving education and support for children with disabilities in large countries and small, around the world. Local partnerships drive systemic change and create a ripple effect. Focus on quality improvement and collaboration with governments fosters a significant contribution to the field of multiple disabilities, deafblindness and inclusive education. In the future, new collaborations to expand the Perkins Model Program Approach to more children, teachers, families and geographies can unlock new opportunities for every child to learn and belong. Research on Description of People and Portraits: Implications for the Deafblind Community Megan Conway$^1$ firstname.lastname@example.org Information, Research, and Professional Development Department, Helen Keller National Center for DeafBlind Youths and Adults Brett Oppegaard University of Hawai‘i at Manoa Matt Bullen Portland State University Andreas Miguel University of Hawai‘i at Manoa Tara Brown-Ogilvie Helen Keller National Center for DeafBlind Youths and Adults Introduction Early in 2022, the Helen Keller National Center (HKNC) and the University of Hawai‘i at Manoa (UHM) collaborated on a research project that conducted five focus groups and two interviews with blind, low vision, and deafblind individuals on the topic of AD. The aim of this study was to examine preferred characteristics of AD related to various media contexts, specifically characteristics in the areas of race/ethnicity, disability, gender, and age. These sessions were conducted to learn firsthand what blind, low vision, and deafblind people value most in the delivery of AD. $^1$ Corresponding author Methods Of the 15 participants, ten were deafblind and five were blind or low vision. The researchers also conducted a pilot study with three blind and two deafblind individuals to test and refine the research questions. Participants for the full study were recruited through postings on listservs catering to blind, low vision, and deafblind individuals. Participants were asked to complete an initial screening and demographic survey before being assigned to a focus group or individual interview. Individual interviews were conducted with participants who faced technology or communication barriers to participating in a focus group over Zoom. The focus groups and interviews were conducted by the primary author, who is deafblind, with support from a research assistant during 90-minute focus groups on Zoom. Additionally, one interview was conducted via Zoom and one via telephone. American Sign Language (ASL) interpreters were provided for participants whose first language was ASL. Participants were asked guiding questions about their preferences for the description of people and portraits across different contexts and specifically in relation to markers of identity such as race/ethnicity, gender, age, and disability. All of the focus groups and the interviews that were conducted on Zoom were transcribed for thematic analysis. Peer-review was performed by two researchers who coded the transcripts independently and then compared codes. These were then given to the wider team for additional peer review. The full team also met regularly to discuss the development of coding and themes. Results Five major themes emerged: 1) Importance of facial expression; 2) Age of onset and AD; 3) Describing directly from the visual source; 4) Integration of sound and sight to create a “whole picture”; and 5) Taking an educated guess. Other findings included the importance of context around AD, self-identification of the person being described, and the AD user’s general acceptance of real-world limitations. For the purposes of this paper, the themes that most aligned with the deafblind participants in this study are highlighted; additional themes shared by blind, low vision, and deafblind participants are available in a separate paper (Conway et al., 2023). Note that participants’ names have been changed to protect their identity. Importance of Facial Expression Deafblind participants who communicate via American Sign Language (ASL) stressed the importance of facial expression in aiding in their understanding of visual information about a person. Deafblind participant Anita shared, “I’m always more interested in the person’s facial expressions than I am interested in their attire.” Charles agreed and added that, “We cannot hear the tone of the voice when it goes up and down. But the facial expression, you know, or from the audio description that you might receive about a person [includes] their emotions and what they’re experiencing.” As tone of voice was not accessible to those who were born Deaf, maintaining eye contact and looking at the speaker’s face was a good way to learn about their state of well-being, intent, and more. Later in life, with reduced visual fields, getting access to this information through AD was expressed as essential to understanding the emotion behind a portrait or person. Another participant, Bruce, explained the strategy of using haptics, as a tactual representation on his arm or back, to help him understand the emotional context of the conversation as he was born with vision and this information was meaningful to him. Age of Onset and Audio Description Being blind, low vision, or deafblind from birth versus later onset can affect the desired content of AD such as the description of color. Those who never experienced color may have no need for this description, whereas others who have seen and understand color may find great meaning in this addition to the description. Charles shared: “I really like a basic description of colors. I think that’s good enough for me…I’ve tried with somebody who’s fully deafblind, we’ve had a conversation about it. And they told me that they were born blind, and they said they have no concept of black and white at all people who are born with sight and they lose their vision down the road, they tend to love color. It really means a lot to them.” In sum, understanding the age of onset and communicating AD preferences can help to improve the quality of AD for that individual on a personalized basis. In general, it seems that those who do like information about color prefer a basic and brief description, without using fancy terms like maroon or periwinkle, sticking with simple words like dark red or blue seems to work best. Describing Directly from the Visual Source In the context of portraits, this can mean describing the painting itself instead of reading the description from a nearby plaque that provides the details of the artist, medium, etc. Essentially starting from the big picture and then focusing on smaller details such as the scene, thematic points, action, emotion, and then possibly color. One deafblind participant shared: “I get the big picture first, what the picture is about. And then it goes down to the details of what’s actually in the picture and what the point of the picture is. So, if you know, you go straight to the face, I won’t know exactly what’s happening, in the portrait with a picture. So, I think that the overall theme needs to be established first.” Others agreed that moving from general to specific allowed them to envision the scene better. Using the visual source was preferred over a text or spoken description by a tour guide as rich visual elements could be lost in translation. This can include the perceived emotion or feeling that the artist might leave up to individual interpretation. Integration of Sound and Sight to Create a “Whole Picture” With many of the deafblind participants being born Deaf, additional auditory cues, such as the mood of a room at a social function (i.e., glasses clinking, people laughing, etc.) should be added to the audio description to provide the “whole picture”. Deafblind participants also emphasized the importance of including auditory information, such as tone of voice, accent, or background noise along with visual information to describe people in film, live performances, and other live situations such as social events. Within this group, AD has been provided in visual or tactile ASL with some also using haptic communication or ProTactile to offer as much information as possible to create an equivalent experience. Also, as the term audio description can be perceived as audio-centric, deafblind community members often use the term, “environmental facilitation” or EF to indicate someone that provides auditory, visual, and social information via ASL or other means. Taking an Educated Guess One interesting difference between the blind/low vision and deafblind participants regarding describing sensitive topics such as perceived gender identity, age, disability, and race was that the blind/low vision group preferred to use the person’s self-identified description (i.e., transgender, Hispanic, etc.) or none at all, erring on the side of caution when making assumptions. Whereas there were a few deafblind participants that would prefer an educated guess in order to provide a comprehensive description. The important note here was to use verbiage like, “it seems that … or I am not sure, but she appears to be in her mid-thirties…” One theory is that a person who is deafblind may not have access to additional auditory cues, such as a soft feminine voice or accent to provide additional clues incidentally. Although not all of the participants were in agreement, some said that at a social event, things like race and gender would not change how they interacted with the person and was therefore not relevant. While another participant preferred an educated guess rather than the visual description of a “caramel” skin tone that keeps them wondering about a perceived identity at a diversity event where this information could be relevant. Yet, there was also an understanding by some that if this information was not requested or relevant to the context of the situation, then it could be left out altogether. Conclusion Takeaways for describers are to engage in on-going communication around AD preferences as it relates to what information is most meaningful to the AD user based on their age of onset, level of vision/hearing, and other priorities across contexts and settings. This can include the amount of information as well as the process for describing race, gender, disability, or other associations that the AD user may find relevant. After an event, debriefing and gaining feedback from the AD user is also encouraged to improve the quality of individualized AD. Summary This paper discussed findings from a series of focus groups and interviews conducted with 15 participants who identified as blind, low vision, or deafblind on their preferences for the description of portraits and people via audio description (AD). Thematic analysis of the transcripts led to the following themes: 1) Importance of facial expression; 2) Age of onset and AD; 3) Describing directly from the visual source; 4) Integration of sound and sight to create a “whole picture”; and 5) Taking an educated guess. These results are in line with previous research that suggests there is no “one size fits all” approach to AD (Hutchinson et al., 2020; Naraine et al., 2018). The findings of this study lay a foundation for further research on representations of diversity in audio description. Author Note This work was supported by the U.S. National Endowment for the Humanities under Grant 276851-21. References Conway, M., Oppegaard, B., Bullen., M., Miguel., A. & Brown-Ogilvie, T. (2023). Describing people and portraits through audio description: Preferences of people who are blind, low vision, and deafblind [Research to Practice Paper]. https://www.helenkeller.org/ Hutchinson, R., Thompson, H., & Cock, M. (2020) Describing Diversity: An exploration of the description of human characteristics and appearance within the practice of theatre audio description [Technical Report]. VocalEyes and Royal Holloway, University of London. https://vocaleyes.co.uk/?request_file=14091 Naraine, M. D., Fels, D. I., & Whitfield, M. (2018). Impacts on quality: Enjoyment factors in blind and low vision audience entertainment ratings: A qualitative study. PLoS One, 13(12) https://doi.org/10.1371/journal.pone.0208165 LIVED EXPERIENCES Bringing Experience to Life, Research, and Education Dr. Annmaree Watharow email@example.com Centre for Disability Research and Policy, the University of Sydney Lived Experience Lived experience refers to the people who have firsthand experiences of disability and its related challenges – legal, medical, social, and personal (Byrne et al., 2015). This includes knowledge and expertise about their own impairments, disability related challenges, and experiences of microaggression, discrimination, marginalisation, disadvantage, and oppression. What this means is that we (those of us with lived experience) are expert-knowers and we know the most about what it is like to experience disability. Lived experience research and lived experience-led research values these storytelling insights. Epistemic Justice For any research about any aspects of our lives, our culture, our needs, our priorities and the services that both support and fail us, it is not enough for researchers to ‘observe’ us, they must ask us. They should involve us. We are the ones with the most knowledge. Researchers must engage and develop what British philosopher Miranda Fricker calls ‘testimonial sensibility’ where researchers immerse themselves into the worlds and lives and hear countless testimonies so as to become ‘perceptually aware’ (Fricker 2007). This creates challenges of accessibility, of reach, of culture, of communication. Without attention to these challenges, any research and whatever services or policies and protections are created and maintained, won’t be inclusive, relevant to community priorities, or trustworthy. Despite having lived experience, we don’t know it all, so testimonial sensibility and immersion is still necessary: We each hold but slivers of the whole. If we neglect testimonial sensibility, fail to provide accessibility, and neglect to seek out hidden voices, we commit testimonial injustice. Testimonial injustice – the wrongdoings of knowledge building – is part of Fricker’s framework on epistemic injustice. Australian society has yet to declare deafblindness-dual sensory impairment (DBDSI) a distinct disability. We have yet to come to grips with the growing and significant number of older people with DBDSI. Few are asking them for their stories and what they need, their priorities, what support works and what doesn’t. Where is the society for older people who don’t see or hear very well? Without this information, policy makers, professionals, and practitioners run the real risk of spending money on supports that don’t work or aren’t wanted. What this tells us is that older people with DBDSI are invisible. This is not just a testimonial injustice of an unheard story but also a hermeneutical injustice (Fricker 2007). Hermeneutical is an uncommonly used word for the lack of awareness of the name and meaning of an experience. Many older people cannot name and therefore cannot communicate their experience of dual sensory impairment. Furthermore, no one is asking them; therefore, they are not able to improve their circumstances. Fricker calls this a situated hermeneutical inequality: This means older people’s social situation is such that a collective hermeneutical gap or profound lack of awareness, prevents them from making sense of their lived experiences. This hermeneutic lack of awareness is seen in the way older people refer to their significant sensory losses as just a normal part of getting old. These experiences are so common and yet so invisible. The failure to seek and make visible the lived experience stories of older age and sensory loss, these hermeneutic and testimonial injustices, belongs to society, its researchers, policy makers, social care providers, and legislators. Lived experiences need to be seen, heard, and felt. We will look later at how we can make lived experience more of a consideration in research and policy. My Lived Experience I have Usher syndrome, as do a few other members of my family. Deaf at birth, I got the Usher diagnosis in my twenties after several years in a hermeneutic wasteland of worsening sight but no recognition by any health professional. But now I had a name and way too much information about all the bad stuff that was going to happen. The medical librarian got me a copy of a landmark paper by Vernon (1968). He wrote of blindness, psychosis, cognitive decline, institutionalisation. This terrified me. I didn’t understand how disability was ‘managed’ in the past, I didn’t understand this wouldn’t happen to me. I didn’t know any others with Usher until my brother was diagnosed after me. We just said to each other: Yep. Rubbish stuff. Let’s ignore it. I just kept working in health care until moving into research more recently. It has taken me many years to make sense of my own experiences because professional awareness of DBDSI was so low and there wasn’t a social care presence for decades until the advent in 2013 of Australia’s National Disability Insurance Scheme (NDIS), the principal form of support for people with permanent, severe disability who enter the scheme before 65 years of age. This means most people, especially older Australians, are not under its auspices. This creates serious inequities. This is why recognition as a unique and distinct disability is so critical. And why people with lived experience are campaigning for this. As a person with DBDSI, I have many identities and roles in life. These layer my lived experiences in strange and complicated ways. We live with DBDSI but that’s not all we do. We are often busy being and doing other things. If society were better organised and less oppressive, we would be busier still and more productive. We are enormously capable when adequately supported. I am a carer as well as cared for; I am a parent with a disability and an adult child of parents with dual sensory impairment; I am a service user and a service provider; a participant in research and a leader of research. As service users, we have epistemic insights from our experiences that should be informing everything about us: the protections, policies, and practices. I know this from my lived experience research. Disability is a big business in Australia, worth 34 billion dollars a year and growing. But we don’t have a grasp on our workforce: it’s casualised, disordered and the market force favours unskilled, lower paid workers. And for service providers and workers that support people with complex communication and other needs, multiple disability, and intersectionality, the current market and model just isn’t working. I can say this from lived experience. And this lived experience is informing the review of the NDIS that is currently underway. Low expectations hamper people living with disability getting plans and supports that meet their goals and aspirations. My planner said ‘let’s get you someone to help shower you, walk you round the block, and chat with you for a bit. And would you like me to look for a daycare or club with others like you?’ I replied that I thought that was what going to work at university was – daycare with people like myself. It is also frustrating that unlike the UK, where it is recognised that people with DBDSI need specialised support, in Australia I don’t get extra funds to pay for this specialised support, such as training in tactile messaging, sighted guide, social haptics, and technological assistance at a university level. I’ve been lucky and privileged to have creative people as my accessibility assistants, I wouldn’t be here without them, I would have very limited work outputs without them, no book, no presentations, no research, no lifelong learning, no important internet shopping. How do I know about all this? From my lived experience. I also know from my lived experience-led research that people with DBDSI are subject to significant care and communication failures in hospitals. My research revealed that no one got an accessible to them consent form (Watharow 2023). Some of the other results include: - I am cared about = 11% - I am treated as a human being = 17% - I understand what professionals say = 11% - I experience high-quality and safe clinical care = 22% - I have confidence in the professionals treating me = 22% - I am treated equally no matter who I am = 22% - My hospital puts the need of patients first = 6% - My feedback is welcomed and acted upon = 6% This is a damning report card into the performance of hospitals for patients with DBDSI. We know this because we asked the expert-knowers, giving them choice and control over creating safe narrative spaces, providing trusted interpreters where needed, and developing testimonial sensibilities. It is crucial and epistemically just that all patients are given inclusive ways to share their experiences of care and carelessness in hospitals (Calvert et al 2022, Watharow 2023). Unwanted Lived Experiences Oppression and discrimination are alive and unwanted experiences of disability layer and complicate life. Recently, I decided to measure how much, how often. I started keeping a diary of enabling events and disabling ones. After one week I had so many of the latter, I thought that must be a one off, a spike in incidents, so I continued collecting experiences for another week and found lots of them again. It crystallised for me, that when other people are dismissive of the ‘severity’ of a microaggression at work or during a meeting which is inaccessible, they are failing to understand that happens on top of the bank refusing to assist you, or the health service refusing to provide accessible forms, or the bus driver saying the ubiquitous, ableist ‘you don’t LOOK disabled.’ All these layers are thick and sticky and often invisible, we need to be asked about them in safe ways and share these experiences with researchers with testimonial sensibilities or lived experience. Inclusion of Lived Experience in Research: A roadmap to a better evidence base to inform protections, policies, and practices would include. 1. Recognition of DBDSI as distinct disability. 2. Co-production for all research about disability: Include people with disability at all stages of the research process. 3. Accessibility for all: Grant applications must be made accessible, as most are not. 4. Meeting etiquette: We all know that all research and policy making involves interminable, long meetings. We need etiquette to include people with disability, manage turn taking and maximise information, inclusion, and contribution by those with lived experiences. 5. Remuneration: Pay for the expert-knowledge of people with disability. 6. Authorship: Include all the knowledge builders as authors where possible. 7. Grow experience: Provide opportunities for those with lived experience to tell their stories, participate in the production of research, get skills. Lifelong learning for all. 8. Budget for increased time and accessibility provisions. 9. Share experiences about the challenges and adjustments to methodologies when conducting research by lived experience researchers and with people with disability. 10. Ensure research outputs translate into a socially just, epistemically truthful benefit for communities and individuals. 11. Embrace scholar activism (Paradies 2018). Acknowledgements I would like to make an acknowledgement of country; I acknowledge the traditional owners of the Gadigal land on which this paper was written, and where I live, research, write, and work. I would like to pay my respects to Elders, past, present, and future. References Byrne, L., Happell, B. and Reid-Searl, K. (2015). ‘Lived experience practitioners and the medical model: World’s colliding?’, Journal of Mental Health, 25(3), pp. 217–223. doi:10.3109/09638237.2015.1101428. Calvert, M.J. et al. (2022). ‘Patient reported outcome assessment must be inclusive and equitable’, Nature Medicine, 28(6), pp. 1120–1124. doi:10.1038/s41591-022-01781-8. Fricker, M. (2007). Epistemic injustice: Power and the ethics of knowing. Oxford: Oxford University Press. Paradies, Y. (2018). ‘Whither standpoint theory in a post-truth world?’, Cosmopolitan Civil Societies: An Interdisciplinary Journal, vol. 10, no. 2, pp. 119–29. Vernon, M. (1969). ‘Usher’s syndrome—deafness and progressive blindness’, Journal of Chronic Diseases, 22(3), pp. 133–151. doi:10.1016/0021-9681(69)90055-1. Watharow, A. (2023), Improving the Experience of Health Care for People Living with Sensory Disability: Knowing What is Going On. Lived Places Publishing. Teen Years With Usher syndrome: Living It My Own Way! Gauthier Laurie firstname.lastname@example.org Student at École Oraliste Coudé Josué email@example.com Vision Rehabilitation Therapist (VRT) Introduction The main objective of this article is to describe the journey of a 16-year-old girl, Laurie, who has Usher syndrome and a language disorder. From a young age, Laurie has faced personal, academic and professional challenges. Her involvement and perseverance are illustrated by concrete examples. These testify to her investment and her positive attitude, both with the rehabilitation team and at school. Laurie is learning adapted, which requires her to use technology to have access to information and to maintain communications as her vision will eventually deteriorate. Allowing teens and parents, as well as their rehabilitation team, to acknowledge different experiences lived-in real-life situations and how interventions can help in coping with difficulties that occur along the way. Laurie’s motivation is to communicate that it is possible, even with deafness and visual and language impairments, to live fully, do many things, and get through tough times. Laurie’s childhood Journey My parents discovered that I was deaf when I was 7 months old. I didn’t react much to the noises in my environment. My hearing was assessed and I had my first cochlear implant when I was 17 months old. From 1.5 to 5 years old, I went to the IRDPQ stimulation center (Institute of Rehabilitation in Physical Impairment of Quebec) and also to a family daycare. Then Chantal, my speech therapist, suggested the Oralist School to my parents – it’s a private school for Deaf children. This is where I started school. I developed my language and it was discovered that I had a visual problem at the age of seven. Communication and Language Development When I was little, I wanted to communicate. I learned some signs, but I didn’t say a lot of words. I really wanted to talk. Inclusion in different activities Before going to day camp, I was an energetic and self-confident child and I had always felt welcome; at daycare, at school, with my family. At day camp, I wanted to make friends, but children made fun of me and called me ugly names like: monster because of my implants. I didn’t understand everything they said, but I saw their expression and the way they spoke to me and I felt rejected. At that time, it was difficult to express myself well and to tell my mother what I was going through. I lacked the words to express my emotions. I did not want to go back to day camp anymore. I repeated it several times, day after day. Finally, my parents agreed that I would stay at home during the summer with my brother. I improved my autonomy, to keep busy during the day, to cook a little and to do tasks like the dishes. I became more responsible and my parents gained trust in me. Afterwards, I no longer felt like leaving the house or wanting to meet people, or do family activities, even if my parents suggested it. I did not want to be bothered anymore. My Second Cochlear Implant I got my second implant when I was 5 years old. I had issues with that one: tinnitus, tickling; it was really unpleasant. I didn’t really use it until about age 13. At that time, it was difficult for me to speak clearly and the audiologist had to program the implant by watching my reactions, my facial expressions, and the blinking of my eyes to see if I was comfortable. It hasn’t been easy. When I was able to express myself better, there was a reprogramming of my implant. I was now able to tell if the sound was too loud, too weak, disturbing, or if it was comfortable. I could tell if I had a pain or tickle in my head. Moreover, the programming possibilities of the implant were better than when I was 5 years old. With my second implant, which I wear now, I hear better on both sides, it’s easier. I have to speak lower to hear my voice correctly. I listen to the TV quieter and it’s better for my parents’ ears! I can also connect on Bluetooth to a TV listening system and to my smartphone. Vision Loss When I lost more vision, I saw less and it was darker, I had more difficult times. At school, I was stressed because I was facing more difficulties and I wanted to succeed in doing the work. I had more problems, like in sports, and I lost self-confidence. I felt that my difference was more obvious. When I arrived home from school, I was tired and I was often angry. I often stayed alone in my room. And indeed, it was hard. At school, I remained in a fairly good mood, even coping with the stress. But at home, I was more depressed. In the same period, I was entering adolescence. I was offered help and went to the psychologist and doctor for stress medication. I couldn’t manage to lower my anger on my own. I didn’t feel good because anger is not like me, it’s not in my personality, I was reacting to my loss of vision. I tried to improve this, but I needed support to make it happen. With the psychologist, I worked step by step. I wanted to regain self-confidence. First, we worked on anger management, then I developed stress management tools. Afterwards, we worked on sadness and depression. It seems to me that after that period, I was better able to understand quickly. I feel that I have opened up and I now process information better. After my vision loss, the rehab team suggested to me to discover Braille. I wasn’t so sure at first, but I accepted. I really enjoyed learning how Braille works. I also learned some basics to write using a Braille keyboard. I know that I will be able to continue to learn and that with Braille and screen readers with speech synthesis I will be able to continue to have access to the computer and do a lot of things, even if I see less. Getting to Know Myself Better and Gaining Confidence At the time when my vision went down and in the following months, I spoke about my visual difficulties at school. Teachers and students were informed. It was difficult to make teachers and young people my age understand what I was going through and how stressed I was. Since I was experiencing difficulties, a meeting with the rehab teams was organized. My teachers were surprised, they did not expect such significant impacts and had not felt how much my vision was affected. My friends were also impressed by what I was going through, especially in the ball game. My childhood friend tried a 3-4 meter shot with me. She managed to catch the ball but when she took off the simulation glasses, she saw that it was not that far! After the meetings, the other students were more supportive and tried to help me more. The teachers also knew what to do better to help me. Talking About It Without Feeling Embarrassed I started talking about my vision and hearing problems to several new people. I was lucky enough to be able to do it in a fun and relaxed context, at my father’s family and work parties. Now, when I have personal experiences, like for example at the beautician or if someone notices my cane, I am able to explain my situation and how I see, how I manage, and how they can help someone who is visually impaired. I know I can help other people and that is why I am sharing my experience with people. Going to School with Some Adaptations I am now in my third year of Québec’s version of high school. I got help at school from the rehab team and I have always been working hard. I participated in several projects at school, which helped me to make a lot of progress. Even when I was unaware of it, people were working things out to adapt to my environment at school. Family Life and Personal Interests From the moment I was little and up to today, I have done a lot of activities and tried a lot of things. I want to experiment, discover and have fun. Student Job Last winter, I started working as a clerk in a grocery store. I learn a lot and meet new people. I like that a lot. I managed to find this job thanks to my grandmother and because this place was open for social integration. My Future... Soon, I will change schools, to continue to learn and prepare for my future. I began seeking advice from an orientation counselor to learn about the possibilities and the trainings and jobs that I could do later. I want to know myself better, to consider my strengths and limitations, and make interesting choices for my future. It is a challenge for me, as for most young people my age! Conclusion To sum up, I want to remind everyone that even with visual, auditory, and language difficulties, you need to have confidence and keep trying lots of things. 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Make an Earth Fan Fan yourself with Earth’s layers! We spend pretty much all our time on Earth’s crust. It’s where all the land and oceans are. But below the crust, there’s a lot going on. The crust is just like the skin on an apple. It doesn’t go very deep. But it’s still deeper than you could ever dig. It’s 18.6 miles (30 km) deep on land. At the bottom of the ocean, the crust is still about 3 miles (5 km) deep. Below the crust is Earth’s biggest layer, the mantle. It’s a hot soup of molten rock. The mantle goes 1,801 miles (2,900 km) deep. Below the mantle is the outer core; it’s made of liquid iron and nickel. At the center of Earth is the inner core. It’s a solid center made of iron and nickel metals. To remember that Earth is much more than just the surface we see every day, make this Earth layer fan. What you need: - 3 copies of the Earth Fan Worksheet - Scissors - Glue stick - 2 jumbo popsicle sticks Find this activity online and learn more by visiting NASA Space Place: http://spaceplace.nasa.gov/earth-fan. Find more fun activities at http://spaceplace.nasa.gov/menu/do. What to do: 1. Cut out the three square shapes. 2. Fold along the first dotted line. 3. Flip over the paper and fold to the next dotted line. 4. Keep folding, turning the paper over after each fold, until you've folded a fan. Find this activity online and learn more by visiting NASA Space Place: http://spaceplace.nasa.gov/earth-fan. Find more fun activities at http://spaceplace.nasa.gov/menu/do. 5. Fold the fan in half. 6. Glue the inside of the fold together to create a small fan section. 7. Repeat steps three through seven with the other two printouts. Now you have three small fans. 8. Glue the first section to your popsicle stick with the fold of the fan touching the top of the popsicle stick. 9. Glue the next fan section on top. Make sure the fan folds point the same direction. 10. Glue the last fan section on top. 11. Glue the other popsicle stick on top. Press down to get a good seal. 12. Let the glue dry for a few minutes. 13. Open your fan and cool yourself off. Find this activity online and learn more by visiting NASA Space Place: http://spaceplace.nasa.gov/earth-fan. Find more fun activities at http://spaceplace.nasa.gov/menu/do. Earth Fan Find the full directions at spaceplace.nasa.gov/earth-fan Directions: 1. Print three copies of this page. 2. Cut out the square shape. 3. Fold along the dotted lines in alternating directions. 4. Assemble your fan according to the directions at spaceplace.nasa.gov/earth-fan Earth Fan Find the full directions at spaceplace.nasa.gov/earth-fan Directions: 1. Print three copies of this page. 2. Cut out the square shape. 3. Fold along the dotted lines in alternating directions. 4. Assemble your fan according to the directions at spaceplace.nasa.gov/earth-fan	<urn:uuid:b3bda507-9b27-4472-a855-fc866833d1df>	CC-MAIN-2019-39	https://spaceplace.nasa.gov/review/earth-fan/EarthFanDirections.pdf	2019-09-22T11:52:05Z	crawl-data/CC-MAIN-2019-39/segments/1568514575513.97/warc/CC-MAIN-20190922114839-20190922140839-00294.warc.gz	657,925,139	691	eng_Latn	eng_Latn	0.994155	eng_Latn	0.996354	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1102, 1507, 1818, 2276, 2565, 2854 ]	[ 3.6875 ]	1	0
Lateral Thinking "Information is same how you see them is different" - Edward de Bono Answer to the Puzzle She takes the basket as well with the last egg still in it Edward de Bono's Lateral Thinking Think more, think differently, think radically - Break existing patterns and change paradigms - Generate more ideas and develop fresh thinking - Solve challenging problems in new and different ways Lateral thinking to help you think differently Learning Outcomes Application of tools at will Potential Genesis HR Services LLP 65, P S Sivaswamy Salai Mylapore, Chennai: 600004 www.potentialgenesis.com Tel: +919840720188 Potential Genesis HR Services LLP has Certified Trainer from de Bono Thinking systems. What do businesses need today? A new way of thinking that opens a door they didn’t even know existed. A way of thinking that seeks a solution to an intractable problem through unorthodox methods or elements that would normally be ignored by logical thinking. They need Lateral Thinking. Dr. Edward de Bono divides thinking into two methods. He calls one “vertical thinking” which uses the processes of logic—the traditional, historical method. He calls the other “lateral thinking,” which involves disrupting an apparent thinking sequence and arriving at the solution from another angle. Developing breakthrough ideas does not have to be the result of luck or a shotgun effort. Dr. de Bono’s proven Lateral Thinking methods provide a deliberate, systematic process that will result in innovative thinking. Creative thinking is not a talent; it’s a skill that can be learned. It empowers people by adding strength to their natural abilities, which improves creativity and innovation, which leads to increased productivity and profit.’ Today, better quality and better service are essential, but they are not enough. Creativity and innovation are the only engines that will drive lasting, global success. Can you solve this Puzzle? Tool Box: - Alternatives: How to use concepts as a breeding ground for new ideas. Sometimes we do not look beyond the obvious alternatives. - Focus: When and how to change the focus of your thinking. You will learn the discipline of defining your focus and sticking to it. - Challenge: Breaking free from the limits of traditional thinking. With challenges, we act as though the present way of doing things is not necessarily the best. - Random Entry: Using unconnected input to open up new lines of thinking. - Provocation and Movement: Generating provocative statements and using them to build new ideas. - Harvesting: Capturing your creative output. At the end of a creative-thinking session, we normally only take note of the specific ideas that seem practical and have obvious value. - Treatment of Ideas: How to develop ideas and shape them to fit an organization or situation. For: Creativity driven professions, Research and Development professionals, Entrepreneurs, Senior Management, Student’s in Business Administration Learning Outcomes Application of Focused thinking tools at will Edward de Bono's Six Thinking Hats Think, Meet & Communicate Smarter - Better, more productive meetings - Shorter, more productive meetings and project groups - Improved communication, collaboration and understanding Collaborative and parallel thinking for more productive meetings "I cannot teach anybody anything. I can only make them think!" - Socrates Potential Genesis HR Services LLP has Certified Trainer from de Bono thinking systems. Imagine it. Your team has the skills and techniques they need to make the best decision. Fast. Smart. Efficient. It’s not impossible. In fact, it’s simple. Once they know how. That’s where Dr. Edward de Bono’s Six Thinking Hats® comes in. This systematic method of thinking in a completely new and different way will provide your employees with skills and tools that they can apply immediately! See results in days, not months. It is a simple, effective technique that helps them become more productive. You and your team members can learn how to separate thinking into six distinct categories. Each category is identified with its own colored metaphorical “thinking hat.” By mentally wearing and switching “hats,” you can easily focus or redirect thoughts, the conversation, or the meeting. The difference between brilliant and mediocre teams isn’t so much in their collective mental capacity, but in how well they can tap into their collective wisdom and how well they function together. After your team learns the skills behind the Six Thinking Hats® system they’ll: - Hold critical meetings without emotions or egos making bad decisions - Avoid the easy but mediocre decisions by knowing how to dig deeper - Increase productivity and even more important -- be more effective - Make creative solutions the norm - Maximize and organize each person’s thoughts and ideas - Get to the right solution quickly and with a shared vision For: Team Leaders, Group Leaders, Entrepreneurs, Senior Management, Students in Business Administration Learning Outcomes Application of Creative Thinking Tools @ Work “Opportunity ideas do not lie around waiting to be discovered. Such ideas need to be produced” “Inspiration exists, but it must find you working.” - Pablo Picasso- Basic Creativity “Ignite Potential” Potential Genesis HR Services LLP 65, P S Sivaswamy Salai Mylapore, Chennai: 600004 www.potentialgenesis.com Tel: +919840720188 Potential Genesis HR Services LLP has Certified Trainer from de Bono thinking systems. The most successful executives is one who can inspire employees across various levels of organization to design innovative solutions for day to day challenge at work. Across every business function, creativity is central to solving complex problems, developing new strategies, facilitating innovation, and driving change within the organization. The program on “Basic Creativity” Thinking training course is designed to teach your employee the processes of creative thinking using a tool-kit of practical creativity techniques. You employees will have a range of tools in order to generate innovative solutions with ease. It is a highly practical course which focuses on teaching your employee how to be more creative in their everyday work environment. This means that your employees will be able to brainstorm new ideas on demand whether they are working alone or in groups. \| Tools \| \|----------------\| \| Breadth \| \| Broaden perception—as fundamental to thinking as vocabulary is to reading. \| \| Organisation \| \| Shows how to organize their thinking. \| \| Interaction \| \| Teaches to observe the thinking involved in arguments, how a point of view is presented or defended, and the value and types of evidence. \| \| Creativity \| \| Teaches how to change concepts and patterns for great results in design thinking. \| \| Information & Feeling \| \| Asks what information do we have? What do we need? How can we get it? What values and feelings can we apply to the information?. \| \| Action \| \| Introduces visual symbols that can be used to direct thinking \| The program is designed on CoRT tools of Dr. Edward de Bono. Effective thinking, like literacy and numeracy, is not inborn—it has to be learned and practiced to be effective. Think of a person setting out to learn to be a carpenter. Each carpenter’s tool is designed to carry out a specific function. The carpenter learns when and how to use each of the tools one by one. A lot of practice is required to become a skilled carpenter. Learning to become a skilled thinker is the same approach. Your employees will learn the skill “Operacy”. For: Employees at all levels, Students, Team Leaders, Group Leaders, Entrepreneurs.	<urn:uuid:ab381564-1272-4721-9c99-57dcafd4b347>	CC-MAIN-2017-26	http://www.potentialgenesis.com/wp-content/uploads/2015/12/Debnon-thinking-system.pdf	2017-06-23T10:08:43Z	crawl-data/CC-MAIN-2017-26/segments/1498128320049.84/warc/CC-MAIN-20170623100455-20170623120455-00109.warc.gz	615,032,823	1,573	eng_Latn	eng_Latn	0.960568	eng_Latn	0.995155	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 629, 3017, 3443, 5073, 5474, 7780 ]	[ 2.3125 ]	1	0
SPATIAL AND TEMPORAL DISTRIBUTION OF GEOPHYSICAL DISASTERS Vladimir Cvetković1, Saša Mijalković * The Academy of Criminalistic and Police Studies, Belgrade Received 30 August 2013; reviewed 19 September 2013; accepted 01 October 2013 Abstract: Natural disasters of all kinds (meteorological, hydrological, geophysical, climatological and biological) are increasingly becoming part of everyday life of modern human. The consequences are often devastating, to the life, health and property of people, as well to the security of states and the entire international regions. In this regard, we noted the need for a comprehensive investigation of the phenomenology of natural disasters. In addition, it is particularly important to pay attention to the different factors that might correlate with each other to indicate more dubious and more original facts about their characteristics. However, as the issue of natural disasters is very wide, the subject of this paper will be forms, consequences, temporal and spatial distribution of geophysical natural disasters, while analysis of other disasters will be the subject of our future research. Using an international database on natural disasters of the centre for research on the epidemiology of disasters (CRED) based in Brussels, with the support of the statistical analysis (SPSS), we tried to point out the number, trends, consequences, the spatial and temporal distribution of earthquakes, volcanic eruptions and dry mass movements in the world, from 1900 to 2013. Key words: geophysical disasters, statistical analysis, earthquake, volcanic eruptions, mass movement dry. Introduction Natural disasters are catastrophic events resulting from natural hazards. They result from internal (beneath the Earth’s surface), external (topographical), weather-related (meteorological/hydrological) and biological phenomena (Eshghi & Larson, 2008:65). Natural disasters are beyond human control and they are often termed an “Act of God” (Shaluf, 2007:687). Natural disasters are naturally occurring physical phenomena caused either by rapid or slow onset events which can be geophysical (earthquakes, landslides, volcanic activity), hydrological (avalanches and floods), climatological (extreme temperatures, drought and wildfires), meteorological (cyclones and storms/wave 1 Correspondence to: email@example.com surges) or biological (disease epidemics and insect/animal plagues) (Edward, 2005:78; Mijalković, 2011:195-197). CRED defines a disaster as "a situation or event which overwhelms local capacity, necessitating a request to a national or international level for external assistance; an unforeseen and often sudden event that causes great damage, destruction and human suffering" (Guha, Vos, Below & Ponserre, 2012:15). They are a consequence of mutual influence of natural events (geophysical processes and other processes in nature) and human systems (social - economic, cultural and physical) (Mladen & Cvetković, 2013). These are events that have a major and tragic impact on society, undermine the common ways of life, hinder economic, cultural, and sometimes political conditions of life and slow down the development of the community and require special measures by emergency and rescue services in emergency situations (Cvetković, 2013:9). The consequences can be reflected not only in the national but also at regional and global level of security (Mijalković, 2009:69-83). Table 1. Overview of the world's natural disasters in the period from 1900 to 2013 \| Disaster sub-group \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|--------------------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| Meteorological \| 7149 \| 2766859 \| 2641153 \| 1742924832 \| 105054916\| 1850620901 \| 1872273246 \| \| Geophysical \| 3037 \| 5331007 \| 5177147 \| 309279604 \| 45930226 \| 360387067 \| 1522543792 \| \| Hydrological \| 9557 \| 13987140 \| 2655118 \| 6891172180 \| 185223183\| 7079050481 \| 1200003042 \| \| Biological \| 2820 \| 19152311 \| 968153 \| 90325323 \| 0 \| 91293476 \| 460264 \| \| Climatological \| 2989 \| 23772449 \| 3779656 \| 4532945549 \| 903962 \| 4537629167 \| 471765608 \| \| Total \| 25552 \| 65009766 \| 15221227 \| 13566647578 \| 337112287\| 13918981092 \| 5067045952 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database During the period from 1900 to 2013 there have been 25.552 natural disasters. Out of these, most disasters were hydrological, then meteorological, geophysical, climatological and biological ones (Table 1). Since this is a really extensive matter, the subject of this paper will analyze forms of expression, number, and the result of temporal and geographical propagation of a geophysical disasters. Phenomenology of other types of disasters will be the subject of our future research. Methodology The research was conducted on the basis of a very extensive research of the center for epidemiology disasters (CRED), in such a way that raw data were retrieved on July 8, 2013 from the international database on disasters at www.emdat.be. For a disaster to be entered into the database, at least one of the following criteria must be fulfilled: 10 or more people reported killed; 100 or more people reported affected; announcement of a state of emergency; call for international assistance (Gyha, et al., 2012:15). The raw data have been taken in the form of an Excel file with 25,552 registered events. Such - raw data were further processed by the statistical analysis of data IBM SPSS Advanced Statistics 20.0., in a such a way that data auto recoding was first made: transform → automatic recode → variable → new name → ok; After that, recoding data is completed: Transform → Recode into different variables → variable → new name → old and new values → ok, frequencies and percentages of summary variables are calculated: analyze → descriptive statistics → frequencies → variables → ok. Lastly, tables and charts are made. Results of the processing of these data are shown in the text, tables and graphs. The meanings of terms that are used in this work are: killed - number of people confirmed dead and number of missing and presumed dead; injured - number of people suffering from physical injuries, trauma or an illness requiring immediate medical treatment as a direct result of a disaster; homeless - number of people needing immediate assistance for shelter; affected - number of people requiring immediate assistance during a period of emergency; this may include displaced or evacuated people; total affected - sum of injured, homeless and affected; estimated damage ($) - global figure of the economic impact of a disaster; it is given in US dollars (Guha, et al. 2012:16). Geophysical disasters Geophysical disasters are earthquakes, volcanic eruptions and mass movements dry (Shaluf, Ahmadun & Said, 2003:27). Compared to other types of natural disasters, according to its frequency in the period from 1900 to 2013, they occupy the third place with 11.89% (Figure 1). ![Graph showing percentage of natural disasters](image) Figure 1. Percentage of the total number of natural disasters in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database By the consequences in terms of the number of people killed, geophysical disasters are in fourth place with 20.8%. By the number of injured people, they are in the first place with 34.01%, while by the number of affected they are in the fourth place with 2.28%. Given the number of people left homeless due to natural disasters, geophysical disasters are in third place with 13.62% (Figure 2). ![Graph showing percentage of consequences of all kinds of natural disasters to people in the period from 1900 to 2013](image) Figure 2. Percentage of consequences of all kinds of natural disasters to people in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database Table 2. Review of total number and consequences of geophysical disasters in the period from 1900 to 2013 \| Disaster main type \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|--------------------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| Earthquake \| 2475 \| 5128349 \| 5152887 \| 299445174 \| 45166684 \| 349764745 \| 1515959896 \| \| Mass movement dry \| 110 \| 10034 \| 1022 \| 45376 \| 11962 \| 58360 \| 503200 \| \| Volcanic eruptions \| 452 \| 192624 \| 23238 \| 9789114 \| 751580 \| 10563962 \| 6080696 \| \| Total \| 3037 \| 5331007 \| 5177147 \| 309279664 \| 45930226 \| 360387067 \| 1522543792 \| \| Annually \| 27 \| 47177 \| 45815 \| 2736988 \| 406462 \| 3189266 \| 13473838 \| \| Monthly \| 2 \| 3931 \| 3817 \| 228082 \| 33871 \| 265772 \| 1122819 \| \| Daily \| 0.07 \| 131 \| 127 \| 7602 \| 1129 \| 8859 \| 37427 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database During the period from 1900 to 2013, there were 3,037 geophysical disasters. Their consequences are 5,331,007 killed, 5,177,147 injured, 309,279,664 affected and 45,930,226 homeless. Thus, the total number of affected people was 349,764,745. Total estimated damage amounted to 1,515,959,896 U.S. dollars. On average, there were 27 geophysical disasters annually, 2 monthly, 0.07 daily (Table 2). In percentage terms, out of total number of geophysical disasters, earthquakes make 81.49%, volcanic eruptions 14.88% and mass movement dry 3.62% (Figure 3) ![Graph showing percentages of geophysical disasters](image) Figure 3. Percentage overview of the total number of geophysical disasters in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database ### Earthquake An earthquake is a sudden, intense shaking of the earth's crust caused by the breaking and shifting of rock beneath the Earth (Haddow, Bullock & Copola, 2011:87). That is a sudden break within the upper layers of the earth, sometimes breaking the surface, resulting in the vibration of the ground, which, when strong enough, will cause the collapse of buildings and destruction of life and property (Davis, 2008:36). Table 3. Review of total number and consequences of earthquakes in the period from 1900 to 2013, with regard to the average annual, monthly and daily distribution \| Period 1900-2013 \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|------------------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| Total \| 2475 \| 5128349 \| 5152887 \| 299445174 \| 45166684 \| 349764745 \| 1515959896 \| \| Annually \| 22 \| 45384 \| 45601 \| 2649957 \| 399705 \| 3095263 \| 13415574 \| \| Monthly \| 1.8 \| 3781 \| 3800 \| 220829 \| 33308 \| 257938 \| 1117964 \| \| Daily \| 0.06 \| 126 \| 125 \| 7260 \| 1095 \| 8480 \| 37265 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database During the period from 1900 to 2013, there were 2,475 earthquakes. Their consequences are 5,128,349 killed, 5,152,887 injured, 299,445,174 affected and 45,166,684 homeless. Thus, the total number of affected people was 349,764,745. Total estimated damage amounted to 1,515,959,896 U.S. dollars. On average, there were 22 earthquakes annually, 1.8 monthly, 0.06 daily (Table 3). In terms of percentage, as a consequence of an earthquake, most people were killed (27.38%), injured (51.77%), affected (53.30%) and made homeless (52.75%) in the period from 2000 to 2013. There were least killed as a consequence of an earthquake (1.44%) in the period from 1900-1910, least injured (0%) in the period from 1900-1910, affected (0%) in the period from 1910-1920, and least people made homeless (0%) from 1900 to 1910, and 1910 to 1920 (Figure 4). Table 4. Review of total numbers and consequences of earthquakes in the period from 1900 to 2013, classified by continents \| Continent \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|-----------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| Asia \| 1354 \| 3643557 \| 3399525 \| 231408080 \| 31815436 \| 266623041 \| 1080558376 \| \| Americas \| 538 \| 878596 \| 1517776 \| 56826052 \| 8733946 \| 67077774 \| 202871612 \| \| Europe \| 321 \| 556598 \| 107970 \| 8171412 \| 2746074 \| 11025456 \| 155732672 \| \| Africa \| 158 \| 42772 \| 121236 \| 1655876 \| 1830988 \| 3608100 \| 24719398 \| \| Oceania \| 104 \| 6826 \| 6380 \| 1383754 \| 40240 \| 1430374 \| 52077838 \| \| Total \| 2475 \| 5128349 \| 5152887 \| 299445174 \| 45166684 \| 349764745 \| 1515959896 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database Most earthquakes occurred in Asia 1.354, and least in Oceania 104. Thus, by the number of earthquakes the first is Asia, then Americas, Europe, Africa and Oceania at the end (Table 4). Table 5. Top 5 countries by number of earthquakes in the period from 1900 to 2013 \| Country \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|---------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| China \| 277 \| 175116 \| 1308165 \| 132365104 \| 9032350 \| 142705619 \| 200231414 \| \| Indonesia \| 223 \| 396896 \| 337844 \| 14664738 \| 3113096 \| 18115678 \| 23131852 \| \| Iran \| 206 \| 294932 \| 344904 \| 4503188 \| 507430 \| 5355522 \| 22037256 \| \| Turkey \| 152 \| 178472 \| 194578 \| 11262532 \| 2390910 \| 13848010 \| 49370800 \| \| Japan \| 115 \| 388740 \| 314246 \| 1882986 \| 588240 \| 2785472 \| 719324800 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database Most earthquakes occurred in China - 277, then in Indonesia - 223, Iran - 206, Turkey - 152 and Japan - 115. However, in addition to this, it is necessary to note that the most people were killed in earthquakes in China - 1.751.161 but it is also the largest number of injured people that was in China - 1.308.165 (Table 5). Table 6. Top 5 years by total number of earthquakes in the period from 1900 to 2013 \| Year \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|----------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| 1901 \| 86 \| 36 \| 0 \| 0 \| 0 \| 0 \| 0 \| \| 1902 \| 84 \| 13494 \| 0 \| 0 \| 0 \| 0 \| 0 \| \| 1903 \| 80 \| 12000 \| 0 \| 0 \| 0 \| 0 \| 0 \| \| 1904 \| 72 \| 0 \| 0 \| 0 \| 0 \| 0 \| 0 \| \| 1905 \| 66 \| 45082 \| 0 \| 0 \| 0 \| 0 \| 0 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database Most earthquakes occurred in 1901 and amounted to 86, then in 1902, 1903, 1904 and 1905 (Table 6). By the number of the killed, the year 1976 is remembered - 553.988, and based on the number of the injured, the year 2008 is remembered - 741.878 (EM-DAT, 2013). Figure 5. Percentage overview of the total number of earthquakes in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database In the period from 2000 to 2013 most earthquakes happened, and they amount to 27.94% in relation to the total observed period. Also, in the period from 1900 to 1970, the number of earthquakes was average, while in subsequent years the number was increasing from the average, so that in the period from 2000 to 2013 it reached 27.94% (Figure 5). Volcanic eruptions A volcano is a mountain that opens downwards to a reservoir of molten rock below the surface of the earth. Unlike most mountains, which are pushed up from below, volcanoes are built up by an accumulation of their own eruptive products, i.e. lava, ash flows, and airborne ash and dust (Perry & Godchaux, 2005:186). When pressure from gases and the molten rock becomes strong enough to cause an explosion, an eruption occurs. A volcanic eruption is the manner in which gases, liquids, and solids are expelled from the earth’s interior onto its surface (Marlene & Carmichael, 2007:268). Table 7. Review of total number and consequences of volcanic eruptions in the period from 1900 to 2013, with regard to the average annual, monthly and daily distribution \| Period 1900-2013 \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|------------------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| Total \| 452 \| 192624 \| 23238 \| 9789114 \| 751580 \| 10563962 \| 6080696 \| \| Annually \| 4 \| 1704 \| 205 \| 86629 \| 6651 \| 93486 \| 53811 \| \| Monthly \| 0.33 \| 142 \| 17 \| 7219 \| 554 \| 7790 \| 4484 \| \| Daily \| 0.011 \| 12 \| 0.57 \| 241 \| 18 \| 260 \| 149 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database During the period from 1900 to 2013, there were 452 volcanic eruptions. Their consequences are 192,624 killed, 23,238 injured, 9,789,114 affected and 751,580 homeless people. Thus, the total number of affected people was 10,563,962. Total estimated damage amounted to 6,080,696 U.S. dollars. On average, there were annually 4, monthly 0.03, daily 0.011 volcanic eruptions (Table 7). In terms of percentage, as a consequence of volcanic eruptions, the most people were killed in the period from 1900 to 1910 (46.07%), while the least were killed in the period from 2000 to 2013. The most people were injured in the period from 1980 to 1990 (51.40%), whereas the least from 1900 to 1910 and from 1920 to 1960 (0%). The most people were affected in the period from 1990 to 2000 (41.50%), whereas the least in the period from 1900 to 1930 (0%). The most people were made homeless in the period from 2000 to 2013 (30.87%), while the least in the period from 1900 to 1940 (0%) (Figure 6). Figure 6. Percentage overview of effects of volcanic eruptions in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database Table 8. Review of total number of volcanic eruptions in period from 1900 to 2013, classified by continents \| Continent \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|-----------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| Asia \| 186 \| 43576 \| 9764 \| 5804290 \| 207800 \| 6021854 \| 1416702 \| \| Americas \| 162 \| 135716 \| 11678 \| 2873116 \| 62360 \| 2947154 \| 4337394 \| \| Oceania \| 46 \| 7330 \| 62 \| 427738 \| 92000 \| 519800 \| 220000 \| \| Africa \| 34 \| 4436 \| 1686 \| 659600 \| 361420 \| 1022706 \| 18000 \| \| Europe \| 24 \| 1566 \| 48 \| 24400 \| 28000 \| 52448 \| 88600 \| \| Total \| 452 \| 192624 \| 23238 \| 9789144 \| 751580 \| 10563962 \| 6080696 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database The most volcanic eruptions occurred in Asia 186, and least in Europe 24. So by the number of volcanic eruptions, the first is Asia, then the Americas, Oceania, Africa and, finally, Europe (Table 8). Table 9. Top 5 countries by volcanic eruptions in the period from 1900 to 2013 \| Country \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|-----------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| Indonesia \| 104 \| 36542 \| 7318 \| 2297734 \| 47000 \| 2352052 \| 688780 \| \| Philippines \| 50 \| 5992 \| 2376 \| 3308838 \| 158600 \| 3469814 \| 463922 \| \| Japan \| 30 \| 1030 \| 40 \| 197718 \| 2200 \| 199958 \| 264000 \| \| Papua N. \| 28 \| 7030 \| 62 \| 372798 \| 92000 \| 464860 \| 220000 \| \| Kolumbija \| 26 \| 45652 \| 10026 \| 103902 \| 0 \| 113928 \| 2000000 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database The most volcanic eruptions occurred in Indonesia - 104, Philippines - 50, Japan - 30 and Papua N. G.- 28 (Table 9). Also, it is important to mention that in the past 113 years, the most people were killed in Martinique - 60,000, while the most people were injured in Colombia - 10,026 (EM-DAT, 2013). Table 10. Top 5 years by number of volcanic eruptions in the period from 1900 to 2013 \| Year \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|----------------------\| \| 2006 \| 24 \| 10 \| 26 \| 757196 \| 0 \| 757222 \| 300000 \| \| 1991 \| 20 \| 1366 \| 430 \| 2369098 \| 16800 \| 2386328 \| 474000 \| \| 2005 \| 16 \| 6 \| 0 \| 682000 \| 0 \| 682000 \| 0 \| \| 1983 \| 14 \| 0 \| 0 \| 97870 \| 2200 \| 100070 \| 350380 \| \| 1984 \| 14 \| 74 \| 0 \| 202000 \| 0 \| 202000 \| 0 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database The most volcanic eruptions (24) occurred in 2006., then in 1991-20, 16 in 2005, 14 in 1983 and 14 in 1984 (Table 10). By the number of the killed, the year 1902 is remembered - 77,380 people. By the number of the injured, the year 1985 is remembered - 43,600 people (EM-DAT, 2013). Figure 7. Percentage overview of the total number of volcanic eruptions in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database Trends of volcanic eruptions are such that, for example, from 1900 to 1970, the number of volcanic eruptions was on average to 10% in relation to the total observed period. After 1970, the number of volcanic eruptions was increasing, and in the period from 2000 to 2013 it reached its maximum of 30.09% (Figure 7). Mass movement dry Mass movement (mass wasting) encompasses several different types of slope failure events influenced by natural forces. These events can occur rapidly or require an extended time to occur. There are also different moisture requirements for onset (Stoltman, Lidstone, & Dechano, 2007). Landslide is a general term referring to any perceptible mass movement of earth materials down the slope in response to gravity (Marlene & Carmichael, 2007:189). Table 11. Review of total number and consequences of mass movement dry in the period from 1900 to 2013, with regard to the annual, monthly and daily distribution \| Mass movement dry \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|-------------------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| Total \| 110 \| 10034 \| 1022 \| 45376 \| 11962 \| 58360 \| 503200 \| \| Annually \| 0.97 \| 89 \| 9 \| 402 \| 106 \| 4489 \| 4453 \| \| Monthly \| 0.08 \| 7 \| 0.75 \| 33 \| 9 \| 374 \| 371 \| \| Daily \| 0.002 \| 0.24 \| 0.025 \| 1.11 \| 0.3 \| 12 \| 12 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database During the period from 1900 to 2013, there were 110 mass movement dry. Their consequences are 10,034 killed, 1,022 injured, 45,376 affected and 11,962 homeless people. Thus, the total number of affected people was 58,360. Total estimated damage amounted to 503,200 U.S. dollars. On average, there were 0.97 mass movement dry annually, 0.08 monthly and 0.002 daily (Table 11). Figure 8. Percentage review of the effects of massive movement dry on in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database In terms of percentage, as a consequence of mass movements dry, the most people were killed in the period from 1960 to 1970 (44.21%), while the least were killed in the period from 1920 to 1930, and from 1940 to 1950 (0%). The most people were injured in the period from 1980 to 1990 (36.40%), whereas the least from 1920 to 1950 and from 1970 to 1980 (0%). The most people were affected in the period from 1980 to 1990 (67.66%), whereas the least in the period from 1900 to 1980 (0%). The most people were made homeless in the period from 1950 to 1960 (33,40%), while the least in the period from 1900 to 1950, from 1960 to 1970 and from 1980 to 1990 (0%) (Figure 8). Table 12. Review of the total number and consequences of mass movement dry in the period from 1900 to 2013, classified by continents \| Continent \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|-----------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| Asia \| 42 \| 3438 \| 508 \| 13302 \| 1480 \| 15290 \| 98000 \| \| Americas \| 36 \| 5442 \| 254 \| 8574 \| 9232 \| 18060 \| 400000 \| \| Europe \| 18 \| 538 \| 116 \| 20500 \| 0 \| 20616 \| 5200 \| \| Africa \| 10 \| 444 \| 144 \| 1000 \| 1250 \| 2394 \| 0 \| \| Oceania \| 4 \| 172 \| 0 \| 2000 \| 0 \| 2000 \| 0 \| \| Total \| 110 \| 10034 \| 1022 \| 45376 \| 11962 \| 58360 \| 503200 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database Most mass movement dry happened in Asia - 42 and least in Oceania - 4. So, by mass movement dry, the first is Asia, then Americas, Europe, Africa and Oceania at the end (Table 12). Table 13. Top 5 countries by number of mass movement dry in the period from 1900 to 2013 \| Country \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|---------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| Canada \| 16 \| 610 \| 182 \| 0 \| 7000 \| 7182 \| 0 \| \| China \| 14 \| 1000 \| 270 \| 10000 \| 680 \| 10950 \| 96000 \| \| USA \| 8 \| 290 \| 12 \| 17000 \| 0 \| 17012 \| 0 \| \| Colombia\| 6 \| 494 \| 72 \| 4500 \| 250 \| 4822 \| 0 \| \| France \| 6 \| 128 \| 104 \| 0 \| 0 \| 104 \| 0 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database Most mass movement dry happened in Canada- 104, China 14, USA 8, Columbia 6 and in France 6 (Table 13). Also, in the past 113 years, due to mass movement dry the most people were killed in Peru - 4.000 and the most people were injured in China - 1.000 (EM-DAT, 2013). Table 14. Top 5 years by number of mass movement dry in the period from 1900 to 2013 \| Year \| Occurrence \| No. of people killed \| No. of people injured \| No. of people affected \| Homeless \| Total affected \| Estimated damage ($) \| \|------\|------------\|----------------------\|-----------------------\|------------------------\|----------\|----------------\|---------------------\| \| 1992 \| 10 \| 646 \| 138 \| 5500 \| 800 \| 6438 \| 5200 \| \| 1993 \| 10 \| 682 \| 72 \| 5100 \| 250 \| 5422 \| 0 \| \| 1983 \| 8 \| 932 \| 30 \| 0 \| 0 \| 30 \| 0 \| \| 1988 \| 6 \| 314 \| 0 \| 2000 \| 0 \| 2000 \| 0 \| \| 1989 \| 6 \| 110 \| 0 \| 16000 \| 0 \| 16000 \| 0 \| Source of data: EM-DAT: The OFDA/CRED International Disaster Database The most mass movements dry happened in 1992 and amounted to 10, then in 1993, 1983, 1988 and in 1989 (Table 14). By the number of the killed, the year 1962 is remembered - 4,000, while by the number of the injured, 1990 is remembered - 230 people (EM-DAT, 2013). Figure 9. Percentage overview of the total number of massive movement dry in the period from 1900 to 2013. Source of data: EM-DAT: The OFDA/CRED International Disaster Database From 1900 to 1970, the number of volcanic eruptions was on average up to 10% in relation to the number of eruption of the total observed period. From 1970 to 2000, the number of volcanic eruptions increases, whereas after 2000 it slowly decreases (Figure 9). Conclusion Analyzing phenomenology, ie. forms of manifestations, consequences, temporal and spatial distribution of geophysical disasters (earthquakes, volcanic eruptions and mass movement dry) around the world, in the period from 1900 to 2013, we have come to the following conclusions: In relation to the total number of natural disasters in the period, which amounted to 25,552, geophysical disasters are in the third place according to its frequency - 11.89%. In the first place are hydrological disasters - 37.40%, and the last are biological ones - 11.04%. In relation to the total number of people killed in natural disasters, which is 65,009,766, geophysical disasters are in the fourth place - 20.8%. In the first are climatological- 36.57%, biological - 29.46%, hydrological- 21.52% and in the last place are meteorological ones - 4.26%. In relation to the total number of people injured in natural disasters which is 15,221,227, geophysical disasters are in the first place - 34.01%. The second are climatological- 24.83% then hydrological- 17.44%, meteorological- 17.35% and biological ones - 17.44%. In relation to the total number of people who were made homeless in natural disasters, which is 337.112.287, geophysical disasters are in third place-13.62%. In the first place are hydrological disasters - 54.94%, meteorological - 31.16%, climatological - 0.27% and, in the end, biological ones 0%. In the period, there occurred 3.037 geophysical disasters, 2.475 of which were earthquakes, 452 volcanic eruptions and 110 mass movements dry. In percentage terms, earthquakes have occurred in 81.49% of cases, volcanic eruptions in 14.88%, and mass movement dry in 3.62%. In geophysical disasters 5.331.007 people have been killed, 5.128.349 of which in earthquakes, 192.624 in volcanic eruptions and 10.034 in the mass movement dry. In geophysical disasters 5.177.147 people have been injured, 5.152.887 of which in earthquakes, 23.238 in volcanic eruptions and 1.022 in mass movements dry; In the period, characteristics of earthquakes were as follows: in Asia it was the largest number: China has experienced the largest number of earthquakes with the largest number of people killed and injured; most earthquakes happened in 1901; in 1976 the earthquakes caused the greatest number of people killed; in 2008 the earthquakes injured most people. In terms of the number and characteristics of consequences of volcanic eruptions, the following is concluded: most volcanic eruptions were in Asia-Indonesia has experienced the largest number of volcanic eruptions; Martinique had the largest number of people killed, and Colombia the largest number of people injured; most volcanic eruptions occurred in 2006; the most people were killed in 1902; the most people injured in 1985. In terms of the number and characteristics of consequences of mass movement dry, it is clear that they were mostly in Asia; by countries- Canada has experienced the largest number of mass movement dry, in Peru the most people were killed, while there was the largest number of people injured in China. On an annual basis, the total number of earthquakes, volcanic eruptions and mass movements dry until 1970 was average, with some degree of deviation from the annual average of the total observed period, but after that, a serious increase in their number and effects has been observed. References Cvetković, V. (2013). Intervetno-spasilačke službe u vanrednim situacijama. Beograd: Zadužbina Andrejević. Davis, L. (2008). Natural Disasters. New York: Facts On File. Edward, B. (2005). Natural Hazards, Second Edition. Cambridge: University Press. EM-DAT: The OFDA/CRED International Disaster Database, available www.cred.be/emdat/welcome.htm (accessed July 2013). Eshghi, K. & Larson, R. (2008). Disasters: lessons from the past 105 years. Disaster Prevention and Management, 17(1), 62 – 82. Guha, D., Vos, F., Below, R., & Ponserre, S. (2012). Annual Disaster Statistical Review 2011: The Numbers and Trends. Brussels: CRED. Haddow, G., Bullock, J., & Coppola, D. (2011). Introduction to Emergency Management: Fourth Edition. USA: Elsevier, Inc. Marlene, B., & Carmichael, R. (2007). Notable Natural Disasters. California: Salem Press, Inc. Mijalković, S. (2009). Bezbednost države i koncepti međunarodne bezbednosti, Defendologija, No 25–26. Banja Luka: Defendologija centar, 69–83. Mijalković, S. (2011). Nacionalna bezbednost. Beograd: Kriminalističko-policijska akademija. Mlađan, D., Cvetković, V. (2013). Classification of emergency situations. In Press, Belgrade: The Academy of Criminalistic and Police studies, International Scientific Conference. Perry, W. R. & Godchaux, J. (2005). Volcano hazard management strategies: Fitting policy to patterned human responses. Disaster Prevention and Management, 14(2) 183 – 195. Shaluf, I. M. (2007). An overview on disasters. Disaster Prevention and Management, 16(5) pp. 687 – 703. Shaluf, I. M., Ahmadun, F. & Said, A.M. (2003). A review of disaster and crisis. Disaster Prevention and Management, 12 (1), 24-32. Stoltman, J., Lidstone, J., & Dechano, L. (2007). International perspectives on natural disasters: occurrence, mitigation, consequences. The Netherland: Springer. International Conference “Natural Hazards – Links between Science and Practice”	aaeedeac-2eaf-4755-9c2b-da46fc338fd9	CC-MAIN-2023-06	https://vladimircvetkovic.upravljanje-rizicima.edu.rs/wp-content/uploads/2021/05/RADgijc_zr_63_3_031_cvetkovic.pdf	2023-01-30T18:36:53+00:00	crawl-data/CC-MAIN-2023-06/segments/1674764499826.71/warc/CC-MAIN-20230130165437-20230130195437-00053.warc.gz	622,336,593	9,749	eng_Latn	eng_Latn	0.943109	eng_Latn	0.991017	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "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	[ 2374, 5765, 7797, 10590, 12918, 14963, 18113, 21233, 24174, 26673, 29156, 33660, 35333, 37606, 39494, 39575 ]	[ 1.1875, 2.09375 ]	3	0
The Berenstain Bears’ Mad, Mad, Mad Toy Craze By Stan and Jan Berenstain / ISBN: 978-0-679-88958-8 Lesson Author Erin A. Yetter, Ph.D., Federal Reserve Bank of St. Louis—Louisville Branch Standards and Benchmarks (see page 19) Lesson Description In this lesson, students are asked to imagine they have to buy a birthday cake for their best friend to see if they know where to buy one and how much it is likely to cost. Then they hear a story about two little bears who go a little crazy collecting the newest toy fad, Beary Bubbies. They follow along with the story by matching Beary Bubby sellers to the prices they ask. Students then draw their own Beary Bubby and determine a price for it. They also play a matching game to match common goods with their corresponding prices and sellers. Grade Level K-1 Concepts Buyers Goods Price Sellers Objectives Students will be able to • define buyers, goods, price, and sellers; and • identify prices and sellers for common goods. Essential Question Who are buyers and sellers? Time Required Approximately 60 minutes Materials - The Berenstain Bears’ Mad, Mad, Mad Toy Craze (ISBN: 978-0-679-88958-8) by Stan and Jan Berenstain - Visual 1, one copy, cut apart - Visual 2 - Handout 1, one copy for each student - Handout 2, one copy for each student - Handout 3, one copy (or more if needed), with the good, price, and seller cards each copied onto different-colored card stock (e.g., pink, blue, and yellow) and cut apart - A box of crayons or markers or tissues - A pen or pencil and markers or crayons for each student - Two $1 bills (real or pretend) Procedure 1. Introduce the lesson by asking the students to pretend that their best friend’s birthday is next week. Ask the following: - What would the price be for a birthday cake for your friend? That is, how much would you have to spend to buy a birthday cake for your friend? (Answers will vary). Call on a few students and write their answers on the board. - Where would go to buy the birthday cake? (Answers will vary, but should include places such as a bakery or grocery store.) Call on a few students and write their answers on the board. 2. Point to the prices you wrote on the board. Tell the students they were telling you what they thought the price of a birthday cake would be. Explain the following: - A price is the amount of money that people pay when they buy a good and the amount sellers receive when they sell a good. - To buy a cake for their best friend, they would pay a price for the cake. 3. Point out that goods are objects that can satisfy people’s wants. Goods are things that people can touch or take with them, such as crayons, cakes, cars, pencils, toys, books, and shoes. 4. Display the “Price” and “Good” cards from Visual 1: Word Wall Cards on the board or a word wall. Discuss the following: - What are the names of some of the goods you see in the classroom? (Answers will vary but may include desks, chairs, boards, pens, or pencils.) - What are the prices of some of the goods you see in the classroom, such as pencils, crayons, or markers? (Answers will vary.) 5. Point out the places the students named to buy a birthday cake. Tell them they were giving you examples of sellers. A seller is a person or business who sells goods or services we want to buy. 6. Add the “Seller” card from Visual 1 to the board or word wall. Discuss the following: - Where would you go to buy some of the items around the classroom, such as pencils, crayons, or markers (or other items mentioned earlier)? (Answers will vary.) 7. Point out that in the birthday cake example, the students were acting as buyers of the birthday cake. A buyer is a person who buys goods or services. A buyer is also sometimes called a consumer. 8. Add the “Buyer” card from Visual 1 to the board or word wall. Call on a few students to tell you about a time they bought something. 9. Show the class the box of crayons (markers or tissues). Tell them that you are a store owner and you sell boxes of crayons for a price of $2.00. Write the price on the board. Ask a student to come to the front of the room. Give the student the $2.00, and tell the student to buy a box of crayons at your store. Sell the crayons to the student as the class watches. Ask the following: - What was the price of the crayons? ($2.00) - The student who paid a price of $2.00 and purchased the crayons is called what? (The buyer) - The person who received the $2.00 for selling the crayons is called what? (The seller) - What good was sold? (Crayons) 10. Tell the students you are going to read a story about two little bears, Brother Bear and Sister Bear, who are collecting goods called Beary Bubbies. In the story, Brother Bear, Sister Bear, and even Papa Bear are buyers of the toys, but there are different sellers and prices mentioned. 11. Distribute a copy of Handout 1: Matching Activity to each student. Explain the directions as follows: - Listen for different sellers of Beary Bubbies in the story. When a Beary Bubby seller is mentioned, so is the price for which he or she is willing to sell the Beary Bubby. - Draw a line from each seller mentioned in the story to the price for which that seller was willing to sell his or her Beary Bubby. - Remember that sellers can be people or places. 12. Read the story The Berenstain Bears’ Mad, Mad, Mad Toy Craze and then review the answers to Handout 1. Handout 1—Answer Key Herb’s Hobby Shop $2.95 Lizzy $5.00 Queenie $7.00 TOYS IZ US $5.00 13. After reading the story, distribute a copy of Handout 2: Design Your Own Beary Bubby to each student. Tell them they will each draw their own Beary Bubby and decide on the price they want to sell it for. For inspiration, show them pictures of the different Beary Bubbies depicted in the story. Give them time to complete their pictures and then call on a few students to describe their Beary Bubby and the price they would sell it for. 14. Tell the students they are now going to play a matching game to help them learn the prices and sellers of some common goods. 15. Give each student a card from Handout 3: Good, Price, Seller Cards, making sure that you use complete sets of matching cards (with three cards in each set, one of each color). (Note: Although the students don’t need to be told yet, matching cards have the same symbol, for example, ■, ■, and ■ or ▲, ▲, and ▲. If students ask what the symbols mean, tell them you will explain later.) 16. Display Visual 2: Matching Example as an example. Explain the following: - There are eight (or the number you use) sets of matching cards in the room. Each matching set includes three types of cards: (1) a good, (2) a price, and (3) a seller. In the example, the good is a soda, the price is 75¢, and the seller is a convenience store. - Each type of card is a different color. - Each student has received one type of card: (1) a good, (2) a price, or (3) a seller. - When you say they can start, the students are to move around the room and locate the two people with the cards that match their own. - When they are done, there should be three students in their group, each with a different-colored card—a good card, a price card, and a seller card. 17. Tell the students to start, find their matches, and sit down with the people holding the matching cards. Allow students 5 minutes or so for matching. (Note: You may offer a small prize to those who make a correct match.) 18. Once students are finished and seated, call on each group to tell you the good, the seller, and the price they identified as belonging together. Write them on the board in a graphic organizer as follows: \| Group \| Good \| Seller \| Price \| \|-------\|---------------\|----------------\|-------\| \| 1 \| First-class stamp \| Post office \| 49¢ \| \| 2 \| Candy bar \| Grocery store \| $1.00 \| Do not make any corrections at this point if the students matched incorrectly. Assemble the entire organizer first. Handout 3—Answer Key \| Good \| Seller \| Price \| Symbol \| \|--------------------\|-------------------------\|-------\|--------\| \| First-class stamp \| Post office \| 49¢ \| ■ \| \| Candy bar \| Grocery store \| $1.00 \| ▲ \| \| Kid’s meal \| Fast-food restaurant \| $4.00 \| ♣ \| \| Book \| Bookstore \| $6.50 \| ● \| \| Baseball glove \| Sporting goods store \| $15.00\| * \| \| Sneakers \| Shoe store \| $30.00\| ✗ \| \| Bicycle \| Bike shop \| $65.00\| ◎ \| \| Video game system \| Toy store \| $250.00\| ★ \| 19. If there are any mistakes, take this opportunity for a whole-group examination and discussion of the graphic organizer. Discuss which corrections are needed and why and make them. 20. Discuss the following: - Do you think $30 is the price for all sneakers? (No) Explain that $30 is just a realistic example of what the price of sneakers could be. Not all sneakers are the same, so some are more expensive or less expensive than others. - Do you think it would be easy to buy a new pair of sneakers for 50¢? (No. It is unlikely that you would be able to buy a new pair of sneakers for that price.) - Do you think people would pay $5,000 for a pair of sneakers? (No. It is unlikely that people would pay a price that much for a pair of sneakers.) - Is the grocery store the only place you can buy a candy bar? (No) - Where else can you buy a candy bar besides the grocery store? (Answers will vary.) Explain to the students that just like there are different prices for goods, there are also different sellers of goods. There are stores, such as Wal-Mart, that offer a wide variety of goods. There are also other stores, such as an ice cream shop (or name an actual nearby store), that sell only very specific types of goods. Closure 21. Review important content from the lesson by discussing the following: - What do you call the amount of money that people must pay when they buy a good, such as a birthday cake? (A price) - What do you call the people or places that sell items we want to buy? (Sellers) - What do you call an object that can satisfy people’s wants? (A good) - What do you call a person who buys goods? (A buyer) - Say you want to buy a slice of pizza for lunch. What do you think the price will likely be: $1.00, $10.00, or $100.00? ($1.00) - Which place is likely a seller of pizza slices: a school cafeteria, a computer store, or a sporting goods store? (School cafeteria) - Which one of these is an example of a good: breathing, pizza, or singing? (Pizza) Assessment 22. Read the following story out loud to the students and ask the questions that follow each section: Devon’s mother asked him to buy some milk on his way home from school. He is a big kid, so that is no problem. On his way home from school, he passes a library and a convenience store. - Do you think the library is a seller of milk? (No) - Do you think the convenience store is a seller of milk? (Yes) - Which place should Devon go to buy milk? (The convenience store) Devon goes into the convenience store to the refrigerator section. He sees a gallon of milk with a sticker on it that says the price. The price says $250, but it is a little smudged. Devon thinks to himself, “That cannot be right! Maybe it says $2.50. I better go ask the store clerk.” - Do you think the price of the gallon of milk is $250 or $2.50? ($2.50) Devon takes the milk to the front of the store. “Excuse me, sir. What is the price of this milk?” he asks. “$2.50,” says the clerk. Devon hands the clerk $2.50 to buy the milk. - Who was the buyer in the story? (Devon) - What good was Devon trying to buy? (Milk) Price The amount of money that people pay when they buy goods or services; also the amount of money a person selling an item receives when they sell it. Good An object that can satisfy people’s wants. Buyer A person who buys goods or services Seller People or places that sell goods or services Visual 2: Matching Example Soda GOOD 75¢ PRICE Convenience store SELLER Handout 1—Matching Activity Directions: Draw a line from each Beary Bubby seller to the price he or she asks in the story. Herb’s Hobby Shop Lizzy Queenie TOYS IZ US $7.00 $2.95 $5.00 $5.00 Handout 2—Design Your Own Beary Bubby Directions: After listening to the story, draw a picture of what you would like your Beary Bubby to look like. Decide how much you would sell it for. Enter the price in the “For Sale” sign. Price: First-class stamp Candy bar Kid’s meal Book Baseball glove Sneakers Bicycle Video game system 49¢ $1.00 $4.00 $6.50 $15.00 $30.00 $65.00 $250.00 Post office Grocery store Fast-food restaurant Bookstore * Sporting goods store Shoe store Bike shop Toy store Standards and Benchmarks National Content Standards in Economics Standard 7: A market exists when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. - Grade 4, Benchmark 1: A price is what people pay when they buy a good or service, and what they receive they sell a good or service. Common Core State Standards: English Language Arts Reading: Literature - Key Ideas and Details CCSS.ELA-LITERACY.RL.K.1: With prompting and support, ask and answer questions about key details in a text. - Range of Reading and Level of Text Complexity CCSS.ELA-LITERACY.RL.K.10: Actively engage in group reading activities with purpose and understanding.	<urn:uuid:02738a4b-d4cf-4155-88d6-c7f8e6bbd648>	CC-MAIN-2018-47	https://www.stlouisfed.org/~/media/education/lessons/pdf/the-berenstain-bears-mad-mad-mad-toy-craze.pdf	2018-11-19T00:47:01Z	crawl-data/CC-MAIN-2018-47/segments/1542039744803.68/warc/CC-MAIN-20181119002432-20181119024432-00325.warc.gz	988,700,991	3,391	eng_Latn	eng_Latn	0.948474	eng_Latn	0.998516	[ "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", "unknown", "unknown", "eng_Latn" ]	true	rolmOCR	[ 981, 2554, 4578, 6701, 8751, 10756, 11868, 12073, 12171, 12250, 12450, 12688, 12736, 12790, 12816, 12849, 12910, 12968, 13687 ]	[ 4.90625 ]	2	2
The knowledge and skills students acquire throughout PLTW high school courses in computer science, engineering, and biomedical science come together in PLTW Capstone as student teams pool resources to identify an issue or problem of interest and then research, design, and test a solution, ultimately presenting their solution to a panel of professionals. Students work with their team, drawing on the strengths and skills of each member, as they prepare themselves for the interdisciplinary collaboration required for success in college and career. PLTW Capstone is a capstone course for students who are completing any of PLTW’s high school programs. It is an open-ended research course in which students work in teams to design and develop an original solution to a well-defined and justified open-ended problem. Teams draw on the knowledge, skills, and interests of each member, as they perform research to select, define, and justify a problem. Given this collaboration, team members leave the course with a broadened skillset and an appreciation for learning from their peers. After carefully defining the design requirements and creating multiple solution approaches, student teams select an approach, create, and test or model their solution prototype. As they progress through the problem-solving process, students work closely with experts and continually hone their organizational, communication, and interpersonal skills, creative and problem-solving abilities, and their understanding of the integration of processes such as the design process, experimental design, and the software development process. At the conclusion of the course, teams present and defend their original solution to an outside panel. PLTW Capstone is appropriate for 12th grade students who are interested in any technical career path because the projects students work on can vary with student interest, and the curriculum focuses on collaborative problem solving and project management. Students should take PLTW Capstone as the final PLTW course, because it requires application of the knowledge and skills introduced during the PLTW foundation courses. This course is not designed to teach additional content, but to empower students to find resources—mentors, subject matter experts, research articles, peers, and teachers—to meet their needs, bolster their skills, and solve the problem they have selected. Common Capstone Course Subjects/Subject Areas Innovation and Problem-solving - Design Process - Experimental Design - Software Development Process - Project Management - Professional Documentation - Technical Writing - Ethical Reasoning - Teamwork and Collaboration Independent Problem Design and Execution - Problem Identification and Justification - Research - Identification of Design Requirements - Project Proposal - Design, Prototyping, and Testing - Design Review - Presentation of the Process and Results PLTW Capstone Course Structure The structure of PLTW Capstone is aligned to the Engineering Design Process Portfolio Rubric. Students in this course are encouraged to format their portfolio according to the Components and Elements defined within that rubric. Component 1. The Capstone Journey This component introduces the course, provides a brief overview of the process to identify and solve an open-ended problem, and highlights a wealth of resources students will refer to as they progress through the year. Students review the elements of design and processes that assist with problem-solving. They explore tools of project management and learn how to organize their work in a course binder and portfolio. Students discover resources to help them network with industry professionals regarding their research and design, as well as how to build and present a professional presentation. As the culmination of this component, students have a chance to get to know their peers and collaborate across disciplines as they complete a mini design project. Component 2. Problem Validation This component requires students to identify a problem for which they will design a solution during the rest of the course. In the first lesson, students write a clear problem statement and validate the problem by documenting credible sources that indicate that the problem exists. Validation is carried out through research and input from experts and mentors. After their work is defined, students justify the problem with additional research to confirm that the expense and effort involved with solving the problem are warranted. Students will explore and analyze previous solution attempts. Based on their research, students create a testable design requirement, which they will use to explore possible solutions. Students will present a project proposal to ensure that the project is justified and they have explored all prior solution attempts. - Element A. Identification and Justification of the Problem - Element B. Documentation and Analysis of Previous Solution Attempts - Element C. Presentation and Justification of Solution Requirements Component 3. Solution Design Based on the design requirements identified through research, students develop multiple solution possibilities. Through an evaluation process that involves feedback from experts and stakeholders and the application of a decision matrix or data-driven process, students select the best potential solution to pursue. Students will refine the final solution path and provide evidence that the selected solution is viable. - Element D. Design Concept Generation, Analysis, and Selection - Element E. Application of STEM Principles and Practices - Element F. Consideration of Design Viability Component 4. Prototyping and Testing Students create a physical or virtual, testable prototype or model. To determine the effectiveness of the solution created, students devise an unbiased testing plan based on the defined design requirements. - Element G. Construction of a Testable Prototype - Element H. Prototype Testing and Data Collection Plan - Element I. Testing, Data Collection, and Analysis Component 5. Project and Process Evaluation At this point in the design process, it is critical to seek and document feedback from all stakeholders. The student designers reflect on all design decisions and the analysis that was generated from the testing process. Then, the designers can begin to formulate next steps. - Element J. Documentation of External Evaluation - Element K. Reflection on the Design Project - Element L. Presentation of Designers’ Recommendations Component 6. Design Presentation At the conclusion of the design process, students present and defend their process and decision. - Element M. Presentation of the Project and Project Portfolio - Element N. Technical Communication Component 7. Beyond Common Capstone After completing design work, students explore resources related to college and career readiness and success. Student opportunities include competitions, scholarships, university admission, and interest from business representatives to further develop the ideas created in PLTW Capstone classrooms.	b86538e0-2c8d-450f-9972-6ab3480e9047	CC-MAIN-2024-10	https://www.pltw.org/hubfs/PLTW_Brand/HS_Capstone_CourseOutline.pdf	2024-03-04T18:50:06+00:00	crawl-data/CC-MAIN-2024-10/segments/1707947476464.74/warc/CC-MAIN-20240304165127-20240304195127-00423.warc.gz	956,797,160	1,268	eng_Latn	eng_Latn	0.991598	eng_Latn	0.99344	[ "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2929, 6092, 7134 ]	[ 4.28125 ]	1	0
IT IS SIMPLE TO MANAGE FOOD WASTE Let us help you Kitchen Better. InSinkErator® knows disposers best, because they were our idea. Headquartered in Wisconsin USA, InSinkErator® is the world’s largest manufacturer of food waste disposers. InSinkErator disposers are made in the USA and we remain committed to continually improving the technology we originally invented. This commitment has culminated in the performance of the Evolution Series®. With advanced MultiGrind® technology these units reduce food waste into liquid slurry in seconds with noise virtually eliminated. Today’s Evolution Series Food Waste Disposer has come a long way and so have the people who use them every day. Consider InSinkErator for a more hygienic and convenient approach to food waste management. TODAY... Imagine you have just finished preparing the evening meal. Tonight it is steak topped with seafood served with a side salad. You collect up all the vegetable peelings, prawn heads, meat trimmings and balance them precariously on the chopping board to transfer to the kitchen bin. You gingerly pry it open with your foot because the pedal is broken and then sigh in defeat as the tomato lands face down on the kitchen floor and the onion peel becomes simultaneously airborne. Now the evening’s over and beetroot juice is running down the side of the kitchen bin, that no longer closes, raises the question whose turn is it to empty and wipe it clean. Family members scatter like mice deserting a sinking ship and all that remains is you, the bin, and the beetroot juice now pooling on the kitchen tiles and cascading along the once white grout. TOMORROW... Alternatively you could consider installing a food waste disposer. Food scraps are swept into the sink as you prepare the meal then at a flick of a switch they are ground and sent through the plumbing to a waste water treatment plant. With the Evolution models nearly all food scraps, including bones, are ground and flushed quickly away without blades, saving you time and effort. You probably don’t spend much time thinking about food waste, but as experts in food waste, we think about it a lot. Food waste is a big problem—In Australia over 5.3 million tonnes of food is wasted each year. Food waste sitting in landfill produces methane, a dangerous greenhouse gas that is a known contributor to climate change. In fact, methane is 21 times more dangerous than carbon dioxide. Not only a problem for the planet, but food waste is becoming a big problem for consumers with council bin collection changing from weekly to fortnightly. While there’s no single solution for reducing the world’s waste, even the little things we do can have an important impact on the environment—like using an InSinkEator® food waste disposer to keep your food scraps out of landfills. FOOD WASTE AT THE CENTRE OF THE CRISIS - Around a third of the household bin is wasted food and 1 in 5 shopping bags end up in the bin costing families thousands of dollars every year. - If food waste could be represented as its own country, it would be the third largest emitter of greenhouse gases. - Food waste contributes to other environmental problems as well. The numbers above don’t include the additional energy required to transport waste to the landfill, which is getting more and more expensive as landfills get further away from urban centres. - Since food waste is 75% to 90% water, it is a significant contributor to landfill leachate - the toxic liquid that ‘leaches’ from a landfill as trash decomposes - and there’s a significant cost to capturing and treating it before it reaches and pollutes water sources. SMALL CHANGES CAN HAVE A BIG IMPACT - On average, the energy used to run a food waste disposer is approx $3.50 per year and uses on average approx. 1% of household water. When a community of 30,000 households grinds food waste to dispose of instead of sending it to landfills, it has the same effect as planting 400,000 trees or planting 100,000 acres diverted to biogas production, it could create enough electricity to power 322 homes. - Over the past 80 years, InSinkEator has kept 80 million tonnes of food scraps out of landfills. Less food waste decomposing into methane gas and fueling climate change means a better environment for all of us. Using an InSinkEator food waste disposer to grind your food scraps is a small action you can take that can have a big impact on your kitchen, community and the environment. - Food waste disposers complement composting efforts by providing a responsible way to dispose of food scraps that can’t be composted, such as meat, bones, and dairy. Disposers are also a year-round solution for disposing of food scraps for people in colder climates who can’t compost in Winter and provide a solution for multi-level apartment living where composting is limited. MYTH BUSTING Today’s modern InSinkErator Food Waste Disposers are a far cry from the disposers of the early 80’s. The technology has come a long way and this is testament to our commitment to continually improving the concept we invented over 75 years ago. Yet there are some myths that exist so let’s take a look at those now. THE NOISY DISPOSER IS A THING OF THE PAST The days of the roaring disposer beneath the sink are gone with the Evolution Series™ disposer. We remember when you needed to shout over them to be heard. Not anymore. These new units feature an Anti-vibration mount®, Multi-Layer® sound insulation and a noise-reducing sink baffle that reduces the noise coming up through the sink opening. LET’S TALK ENVIRONMENT Ground food scraps are sent via household plumbing to the sewerage system instead of to landfill which is not an environmentally responsible solution. At capital treatment plants methane may be captured from ground food waste and recycled into renewable energy. NOT A BLADE IN SIGHT InSinkErator Food Waste Disposers do NOT contain blades. Instead they have small lugs on a spinning plate that act like a hammer effectively breaking down the food. Once small enough the food waste is then passed through the small holes in the stationary grind ring and passes into the sewerage system. CHEAP AS CHIPS TO RUN InSinkErator Food Waste Disposers are extremely energy efficient costing less than $3.50 to run in electricity per year. This is the equivalent to approximately one toilet flush per day. MINIMAL WATER Food waste disposers are low in water usage, using less than 1% of the total household water consumption. This is the equivalent to approximately one toilet flush per day. UNLIKE A BIN THEY NEVER NEED EMPTYING An InSinkErator Food Waste Disposer fits to your existing plumbing under your kitchen sink therefore never needs emptying. After food is ground it travels through the sewerage system to a wastewater treatment plant just as the waste from the toilet would for treatment. Remember you can retro fit a disposer if it is not installed at the time of build. GUESS WHAT THEY CAN GRIND? While InSinkErator Food Waste Disposers are ideal for disposing of fruit and veggie scraps they also eliminate many bones, seafood, meat products, dairy, coffee grounds and much more. Evolution 200 can grind practically all food waste and is ideal for more challenging food scraps such as stringy vegetables. EVOLUTION SERIES™ TECHNOLOGY More Powerful and Quieter than ever before. QUICK AND SIMPLE TO INSTALL “Twist-on, twist-off” sink mount makes installation fast and simple. Average install time is 60 to 90 mins based on standard plumbing set up. Applicable for retrofitting or new builds. FINEST OF GRINDS Not a blade in sight, small lugs sit on a spinning plate and act like a hammer effectively breaking down the food to half the size of a grain of rice which are then passed through existing plumbing to a wastewater treatment plant. QUIETER THAN EVER BEFORE Internal insulation, anti-vibration mounts and a sink baffle effectively reduce noise when the disposer is in operation. FAST POWERFUL MOTOR No loss of torque offers consistent power with the DuraDrive™ high performing motor meaning the disposer can grind food scraps faster and more consistently. POWER WHEN YOU NEED IT A built-in automated PowerBoost™ feature assists when grinding more challenging food matter such as bones. Features based on the Evolution 250. EVOLUTION® 250™ Top of the range, the Evolution 250 features three-stage grind and advanced sound reduction technology. It’s our most powerful and quietest model. Don’t worry about what you can and cannot grind…the Evolution 250 grinds virtually all food. Full stop. - Quiet Collar Sink Baffle®. The baffle design reduces the amount of noise rising up through the sink opening - Anti-Vibration Mount®. Insulates the disposer in a cushion of rubber, which reduces the transfer of noise and vibration from the disposer to the sink - Tri-Action Luge System®. Swivel lugs work with the Grind Shear Ring to perform the first and second stages of grinding. Fixed huge grind particles finer than swivel lugs alone. Under Cutter® Disk performs the third stage of grinding. It cuts particles one more time to grind even finer - Multi-Layer Sound Limiter Insulation®. Multiple layers of open and closed cell material both muffle and trap noise emitted by the disposer - Jam-Sensor Circuit®. When a jam is imminent it increases rotational torque of the motor up to 200% while reducing the rotational speed of 60 times per second - Stainless steel grinding element with 1180ml grind chamber - Auto-reverse action for extended product life and trouble free operation - Air switch button accessory supplied standard in three finishes (polished chrome, matte black and brushed steel) for modern kitchen integration and the convenience of on/off operation - Antimicrobial, removable sound baffle EVOLUTION® 150™ Featuring two-stage grind and advanced sound reduction technology, the Evolution 150 is more powerful and quieter than our standard range. It can grind virtually any food waste, including difficult items such as bones. - Quiet Collar Sink Baffle®. The baffle design reduces the amount of noise rising up through the sink opening - Anti-Vibration Mount®. Insulates the disposer in a cushion of rubber, which reduces the transfer of noise and vibration from the disposer to the sink - Sound Limiter®. Insulation. Opens and closed cell material both muffle and trap noise emitted by the disposer - Stainless steel grind elements with 1050ml grinding chamber - Air switch button accessory supplied standard in three finishes (polished chrome, matte black and brushed steel) for modern kitchen integration and the convenience of on/off operation - Auto-reverse action for extended product life and trouble free operation - Available in 3 finishes, polished chrome, brushed steel and matte black - Antimicrobial, removable sound baffle E75 Featuring one-stage grind and standard sound reduction technology, the E75 offers high performance continuous feed operation and can handle large amounts of food waste. - Sound reduction technology 75db - Standard grind chamber (890 ml) and superior stainless steel grinding elements - Removable easy-clean sound baffle - Air switch button accessory supplied standard in three finishes (polished chrome, matte black and brushed steel) for modern kitchen integration and the convenience of on/off operation Design Focused Our new food waste disposer range, comes standard with accessories complementing the latest designs in kitchen integration and modern kitchen finishes. PREMIUM STAINLESS STEEL STOPPER WITH COVER Premium Stainless-Steel Stopper with Cover offers a neat and integrated finish to modern sinks. AIR SWITCH BUTTONS Air switch buttons in chrome, brushed stainless & matte black offers flexibility and complements modern kitchen finishes. M SERIES MODEL M56 This model is perfect for regular use in smaller households. - Standard sound reduction technology .55hp - One-stage stainless steel grind system - Air switch included, which is now standard in polished chrome finish and the convenience of crvOff operation - Standard grind chamber (380 ml) - Removable easy-clean sound baffle. MODEL M46 This is the entry level model, and is suitable for lighter use in smaller households. - Basic sound reduction technology .55hp - One-stage galvanized steel grinding system - Air switch accessory available but not included - Standard grind chamber (380 ml). WHICH MODEL TO SELECT? As you move through the range of food waste disposers from the entry level Model 46™ through to our premium Evolution 250™ disposer, your experience will vary considerably. Your selection should be based on the experience you want from your food waste disposer. If you are after the least amount of noise and the ability to grind more challenging food scraps such as stringy vegetables, you should look at the Evolution 150 and Evolution 250. Both are quiet, particularly the Evolution 250, which also offers the finest grind. This is definitely our superior model and offers the end user an ideal in-home experience. If you are looking for basic grinding technology and sound is not a factor then Model 46, 56 and the E75 deliver strong, reliable performance and have the ability to grind most food scraps efficiently making waste disposal quick and easy. THE INSINKERATOR RANGE OF FOOD WASTE DISPOSERS \| Specification \| Evolution® 250 \| Evolution® 150 \| E75 \| \|-------------------------------\|----------------\|----------------\|-----\| \| Sound Reduction Technology \| Advanced \| Advanced \| Standard \| \| Number of Grind Stages \| 3X \| 2X \| 1X \| \| Motor (horse Power) \| .75 HP \| .75 HP \| .75 HP \| \| Warranty \| 8 Years \| 7 Years \| 5 Years \| \| Air Switch Buttons \| x 3 \| x 3 \| x 3 \| \| Power Booster Circuit \| \| \| \| \| Auto Reverse \| \| \| \| \| Removable Baffle \| \| \| \| \| Sink Stopper \| Stainless Steel Stopper with Cover \| Stainless Steel Stopper with Cover \| Stainless Steel Stopper with Cover \| \| Grind Chamber Capacity \| 1180ml \| 1005ml \| 980ml \| \| Grind Components \| Stainless \| Stainless \| Stainless \| Model 56 - .55 HP - 3 Years - x 1 - Plastic - 980ml - Stainless Model 46 - .55 HP - 2 Years - Not Standard* - Plastic - 980ml - Galvanised Steel NOT ALL MODELS ARE AVAILABLE IN ALL STORES All InSinkErator disposer models offer these exclusive features: Quick-Lock™ mounting assembly for faster, easier installation; overload protection and a high-torque Dura-Drive™ induction motor. Air switch accessory kit can be purchased separately. FOOD WASTE DISPOSER ACCESSORY RANGE InSinkErator offers a range of accessories to complement your kitchen. The accessory range is available in modern finishes ensuring integration with other appliances, tapware and kitchen sinks can be achieved. - Air Switch Buttons* - Chrome - Brushed Steel - Matte Black - Biscuit - Mocha Bronze - White - Oil Rubbed Bronze - French Gold - Sink Drain Flange - Chrome - Brushed Steel - Matte Black - Biscuit - Mocha Bronze - White - Oil Rubbed Bronze - French Gold - Sink Stopper - Chrome - Brushed Steel - Matte Black - Biscuit - Mocha Bronze - White - Oil Rubbed Bronze - French Gold - Extended Sink Drain Flange - Brushed Steel Only - Square Waste Adaptor - Brushed Steel Only HOW TO USE A FOOD WASTE DISPOSER When used correctly your InSinkErator Food Waste Disposer requires little to no maintenance and is very simple to use. - Remove the disposer sink stopper, if it contains one. - Turn on the cold water to a moderate flow. Cold water solidifies the fats that may accompany food scraps so that it can be broken down just as the food particles are, and flushed through the plumbing. Never use warm water. - Turn the disposer on and feed the food scraps through the opening into the disposer. You will know when it has finished grinding when all you can hear is the hum of the motor and the water running. - Turn the disposer off and allow the water to continue running for approx 10 seconds to flush the ground food scraps through the kitchen plumbing and into the sewerage system. - If the water is allowed to run after food is finished grinding you should not experience odours coming from the disposer, however if you do, we suggest grinding a handful of ice cubes without water running. For a clean fragrant smell add a few wedges of lemon. Be sure never to use cleaning solvents or chemicals of any nature and never pour grease, oil or fat down the disposer or any drain. The Evolution 250 and Evolution 150 also grind onion skins, prawn and fish heads, coffee grounds, meat, dairy and much more. One food item that should never be put down a food waste disposer is oyster shells. Oyster shells are silicon based and while the disposer will grind the shells the fine particles can settle in plumbing and re-solidify. INSINKERATOR IS MORE THAN JUST FOOD WASTE MANAGEMENT. OUR RANGE OF FILTERED WATER TAP PRODUCTS DOVETAIL INTO OUR FOCUS ON KITCHEN DESIGN, CONVENIENCE AND EFFICIENCY TO SIMPLIFY YOUR LIFE IN THE KITCHEN. ALL IN ONE TAP RANGE Designed and manufactured in Italy, Multitap offers a range of stylish filtered water tap products. The modern tap range dispenses filtered steaming hot water, and in the 4N1 Ambient range, ambient cold water, as well as standard hot and cold water all out of the one tap. Impressive tapware designs include the J, L and U Shape available in polished chrome, brushed steel and matte black finishes. SIDE TAP RANGE The Hottap range is designed to sit alongside your standard kitchen mixer. Dispensing steaming hot and ambient filtered water, the Hottap brings convenience and efficiency to simplify your life in the kitchen. NEOTANK™ Stainless steel tank stores steaming hot water. The Multitap and Hottap series are both supported with the NeoTank. The NeoTank offers quiet energy efficient operation, and the sleek design is so compact it quite literally fastens to the internal cupboard wall conserving space. The 2.5L capacity allows the consumer to heat only what is needed while conserving environmental stewardship. NeoTank features precise adjustable temperature control up to 98 degrees Celsius and has been designed with a welded construction, eliminating seals to improve lifespan. All InSinkErator tapware includes a NeoTank and replaceable filter. InSinkErator Australia Sales/Service Tel: 1300 136 205 Email: email@example.com Part No. M-PM-16PCFB-21 www.insinkerator.com.au InSinkErator reserves the right to change product specifications without prior notice. All products are for household use; usage in commercial situations is not covered by warranty. Printed on 100% recycled paper 🌿	f00bacdf-8b93-4eed-ad48-34211a117343	CC-MAIN-2024-26	https://www.insinkerator.com.au/sites/insinkerator.com.au/files/downloads/products/INSINKERATOR_CONSUMER_BROCHURE_SAGE.pdf	2024-06-24T10:25:17+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198865348.3/warc/CC-MAIN-20240624084108-20240624114108-00399.warc.gz	696,461,810	4,126	eng_Latn	eng_Latn	0.985388	eng_Latn	0.996216	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 66, 2034, 4870, 8365, 11887, 14937, 17285, 18778, 19133 ]	[ 2.28125 ]	2	0
Challenging Conspiracies of Silence with Art: Waralungku Arts, Borroloola, Northern Territory SEÁN KERINS Historian Patrick Wolfe, in a recent article ‘The Settler Complex’, spoke about settler consternation that ‘arises when Aboriginal artists have the temerity to lapse into a realism that makes the miseries of dispossession recognisable.’¹ The realism of dispossession is something that Garrwa and Yanyuwa narrative artists Jacky Green, Stewart Hoosan, Nancy McDinny and Myra Rory know well. Their countries in the southwest Gulf of Carpentaria harbour countless massacre sites where family members took the bullets discharged from the Martini-Henry military rifles that ‘almost every overlander, stockman and station manager had’.² The killings started in the 1870s with the pastoral development of the Northern Territory. Overlanders began passing through the region with vast numbers of cattle and horses. The slaughter continued for the next forty years, with full knowledge of government officials, as the settlers cleared the land of Aborigines to graze cattle. Massacre Hill, Massacre Waterfall, Massacre Creek, Cave Massacre, Uhr Massacre, Skeleton Creek, Flick Yard, Dunganninnie Spring, Coonjula Creek and Malakoff Creek are just some of the places where the killings occurred in the Gulf country. The violent history shrouded in a conspiracy of silence,³ at least for white Australians, has remained largely hidden until recently. But for Aboriginal people in the Northern Territory Gulf region, the killing of ‘[a]t least 600 men, women, children and babies’⁴ and the long subjugation that followed remains clamorous. Nancy McDinny and Stewart Hoosan’s work reminds settlers that their settlement of Australia wasn’t a simple story of Aboriginal people acquiescing to the occupation of their land, but one of resistance where Aboriginal people fought back against the violence, sexual abuse, and dispossession. It is these acts of resistance that McDinny and Hoosan capture in their recent artworks. McDinny says, ‘I need to tell how the settlers came and shot half our people and how that old fella [Mayawagu] was fighting. I want to tell the true story of them old people, what them done. He [Mayawagu] was fighting hard for country.’ Mayawagu was McDinny’s great-grandfather. He was a strong Garrwa man who for a decade from 1915, along with a number of other young men, was the last pocket of resistance to the white settlers who had been occupying Garrwa country for the past thirty years. Demonised as ‘Murdering Tommy’ and all but forgotten in white history, Mayawagu was greatly admired by his own people. He re-emerges a hundred years later in Hoosan and McDinny’s paintings not as a murderer, but celebrated as a freedom fighter. Hoosan’s Mayawagu — Freedom Fighter (2013) depicts in one painting three events of the Mayawagu story over a five-year period beginning in 1915, when Mayawagu was working at Wollogorang station in the Northern Territory. Historian Tony Roberts describes how Fred, a much despised man of mixed descent who worked on the station, had taken three young Garrwa women as his ‘wives’. He and Mayawagu were cutting firewood one day when the younger man stepped behind him and decapitated him with an axe. Mayawagu hid the head and hat in a tree, weighted the body with rocks, and threw it into a waterhole. Arrested months later, Mayawagu was tried for murder in Darwin but acquitted. Five years later, a Queensland policeman approached the camp where Mayawagu was living, leaving the trackers back with the horses, pretending he just wanted to talk. Mayawagu approached warily, his family in the distance armed with spears. Hoosan portrays them smeared in white ochre. ‘Putting white ochre on makes them powerful,’ he told me. ‘They used to paint themselves all over. This meant that they really mean it. They go to kill them.’ As Mayawagu bent down to pick up tobacco which the policeman had tossed on the ground as a gesture of friendship, the policeman whipped out his revolver and shot him, but not fatally. Using the heavy nulla nulla he had secretly dragged with his toes, Mayawagu beat the constable severely. The trackers rushed in but were driven back by spears. Mayawagu picked up the constable’s white helmet and revolver, and wore them prominently for more than a year as an act of defiance, in full view of whites, but from a safe distance. McDinny illustrates the same events in her Story of Mayawagu (2015). McDinny says she paints the hidden history of resistance because: When we leave, our children can see it later, the true story of them old people. When they were powerful old people, didn’t know how to speak English but used to talk in language, saying, ‘We not going to give away our land. This is our land. It belong here. This is our history, our story and our dreaming’. Both Hoosan and McDinny illustrate the racial complexity of colonising northern Australia. It was not a story of white on black, but like other settler societies, one where the ‘natives’ were either pressed or employed to do the conquering of their neighbours for the settlers. In 1960, at nine years of age, Hoosan started work as a child labourer in the pastoral industry. He spent his childhood droving cattle throughout his ancestral country in the southwest Gulf. It was during this time he says that ‘Long George told me where all the massacres happened on Calvert Hills station. Europeans killed a lot of Aboriginals.’ Drawing on his memories as a young boy slowly traversing this country, Hoosan captures its seasonality and the vastness of its savanna landscapes. This can be seen in the magnificent Joe Flick (2012), inspired by Joe Flick, a young man of mixed descent who lived in the Gulf of Carpentaria in the late 19th century. Hoosan says that as a young boy everywhere he went throughout the region he would hear stories of Flick who was described in the newspapers at the time as a bushranger and ‘half-caste desperado’. But his story was more complex than that, taking place in the 1880s, when massacring Aborigines and abducting women and girls was common practice amongst white settlers. Hoosan tells me, Joe Flick’s story began when his white father sent him to get an Aboriginal woman who had been taken from the station to a hotel near Burketown. The hotel owner abused Flick, who left burning with resentment. He later returned and was again abused; pulling a gun a fight ensued and the hotel owner shot Flick. Thinking he had killed him, the hotel owner went to the police. But Flick was gone when they returned. In the following years Flick escaped three times from police custody. Flick’s demise occurred following the killing of a policeman when he was eventually hunted down and shot dead in 1889. Garrwa and Waanyi people still tell his story today, finishing their tale with how he was buried—‘head-down in the grave, so his spirit couldn’t escape’. Myra Rory’s painting Wundigala (2008) is of an event that involved her family in 1953. It instantly invokes a visceral reaction. To honour her family, Rory keeps their story alive in this important work. Rory portrays Constable Gordon Stott’s camp at Wundigala near Robinson River, where he made camp during a journey back to Borroloola after arresting a large number of ‘troublesome blacks’ whom he falsely accused of spearing cattle. Rory paints a young Garrawa woman named Dolly, who was taken by Stott as a witness, and brutally beaten. At night he chained her by the neck to a tree, something Stott denied in court. She was starved and then forced to drink the heavily salted water in which beef had been cooked, making her vomit.$^7$ She died of internal injuries two weeks later. Constable Stott, a cruel man, was ‘renowned for preventing his prisoners from escaping by rasping off the heel on one foot.’$^8$ Stott was eventually charged with assaulting Dolly, and was tried in the Darwin Supreme Court, but was acquitted despite compelling evidence by numerous Garrawa eyewitnesses.$^9$ McDinny’s Big Boss with Whip (2006) illustrates a dramatic turning point in the history of black-white relations in the Northern Territory, when whites were finally held to account for their brutal treatment of Aboriginal people. Still today, telling me the story in Borroloola, McDinny’s eyes fill with tears. The painting depicts an event in 1955 when her father, mother, two older sisters and grandparents were working on Eva Downs station on the Barkly Tableland. On the morning of 9 September her grandfather’s wife, Dolly Ross, was told to cook some food for the stock camp. Answering that she was too ill, the manager went to fetch a gun. Terrified, she fled with her husband Jim Ross and his teenage brother, Munro, intending to walk to the Anthony Lagoon police station seventy-five kilometres away. Later that morning they were found by the station manager and four European stockmen, all on horses. An argument occurred and all three were savagely flogged with stockwhips to force them back to the homestead. The feisty Dolly Ross, who took no nonsense from anyone, black or white, took a more defiant stance than Jim, and was flogged severely. Along the way back to the homestead McDinny’s father, Dinny Nyliba McDinny, and uncle, Isaac Walayungkuma, tried to intervene and were also whipped. It was then that a revolver was pulled by one of the Europeans and two shots fired. After seeing a large hole being dug on 15 September, and assuming they were to be killed, all twelve Aboriginal people living on the station, including a number of small children, slipped away into the night. In fear for their lives they travelled by night and hid by day until, three days later, having had no food and little water, with Dolly and Jim suffering severely from their injuries, the party could go no further. It was decided that Isaac and Dinny, being the strongest, but with wounds of their own, would carry on and try to get help, though Anthony Lagoon was fifty kilometres away. All were eventually rescued, the last of them arriving at the police station on 19 September. Constable Ron Corbin treated their wounds, as some were suppurating, and then he counted and photographed them. He found that Jim Ross had forty-seven wounds, Dolly twenty-one, Isaac ninetien, Monroe six, and Dinny four. Police documents tendered before the court described holes ‘in the flesh deep enough for part of an adult’s finger to be inserted in them’.$^{10}$ Four of the five offenders, brothers Sydney (‘Jack’) and Colin Chambers, George Booth and Jack Britt, were charged and stood trial in the Darwin Supreme Court. After a four-day hearing the Chambers brothers were found to be the principal offenders and were each sentenced to six months gaol and fined £400. Booth was fined £50 and Britt was acquitted. As historian Tony Roberts has remarked: ‘The judgement was a watershed in black-white relations, serving notice to station managers and stockmen that the old days, the days of guns, hobble chains and whips – the days of frontier justice – were finally over.’$^{11}$ Jacky Green’s artwork depicts both history and the contemporary life of his country and its people. He makes another kind of misery recognisable. Green’s Lots of Money Moving Around Over Aboriginal Heads (2012) speaks of Aboriginal powerlessness. On one side of the painting, Green represents the mining representative with his thumbs-up—‘everything is good to go’. On the other side is a government man holding ‘his agreement’ while he thinks about money. In the centre staring out at the viewer stands an Aboriginal man with ceremonial boomerangs representing the Junggayi (‘Boss’) for the country, powerless to stop his sacred sites being destroyed. A crocodile bites the head of the miner. Green says, ‘I am crocodile. I want to slow ‘em down just like a crocodile can slow you down when he has a go at you’. Above the three figures is a road-train that Green says ‘represents the wealth being taken away from us, from our country’. Green’s artwork is testament to his emotional experience of seeing his people’s country and sacred sites damaged by outsiders. It reveals the power imbalance between mining companies and Aboriginal peoples on whose country the minerals are extracted and shipped away, while they remain in poverty. Green says he picked up the brush and started painting so he could ‘get his voice out’. He had been deeply wounded by two things. The first was the damage of a significant sacred site caused by the expansion of McArthur River Mine, from an underground to an open cut operation, and the five kilometre diversion of the McArthur River undertaken to allow the pit to be excavated. The second was in 2007, with the Northern Territory Labor Government’s swift reaction to his people’s successful challenge to the approval process for expanding the mine and diverting the river in the Northern Territory Supreme Court. The Government legislated to override the court’s decision and removed any avenue for future legal challenge. He says: I want to show people what is happening to our country and to Aboriginal people. No one is listening to us. What we want. How we want to live. What we want in the future for our children. It’s for these reasons that I started to paint. I want government to listen to Aboriginal people. I want people in the cities to know what’s happening to us and our country. In Same Story – Settlers, Miners (2015), with its brooding sky, Green portrays the wet season when monsoonal storms bring life to his beloved country. He tells me that this artwork is about ‘how we tryin’ to pull up the mining companies from wrecking our country. It’s not the first time we had people invade our country. It happened first time when whitefellas came with their packhorses, looking round to see what was there. Aboriginal people were watching from a distance, staying back, not wanting to be seen. Others were ready to spear them.’ The invasion is happening again, he says. ‘This time they come with their “agreements” and their dozers.’ In this work Green imagines his people lined up on the edge of the river, armed and ready to drive the miners out of their country, ‘just like the first time’. Green’s Four Clan Groups (2012; see p. 8) tells a similar story. He reflects on happier times, when Aboriginal people were freely living on their country practising ceremony and trading peacefully with Macassan traders who had been visiting the northern coast of Australia for hundreds of years. Green reproduces a stylised Macassan prau in the centre of his painting, copying one that his great-grandfather painted on a rock face at Spring Creek in the early 20th century after witnessing a Macassan visit. Green’s angst can be seen again when he paints miners and government men colluding to try to keep Aboriginal people apart. He says, ‘They don’t care about the rock art or our sacred sites. They go looking for them, taking pictures, or they ignore them when the mines go in.’ His provocative FIFO – Fly In Fuck Off (2013; see p. 8) captures something that many of us never see, the Aboriginal experience of dealing with state officials and mining company representatives in remote regions of the continent. It gives the viewer a rare glimpse of this power relationship from an Aboriginal viewpoint. Green says this artwork tells ‘how the government mob and mining mob fly into our country to talk with us. They fly in and tell us one thing and then they say they will be comin’ back to talk more but we never see them again. They just fly in, fuck off.’ Green’s painting details how these meetings unfold after the planes arrive. He tells me: Aboriginal people sitting on the ground all focused on government people standing with their whiteboard using complicated words. But we not really understanding, getting our heads around what it really means. That’s why some of them just sittin’ there, on the ground, scratchin’ their heads, and others got their hands up wantin’ to ask questions. Their paperwork and their story always two different things. They just put something in front of us and when they think they got it right, they outta here and we don’t know what they really meant. This top-down way of talking at us been going on too long. Things gotta change. On a recent visit to Canberra, Green declared he wanted to visit the nation’s shrine of remembrance that he’d just heard about from a fellow traveller on the aircraft coming from Darwin. He told me: ‘I wanna see that place that whitefella told me about. That whitefella sacred site. The place where they remember the fightin’. You know? The fightin’ to protect country, protect family and way of life. We got stories like that too. I wanna see them.’ After a visit to the Australian War Memorial, ANZAC Parade and surrounding areas Green left the nation’s capital bitterly disappointed. ‘We not there. We nowhere’, he said, before asking me a question that I couldn’t answer. ‘Why don’t they tell blackfella stories in that place?’ Settlers, on the whole, prefer to hang in their homes, offices and galleries Aboriginal artworks of a time before the violence and dispossession started. Perhaps they desire the artwork of the Dreamtime to ‘undo the uncomfortable reality of invasion’.¹² The Dreamtime is something that Jacky Green, Stewart Hoosan, Nancy McDinny and Myra Rory won’t give settlers. ‘Dreamtime paintings, we don’t do them’ says McDinny, ‘because the old people didn’t let us. We can only tell history story.’ Perhaps the old Garwa and Yanyuwa men and women who gave this edict thought that by restricting their people’s artwork to the secular world their art could be deployed, like a weapon, to wound settler society by making the ongoing miseries of dispossession recognisable. 1. P. Wolfe, ‘The Settler Complex’, American Indian Culture and Research Journal 37:2, 2013, p. 8. 2. T. Roberts, ‘Black-White Relations in the Gulf Country to 1950’, Blackheath History Forum, Saturday 29 August 2009, p. 5. 3. T. Bottoms, Conspiracy of Silence, Queensland’s frontier killing time, Allen & Unwin, 2013. 4. T. Roberts, ‘The Brutal Truth: What Happened in the Gulf Country,’ The Monthly, November 2009, No. 51. 5. T. Roberts, Mayawagu—Freedom Fighter, Artwork Extended Statement 2013. 6. Northern Territory Times and Gazette, Darwin 22 November 1889. 7. T. Roberts, Personal Communication, email 14 May 2012. 8. T. Roberts, Personal Communication, email 25 May 2012. 9. The Courier-Mail, Brisbane, Friday 20 April 1934, p 17. The Land, Sydney, Friday 11 May 1934, p. 4 10. National Archives of Australia, Canberra, A452/1, 1955/685; Northern Territory News, Darwin, Vol. 4 No 502, 13 December 1955. 11. T. Roberts, Frontier Justice, A History of the Gulf Country to 1990, University of Queensland Press, 2005, pp. 227 — 229. 12. See Wolfe above note 1, p. 7 A group Waralungku Artists exhibition is showing at The Cross Art Projects, Sydney, 12 April to 10 May 2014: waralungku.com; crossart.com.au Seán Kerins is an anthropologist at the Centre for Aboriginal Economic Policy Research at the Australian National University. Thanks to the Jacky Green, Stewart Hoosan, Nancy McDinny, Myra Rory, Madeleine Challender, Miriam Charlie and Tony Roberts.	6cd26d1e-8589-4749-bab4-0849b78e77b8	CC-MAIN-2024-26	https://www.crossart.com.au/wp-content/uploads/2023/07/JackGreen-Kerins-ArtMonthly.pdf	2024-06-19T11:45:19+00:00	crawl-data/CC-MAIN-2024-26/segments/1718198861817.10/warc/CC-MAIN-20240619091803-20240619121803-00735.warc.gz	620,635,424	4,360	eng_Latn	eng_Latn	0.996891	eng_Latn	0.997618	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3149, 6942, 11121, 13925, 19339 ]	[ 2.09375 ]	2	0
THE EMPTY POT unit study and lapbook The Empty Pot Book by Demi Unit study by Ami Bible and Character Memory Verse Proverbs 12:22 - Lying lips are abomination to the LORD: but they that deal truly are his delight. Social Studies Geography- China The Empty Pot is set in China, a large country located in Asia. Find China on your map together. Can your student find Beijing, the capital city? As you read this story together, your student may notice some of the Asian architecture. The emperor's house is a pagoda. Pagodas are a building in Chinese architecture that look like a tower made from stacked boxes or octagons. It is large at the base and gets smaller at the top. They were originally built as part of a temple compound (usually Buddhist) but most of them today are historic landmarks. Most cities will have at least one old pagoda of which the residents are very proud. The Wild Goose Pagoda in Xian (where the Terracotta Warriors are buried) is a famous pagoda dating to the Tang dynasty. China is also known for a much, much larger piece of architecture-- its great wall that was built about 2,000 years ago to keep out invaders from the north. It was built by Qin Shi Huangdi, the first emperor of China during the Qin Dynasty. The wall stretches for over 1,500 miles and is made of bricks, rocks, and packed earth. It stretches across the mountains of northern China, from the Jiayu Pass in the west to the mouth of the Yalu River in the east. Most people think of rice when they think of China. It has been grown in southern China for a very long time (archaeologists have found evidence dating back to 5000 B.C.). Chinese farmers probably invented the rice paddy. Your student can watch the video (on the main unit study page) of rice being harvested. Rice is usually boiled in water or steamed. It can be eaten alone or with just about anything! Some people add sauces, some add vegetables, some add meat, and some add a combination of the three. Rice can also be made into noodles; it is a good source of carbohydrates and gives you energy! An animal native to the bamboo forests in the mountains of China is the beloved Giant Panda. The people of China have always believed that this was a special animal. It is said that ancient emperors kept giant pandas as pets! Two-thousand-year-old books have been found in China that show giant pandas with magical powers; people thought they could ward off evil and disasters. Today, the bears are a symbol of peace and good luck. Pandas are called "large bear-cats" by the Chinese and were not known to those living outside of China until 1916. The first westerner to observe one in the wild was Hugo Weigold from Germany. If your student wants to learn more about this animal, check out this Giant Panda Lapbook. If you were to visit China today, you would find statues of Buddha, a religious figure. Buddhism was founded by an Indian prince (who called himself Buddha). He taught his people the Four Noble Truths, and an Eightfold Path. He also taught the people to use meditation. After his death, his followers came to China from India around 400 AD to spread his teachings which were generally popular and accepted. The religion of China is complex and there are many other elements included (not just Buddhism), but Buddhism is still practiced. In 1404 Emperor Yong Le ordered that a new capital be built. He named it Beijing. Beijing was one of the most elaborate cities in the world and deep inside there was a smaller city, surrounded by walls and a mote. This was known as the Forbidden City and was the home to the Emperor and the royal family; it is the world's largest palace complex consisting of 800 buildings and 9,000 rooms. The construction for the Forbidden City began in 1406 and took about one million workers 14 years to complete! Read other books about China together. Record fast facts in the flap book. Search the internet to find how to write your student's name in Chinese. Let him write it inside the name fold. History- Emperors The word emperor is a general word for a ruler having total control of a country or region. Throughout history, various places have had (and still have) different names for rulers. Introduce your student to some of these names—president, king/queen, emperor, czar, dictator. Also explain to your student that different kinds of rulers have different amounts of power. --- Language Arts Main Character Discuss Ping as the main character. After reading the book, how would your student describe him? (young, Chinese, boy, good at growing things, honest, etc.). Write one sentence (or phrase) in each square on the character web to describe Ping. Plot Review the parts of a story with your student (you can use the questions on the flap book to aid in discussing the different parts of plot). Write the examples from The Empty Pot under the flaps. Copywork Use the following quotes for copywork this week: "Honesty is the best policy." --Abraham Lincoln "Thou shall not lie." --Exodus 20:16 "No legacy is so rich as honesty." --William Shakespeare "A half-truth is a whole lie." --Yiddish Proverb Creative Writing Write your own royal decree announcing the emperor's decision. Use additional pages as needed. Vocabulary Use the flowers and pots for a matching activity. Science Parts of a Flower Many plants are made up of four parts- flowers, leaves, roots, and stems. Here are the basic parts of a flower: Stems keep the plant upright. Leaves and flowers grow on the stems. Sepals are small leaves that are found under the flower. Inside a flower you will find all kinds of things! Petals are brightly colored leaves. They are easy to spot and the reason we love to look at flowers! The middle has long tubes called stamens. Stamens have two parts- the anther and the filament. Can your student find any pollen on the stamens? Plant use this pollen to make seeds. The pistil is the inner middle of the flower. It is the seed producing part and usually consists of a stigma, style, and ovary. Experiment- Cooked/Uncooked Seed Take two fast sprouting seeds (radishes may be best) and cook one. Plant both in glass jars so you can really observe what is happening. Keep record of each plant on day 1, day 10, and day 20 using the flap book provided. Additional Gardening Activities Add a fun gardening project to do with your students this week! Pocket Plot Grow a mini-garden! Take a clean lid (peanut butter jar lid would work) and lay damp tissue in the jar. Plant mustard seeds and cress seeds on the tissue. Don't plant the entire tissue. Cover them with a piece of black paper and take a peek at them every day (be sure to keep the tissue damp). Once you see little shoots coming up, take the cover off. Let them grow. Add little rocks and toys (small animals), etc. to your pocket garden. Water it regularly! Buy some root vegetables (carrot, turnip, yam, parsnip, rutabaga, radish, etc.). Try to pick vegetables that already have a bit of green at the top, if possible. Cut off the tops and place them in water; you may need to use toothpicks to prop the veggies. Check the veggies every few days and record what you find (use photos and dictation/writing or let your student draw his own pictures). Make sure the bottoms of the vegetables stay submerged in water. Applied Math Calendar Skills The emperor gave the children one year to tend their seeds. How long is one year? 1 year is the same as 4 seasons 12 months 52 weeks 365 days Division Turn to the page with the children all lined up in an "s". Ask your child how many he thinks are in line. It would take some time to count all the children one by one. Show him how it is quicker to skip count. Start with twos, skipping every other child and skip counting by twos. That only took half the time to count! Now skip count by threes, then fours, and so on. If your child is ready, you could also introduce the concept of dividing. If you divide all the children up into groups of two, how many groups are there? Are there any remainders? How many groups of three? Any remainders? How about groups of four? Do this until you can find groups with no remainders. (There are 52 children so you could get 26 groups of 2, 13 groups of 4, 4 groups of 13, or 2 groups of 26). Art Still Life Turn to the two pages showing Ping in the center, surrounded by all the beautiful pots, vases, and other containers. Examine the shapes of all the containers with your child. When someone paints a picture of something that does not move, such as a table, fruit, or flowers, it is called a still life. Help your child to pick a lovely pot, vase, or other container from around your home and set it on a table. Have your child draw a still life picture of the container. Show him, by pointing out the details in Demi's illustrations, how to make the object look three dimensional (having height, width, and depth). When your child gets the still life looking in the way he likes, outline it with a fine tip black pen, and paint it with soft watercolors just as Demi did. Circular Art All of the illustrations in this story are done within circular shapes. When doing art in this way, some planning and thinking ahead is necessary to make sure you fit everything you want within the shape. Draw a circle. Have your child draw a scene, such as a playground, farm, or zoo scene, within the circle. Explain that the picture should be balanced, with equal parts of the circle filled or empty. Encourage your child to add details such as birds, leaves, or flowers to balance the picture just as Demi did. Ask your child if it was hard to keep all of his picture within the circle. Drawing from a Model Demi did a wonderful job of illustrating joyful children at play. They are in all kinds of positions, doing headstands, running, jumping, and doing cartwheels. It is likely that Demi watched children in action to properly illustrate how they look. She may have even had children pose for her to catch them in action. Take turns with your child, posing in fun or even silly positions, while the other person draws. Who could hold the position longest? Who drew the most playful looking pose? Materials and information on this website may be used for your own personal and school use. Material may not be shared electronically or be used for resale. © Homeschool Share Grow some beans! Add pictures to these sequence pages as you watch your own bean plants grow! Use these pieces to make cards (store in a pocket) or use them to make a small booklet. The bean seed is covered in a hard outer shell (the seed coat). Water is added to the seed and... it swells and pops open! The first root (radicle) pokes through the seed coat; it grows down. As the roots grow, a stem appears. The bean uses the food in the seed to grow. Leaves grow on the stem and stretch towards the light. Beans grow. Inside the beans are more seeds! ONE YEAR SEASONS MONTHS WEEKS DAYS Cut out rectangles. Stack together (smallest to largest) with cover on top and staple. Print on cardstock. Have your student match the flowers to the pots. An extra flower/pot has been included. one that follows; one that comes after another a large number grouped together and usually in motion the scent of something sweet smelling feeling guilt or disgrace a public announcement having enough value or excellence a feeling of great and delighted approval successor swarmed proclamation perfume ashamed worthy admire Images by Felicia Print page. Cut on solid lines; fold on dotted lines. On the center top portion, write your title. \| CUT AWAY \| COOKED Seed Day one \| COOKED Seed Day Ten \| COOKED Seed Day Twenty \| \|----------\|---------------------\|--------------------\|-----------------------\| \| \| \| \| \| \| CUT AWAY \| REGULAR Seed Day one \| REGULAR Seed Day Ten \| REGULAR Seed Day Twenty \| \|----------\|----------------------\|----------------------\|------------------------\| \| \| \| \| \| Royal Decree The radiator is a device used to transfer heat from one medium to another, typically for heating purposes. It consists of a series of metal tubes or fins that are heated by a hot fluid (such as steam or hot water) and then release the heat into the surrounding air. Radiators are commonly found in buildings and vehicles, where they help maintain a comfortable temperature. There are several types of radiators, each with its own advantages and disadvantages. The most common type is the convector radiator, which uses a fan to circulate air around the heated tubes. This design allows for more efficient heat transfer and can be more energy-efficient than other types of radiators. Another type of radiator is the panel radiator, which consists of a series of metal panels that are heated by a hot fluid. These radiators are often used in commercial settings, such as offices and restaurants, where they can provide a consistent source of heat. In addition to these two main types, there are also electric radiators, which use electricity to heat up the metal tubes or panels. These radiators are often used in homes and small businesses, where they can provide a cost-effective way to heat up a room. Overall, radiators are an important part of many heating systems, providing a reliable and efficient way to keep people warm. Whether you're looking for a new radiator for your home or business, there are many options available to suit your needs. Lying lips are abomination to the Lord: but they that deal truly are his delight. Fold in half and cut around lip shape. Cut and paste words to the inside of the book or write them in your own handwriting. Proverbs 12:22 Honesty is the best policy. Abraham Lincoln Thou shall not lie. Exodus 20:16 No legacy is so rich as honesty. Shakespeare A half truth is a whole lie. Yiddish Proverb Cut out book as one piece. Fold on solid black line (fold up). Cut dotted line. You should have a space at the top of this book to write a title. You can also turn it upside down and put the title on the bottom. Under the right flap, write a definition of emperor. Under the left flap, write names of other kinds of rulers around the world. www.homeschoolshare.com What I know about Ping What I know about Ping Cut apart on solid black lines. You should have two rectangles when finished. These are flags. Add images to fronts and text to the backs when book is constructed. The next page is a bit tricky, but you can do it! Fold it like an accordion (back and forth, back and forth) using the horizontal lines on the sides as a guide. It’s hard for me to explain how I used the lines as a guide, but basically, they helped me as I was making my fold I used the next set of lines I could see as my stopping point for that fold. Once you get it folded, unfold and cut on the solid black lines (not the side lines, but the main lines that form the rectangle). Once you have your accordion, you should follow the directions in the link given on the website. Cut apart on SOLID black lines; you should have four pieces when finished; these are the flags. What Would I Find in China? Color images, if desired. Pagodas are a building in Chinese architecture that look like a tower made from stacked boxes or octagons. It is large at the base and gets smaller at the top. They were originally built as part of a temple compound (usually Buddhist) but most of them today are historic landmarks. Most cities will have at least one old pagoda of which the residents are very proud. Rice has been grown in southern China for a very long time (archaeologists have found evidence dating back to 5000 B.C.). Chinese farmers probably invented the rice paddy. Rice is usually boiled in water or steamed. It can be eaten alone or with just about anything! Some people add sauces, some add vegetables, some add meat, and some add a combination of the three. Rice can also be made into noodles; it is a good source of carbohydrates and gives you energy! In 1404 Emperor Yong Le ordered that a new capital be built. He named it Beijing; it was one of the most elaborate cities in the world and deep inside there was a smaller city—surrounded by walls and a moat. This was known as the Forbidden City and was the home to the Emperor and the royal family; it is the world’s largest palace complex and consists of 800 buildings and 9,000 rooms. The construction for the Forbidden City began in 1406 and took about one million workers 14 years to complete! The people of China have always believed that the Giant Panda was a special animal. It is said that ancient emperors kept giant pandas as pets! Two thousand year old books have been found in China that show giant pandas with magical powers; people thought they could ward off evil and disasters. Today, the bears are a symbol of peace and good luck. Pandas are called “large bear-cats” by the Chinese. Buddhism was founded by an Indian prince (who called himself Buddha). He taught his people the Four Noble Truths, and an Eightfold Path. He also taught the people to use meditation. After his death, his followers came to China from India around 400 AD to spread his teachings which were generally popular and accepted. China is famous for The Great Wall. The wall was built about 2,000 years ago to keep out invaders from the north. It was built by Qin Shi Huangdi, the first emperor of China during the Qin Dynasty. The wall stretches for over 1,500 miles and is made of bricks, rocks, and packed earth. It stretches across the mountains of northern China, from the Jiayu Pass in the west to the mouth of the Yalu River in the east. Use the pieces below however you desire to create your own minit books. www.homeschoolshare.com Flag of China Map of China The Empty Pot Book Basics Cut out book basics minit as one piece. Tri-fold. Use to record information about the book such as author, copyright date, why I like/didn’t like this story, etc. MY NAME IN CHINESE FACT 1 FACT 2 FACT 3 FACT 4 FACT 5 FIVE FAST CHINA FACTS Cut on solid lines. Mountain fold on dotted lines. \| Setting \| When and where does the story take place? \| \|---------\|------------------------------------------\| \| Conflict \| What is the problem in the story? \| \| Rising Action \| What events are created by the problem? \| \| Climax \| What is the most exciting moment of the story? \| \| Denouement—Resolution \| What is the final solution? \| The Empty Pot Plot Color each box a different color. 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THE RIPPLE EFFECT: A FRESH APPROACH TO REDUCING DROUGHT IMPACTS AND BUILDING RESILIENCE Two children walk across a cracked, dry landscape. One child carries a water jug on their head while holding hands with the other child. The sky is blue with some clouds. In every drop of water, there is a story of life and livelihoods. Water is a crucial resource for humanity and all ecosystems on earth. The world’s water resources are, however, under increasing pressure from a growing human population, expected to reach 9.7 billion by 2050, and increasing per capita consumption of water. This is largely being driven by a change of diet and water intensive food production. Water is not always available when and where people need it. Climate change, droughts and floods, along with how land and water are being managed, are all contributing to sometimes extreme local conditions. Demand for water will grow by an estimated 55 percent between now and 2050 exacerbating current pressures. People will feel the impacts of climate change most strongly through water. The poor, who are the most vulnerable to water scarcity, are likely to be worst affected. Water scarcity translates into food price volatility, for example. However, the ripple effect is bigger than that. Droughts and falling productivity will, in turn, reduce agricultural incomes, accelerate migration pressures and trigger resource conflict. Water scarcity alone could cost some regions 6 percent of their GDP. The world’s drylands in particular are affected by both water scarcity and land degradation. Land management choices are an under-valued part of our strategy to manage drought risks and build a resilient future. This brochure highlights the impact of current droughts as well as presenting projections for the future. It strongly suggests that overcoming the prevailing paradigm of ‘reactive’ and ‘crisis-based’ approaches to drought and moving towards ‘proactive’ and ‘risk-based’ approaches will be indispensable to reducing the risks and mitigating the impacts of droughts, floods and other extreme weather events. It explains how, against this backdrop, the UNCCD is ramping up its work on drought and water scarcity issues at large. As you will see, UNCCD is now working with countries and partners to proactively address the main pillars of drought preparedness and planning: drought monitoring and early warning, vulnerability assessment and drought risk mitigation measures. A paradigm shift, in this direction, would create a positive ripple effect. The worst impacts of drought can be reduced, policy makers would be better informed and vulnerable, at-risk populations more resilient. If land and water resources are managed sustainably and together, ecosystems will not just survive but thrive. Opportunities for growth and development, even in regions vulnerable to drought, will open up if water is sufficiently available. Monique Barbut Executive Secretary United Nations Convention to Combat Desertification Droughts have always caused human suffering. Recent droughts in South and Eastern Africa, large parts of Central America and the Caribbean and the Asia-Pacific have demonstrated this clearly. It is an accepted fact that droughts cause the loss of agricultural production and livestock. Nowadays, it is recognized that drought also causes significant secondary impacts in the energy, transportation, health, and other sectors.$^1$ Droughts cost billions of dollars to the global economy with many people having to migrate for work and better economic opportunities. Droughts have also a clear negative impact on human security and conflicts. For example, the ‘2006-2010’ prolonged drought in Syria is often mentioned as one of the drivers for the migration crisis in Europe. A similar pattern is unfolding in Africa. The potential for conflict is arising in the long term as droughts render land less productive. With droughts destroying more land, food insecurity and the collapse of rural livelihood systems are becoming the new drivers of conflicts and forced mass migrations. The year 2015 was the driest since record-keeping began more than a century ago. It was also one of the hottest. Drought conditions predominated across much of the globe$^2$ aggravated by the El-Niño weather phenomenon. Many countries found themselves facing major and extensive droughts, with deaths and crop and livestock losses, while other communities experienced heavy rainfall and severe flooding. Though the phenomenon is now ebbing and the most severe drought events will lessen over 2016, we know these weather patterns and drought itself will return. It is just a matter of when and how strongly. Bolivia suffered drought in the highland regions while floods have concentrated in the center. 31,000 families are affected by losses in agricultural production and 854,000 animals have been lost. In El Salvador, 700,000 people were affected by drought who are in need of food assistance while 156,000 are facing IPC Phase 3$^2$ of crisis. In Guatemala, droughts caused extensive crop loss of up to 50 per cent of production. Over 1 million people were food insecure. Haiti has 3.6 million people affected by drought and 1.5 million people were food insecure. In Venezuela a prolonged drought caused water levels to the main dam providing Caracas’s power to drop to critical levels. In April 2016, Venezuela’s government was forced to impose a two-day working week for public sector workers as a temporary measure to help overcome a serious energy crisis caused by drought.$^4$ Over 20 million people were facing food insecurity in Eastern Africa. Water shortages triggered water-borne and vector-borne diseases too. In Ethiopia alone, 10.2 million people required food aid. Droughts were causing children to drop out of school to fetch water from long distances. Sudan’s drought cut cultivatable areas, reduced pastures prompting livestock migration and increased conflicts among farmers as well as reduced water availability which led to water-borne diseases and malnutrition. In Somalia, about 380,000 people were food insecure where pastures have been hit by drought. 28 million people were food insecure. According to the famine Early Warning Systems Net Work (FEWS NET), 2.5 million people were in IPC Phase 3 (level of crisis). In Angola, over 10,000 people were displaced by floods; 1.4 million people were food insecure and 700,000 at risk of food insecurity. Lesotho was facing strong drought which affected over 370,000 people requiring immediate food and cash assistance. In Malawi, 2.8 million people were facing food insecurity. Swaziland has been affected by severe drought causing extensive crop loss and cattle deaths. In Zimbabwe, 26 per cent of the whole population was facing food shortages and 600,000 people were at IPC phase 3 because of drought. Maize production declined by about 50 per cent compared to last year’s harvest. Madagascar remains at high-level risk for heavy rainfall to the north and prolonged drought to the south. Zambia has almost 800,000 food insecure people; drought caused low water levels in the hydro-electric Kariba Dam. Thousands of people lost their jobs.$^5$ In March 2016 the Philippines farmers rioted demanding government assistance after drought hit hundreds of thousands of hectares of farmland. As the drought protest turned violent, one farmer was killed$^6$. The Marshall Islands declared a State of Emergency as 23 per cent of its population is experiencing severe drought and 3,500 people are experiencing moderate drought conditions. Papua New Guinea has 2.7 million people (close to 40 per cent of the population) affected by drought. Heavy rains caused flooding and landslides across a few regions. India is also hit by one the strongest droughts in decades in which at least 330 million people are affected. DROUGHT TRENDS AND PROJECTIONS During the period 1950-2015, according to data provided by EM-DAT, there have been 685 drought events reported across the world. There is a clear trend that in the past decades, drought events are occurring frequently. The trend is projected to rise in the 21st century. (Figure 1) Figure 1: EM-DAT the international Disaster Database. Droughts in the period 1950-2015 (Source: EM-DAT, 2016) In the coming decades, drought is projected to increase in frequency, severity, duration and spatial extent. The major drought hotspots are Africa, Southern Europe, the Middle East, most of the Americas, Australia and Southeast Asia. (Figure 2) Figure 2: Potential future droughts in the period from 2000–2099. Source: Dai, A. (2011) A huge part of the world’s population will be exposed to drought. With climate change, precipitation will become more intense but less frequent, causing longer dry spells. This will increase flash floods/runoffs and diminish soil moisture, thus further increasing the risk of drought. IMPACTS Drought remains a major disaster causing huge damage to human wellbeing, the environment and the economy. EM-DAT recorded losses totaling US$ 135 billion dollars from drought disasters between 1900 and 2013 (Table 1). It is also interesting to note that while the number of deaths caused by droughts is decreasing, the number of drought incidences is increasing (Figure 3). Table 1: Overview of number of droughts and their impact across the world during 1900-2013 \| Continent \| # of events \| # of people killed \| # of people affected \| Damage ($\times 10^3$ USD) \| \|-----------\|-------------\|-------------------\|---------------------\|----------------------------\| \| Africa \| 291 \| 847 143 \| 362 225 799 \| 2 920 593 \| \| Americas \| 134 \| 77 \| 69 505 391 \| 50 471 139 \| \| Asia \| 153 \| 9 663 389 \| 1 707 836 029 \| 44 251 865 \| \| Europe \| 42 \| 1 200 002 \| 15 488 769 \| 25 481 309 \| \| Oceania \| 22 \| 660 \| 8 034 019 \| 12 303 000 \| \| Total \| 642 \| 11 711 271 \| 2 163 090 007 \| 135 427 906 \| Source: EM-DAT: The International Disaster Database. Centre for Research on the Epidemiology of Disasters-CRED; http://www.emdat.be/database, last accessed: 13 January 2014. Figure 3: Number of deaths as a result of drought in the period 1950-2015. (Source: EM-DAT, 2016) Figure 4: Total economic damage (USD billion scaled to 2014) caused by drought in the period from 1950–2015. (Source: EM-DAT 2016) Figure 5a: Average percentage share of damage and loss of crops by type of hazard. (Source: The impacts of natural hazards on agriculture, food security and nutrition FAO, 2015). Figure 5b: Average percentage share of damage and loss of livestock by type of hazard. (Source: The impacts of natural hazards on agriculture, food security and nutrition FAO, 2015). According to FAO, agriculture is badly affected by natural disasters. Over 15 per cent of these damages and losses were caused by drought (Figure 5 a). Droughts account for 85.8 percent of livestock losses and drought is the most lethal natural hazard to livestock (Figure 5b). The distribution of drought-related losses show high relative losses in Sub-Saharan Africa (Figure 6). But Central and South America, southern Europe, the Middle East and southern Australia are also at high risk. Figure 6: Global distribution of drought risk. Economic loss as a proportion of GDP Source: Natural disasters Hotspots, World Bank With the anticipated pressures on water and with more intense and severe droughts predicted, a paradigm shift is needed. Poorly coordinated “crisis management” in the face of drought will no longer suffice. A well-planned approach that focuses on reducing the impacts (risks) of drought is needed now. The adoption of national drought policies that are focused on risk reduction and that are complemented by drought mitigation plans at various levels of government will have significant ripple effects across key sectors. It would support the implementation of Sustainable Development Goal 6 through the promotion of integrated water resources management. The vulnerability to future drought episodes can be significantly reduced and the coping capacity of communities, indeed entire nations, can be improved (Figure 7). Figure 7: Action Fields on the key drought preparedness pillars (own compilation) A proactive approach for enhancing drought resilience and to mitigate drought risks is composed of three important pillars (Figure 7): - Drought monitoring and early warning systems; - Vulnerability and risk assessment, and - Drought risk mitigation measures STRENGTHENING MONITORING AND EARLY WARNING SYSTEMS FOR DROUGHT A drought can be defined in various ways. A meteorological drought, for example, is when the rains fail. A hydrological drought is when the lack of rainfall goes on long enough to empty rivers and lower water tables. Agricultural drought begins when the lack of water starts killing crops and livestock. And after that, people may start dying too. When to declare a drought can often be very subjective and highly political. Forecast mechanisms require good data and local knowledge to see how dry conditions will impact water and food supplies. So far, they have been unreliable and often not acted on – until it is too late. Studies looking back over the past three decades found that only around a quarter of droughts were successfully forecasted a month or more ahead – and almost as many warnings turned out to be false alarms. The poor rains in east Africa in late 2010 were successfully predicted, but the failure of the longer rainy season the following spring, which turned crisis into disaster, was not predicted. More research could improve that. With better data, research and collaboration, early warning systems could reduce hunger and distressed migration as a result of drought. Parties to the UN Convention to Combat Desertification should be supported to do the science and relevant institutions to make an early warning system work and to galvanise the real-time planning and policies that could prevent drought turning to disaster. Effective drought early warning systems are needed to evaluate current conditions and to trace and assess climate and water supply trends. An Early Warning System (EWS) provides timely and effective information to facilitate action to avoid or reduce the risk and prepare for effective response. Numerous natural drought indicators should be monitored routinely to determine the onset and end of drought and its spatial characteristics. Although all types of droughts originate from a precipitation deficiency, it is insufficient to rely solely on this climate element to assess severity of drought.\textsuperscript{10} Effective drought early warning systems integrates precipitation and other climatic parameters with water information such as stream flow, snow pack, groundwater levels, reservoir and lake levels, and soil moisture as well as a comprehensive assessment of current and future drought and water supply conditions (WMO, 2006). Besides standard indexes, local knowledge systems, including traditional knowledge of farmers and pastoralists should also be incorporated into the information system. \textbf{STRENGTHENING EARLY WARNING SYSTEMS FOR DROUGHT (SEWS-D) PROJECT IN CENTRAL AMERICA AND THE CARIBBEAN} The intense droughts that are taking place in the so called “Dry Corridor” of Central America and some islands in the Caribbean, coupled with the high drought vulnerability of communities in the region, forced governments to implement a series of measures. The Strengthening Early Warning Systems for Drought (SEWS-D) project aims to strengthen the EWS through the incorporation of the use of drought indices derived from satellite products, including the Normalized Differential Vegetation index (NDVI), Vegetation Condition Index (VCI), the Agricultural Stress Index System of FAO (ASIS) and other related products. It also aims to contribute to the institutionalization and the improvement of EWS dedicated to drought through the combined use of satellite and in-situ information covering weather, vegetation, soils, social, and economic aspects. UNCCD contributes the policy aspect of the EWS that entails specific policy guidelines on a step-by-step approach to formulate and implement national drought policies. A regional expert meeting took place in July 18-19, 2016 in Santo Domingo, Dominican Republic. The meeting took stock of advances in the project and outlined the plan of work for the remaining of 2016 and 2017. UNCCD is collaborator of this multi-partner project coordinated by UN-SPIDER in Bonn. MAPPING OF DROUGHT VULNERABILITY Sometimes, and in certain places, less rain can be compensated for by access to underground water, manmade reservoirs or moisture stored in soils across forested watersheds. Elsewhere if you do not have these buffers in place, drought rapidly escalates into shrivelled crops, dead livestock and, if the people are poor and unprotected, hunger and death. Distinguishing between the two scenarios is as vital as predicting the rains. No amount of early warning will work without action to protect the most vulnerable. So the second aspect of drought management deals with risk assessment of vulnerable sectors, population groups and regions. Vulnerability is a condition resulting from social, economic, and environmental factors or processes, which increases the susceptibility of a system to the impacts of drought hazard. Vulnerability assessment is needed to understand “who and what is at risk and why?” Some of the important features of vulnerability assessment include: - Recording drought impacts on vulnerable economic sectors including rain-fed and irrigated agriculture, livestock, environment, energy, tourism, health sectors, etc.; - Assessing the reasons for vulnerability - conditions that impact the resistance of a system to drought; - Assessing the degree or extent of potential damage or loss in the event of a drought; - Assessing the coping capacity of communities affected by drought; - Assessing sectors, population groups, and ecosystems most at risk and identify appropriate and reasonable mitigation measures to address these risks; To reduce vulnerability to drought, it is essential to identify the relevant impacts and assess their underlying causes. Information on drought impacts and their causes is crucial for reducing risk before drought occurs and for appropriate response during and after drought. It is important to combine better forecasts with detailed knowledge on how landscapes and societies respond to a lack of rain and to turn that knowledge into prompt action within weeks, sometimes within days. PILOT PROJECT ON POLICY OPTIONS FOR DROUGHT AND IMPLICATIONS FOR FOOD SECURITY IN ETHIOPIA AND KENYA The German Development Institute (DIE) and UNCCD are jointly carrying out a research project on the analysis of drought and food security policies and programmes in two Horn of Africa countries, Ethiopia and Kenya. In these countries, the interlinkage between drought and food security is very strong and policies as well as development cooperation is becoming dynamic. We investigate how efforts towards drought resilience and food security at regional, national and local levels led to change in political practice in the two countries. They are interesting cases for a study on drought resilience and political build-up due to their different political and institutional setups under similar ecological conditions. The regional networks and implication for Intergovernmental Authority on Development (IGAD) member countries is also being investigated. The results will serve as background information on assessing further and consulting with the country parties on the support needed for action on drought resilience. Timeline: February – August 2016. ENHANCING DROUGHT RISK MITIGATION MEASURES There are things that can be done at a very practical level and starting right away. A mix of measures and actions – also called drought risk management options – that either build greater resilience to drought or reduce the impacts of drought when it occurs can be deployed. These measures concern all sectors affected by drought, based on their vulnerabilities. However, working with nature and getting the right mix of measures is particularly important for agriculture and for sectors reliant on the availability of water and ecosystems services. These measures and actions are closely related to the approaches promoted by Parties to the UNCCD as they often involve strengthening natural infrastructure and the integrated management of land and water resources. Examples of important mitigations measures are: - Water harvesting, protecting water sources against contamination, developing water sources such as micro dams, ponds and wells, use of reserve sources of groundwater, water rationing/allocation, etc. - Restoration of pastures and balancing land and water resources; - Recover water holding capacity of soils through tree planting (including fruit trees), protection of riverbanks and wetlands; - Implementing Integrated Water Resources Management (IWRM) such as, mitigating upstream-downstream user conflicts, greater coordination between water users, communities and sectors; - Enhancing irrigation schemes; - Diversification of rural livelihoods through social protection, cash-transfer programs or improving access to markets and rural services: Access to markets could help create alternative non-farm employment that could reduce the impacts of droughts; - Crop insurance; - Shifting to drought tolerant crops; and - Managing livestock production within the landscape: relocation of herds, nomadic migration, use of special reserved areas. SURVEY ON DROUGHT TOLERANT CROPS The UNCCD designed a survey to assess the position of 16 African countries and their current understanding of drought tolerant crops. All countries confirmed that they grow drought tolerant crops to some degree and recognized the role of drought tolerant crops in mitigating the effects of drought. Millet, sweet potato, yam, sorghum and cassava were mentioned as the major crops in the regard. A transition to more drought tolerant cropping (including improved local varieties) which can cope up with increasing climate change is not ruled out in most of the surveyed countries. Low awareness among farmers and the government and sometimes inflexible/traditional consumption habits as well as legislative challenges were mentioned as some of the factors stopping the shift from taking place. UNCCD is supporting the organization of the African Drought Conference due to take place in Windhoek, Namibia from 15-19 August 2016. Involving technical sessions and a high level segment with Ministers, the conference serves as a timely follow-up to the High-level Meeting on National Drought Policy (HMNDP), held in Geneva in March 2013 as well as the series of capacity building workshops subsequently undertaken in Africa and globally (http://drought.unccd.int/drought/index.html). It is expected that this conference will see a draft strategy for drought management at the Africa-level emerge. The strategy can then be adjusted to fit country specific situations and implemented at the national level. For more information: www.africandroughtconference.com The management of drought needs a paradigm shift. The time is ripe for countries to develop and implement effective national drought policies that include all three pillars of drought action. Countries need to recognize that the traditional approach of “responding” to drought is not viable any more. It has proved to be ineffective far too often. Drought awareness in many countries is limited and institutional capacities need to be strengthened. That means promoting public awareness and strengthening capacities of both the citizens and institutions especially at the local level: farmers, pastoralists and all those actors and stakeholders involved in decision making. They, in particular, need help to identify and disseminate good practices that work in local conditions. By being proactive, investing in early warning systems and assessing their vulnerability, countries can emphasize “protection” rather than “recovery”. This means understanding not only where are the most drought-stricken areas in the country but also who and what is vulnerable and why. Integrated drought early warning and monitoring systems that capture information on the incidence and severity of droughts can better identify vulnerable population groups and geographic regions. This facilitates early action and can lead to the development and implementation of a wide variety of mitigation actions including better land management to reduce impacts from future drought events. Lastly, there is a need for greater cooperation and sharing of experience and success stories among countries. Well-planned and coordinated drought action will have a positive ripple effect across sectors and across borders. The poorest and most vulnerable parts of society will benefit the most. 1. World Meteorological Organization (WMO) and Global Water Partnership (GWP) (2014) National Drought Management Policy Guidelines: A Template for Action (D.A. Wilhite). Integrated Drought Management Programme (IDMP). Tools and Guidelines Series 1. WMO, Geneva, Switzerland and GWP, Stockholm, Sweden. 2. El Nino: overview of impacts, projected humanitarian needs and response, OCHA March 2016 3. The IPC is a means to classify varying phases of current food security situations based on outcomes on human lives and livelihoods. The IPC includes five levels of food security (called ‘phases’): Starting from phase 1 that is Food Secure to moderately/Borderline Food Insecure, Acute Food and Livelihood Crisis, Humanitarian Emergency and Famine/Humanitarian Catastrophe. 4. http://www.bbc.com/news/world-latin-america-36145184 5. El Nino: overview of impacts, projected humanitarian needs and response, OCHA March 2016 6. http://www.reuters.com/article/us-philippines-farmers-idUSKCNOWY35V 7. Dai, A. 2011. Drought under global warming: a review. WIREs Climate Change, Vol. 2, Page 45 – 65. The map uses a measure called the ‘Palmer Drought Severity Index’. A reading of ‘-4’ or below is considered extreme drought. Those in the red and purple spectrum could face more unusually extreme drought conditions. The map is not intended as forecast because the actual course of projected GHG emissions and natural climate variations could alter the drought patterns. Instead, the map illustrates the potential for future droughts worldwide in the coming decades, based on current projections of future GHG emissions. 8. Surprisingly, drought risk normalized by GDP density does not seem to be as significant in Asia despite a high reliance on agriculture. This could reflect the underreporting of historical losses or low vulnerability to drought thanks to irrigation (World Bank, 2005). 9. Wilhite, Donald A. et al (2014): Managing drought risk in a changing climate: The role of national drought policy, Weather and Climate Extremes 3, p. 1. 10. World Meteorological Organization (WMO) and Global Water Partnership (GWP). 2016. Handbook of Drought Indicators and Indices.(M. Svbodova and B.A. Fuchs). Integrated Drought Management Programme (IDMP). Integrated Drought Management Tools and Guidelines Series 2. Geneva. Cover: Albert González Farran, UNAMID https://www.flickr.com/photos/unamidphoto/12045697505/in/album-72157633900591820/ Cover inside: Md. Khallid Rayhan Shawon, UNCCD Photocontest 2014 p.2: EU/ECHO/Anouk Delafortrie, https://www.flickr.com/photos/69583224@N05/26340485346/in/album-72157664723888424/ p.4: Ismael Alonso, https://www.flickr.com/photos/soyignatius/6285527276/sizes/o/ p.8: Albert Gonzalez Farran, UNAMID, https://www.flickr.com/photos/une_p_dc/13538502433/sizes/o/ p.10: Imal Hashemi/Taimani Films/World Bank p.13: Tri Saputro www.trisaputro.com for CIFOR. p.15: Ollivier Girard for Center for International Forestry Research (CIFOR), https://www.flickr.com/photos/cifor/8637096618/in/set-72157647483472355 p.16: Fobin Jones/UN Photo p.17: Georgina Smith, (CIAT),https://www.flickr.com/photos/ciat/22664641188 p.19: Ricardo Spencer, UNCCD Photocontest 2014 ISBN English e-copy and paper ccopy 978-92-95110-27-4 978-92-95110-28-1 United Nations Convention to Combat Desertification UN Campus, Platz der Vereinten Nationen 1, 53113 Bonn, Germany Postal Address: PO Box 260129, 53153 Bonn, Germany Tel. +49 (0) 228 815 2800 Fax: +49 (0) 228 815 2898/99 E-mail: email@example.com Web-site: www.unccd.int	<urn:uuid:4055e8bf-ebf2-4f92-8bd3-5a8d1e2f7f43>	CC-MAIN-2018-30	https://www.unccd.int/sites/default/files/documents/27072016_The%20ripple%20effect_ENG.pdf	2018-07-19T17:34:09Z	crawl-data/CC-MAIN-2018-30/segments/1531676591150.71/warc/CC-MAIN-20180719164439-20180719184439-00431.warc.gz	1,027,280,126	5,994	eng_Latn	eng_Latn	0.904362	eng_Latn	0.997022	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "dag_Latn", "mlt_Latn" ]	true	rolmOCR	[ 87, 259, 3001, 4695, 7881, 8309, 8933, 10478, 10974, 11601, 12507, 13896, 16833, 18429, 20076, 21994, 22822, 23587, 25350, 27673, 28618, 28897 ]	[ 3.109375, 1.4375 ]	4	0
Brook trout are getting ready to spawn on the Kennebecasis, provided they can find enough water. That means fall has arrived and our field season is starting to wind down and our summer students have returned to school. We want to wish those youth much success in their schooling and future endeavours. Without the help of students, the KWRC would be hard pressed to complete many of the projects we have. In 2020, Megan Snider worked as our Education Outreach Assistant. She effectively and creatively brought you our “Weekly Watershed Walk” videos. Connor McAlary worked as our Restoration Technician and always came to work with a smile. These students - like the more than 100 students before them - were valuable assets to our project team this year. At the KWRC we firmly believe that one of our roles in the community is to provide meaningful and rewarding summer employment to youth in our watershed. This work helps develop the skills and experience required to allow the students to find a long term career in the future. It also provides them with insight as to how a healthy watershed should look and they will become the leaders in tomorrow’s efforts to conserve and maintain our watershed resources. We can’t truly thank the students without also acknowledging the funding partners who help us support their development. Partners like Canada Summer Jobs, the NB Student Employment Experience Development program, and the Clean Foundation provided us with support to offer 2 student and 3 intern positions through 2020. These jobs have helped us monitor and restore the Kennebecasis River and educate the public. When we have common goals, we can readily work together to make a big difference in our ecological and economic sustainability. Thanks to our students and partners we are continuing to take strides in keeping a healthy waterway. See you on the water! ~ Ben Whalen, KWRC Project Manager UPCOMING KWRC WORKSHOPS & EVENTS Saturday, Sept 26 – Great Canadian Shoreline Cleanup (9:30am-12pm, Burton Park, Sussex NB) Saturday, Oct. 17– Tree planting event (9-11am, berm behind Gateway Mall, Sussex NB) In recent years, the Kennebecasis river has undergone big changes. With the discovery of Eurasian Water-milfoil within the river and the potential presence of cyanobacteria, recreational users of the river must proceed with more caution than ever before. Eurasian Water-milfoil and cyanobacteria present different threats and impacts to our watershed, but nonetheless are equally important to mitigate. Eurasian Water-milfoil is an invasive aquatic species that is native to Europe, Asia and Northern Africa, and first arrived in Canada in 1961. Since then, this invasive species can be found in many lakes and rivers across the country. The impacts of Eurasian Water-milfoil can be detrimental to the health of our aquatic ecosystem. This invasive plant species out-competes our native vegetation, reduces oxygen levels in the water, creates stagnant water, and can impede recreational activities like swimming, boating and fishing due to the thick mats that form. To learn how to identify and mitigate these impacts please visit New Brunswick’s Invasive Species Council’s website: https://www.nbinvasives.ca/species-info Another upcoming problem is cyanobacteria. Cyanobacteria has been around for billions of years and its presence is a natural occurrence in our rivers and lakes. However, when the conditions are right (light, temperature, flow and nutrients) populations of cyanobacteria can grow very quickly and become toxic. The impacts of toxic cyanobacteria can cause harm to animals and humans through contact of the toxins on your skin, and the most frequent and serious health issues are imposed by the ingestion of contaminated water. For more information on cyanobacteria please visit ACAP’s Website http://www.acapsj.org/cyano It is important to be educated on both of these topics. Knowing the locations of where there may be a presence of cyanobacteria or Eurasian Water-milfoil can mitigate the impacts they cause and keep our watersheds healthy. The KWRC wants to keep both the river and river users safe. ~Lezley McAlister, Monitoring Coordinator The spring and summer months are when we host a lot of our KWRC events and workshops. Unfortunately, the uncertainty of COVID put a wrench in many of our education outreach plans this year. As a result, we had to get creative in finding new ways to deliver some of our programming from a distance. Two of our big initiatives were to develop a “Weekly Watershed Walk” and a “Youth Angling” video series. Our “Weekly Watershed Walk” videos are created and shared weekly through our Facebook page and also uploaded to a playlist on our Kennebecasis River Watershed YouTube channel. These videos offer a variety of content that brings attention to unique places in the watershed, some of the challenges and issues that compromise the health of the watershed, and the work the KWRC does to mitigate it. The videos are short (2-5 minutes), educational, and fun to watch! Our “Youth Angling” Video Series was developed as an alternative to our annual summer Youth Angling Day Camps. Designed for kids aged 7+, these videos focus on the sport of bait fishing within our watershed and cover many topics including safety on the river, fishing technique, fish of the Kennebecasis watershed, identifying and protecting fish habitat and more! Just like our day camp, the videos teach you how to set up your rod and cast so you can catch the big one! We have also created work sheets to go along with these videos to reinforce the information. These videos, along with a link to the worksheets will be available on our Youtube channel: Kennebecasis River Watershed, in the Winter/Spring of 2021 – just in time for fishing season! Even though we can’t be there in person- we hope to educate our young anglers to make sure they feel comfortable on the water and get “hooked” on this fun sport! ~ Sarah Glinz and Meg Snider Education Outreach Team Damage to riparian zones opens the door to severe stream bank erosion, which impacts the watercourse at the site and often more significantly downstream. The KWRC has a long history of working with landowners to restore degraded streambanks using a variety of techniques that are best suited to the issues at the site and the dynamics of the waterway. One of the most successful and cost effective techniques we have used is bioengineering, which uses living materials and ecologically designed concepts to restore or enhance a degraded section of stream or a riparian zone. If you have a degraded/eroding streambank on your property, please get in touch with the KWRC (contact details below) and we can come look at it and potentially help you restore it. Depending on the severity of the site and its impacts on the waterway, we may be able to develop a project where we can source funding to cover most of the expenses and also oversee the project to make sure the work is done properly as well. If you would like to learn more about bioengineering and our restoration efforts in the watershed, please check out the Restoration page on our website: kennebecasisriver.org and check our September 9, 2020 Weekly Watershed Walk video on a bioengineering project from this summer on our YouTube channel: Kennebecasis River Watershed. ~ Sarah Glinz, Education Outreach Coordinator THANK YOU TO OUR SPONSORS Riparian Reads is a publication of the Kennebecasis Watershed Restoration Committee, all rights reserved. For questions regarding content and operations, contact us at (506) 433-4394, firstname.lastname@example.org, or write 5 Moffett Avenue, Unit E, Sussex, NB, E4E 1E9. Information is also available on our website at www.kennebecasisriver.org Want to receive issues of Riparian Reads electronically? 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This guide serves as an educational supplement to the exhibition STATELESS: VIEWS OF GLOBAL MIGRATION and contains information about the works on view, questions for looking and discussion, and suggested readings. You may download this guide from the museum’s website at mocp.org/education/resources-for-educators To schedule a free docent-led tour, please complete the form here: mocp.org/education/exhibition-tours The MoCP is supported by Columbia College Chicago, the MoCP Advisory Board, the Museum Council, individuals, and private and corporate foundations. This exhibition is generously sponsored by The Andy Warhol Foundation for the Visual Arts, the Art Dealers Association Foundation, the Illinois Arts Council Agency, the City of Chicago's Department of Cultural Affairs and Special Events (DCASE), and the Efroymson Family Fund. Community partners for Stateless: Views of Global Migration include Heartland Alliance and the Transatlantic Refugee Resettlement Network. Introduction .................................................................................................................. 3 Artists WEST GALLERY Fidencio Fifield-Perez ................................................................................................. 4 Tomas van Houtryve ..................................................................................................... 6 EAST GALLERY Shimon Attie ................................................................................................................. 7 Hiwa K ............................................................................................................................ 8 NORTH GALLERY Bissane Al Charif ....................................................................................................... 9 MEZZANINE Omar Imam .................................................................................................................. 10 STAIRWELL Leila Alaoui ................................................................................................................ 11 PRINT STUDY ROOM Daniel Castro Garcia ................................................................................................... 12 Classroom activities ...................................................................................................... 13 Glossary of terms .......................................................................................................... 14 Deeper reading on the global refugee crisis ............................................................... 16 Ways to help .................................................................................................................. 18 Recommended reading and films ................................................................................ 19 Illinois Learning Standards .......................................................................................... 19 addressed in this guide While global migration has existed for tens of thousands of years, we are currently facing an unprecedentedly vast movement of people across borders. Fueled by intense conflict, political battles, economic inequality, and climate change, global migration is at its highest level since World War II. This exhibition seeks to humanize this stark data by addressing the individual stories that define this global human crisis. Through the individual lenses of eight contemporary artists, this exhibition lays bare the contradictions inherent to the crisis, finding beauty and strength in the face of collective trauma. These powerful works of art contemplate memory and explore one’s human connectivity to place, even when one can no longer return. Bissane Al Charif Leila Alaoui Shimon Attie Fidencio Fifield-Perez Daniel Castro Garcia Tomas van Houtryve Omar Imam Hiwa K For his site-specific sculptures El Hielo / I.C.E. (2017) and Barn Quilt (2017) Fidencio Fifield-Perez paints onto maps and then painstakingly cuts into them, removing land masses while leaving roads and rivers intact. His process references a traditional intricate Oaxacan paper-cutting technique, while referencing systems of immigration and labor exploitation. The pieces resemble webs, fences, and nets, pointing to formal similarities between them as well as the very different function of each. In this way, Fifield-Perez pays tribute to those who attempt to navigate U.S./Mexico border crossing. Questions for looking - After looking closely at the work, why might he have chosen maps as his source material? - Consider the color palette of the work. What mood or feeling does it provide to the piece? What might the color choices represent? - The artist spends months creating these works and the process of hand-cutting is slow and repetitive. How might his process help tell his story in relation to larger immigration and labor issues? Born in Oaxaca, Mexico, but brought over illegally into the United States at the age of seven with his mother and three brothers, Fidencio Fifield-Perez became a recipient of Deferred Action for Childhood Arrivals (DACA) in 2012. DACA allowed him to drive and work without the fear of being deported and he began to show his artwork nationally and internationally. For his Dacaments series, Fifeld-Perez paints detailed renditions of houseplants onto envelopes that have been mailed to him. On the series the artist says: In order to qualify for DACA, nearly 800,000 undocumented youth have had to prove our existence by collecting and presenting to the government ephemera, bills, school report cards, social media posts, mail, and receipts. How is it that the government trusts and honors papers over the people they represent? The process of applying and reapplying for DACA ingrained in me the habit of holding on to envelopes, whether from the government, loved ones, museums and galleries, my husband. By painting the envelopes, I’d like to believe I am no longer just a passive force in this unbalanced relationship I have with the government. When asked, “Where is home?” I often reply, “Home is where the plants are.” Questions for looking • What object or belonging represents home for you? Why? • In what ways is this artist’s work photographic? Does this work change your perception of what a photograph can or cannot be? Why or why not? Filmed from above with a drone, Tomas van Houtryve’s video, Divided (2018), focuses on an area in the Pacific Ocean where Baja, Mexico meets Alta, California—a border established in 1848. This political boundary has grown from a simple demarcation line to the first official ten-foot-high chain link fence, installed in 1945. Today that fence is extended in the form of high steel barriers protruding into the Pacific Ocean on the boundary line. Van Houtryve’s video installation focuses on the timeless repetition of the ocean waves as they crash into the barrier, become divided and wash back the opposite direction. One side of the wave reaches the land of the United States and the other reaches Mexico—same water, same beach, different political states. Questions for looking - Consider the vantage point. How does van Houtryve’s point of view—captured from a drone—affect your understanding of the artist’s perception of the border? - How would this piece read differently if it were a still photograph? How does movement and sound add to the narrative? - What conversations are happening currently about the US Mexico border? How do border discrepancies play a role in the global refugee crisis? Shimon Attie’s The Crossing (2017) presents seven elegantly dressed individuals engaging in a game of roulette. The players are not actors, but refugees from Syria who recently arrived in Europe, many on rafts over the Mediterranean just weeks before filming. The participants hold static poses while the camera floats around them, the wheel spins, and they slowly place their bets. With each consecutive tableau, a player disappears from the game without a trace or explanation. By the film’s end only one person remains, a striking metaphor for the thousands left behind, dead or alive, and illuminating the extraordinary risks refugees take in times of crisis—literally gambling for their lives. --- Questions for looking • The Syrian Civil War—one of the largest drivers of the global refugee crisis—only began in 2011. There were zero Syrian refugees only eight years ago but now there are 5.4 million (about 30% of its total population). What do you know—or not know—about the war in Syria already? How has this war been depicted in the media? • Why might Shimon Attie portray the individuals as still and motionless when depicting the transit of people? • How would you describe the film’s soundtrack? How does sound add to the overall mood of the film? Hiwa K’s film, A View From Above (2017), highlights the real and complicated bureaucratic challenges that confront asylum-seekers in their quest to flee war-torn countries. Using a large-scale model originally built in the 1950s to depict the destruction of Kassel, Germany after World War II, the artist narrates a story of an anonymous soldier who deserts his army under the power of a dictatorship to seek asylum in Europe. Based on the artist's personal experiences, the film describes the painstaking process required of asylum-seekers to prove they are residents from a UN designated “unsafe zone.” Applicants are put through an extensive interview by an official who asks questions about very small details of their home city to then match with a map of the area; if one makes a small mistake, they are denied. In Hiwa K’s film, the protagonist is denied asylum on his first interview because he is from a “safe zone.” He tries again as an applicant from a different town—one that he has never visited. To prepare, he spends weeks interviewing people who had fled the town, drawing his own map and learning the names of every street, school, and building. After memorizing the details from the birds-eye perspective of a map, he answers the interrogator’s questions with perfect accuracy and is granted political asylum in 20 minutes. Meanwhile, thousands of applicants with ground-level knowledge continue to wait years for their requests to be processed. Questions for looking • Hiwa K’s film illustrates a less common view of one of many obstacles people overcome to flee areas of conflict. What other social or political barriers might be in place that prevent movement of those in danger? • Why might the artist choose the model of a town destroyed by WWII as his imagery? What statement might he be making? For her Women Memories project consisting of film, photography, and sound, Al Charif focuses on stories of ten women who fled their homes in Syria. Interviewing them in their new homes in Beirut, London, and Paris, Al Charif asks a series of questions: What is the home you left like? How did you leave? What did you take with you? Where do you imagine your home will be in 10 years? The women’s answers are revealed in the installation. In her film, Home, the women’s voices underlie fragmented scenes of exterior and interior imagery filmed in Damascus and Beirut from the windows of buildings and cars. The scenes are nondescript, shifting the emphasis to the women’s stories of their everyday lives before fleeing their homes. In another film, In 10 Years, women speak about where they see their lives in ten years, dreaming of the day they can return home, finish school, and find better lives for themselves and their children. The two films play near a series of 36 photographs of objects—such as ID cards, telephones, keys, and cash—that were carried in the women’s handbags. The seemingly simple objects, such as a small bottle of hand cream that belonged to one woman’s sister still in Syria, act as precious relics reminding the carrier of life before conflict. --- Questions for looking - Ask students to answer another question posed in this installation: where do you imagine your home will be in ten years? Are there any current political factors in your home country that could potentially create the need to move? Explain. In his Live, Love, Refugee project (2015), Omar Imam uses irony and absurdism to address violent events currently taking place in Syria. In 2012, Iman fled his home in Damascus as a refugee and began to volunteer at a camp in Lebanon’s Bekaa Valley. While there he became stunned by media stories that did not match his own experience. Imam began collaborating with people living in Lebanese refugee camps to restage their dreams or memories. Asking them to describe and re-enact certain stories, his surreal photographs reveal both remarkable resilience and the darkness of trauma. The works question prevailing perceptions of justice, home, and collective human experiences. Questions for looking • After reading the captions that accompany each image, how do you think the text impacts the way you initially saw the images? Would the images function in the same way without the text? Why or why not? • Iman has said: “refugees are overphotographed, but unseen.” What do you think he means by this? Why? Blending her interests in fine art, photojournalism, and activism, Leila Alaoui’s video Crossings poetically depicts sub-Saharan African persons of concern who embark on the life-threatening journeys across the Mediterranean Sea to seek better lives in Europe. According to the Pew Research Center in 2018, between 2011 and 2017, the number of sub-Saharan Africans living outside of their birth countries rose from 10.2 million to 24.2 million, with most fleeing areas of conflict or violence. Viewed in three channels, the film intertwines landscape imagery with portraits and spoken stories, emphasizing the psychological and physical impacts of both the decision to leave as well as the arduous journey. --- Questions for looking - Consider how the film is presented. What effect does the overlap of audio and imagery have on the narrative? How would the film read differently if presented in a linear fashion? - Alaoui also worked as a photojournalist before she was tragically killed in 2016 in a terrorist attack in Burkino Faso while on an assignment covering women’s rights for UN Women and Amnesty International. What vulnerabilities do conflict journalists face? How does this film differ from photojournalistic imagery? - Why might the artist choose to use both fine art and journalism to cover this subject? What strengths or weaknesses do each format have? Daniel Castro Garcia Spanish, British citizen, b. 1985 Amadou Mbenga sits for a portrait. This room is located at the entrance of the Zingale centre and the way it is painted resembles the view of looking at the horizon at sea. During his journey, Am’s best friend was killed in Libya and the news has affected him greatly. I have on occasion found him sitting in one of the dark corridors of the centre with his head in his hands rocking back and forth. “My thoughts are too many. I am stressed…” was his response when I asked him what was wrong. On other occasions he has been very vocal about his suffering, pacing rooms telling me, “Look at how we’re living, this is not life. I feel pain. This is not right, I am not afraid of dying.” Without professional medical help present, the mood swings endured by all of the boys individually and collectively has at times been alarming. There is an urgent need for psychologists to work in this region, or at the very least; more effort needs to be made by refugee organizations to make it an accessible service. The range of stories I have collected and the range of issues faced by these young people is extensive and the pressure is too much for a minor to handle. He also has great difficulty sleeping at night, high anxiety, night terrors etc., 2017 For his I Peri N’Tera (Feet on the Ground) project (2015–present), Daniel Castro Garcia examines migration stories of those traveling from Africa to Italy via Libya. Garcia was moved to begin the project after seeing insensitive media coverage and imagery of two ships carrying persons of concern that capsized in the Mediterranean Sea in 2015, resulting in approximately 750 deaths. Working to counter the sensationalist visual representation of migrants and refugees, Garcia aims to add dignified imagery into the larger narrative of the humanitarian crisis. The artist matches each image with lengthy captions, giving a fuller depiction of the struggles and culling a more empathetic response to the people enduring traumatic journeys only to be met with difficulties in their new lives. Questions for looking • Consider this quote by the artist: “An online search of the words “migrants/refugees Europe” produces chaotic scenes of hundreds of people defined by a single moment, often violent, traumatic or pitiful. There are no names and no personal accounts. The dignity and image of the individuals in question must be protected and clearly communicated, and furthermore the intelligence of the audience must not be so readily underestimated and manipulated.” Do you find this statement to be true? What is a photographer or photojournalist’s responsibility in documenting conflict? How do images shape our perception of world events for better or worse? • Look at each image first without looking at the captions. What do you see? What story is the photography trying to tell? Then read the extended captions. How is your perception of the story changed now with more information? What is a documentary photographer’s responsibility in writing down the details of their subjects and communicating that to the audience? • Compare Castro’s images to the film by Leila Alaoui in the stairwell who is also representing sub-Saharan Africans on their journeys to Europe. How do the artists approach their subjects and their stories differently or similarly? Which do you find to be a more effective approach? Why? • Have students consider the question Bissane Al Charif asked her subjects: If you suddenly had to leave your home and could only take one item with you, what would it be? Ask students to bring one object to class to photograph in the style of Al Charif. Why did they choose this object? What significance does it have in their lives? Does the object seem different once photographed? Why? • Ask students to restage a dream or memory inspired by the work of Omar Imam. Have them consider clothing choices, props, and poses to tell their story. After printing the images, have students summarize the pictures in two sentences, writing the text at the bottom of the image. Ask students to describe their works and choices, detailing the significance of their props, settings, and words. Person of concern An individual who qualifies under any of the six terms below. Asylum seeker According to the UNHCR, an asylum seeker is defined as “an individual whose request for sanctuary has yet to be processed. Every year, around one million people seek asylum.” Immigrant People who have traveled from their countries of birth to new countries for the purpose of establishing permanent residence. Internally displaced person (IDPs) A person forced from their home due to conflict or oppression but remain in their country of origin, most commonly due to fear or inability to leave. Because they remain displaced in their home countries, IDPs are unable to rely upon the protection of international laws that apply to refugees. As of 2018, IDPs number approximately twice as many as refugees worldwide. Migrant An individual who voluntarily leaves their country of origin seeking an improvement in quality of life. Refugee According to the UNHCR, a refugee is defined as an individual who is forced to leave their country of origin due to violence or persecution. Stateless According to the UNHCR, stateless is defined as people who are not part of any nation or country. People who are stateless do not have access to government provided or assisted services, including education, healthcare, or documentation to gain employment. Some causes for statelessness include children being born in foreign countries with varying nationality laws or changes in borders or newly created states which can exclude certain populations. There are currently over ten million people in the world who are considered stateless. Deferred Action for Childhood Arrivals (DACA) A United States immigration policy implemented in 2012 by Barack Obama that provides a renewable two-year period of protection against deportation measures for immigrant children brought illegally to the US. DACA does not offer a pathway to citizenship. Global refugee crisis Refers to the exceptionally high number of displaced people in the world today, including—but not limited to—those categorized as internally displaced persons, refugees, and migrants (see terms above). The crisis also refers to the legal and social complications of settling populations into new host countries. Refugee camp According to Boston Review, a refugee camp is defined as a temporary shelter built to house refugees or those in similar circumstances. Although refugee camps are intended to be brief settlements, the average duration of occupancy ranges from twelve to sixteen years. Sub-Saharan Africa According to Pew Research Center, sub-Saharan Africa is defined as all countries and territories in continental Africa except Algeria, Egypt, Libya, Morocco, Sudan, Tunisia and Western Sahara. This region also includes islands Cape Verde, Comoros, Madagascar, Mauritius, Mayotte, Reunion, Sao Tome and Principe, Seychelles, and St. Helena. Undocumented youth According to USA Today, undocumented youth is a term specific to the United States referring to children under the age of 18 who came to the U.S. illegally but have spent most of their lives as Americans. This population is also known as “DREAMers,” referring to a bill seeking to create a path to citizenship that was first proposed to Congress in 2001 but never passed. There are an estimated 3.6 million undocumented young people in the U.S. today. United Nations safe zone/unsafe zone According to Foreign Policy, United Nations safe zones/unsafe zones are defined as areas designated by the United Nations Security Council where civilians, in theory, are protected from conflict. However, these zones are often problematic and rarely function as intended. For example, the northern part of Iraq was established as an autonomous region in 1991 called Kurdistan, is considered a safe zone by the UN. Refugees from that area were denied asylum as refugees from the non-Kurdish part of the country were not. In the year 2018 there are - 68.5 million people displaced worldwide. - 25.4 million refugees, over half of which are children. - 10 million stateless people - Only 105,000 people resettled - 44,400 people displaced each day forcibly, or 20 people every minute According to the United Nations Refugee Agency (UNHCR) Countries With Largest Outflows of Refugees Number of refugees as of December 2017 \| Country \| Number \| \|-------------------------------\|--------\| \| Syria \| 6.3M \| \| Afghanistan \| 2.6M \| \| South Sudan \| 2.4M \| \| Myanmar \| 1.1M \| \| Somalia \| 986.4K \| \| Sudan \| 691.4K \| \| Democratic Rep. of the Congo \| 611.9K \| \| Central African Republic \| 545.5K \| \| Eritrea \| 464.1K \| \| Burundi \| 439.3K \| Source: UN High Commissioner for Refugees Countries Hosting Largest Number of Refugees Number of refugees as of December 2017 \| Country \| Number \| \|-------------------------------\|--------\| \| Turkey \| 3.5M \| \| Pakistan \| 1.4M \| \| Uganda \| 1.4M \| \| Lebanon \| 998.9K \| \| Iran \| 979.4K \| \| Germany \| 970.4K \| \| Bangladesh \| 932.2K \| \| Sudan \| 906.6K \| \| Ethiopia \| 889.4K \| \| Jordan \| 691.0K \| Source: UN High Commissioner for Refugees Number of persons displaced due to conflict, in millions, living in: According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), migration caused by displacement is credited to many factors, with the most common being armed conflict, natural disasters (such as flood, drought, earthquake, etc), famine, and economic changes. HOW CAN I HELP? Volunteer Local organizations serving refugees in need of volunteers include: Illinois Coalition for Immigrant and Refugee Rights (ICIRR) The ICIRR strives to assist refugees with integrating into the local community while advocating to boost access to health care, food, education, language, and civic informational resources throughout Illinois’ immigrant and refugee population. ICIRR accepts volunteers, donations, and may assist anybody looking to reach out to the policy makers and advocate for the refugee and immigrant communities. To learn additional information, visit ICIRR.org. World Relief Chicago (WRC) Rooted in the local church communities, WRC assists with English education, employment services, medical services, and many other services across the Chicago immigrant and refugee population. WRC accepts donations and volunteers for medical appointment transportation, youth mentorship programs, classroom and after-school programs, English tutoring, and health advocacy. To learn more, please visit WorldReliefChicago.org. RefugeeOne Serving more than 2,500 refugees every year, RefugeeOne is the largest resettlement agency in Illinois and works to assist refugees from the moment they arrive at the Chicago airport. RefugeeOne provides furnished apartments, language classes, help finding employment, mental health services, and community programming to assist refugees as they become self-sustaining members of the Chicago Community. RefugeeOne accepts donations and volunteers to help with transportation, mentorship programs, translation, and tutoring. To learn more about RefugeeOne, please visit RefugeeOne.org. GirlForward GirlForward is an organization based in both Chicago, IL and Austin, TX, that supports young women within the local refugee populations. They facilitate Mentorship, Education, and a Safe Space Programs that focuses on connecting young women with workshops and tutoring. GirlForward accepts donations and volunteers to assist with tutoring, as well as, female identifying volunteers for the Mentorship Program. To learn more about GirlForward, please visit GirlForward.org. Centro Romero Based in the northeast side of Chicago, Centro Romero has been working for over 30 years to serve Chicago’s refugee population. They run a variety of programs including youth learning and leadership programs, family services, adult education, and legal services. Centro Romero accepts donations and volunteers. To learn more about Centro Romero, please visit CentroRomero.org. Donate funds Heartland Alliance Established in 1888 in Chicago, Heartland Alliance assists in providing vulnerable populations with healthcare, housing, employment, and legal needs. Heartland Alliance has a long history of aiding those trapped in poverty during the United States’ most tumultuous times including the great depression, both world wars, and the AIDS epidemic. Heartland Alliance is currently not accepting volunteers but has valuable resource to learn about methods to better advocate and support vulnerable populations. To learn more about Heartland Alliance, please visit HeartlandAlliance.org. Donate pro bono services The National Immigrant Justice Center (NIJC) NIJC is a part of Heartland Alliance that provides legal information and assistance to immigrant populations to ensure the protection of human rights and access to justice. The NIJC accepts donations and seeks qualified attorneys to donate their time pro bono. To learn more, please visit https://www.immigrantjustice.org. Stay informed and create awareness #IBELONG Campaign A ten-year global UNHCR campaign that aims to end the devastating legal limbo of statelessness, which affects millions of people around the world and makes their lives difficult. Sign the Open Letter to End Statelessness by visiting http://www.unhcr.org/ph/ibelong. Recommended Reading Ai Weiwei and Larry Warsh, Humanity. Princeton, NJ: Princeton University Press, 2018. Viet Thanh Nguyen, The Refugees. New York: Grove Press, 2018. Wendy Pearlman, We Crossed a Bridge and It Trembled: Voices from Syria. New York: Custom House, 2018. Jackie Spinner and Jenny Spinner, Tell Them I Didn’t Cry: A Young Journalists Story of Joy, Loss, and Survival in Iraq. New York: Scribner, 2007. Recommended Films Ai Weiwei, Human Flow, 2017 Alexandria Bombach, On Her Shoulders, 2018 Thomas Mogan, Soufra, 2017 Andres Caballo and Sofian Kahn, The Interpreters, 2018 Illinois Arts Learning Standards Addressed in This Guide Visual Arts Standards VA:Re7.2.K-12 Perceive and analyze artistic work. Visual imagery influences understanding of, and responses to, the world. VA:Re8.K-12 Construct meaningful interpretations of artistic work. People gain insights into meanings of artworks by engaging in the process of art criticism. VA:Re9.K-12 Apply criteria to evaluate artistic work. People evaluate art based on various criteria. VA:Cn11.K-12 Relate artistic ideas and works with social, cultural, and historical context to deepen understanding. People develop ideas and understandings of society, culture, and history through their interactions with and analysis of art. Social Science Standards SS.G.12.9-12 Evaluate how competition for scarce natural resources contributes to conflict and cooperation with in and among countries. English Language Arts Standards CC.K-12.L.R.6 Vocabulary Acquisition and Use Acquire and use accurately a range of general academic and domain specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. 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Do Backpacks Equal Back Pain? Presented by: Total Health Systems Introduction As parents, we are focused on providing the very best for our children. As we send them off to school, our intention is no different. We are often told that carrying a bag of books on one shoulder is bad for posture. So, we confidently turn to the 2-strap backpack thinking we are taking stress off the little ones’ backs. However, contrary to popular belief, these backpacks can be just as bad for the health of your children’s spines. When worn improperly or packed too heavily, even the 2-strap backpack can negatively affect the neck, shoulders, upper back and lower back.$^1$ In a 2003 article published in Spine Journal, researchers revealed that out of 1,122 backpack users, 74.4% suffered back pain. When compared with adolescents who had no back pain, adolescents with back pain carried significantly heavier backpacks compared to their body weights. These facts led the researchers to conclude “the use of backpacks, and especially the backpacks carrying heavier loads, was independently related to the incidence of back pain in adolescent students.”$^2$ In another study, researchers found backpack weight was effective in predicting back pain in a sample of 3,498 students in California. They also found that girls and those who walk to and from school were more likely to report back pain. When the severity of pain was taken into account, older age, walking to and from school, and method of wear were statistically significant.$^3$ Knowing the harmful effects of a backpack on a child’s musculoskeletal health, what can parents do? According to the Canadian Chiropractic Association (CCA) and the American Chiropractic Association (ACA), the idea is to “Pack it Light, and Wear it Right.” Both the CCA and the ACA agree on the following recommendations regarding the choice, packing, and carrying of backpacks.$^4,5$ Choosing a Backpack An important factor is the size of the backpack relative to the size of the child. The top of the backpack should not extend higher than the top of the shoulder, and the bottom should not fall below the top of the hipbone. The backpack ought to be as light as possible – made from materials such as nylon or vinyl instead of leather. The shoulder straps should be at least two inches wide, adjustable and padded. The straps themselves must leave ample room for movement of the arms. The back portion of the backpack should also be padded for protection and comfort. Backpacks should always include a hip strap or waist belt. This redistributes as much as 50 to 70 per cent of the backpack weight to the pelvis, which decreases the load on the upper back, neck and shoulders. Choosing a backpack with several individual pockets instead of one large compartment makes it easier to properly distribute the weight. Another option is to use a backpack-style carrier with wheels and a pull handle for easy rolling. Packing a Backpack The total weight of the backpack plus its contents should never exceed 15 per cent of a person’s body weight (e.g., a 90-pound child should not carry more than 14 pounds in a backpack). For elementary-aged children, reduce this number to below 10 percent of their body weight. Pack contents so the weight is evenly distributed in the backpack. Place heavier items closer to the body. This reduces the pulling effect on the shoulder straps. It also makes it easier for the child to maintain balance without leaning forward. To help stay under the recommended load, only pack items needed for that day. Load odd-shaped items on the outside to prevent them from digging into your child’s back. Carrying a Backpack Both shoulder straps should be adjusted so the pack fits snugly to the body but not too tight. A parent’s hand should be able to slide between the backpack and the child’s back. Always fasten hip straps. If you’re still not sure what to do, ask your chiropractor for advice. In addition to helping fix spinal misalignments caused by an improperly fitting backpack, your chiropractor can help prevent these problems from happening in the first place. Quote to Inspire “Our fatigue is often caused not by work but by worry, frustration and resentment” Dale Carnegie References and Sources: 1. Whittfield J, Legg SJ, Hedderley DI. Schoolbag weight and musculoskeletal symptoms in New Zealand secondary schools - Applied Ergonomics 2005; 36(2): 193-8. 2. Sheir-Neiss GI, Kruse RW, Rahman T, Jacobson LP & Pelli JA. The Association of Backpack Use and Back Pain in Adolescents - Spine Journal 2003; 28(9): 922-930. 3. Siambanes D, Martinez JW, Butler EW & Haider T. Influence of School Backpacks on Adolescent Back Pain. -J Pediatr Orthop 2004; 24(2): 211-217. 4. Pack It Light, Wear It Right - Canadian Chiropractic Association publication. 5. Backpack Misuse Leads to Chronic Back Pain, Doctors of Chiropractic Say - American Chiropractic Association.	031582f1-c65b-4d63-a05d-57a651bed913	CC-MAIN-2023-50	https://www.totalhealthsystems.com/wp-content/uploads/2022/09/WEX-2022-10-1.pdf	2023-12-08T02:52:02+00:00	crawl-data/CC-MAIN-2023-50/segments/1700679100710.22/warc/CC-MAIN-20231208013411-20231208043411-00516.warc.gz	1,143,911,785	1,074	eng_Latn	eng_Latn	0.995807	eng_Latn	0.996052	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1926, 4956 ]	[ 2.546875 ]	3	0
MMU students examine recycling process, feed hungry By Phyl Newbeck Special to the Mountain Gazette On November 7, MMU students littered. In fact, they spewed trash all over the lawn in front of the school, but it was all for a good cause. The students were participating in an initiative of the Chittenden Solid Waste District (CSWD) called “Trash on the lawn.” Jess Sankey of CSWD coordinated the Sankey’s Trash on the Lawn program of Vermont Recyclers with coining the phrase “trash on the lawn” and providing support for the program. The Association makes a visit to a high school to teach students, teachers and administrators how to lessen the amount of trash they create. For “trash on the lawn,” schools go through one day’s worth of trash and separate what can be recycled or composted. Students at MMU have been pressing the administration for composting bins, so, according to Sankey, they were excited to participate in the program. “Trash on the lawn” has been in existence for four years, but this is the first year MMU has been involved. Science teacher Mark Halvorson and Dan Tolleson coordinated the project, as did Justin Halvorson, a 2002 MMU graduate now attending Johnson State College. Earth Science has always been part of the sixth grade curriculum at MMU, and teacher Jeff Keffler, several years ago science teachers got together to add more environmental content to the curriculum. Keffler teaches a course called Environmental Design course for juniors and seniors. The class includes practical topics such as green architecture, waterless toilets and rainwater harvesting techniques. Not surprisingly, Keffler’s students were enthusiastic about “trash on the lawn.” However, since they only devote only one school period to the task, other classes were involved. All the school’s trash from garbage cans, recycling bins and both cafeteria and food preparation scraps were included in the day’s work, although bathroom trash cans were excluded. CSWD provided one-piece jumpers for the students. Cans and bins were dumped on one central mat and then sorted to determine which items were recyclable, compostables and other categories. MMU grad Halvorson and AVR’s Krista Hartman, deep in the brown trash pit, provided assistance to the students. Halvorson snapped pictures as students trekked garbage from one area to another. The project is part of his senior interaction and he was proud of the results. He noted that despite the presence of almost 1,000 students and 100 faculty and staff members at MMU, there was less trash than he had anticipated. He said the school had already cut down on the use of styrofoam trays and plastic utensils. David Horner, Food Service Director for the Chittenden Eastern Supervisory Union, agreed. Horner has pushed for greater recycling and composting programs throughout the oversires. Because of the numbers at MMU, on-site composting would be difficult so the hope is that they can work with a local organization or farm to accomplish this goal. Smugglers Elementary School in Bolton does its own composting, although the Underhill LD. School is considering it as well. Beth Milne is a senior at MMU and a member of the Environmental Club. Every little bit helps, she said. Milne noted that there is an expense associated with composting and hoped the project might provide statistics which could back up a request for funding, not to mention “show everyone how easy it is to do.” Compared to the messy trash on the lawn, MMU’s Food Chain Rally was a neat and orderly affair. Students had been collecting food for weeks, but on November 18th, they received from Latrel Butler’s SHAPE club (Students Helping Achieve Philanthropic Excellence) a list of her bus routes and delivered the food to several strategic points in the building. The rest of the student body, facilitated by their teachers, formed a human chain, handing out bags through the halls to the front of each building where they were loaded on trucks to be taken to the local food shelf by volunteers from the Lions Club, bundled up against the falling snow. Butler cited statistics showing the increased need for food at the Jericho Food Shelf. She said from 2006 to 2007, the organization served 325 people per month for a total of 945 people. From 2007 until October 2008, those numbers increased to 570 people and over 1,800 individuals. Butler said the previous forty days’ worth of groceries per month costs $1,600 and at that point, the food shelf is serving double that number. She asked each student at MMU to contribute two non-perishable items knowing that some they may be the ones in need. Students lined the school’s hallways, passing out both the simple, handout of over 1,700 items of food to SHAPE members, recipient in black T-shirts with “I give away money, I don’t give away food” on the back. There are roughly twenty-five students in the club, mostly juniors and seniors, but also some sophomores and freshmen. The school’s wind ensemble had assembled in the hallway playing raucous music to remove the chain along. There were some bottlenecks in the chain, but for the most part it went smoothly. SHAPE members grouped the food into boxes based on type. Co-president Taylor Haines said that the food storage boxes were filled with soup and others with canned vegetables or dry goods like cereal. An entire box was being filled with peanut butter, which turned out to have been a popular donation. Although Butler had secured fifty cardboard boxes for the occasion, it turned out that she had more and the students were armed with plastic bags and paper towels. In only thirty efficient minutes, the food was passed through the hallways, boxed and loaded in the trucks. The SHAPE club is named after Latrel Gordon, a Florida philanthropist with ties to Vermont. In 2007, he offered the club $3,500 toward fundraising efforts. In 2008, he offered the club $1,500. The club has a Board of Directors and sends out official Requests for Proposals from the working group. For the 2007-08 academic year, they raised $1,500. They also received Food Shelf, $1,000 to the Committee on Temporary Shelter, $500 to Vermont Cares for AIDS awareness, and $1,000 allocated to two advisory groups at MMU. There is still time to apply for over. This year, in addition to the Food Chain, SHAPE has planned four other major campaigns involving the entire school: a holiday gift drive for needy adults; a back-to-school clothing drive and a spring, a book drive which includes reading to younger children, and a huge Green Up Day event. They also collect T-shirts and hot pretzels. Butler credited the success partly by the presence of advisors at MMU. Advisors are groups of twelve to fifteen students who meet with faculty advisors once a week for twenty-five minutes each. The goal of the advisories is to build a community and get kids out of their social groups. The advisories support SHAPE; increasing participation and finding ways to contribute. Butler also teaches two business classes at MMU and firmly believes that community service should be something entwined with the curriculum. She thinks teaching students about community, as well as helping them with their own financial literacy, will help them become productive members of society. Recycling continued on page 10 Wildlife habitat mapping in Jericho By Phyl Newbeck Special to the Mountain Gazette For the last three years, the Jericho Conservation Commission has been working on a long-term plan to develop a comprehensive wildlife habitat map. They try to get the word out to the public as a whole, Commission member Monty Gilbert said the group decided to break it up into different modules and secure the funding piece by piece. Jericho Town Planner Seth Jensen said the town had been looking for ways to assist the Conservation Commission in their efforts to develop a management and was able to help them secure a grant from the Vermont Community Foundation for the first module. “The idea of a wildlife habitat map for the town is one of the objectives of our town plan,” said Jensen, “so helping the Conservation Commission with completing it is very much a part of the town laid out when they approved the town plan.” For the first module, which is known as a “baseline,” the Conservation Commission hired consultant Jim A. Mohr. Mohr accepted the Master’s in Ecological Planning at UVM and currently teaches both graduate and undergraduate courses at the University of Vermont School of Natural Resources and Natural Sciences, as well as running his own consulting firm, Nativ Geographic. Mohr has worked with the Commission, Mohr has worked with local municipalities, land trusts and conservation trusts such as the Vermont River Conservancy, and even done some international work for the Nature Conservancy. Mohr was tasked with mapping all the wildlife continued on page 11 Cambridge Planning Commission next steps By Katherine Quinn Johnson Special to the Mountain Gazette Following the Election Day defeat of zoning bylaws by a vote of 1,006 to 796, the Cambridge Planning Commission met for the first meeting on Monday, November 24. Confronted after the meeting, Chair Martha Brown said, “We didn’t have a quorum and so we don’t have solid plans.” However, Brown said, the commission intends to continue to work with other town groups—the Cambridge Historical Society, Cambridge Crossroads, the conservation commission—and other local, national citizens in developing plans for the future of Cambridge. The recent defeat of zoning bylaws was the widest rejection of any zoning issue in the subject. The previous vote, held in conjunction with the 2000 national election, was defeated, with 774 against and 714 votes cast for, and an Australian ballot held in the Mayoral election in 1999 was down with 203 for and 222 against. In the interim since the 2000 vote, the Selectboard adopted subdivision regulations, which took effect in April 2004. The Cambridge Planning Commission meets the third Monday of the month at 6:30 PM at the Town Office. Meetings are open to the public. In addition to Brown, the commission members are Muffy Howard, Richard Spanier, Hollis Edwards, Jr., Mike Moser, and Larry Wykoff. Mary Paulman resigned earlier this fall for personal reasons. Westford Public Library recieves books from CLiF By Phyl Newbeck Duncan McDougall, Executive Director of the Children’s Literacy Foundation, was introduced walking across a tightrope on one of the lines of the basketball court at the Westford School on Thursday, November 6. His audience of 125 fifth to eighth graders, though trying to look cool in their backwards baseball caps and camouflage T-shirts, was riveted. McDougall was explaining the book, “Miri and the High Wire,” for the assembled students. The book is one of over 100 which are being donated to the Westford Public Library. Westford Librarian Victoria Tebbets applied to CLiF for a grant from their Rural Library Sponsorship Program. The grant, 24 books, came from the New Hampshire receive these grants. Rural is defined as towns with fewer than 5,000 people. According to McDougall, CLiF has provided over 100,000 of 75% of the books in both states. The organization provides the libraries with a list of over 700 books from which to choose. From that list, Tebbets was able to purchase 50. She said, “It’s a wonderful program.” The new books were spread out across the stage and floor of the Westford School gymnasium, chosen because of being appropriate for toddlers, since many in the library’s collection had succumbed to years of chewing and drooling. She also opted for a new collection of graphic novels, which she felt would appeal to teenage readers. The vast array of books also included non-fiction, such as dinosaurs, from the ivory tower, woodpeckers, and the origins of the American Revolution series. McDougall said grants from CLiF, which does not receive federal or state funding, are based on need and the energy of the requester. He was impressed by Tebbets’ success in reaching out to... COURT REPORT Monday, October 20 – Dandle J. Shimosky, 23, Jericho, charged with first degree aggravated domestic assault, felony, in Burlington February 18; amended to unlawful trespass – building, misdemeanor; pleaded guilty; fined $300; sentenced to six to 12 months, suspended but 10 days probation. Tuesday, October 21 – Hasley R. Beldon, 29, Jeffersonville, charged with DUI, first offense, in Burlington on October 3; pleaded guilty; fined $300; sentenced to four to 12 months, suspended, probation. Tuesday, October 21 – Kyle C. Champney, 21, Jeffersonville, charged with DUI, first offense, in South Burlington on August 8; pleaded guilty; fined $300; sentenced to six to 12 months, suspended, probation. Tuesday, October 21 – Tyler Laforce, 19, Westford, charged with alcohol – minor consumption in Milton June 7; pleaded guilty; sentenced deferred for six months; charged with violation of conditions of release in Milton on June 7; pleaded guilty; sentenced deferred for six months. POLICE REPORT Two residences on the Bolton Notch Road were burglarized between 4:30 P.M. on November 18, 2008 and 4:30 P.M. on November 20, 2008. Two person(s) unknown entered the residence of Sarah Shelby and Jason Miller and stole items belonging to the homeowners. At this time the items stolen are not being released for investigative reasons. Anyone with information as to the burglaries or suspicious individuals who may have been in the area between these dates and times, or any information as to any other recent burglaries that have occurred in the area, are asked to contact the Vermont State Police, William Barrack at (802) 658-1111. Investigating officer: Trooper Michael LeBlanc, Case #s: 08A105226 and 08A105230. Burglary – A person(s) entered dwelling, on November 21, 2008 between the hours of 1:00 and 6:15 P.M., person(s) unknown entered the residence of Stephen and Corinne Ferreira on Sam Ward Road in Underhill. Cash and personal possessions were taken. At this time there are no leads in this case. Anyone with information is asked to contact the Vermont State Police at (802) 878-7111. Investigating officer: Trooper Michael Kamerling, Case # (08A105247). Christmas tree sales to benefit 4H On December 13 at 10 a.m., Rogers’ Tree Farm in Waitsfield will donate 10 percent of its tree proceeds to benefit 4H youth programs in Chittenden County. Directions: From Route 15 in Essex, turn north on Old Stage Road. After about 1/2 mile, turn left on Rogers Road and look for signs. Hours: Saturday, December 13, 10:00 AM to 4:00 PM and Sunday, December 14, noon to 4:00 PM. Beckett provided Internet awareness information On Monday, November 17 Michael Beckett, an IBM IT consultant, led an “Internet Safety and Your Kids” workshop at Good Shepherd Lutheran Church in Jericho. It was an informative workshop for parents, teachers, and community about the dangers of the Internet and ways we can keep our children safe. Through information brought by Michael Beckett and open discussion by all those who attended, everyone left with a better understanding of the technology that exists, the hazards and benefits of the Internet, and what we adults need to know so we can prepare and protect our children. Many thanks go out to Michael Beckett for taking time away from his family to come to Jericho to learn to protect theirs; IBM’s On Demand Community Solutions for having these programs available, Good Shepherd Preschool for organizing this workshop, and Good Shepherd Lutheran Church for use of their space. News Briefs In residences on the Bolton Notch Road were burglarized between 4:30 P.M. on November 18, 2008 and 4:30 P.M. on November 20, 2008. Two person(s) unknown entered the residence of Sarah Shelby and Jason Miller and stole items belonging to the homeowners. At this time the items stolen are not being released for investigative reasons. Anyone with information as to the burglaries or suspicious individuals who may have been in the area between these dates and times, or any information as to any other recent burglaries that have occurred in the area, are asked to contact the Vermont State Police, William Barrack at (802) 658-1111. Investigating officer: Trooper Michael LeBlanc, Case #s: 08A105226 and 08A105230. Burglary – A person(s) entered dwelling, on November 21, 2008 between the hours of 1:00 and 6:15 P.M., person(s) unknown entered the residence of Stephen and Corinne Ferreira on Sam Ward Road in Underhill. Cash and personal possessions were taken. At this time there are no leads in this case. Anyone with information is asked to contact the Vermont State Police at (802) 878-7111. Investigating officer: Trooper Michael Kamerling, Case # (08A105247). Christmas tree sales to benefit 4H On December 13 at 10 a.m., Rogers’ Tree Farm in Waitsfield will donate 10 percent of its tree proceeds to benefit 4H youth programs in Chittenden County. Directions: From Route 15 in Essex, turn north on Old Stage Road. After about 1/2 mile, turn left on Rogers Road and look for signs. Hours: Saturday, December 13, 10:00 AM to 4:00 PM and Sunday, December 14, noon to 4:00 PM. Beckett provided Internet awareness information On Monday, November 17 Michael Beckett, an IBM IT consultant, led an “Internet Safety and Your Kids” workshop at Good Shepherd Lutheran Church in Jericho. It was an informative workshop for parents, teachers, and community about the dangers of the Internet and ways we can keep our children safe. Through information brought by Michael Beckett and open discussion by all those who attended, everyone left with a better understanding of the technology that exists, the hazards and benefits of the Internet, and what we adults need to know so we can prepare and protect our children. Many thanks go out to Michael Beckett for taking time away from his family to come to Jericho to learn to protect theirs; IBM’s On Demand Community Solutions for having these programs available, Good Shepherd Preschool for organizing this workshop, and Good Shepherd Lutheran Church for use of their space. Underhill Jericho Fire Department Report By Kitty Clark EMERGENCY CALLS: November 17, 9:57 A.M. EMS call on Packard Road, Jericho November 21, 8:25 P.M. Responded to 123 Hanley Lane, Jericho due to smoke detector sounding, something burning November 22, 10:51 A.M. Responded to the area of 154 Skunk Hollow Rd., Jericho for a one vehicle roll over with injury November 23, 1:42 P.M. Responded to Maple Leaf Farm, Underhill for an activated fire alarm November 24, 9:52 A.M. EMS call on Lafayette Drive, Jericho November 24, 11:45 A.M. EMS call on VT RT 15, Underhill November 24, 11:50 P.M. Responded to 121 Skunk Hollow Rd., Jericho for a chimney fire Tuesday Night Drills: November 18, training on hydrants and raising hose. Wednesday 25, gear inspection and SCBA mask fit testing Members of the UJFD were saddened to learn of the passing of former Underhill & Milton Fire Dept. Mike Adams. His funeral was held at St. Anne’s Church in Milton on November 21. Mike was the General Contractor for our fire station. Sincere sympathy to his wife Jeanette and to his family. SWEETY MEETY: The month of December will be bringing up-the-Christmas decorations in the next couple of weeks. Remember when buying Christmas lights, be sure that they are approved by a National Testing lab and always unplug lights before going to bed or when leaving the house. Never run electrical cords through doorways or under rugs. Always check your old string of lights for frayed or worn electrical cords and remember not to overload electrical outlets. Let’s all have a safe holiday season. Jericho Center Library to hold Christmas Tree Lighting Ceremony On Sunday, December 7, Jericho Center will celebrate the beginning of the holiday season with lighting of the Christmas tree and a visit from Santa. The Jericho Center Library will host an Open House from 3:00 to 4:45 p.m. with holiday cookies and punch, a children’s craft activity to read by local author Tracie Campbell Pearson. There will be followed by a Christmas carol sing-along. At 5:00 P.M. Santa will be arriving by tractor and will plug in the lights on the giant Christmas tree in the Center Green. There are festive green gar’s on the counters of local stores to help raise money for the power and replacement lights for this annual community event. If you would like to make an additional donation to the Holiday Tree Fund please send your tax deductible contribution to the Jericho Center Preservation Association—Holiday Tree Fund, PO Box 1018, Jericho Center, VT 05465. Everyone is invited to this very special annual holiday event! RICHMOND POLICE REPORT On Monday, November 24, 2008 at approximately 7:00 AM, Richmond Police responded to a family disturbance at the residence located at 47 Richmond Road. Following a brief investigation, Mark A. Smith, 36, was arrested and charged with two counts of domestic assault and cited into court. On Wednesday, November 26 at approximately 7:30 PM, Officer Rick Greenough of the Richmond Police Department responded to a report of burglary at a residence on East Main Street. Following a brief investigation, Greenough arrested Ada J. Carty, 41, of Richmond and charged her with burglary, domestic assault and assault with a deadly weapon at large. Tuesday, November 25, 2008 at approximately 8:50 PM, Ramon J. Alvarez, 21, was stopped on West Main Street in Richmond. During the traffic stop the officer detected a strong odor of intoxicants. Alvarez was screened and subsequently arrested for suspicion of driving under the influence. Investigating Officer Rick Greenough. COURT REPORT Monday, October 20 – Ross Meilleur, 21, Richmond, charged with domestic assault in South Burlington on May 27; amended to disorderly conduct – fight, etc.; pleaded guilty; sentence deferred for six months. --- Thankful is not just a word, it’s a feeling The holiday season is here and everyone around talks about being thankful. Jon Houghton, the owner of Maplehurst Florist in Essex Junction truly lives the word covered. He has been told that the tecticular cancer can survive without treatment for 10-15 years. How many cancer patients get that statement from their doctor? Jon wrote the following letter to express his gratitude to one of the many individuals who helped save his life. “There are things that we cannot explain,” he says. “I know what helped me defines explanation.” “October 26, 2007 Gail, “It was just over a year ago when we were introduced. I want to thank you for being a part of my care. The following is my story and how you helped me prepare for something that no one can ever be fully prepared for. “I was diagnosed with testicular cancer in May 2006, started treatment in June 2006, 2nd opinion in July 2006 during a 3rd opinion in August 2006 I told a man that I was afraid of therapy because necessary if I was to have any chance of survival. My wife Lori and I chose to have treatment at Indiana University, IN at the IU Cancer Center under the care of Dr. Lawrence Einhorn, unquestionably the world’s leading authority in testicular cancer. “I was an extremely complicated case. The first line of chemotherapy failed. I was resistant to cancer drugs and had to go to second cancer drugs. The response to this was tandem high-dose chemotherapy with autologous stem cell transplant. In theory, high dosages of chemotherapy will kill the cancer. The person’s own stem cells are then used to revive the bone marrow. Ideally, this chemo regimen would be completed within 54 days. “It was during this transition period in August that I was introduced to you via my wife. We talked briefly and I left a message. Waiting for my next arrival I read the Huddleston book and audio-tape Prepare for Surgery. Heal Faster: A Guide of Mind Body Techniques. If anyone was going to have to heal fast, it was me. The chemotherapy only the blood cells, not all of my body. I also suppressed substantially my ability to heal and fight infection. Since the majority of my diagnosis was solid tumor called teratoma, major surgery was required. The HOC was formed. Not a deal except it had nothing to do my belly, chest or neck and would therefore require 2 surgeries—8 hours for my chest/neck and 4 hours for my belly. The goal was to complete HOC, recover and prepare for surgery in the shortest time possible. There was a concern that the teratoma would morph into a different cancer altogether if it wasn’t removed quickly. In some regions of my body the tumors were big and not very accessible, the biggest of which was in my chest. Renovate it required extensive surgery. “But first, I had to tackle the HOC. While Dr. Einhorn and his team of specialists guided me through the chemotherapy/transplant process, Lori and I did what we could to stay healthy and prepare for surgery. Prior to my first round, you and I talked for several hours. You gave me a list of techniques and positive healing imagery. I envisioned the sound of lobster boats leaving Christmas Cove on a beautiful day and vibrant green colors while playing music with Lori. My daily routine was to engage in visualization, sketching in a notebook and relaxing as instructed in Peggy’s book and audiotapes. I sketched notebooks filled with my chemotherapy and radiation experiences and normalized my feelings to me. Everyday during chemo I looked at my sketches, sometimes drawing more, sometimes just taking inspiration from what I had already drawn. Often I listened to the tape to relax after a day at the hospital. I must it there were many days of difficult days. Unbelievably, I was deemed ready for surgery 11 days later. “The day before my chest/neck surgery you guided me through the most long awaited, positive and most powerful presentation of the visuals that I would be trapped in “water orange blankets of healing love during surgery.” While on a short walk the night before surgery, I was thinking of my wife, you couldn’t miss the moon shining low on the horizon, full and bright orange. As soon as I entered the operating room that morning the nurses covered me in heated blankets. I was looking for symbols of hope and those two experiences fit the bill. It was a success and I kept on with the positive imagery throughout it. I was ready for the 2nd surgery only 5 weeks later. Again, you guided me through the positive imagery process. Again, the surgery was a success and we were discharged 9 days later. “Then you, Gail, for working with me and doing what you do for health and wellness. The time you invested in me helped to prepare me for something I was unprepared for. The relaxation and positive imagery techniques helped me tackle my treatments head on and heal faster—which is what I needed to do to survive. Sincerely and forever grateful, Jon Houghton Essex Junction, VT” Jon is the third generation owner of the Maplehurst Florist shop in Essex Junction. Houghton is a soft-spoken man; a genuine smile spreads across his face as he speaks about life, and his thoughts about life in general and his family. And his wife Lori have a one-year-old son, Samuel, and are looking forward to a long and happy life. --- Estate planning is crucial Most people would rather not think about being in an auto accident, having a heart attack or stroke or a myriad of other unexpected and sudden events. Every year auto accidents injure over 2.5 million people in the United States and cause 42,000 deaths. Car accidents result in death, according to the National Highway Traffic Safety Administration. The American Heart Association tells us that every year Americans suffer over 5 million incidents of stroke and another 5 million incidents of heart failure. One out of every three Americans have cardiovascular disease. Luckily, these events do not happen to us, they happen to the unfortunate few. That means that there are many millions of “other” unfortunate people involved in sudden and unexpected events. To help drive safely, wear your seat belt, follow your doctors’ orders, eat right, best to avoid stress and other factors, but you can’t escape the unexpected. What you can do is plan for it. Planning ahead ensures that things are taken care of in the way you want. You and your loved ones can rest easy knowing that if you become one of the “unfortunate”, you and those you love have prepared, as much as possible, for the unexpected. Estate Planning, also known as Legacy Wealth Planning, includes all Estate continued on page 5 DEBORAH RAWSON MEMORIAL LIBRARY, JERICHO Story Times: Wednesdays at 11:00 AM - December 3 and 10, and Thursdays at 10:00 AM - Dec 4 and 11. Stories, songs, fingerplays, craft and snack follow each story time. Family Story Times: Thursdays at 6:30 PM, December 4 and 11. Quiet stories for families with children preschool through grade two. Children are invited to wear pajamas and join us for a bedtime snack. Family Yoga Tuesdays, Tuesday, December 9 at 3:00 PM. Join in on the fun and learn yoga as we use classic children’s book The Mitens. For children in grade 1 through adult. Advance registration required. Call 899-0862. Funded by the Winnie Bell Learning Center. After-School Art: Tuesday, December 16 at 4:00 PM. Jen King will help participants make a needle-felted ornament using wool roving, cooking oil and natural fibers. For children in grades 2 and up. Advance registration required. Call 899-0862. Funded by the Winnie Bell Learning Center. Baby Train Tuesday, December 16 at 10:30 AM. Join Leah Rowe for board books, lap rhymes and songs appropriate for babies 18 months and younger. This is a great opportunity for parents and child care providers to connect with each other and to share ideas. Siblings welcome. A Book Selection Group: Thursday, December 18 at 7:00 PM. Members of the high school students are invited to come and help select new books for the library collection. Refreshments served. To register call 899-0862. Welcome Baby: Friday, December 19 at 10:30 AM. Parents and infants, 1 year and younger, are invited to attend our welcome baby group. Participants will enjoy a welcome baby bag with gifts and information about community resources and have the opportunity to chat with other new parents. Sponsored by Building Bright Futures. Facilitator: Eliza Kramer. December art will feature the photography of Bruce Gilchrist Smith. Sunday, December 7 at 2:00 PM. Robert Resnik and Marty Morrissey will perform songs inspired by Lake Champlain. Veteran Vermont folk musician Marty Morrissey and his brother Robert have been playing Celtic music together in Vermont and around the Northeast for almost 25 years, including 18 years as members of the Highlanders, one of Vermont’s most popular Irish and Scottish bands. Marty and Robert produced a critically acclaimed CD of Vermont songs in 2005, and are about to release a second CD of songs about Lake Champlain. Join us for a wonderful afternoon of music celebrating Lake Champlain and our local history. The Mystery Book Group will meet on Wednesday, December 10 at 7:00 PM. The book is The Moonstone by Wilkie Collins. Join us for a lively discussion and refreshments. The next Knit Night will be Tuesday, December 16 at 6:30 PM. This is a great time of year to gather together and knit on your holiday crafts. The Board of Trustees will meet Monday, December 17 at 7:00 PM. There will be an opening for an Underhill Trustee beginning in March. Pick up a petition from the Town Clerk’s office to be put on the ballot for Town Meeting Day. Please do not leave donations in our drop box or outside our door. We do not have storage space so anything left over will be given away to our current bestellers in excellent condition, Music CDs, Books on CD or DVDs without any scratches. Please bring them into the library and give to a staff member. Anything that is left behind will go into the trash. The library will be closed Wednesday, December 24, Thursday, December 25 and Friday, December 26. The library will be closing at 2:00 PM on Wednesday, December 31. Have a happy and safe new year! Library hours: Tuesday 12:00 – 8:00 PM, Wednesday 10:00 AM – 6:00 PM, Thursday 12:00 – 8:00 PM, Friday 10:00 AM – 5:00 PM, Saturday 10:00 AM – 2:00 PM, Sunday 1:00 – 4:00 PM; closed Monday. For information on any of the library’s programs, call 899-0862. JERICHO TOWN LIBRARY, JERICHO CENTER The Jericho Town Library will host its annual open house on Sunday, December 14 from 3:00 to 5:00 PM to celebrate the holidays. The library will be open to the public. Children can gather to listen to Tracey Campbell Pearson read and join in a craft. Baked goods and hot chocolate will be played. Refreshments including the famous punch will be provided. The lighting of the tree by the Jericho Center Preservation Association on the Village Green will follow at 4:30 PM. Watch for its appearance by tractor around 5:05 PM. Everyone is invited to stop in for the fun. Saturday, January 11, 7:00 to 9:30 AM, TAB (Teen Advisory Board—grades 7-12) Meeting. Join and have fun with the fabulous TABbers. Refreshments served. Thanks to all that helped with the open house. Saturday, January 17, 7:00 to 9:00 PM, the Jericho Town Library will be holding its third annual Children Dance Party at the Jericho Center. You can bring a partner, your entire family, or come alone. Everyone is welcome, including absolute beginners. No prior experience is needed. Mark Susie will do the calling and instruction of all dances. The music will be provided by the Fiddleheads. Other instruments are welcome. Participants are welcome to join in with the band. A donation of $5 per person and $10 for families is suggested at the door. High school students needing to fulfill community service please consider volunteering when their schedule permits at the library. Call or stop by. Story time includes crafts and snacks held every Wednesday upstairs at 10:00 AM. Come share the joys of books, songs, and fingerplays. Every Wednesday, Wednesday, December 10, 10:00 AM — Deer/Reeder, Wednesday, December 17, 10:00 AM — Holiday Gifts The Board of Trustees meets regularly the first Thursday of each month at 7:00 PM. The public is welcome so join us at our upcoming meetings on December 4 and January 8. The hours for the Jericho Town Library are: Mon. in Green and Tuesday & Friday 1:00-5:00 PM. Wednesday 10:00 AM-12:00 PM and 2:00-6:00 PM, Saturday 10:00 AM-1:00 PM. For more information call 899-0862 or email us at firstname.lastname@example.org WESTFORD TOWN LIBRARY Upcoming Events: Thursday, December 4, 4:10 AM - Storytime. Stories and activities for preschoolers. Theme: Gunnie Pig and Hamilton. Friday, December 5, 6:00 - 8:30 PM - Westford Knitters. All needle-crafts welcome. Contact Julie Nelson on 343-0165 or email@example.com. Wednesday, December 10, 6:00 - 7:00 PM - Book Discussion. Three Cups of Tea by Greg Mortenson and David Oliver Relin. An inspirational true story of one man’s efforts to educate orphans, create girls, and overcome cultural divides. (Copyright 2004 Phillips & Nelson Media, Inc.) Thursday, December 11, 11:00 AM - Stories, songs and activities for preschoolers. Theme: Vermont Authors and Illustrators. Wednesday, December 17, 6:30 - 8:00 PM - PJ Story Time. Bring your favorite stuffed animal to the library for stories, crafts and activities led by Lynne Title. Theme: Light & Candle. Thursday, December 18, 11:00 AM - Stories, songs and activities for preschoolers. Theme: Helping Others. Wednesday, December 24 & Thursday, December 25 - Library Closed. Happy Holidays! New Additions to the Collection: Adult Fiction: Bras Verdict (Connelly), Extreme Measures (Flynn), The Give Up Day (Law), The House I Live In (Fitzgerald), One Special Man (Moon), Wanted Man (LeCarre), Rough Weather (Parker), Divine Justice (Baldacci), The Christmas Promise (Morrison), The Girl Who Knew Too Much (Davies), My Stroke of Insight (Taylor), Outliers, The Story of Success (Gladwell), The Snowman (Hobbs), The Unbearable Lightness of Life (Schindler), The Unlikely Kliba (Kliba), The Value of Your Parchure 2009 (Boelens), The Worry World (Novell), Devour: The Small Town Library Cat Who Saved the World (Sawyer), Hounded Rags Today (Oxford), Juv Fiction: Telling Time with Big Mama Cat (Moser), Pigs (Gibbons), Jax Epic and Other Quick Fiction (Romano) AND other 110 books purchased through the Children’s Literacy Foundation scholarship! Includes board books, picture books, early and transitional readers, poetry, nonfiction, collections, and young novels. Juv Nonfiction: Many nonfiction books purchased as part of the Children’s Literacy Foundation scholarship! Including: Fireflies, Frogs, Tall Tales (Obedient), How to Talk to Your Dog (Craig), The New Way Things Work (Malaby), Spiders (Baldwin), Wood Scientists (Swanson), The Great Franklin Fire (Friedman), Shark Life (Benchley), Teammates (Golombek), Team Moon (Thiemmes), ER Vets (Grossman), Gone with the Wind (Gibbons), More DVDs, The Magic Treehouse, Wild Animals: About Garbage & Recycling, The Magic School Bus: Space Science Fun, Really Wild Animals: Awe-Inspiring Animals The Westford Public Library is open Wednesday 1:00 - 7:00 PM, Thursday 10:00 AM - 6:00 PM, Friday 12:00 - 6:00 PM and Saturday 10:00 AM - 2:00 PM. We can be reached at 876-5639, www.westford.lib.vt.us and firstname.lastname@example.org VARNUM LIBRARY, JERICHOVILLE The Varnum Memorial Library in Jerichoville is hosting its fall sales again this year, something interesting at the library to take part in. There are programs for children and adults, free WiFi access, and of course books and materials to check out, including the new Census information. We have programs for children and adults. We continue to host a popular story hour, now Tuesdays at 2:30 for school-aged children. On December 13 the library will be visited by Chad Perkins Gillman. Stop by or call the library to get a copy to read. Come have the part! The Varnum Memorial Library is open Mondays and Tuesdays from 1:00 to 8:00 PM and Thursdays and Saturdays from 9:00 AM to 12:00 PM. The library is a Home Card member, so your card will gain you access to all of the libraries in Chittenden County. Call 644-2117 if you have any questions. Stephen Unsworth is the senior partner in the Law Office of Unsworth & Kumar PLLC, located in Essex Junction. He is a member of the American Academy of Estate Planning Attorneys and the National Academy of Elder Law Attorneys. He has been engaged in the practice of law for over 30 years. Bielecki and Oustinoff appointed to AIM RESULTS LLC Resource Associates Corporation of Wyoming, Pennsylvania is pleased to announce the appointment of David Bielecki and Diane Oustinoff with AIM RESULTS LLC as among their newest certified individuals within their Business and Executive Development Affiliates. Located in Cambridge, Vt., AIM RESULTS is well poised to cater to the business development needs of a diverse client base. They can be reached at email@example.com or www.aimresults.net. Attorney Luijens presents at NBJ seminar Jennifer R. Luijens, Esq. presented with two other attorneys at a National Business Journal seminar, “Estate Planning and Recovery for Elderly Clients,” on November 18, 2008 in Burlington. This seminar was attended by professionals who are involved in or would like to learn about the topics that were covered, such as key estate planning issues, drafting wills and trusts, planning for the client’s incapacity, and representing elderly clients, Medicaid and estate recovery, and special needs of the elderly client. Attorney Luijens has been over ten years as an elder law attorney practicing in several law firms in Massachusetts, Kentucky and Vermont. Her practice focuses on wills, trust, estate planning, guardianships, conservatorships, and elder law including Medicaid planning. She graduated magna cum laude from Case Western Reserve University in Cleveland and received her Juris Doctorate from Boston College Law School. She is admitted to practice in Massachusetts and Vermont. ART TEN THOUSAND VILLAGES will be part of the Artisans Showcase at the Diane Shullberger Gallery on December 13, 14, 20 and 21 from 10AM to 5:00 PM. TEN THOUSAND VILLAGES, a fair trade program developed 60 years ago, provides resources for artisans in poor or artistically undeveloped countries. These stores around the country are staffed by volunteers so the profits return to the artists and their communities. Ten countries are represented in the Vermont Artisans Showcase. The students of Chris Gluck’s art program will have their signature animal cards for sale benefiting the Jericho Underhill Land Trust. Tracey Pearson will sell a limited number of out-of-print books, The Shining and The Dark Tower, and her Wish You Merry Christmas! All book sales will be to benefit the Community Center in Jericho. On display at the Flour Shop, VT Rt. 15, Underhill is The Art of the Small Picture, Photography by Chris White, Lea Cordray, Donna Owens, Tim Dubrow and Fred Kent. The Flour Shop will also be holding a touring collection of Tibetan Art from the Rubin Museum in New York City, titled Buddha in Paradise. This exhibition of richly colored tangka paintings and exquisite sculpture ranging from the 13th-20th century examines Buddhist conceptions of paradise as well as the artistic traditions that have endured for thousands of years. The showing will continue through December 29, 2008. Also at the Flamingo Theatre’s East Gallery, November 27 – December 19, Improvisation: A History of Vermont’s Design/Build Movement 1964-1977. Architectural Improvisation: A History of Vermont’s Design/Build Movement 1964-1977 is an exhibition of a radical, Vermont-based architectural movement characterized by organic forms, improvisational processes, hand-crafted work, and natural materials. Pervading the show is the idea that architecture is motivated by similar values and principles, the Design/Build movement focused on a new, revolutionary role for architects both within the community and in the then-newly charged relationship between humans and the environment. There will be a number of the documents produced from the late 1960s that promoted technological and social experiments such as solar heating, wind power, and co-housing. During the month of December, members of the Essex Art League will be exhibiting at several locations. At the Phoenix Book Store and Café at 21 Essex Way, members will exhibit their own interpretations of still life paintings as well as works by other artists. At Colchester’s Art Gallery at 353 Blair Park in Williston, Lynn Pfeiffer will be exhibiting paintings at the Essex Town Offices at 81 Main Street in Essex Junction. For more information, call 862-3014 or visit the league’s website at www.essexartleague.org. At Jacob Walker Art Gallery, visitors will be viewing a variety of works from watercolors and pastels to acrylics. November 3 – December 12, Copley Hospital, Morrisville. Burlington City Arts is pleased to announce David Keenan as the new Artist-in-Residence at the Flynn Center for the Performing Arts. He will be at the Firehouse Center through December 31st, and invites the public to join the studio on the 4th floor of the Flynn for Art Walks on December 12 noon from 5:00 to 7:00 PM, and every Saturday from 12 noon until 5:00 PM for the duration of the residency. For more information about gallery exhibitions, special events, classes and workshops, please call 802.865.7166 or visit BURLINGTONCITYARTS.COM. MUSIC Sunday, December 7, 2008 Vermont Philharmonic Orchestra Messiah Concert, Brian Webb, conductor, features soloists Marjorie Drysdale, soprano; Michael Cardwell, tenor; and David and bass Simon Chassas; Barre Opera House, Barre, Vermont $15 / $12 seniors / $5 students, 3:30 PM (map) www.vermontphilharmonic.org or (802) 476-8188. Friday, Saturday, and Sunday, December 12, 13 and 14, Celebrate the holidays with the VSO-Presents and the Concerts. The Vermont Philharmonic Orchestra rings in the holiday season again this December with two traditional programs in music halls across the state. The first VSO Holiday Pops concert celebrates the season with the VSO’s annual concert program entitled “Rejoice!” This traditional holiday event features Robert DeCorra and Dawn Williams singing the “Hallelujah Chorus” from Handel’s Messiah. The heartwarming program, narrated by Vermont composer Peter Hamilton of Middlebury, includes folk favorites and spiritual classics from the African American piece, Glory and Heart, arranged by Robert DeCorra; a movement from Donald Fraser’s Christmas Symphony; Gwyneth Walker’s arrangement of Handel’s Christmas Oratorio; and concludes with the Rejoice and Hallelujah Chorus from Handel’s Messiah. The most honored holiday song along is a favorite of the holiday season, Frosty the Snowman. See Program, December 12, 7:30 PM at the Barre Opera House, Saturday, December 13, 7:30 PM at the Flynn Center in Burlington, and Sunday, December 14, 3:00 PM at the Flynn Theatre, Rutland. Join the VSO for visions of sugar plums and a festive celebration of the season! For ticketing, CD orders and information on the rest of our concerts that also sell as a CD, please call 800-VSO-9293, ext. 10, or visit online at www.vso.org. Thursday – Open Mic, 9:00 – 11:00 PM, Smuggler’s Notch Inn, Jeffersonville, 641-6765. Thursday – NIPS-West Coast Rockout and South/Dance Time at the Barre Opera House, first and third Wednesdays, contact Mike 878-0876 or www.groups.yahoo.com/NIPS-West Open Mic, 8:00 PM, Overtime Saloon, St. Albans; www.stalbansvt.com. Open Mic Night, 6:30 PM on the first Wednesday of each month, Phoenix Books, Essex Shoppes and Essex Center, Essex Junction. Thursdays - Open Mic, 8:00 PM – midnight, Village Tavern, Jeffersonville. Saturdays – Acoustic session, 1:00 – 4:00 PM, Mike’s Tavern, Fairfax. Friday – Sunday, December 5 – 7 Vermont International Festival of Living, non-stop multi-media extravaganza at the Champlain Valley Exposition in Essex Junction, 5:00 to 8:00 PM on Friday, 10:00 AM to 6:00 PM on Saturday, and 10:00 AM to 5:00 PM on Sunday. Pre-registration required for the Saturday evening performance (not open to the public.) Presented by the Vermont Performing Arts League. Contact 863-6713 or firstname.lastname@example.org or www.vermontinternationalfestival.org. Fridays, December 5 Musical Mayhem Holiday Edition from 7:00 to 9:30 PM at the Rise Bakery in Richmond. Contact 434-7787 or www.othertablebakery.net English Country Dance with Val Melvoin (teaching Improperly (mismatch)) from 8 PM to 10 PM at the Champlain Valley Expo in Essex Junction. Presented in conjunction with the Vermont International Festival. Contact 899-2378, sulandham@verizonny or www.peterburguine.net/dance. Tuesday, December 16 Eileen Ivers’ An ‘Nollaig’ at the Flynn Center for the Performing Arts. Part of the Flynn Season 08-09. Performances begin at 8pm for events from 8:00-9:00 PM, and every Saturday from 12 noon until 5:00 PM for the duration of the residency. For more information about gallery exhibits, special events, classes and workshops, please call 802.865.7166 or visit BURLINGTONCITYARTS.COM. Wednesday, December 17 Traditional English Dances with Pete Edwards from 7:00 to 10:15 PM in the Grace Coolidge Room (501) in the Waterman Building at the University of Vermont in Burlington. Intermediate level. Costumes are optional in November and December. Contact 453-3795 or email@example.com English Country Dance with Wendy Gilchrist, Martha King and Val Melvoin (Teaching Improperly) from 7:00 to 9:30 PM on December 17 at the Ellery Long Music Center in Colchester. 1st and 3rd Fridays. Contact 899-2328, sulandham@verizonny or www.peterburguine.net/dance. Saturday, December 20 The Roughnecks present “A Winter Solstice III” at the Richmond Library Community Room in Richmond. Contact 434-3036 or www.richmond.lib.vt.us Dance Yankee String Band at 7:00 PM at the Cider House in Waterbury. Contact firstname.lastname@example.org Concerts with Lisa Nell Freeland (caller) and Crowfoot (musicians) at 8 PM at the Capitol City Grange in Montpelier. Presented by the Contra Dance Association. Part of regular square dances on the 1st and 3rd Saturdays. Wear clean, soft-soled shoes. Contact Todd and Cindy 744-6163. VSO Presents “Music of Our Time” Composed in the 1940s, 1950s, and 1960s, Vermont Symphony Orchestra 2008/2009 Masterworks series concerts celebrate “Music of Our Time” with three exciting works composed in America in the early 20th. Three composers are included: Aaron Copland’s Four Dance Episodes from Rodeo, Gershwin/Bennett’s Porgy and Bess, and Symphonic Pictures from the Ballet Prodigal Son. For Orchestra, VSO principal guest conductor Anthony Piniocci will conduct the concert on Saturday, December 6 at the Flynn Center in Burlington at 8:00 PM. Subscriptions for the remaining four concerts in the Masterworks series and single tickets for the Masterworks concerts are available. For additional information or tickets, please call the Flynn Theatre General Box Office at (802) 863-FLYNN (863-5966), the VSO office at 800-VSO-9293, extension 10, or visit on line at www.vso.org. THEATER Shelburne Players will be holding auditions for SHAKESPEARE’S OEDIPUS, courtesy Match Adabo About Oedipus at Shelburne Town Center, 5420 Shelburne Road, on December 12, 7:00 to 9:00 PM. December 13, 1:00 AM to 3:00 PM. On December 18, 7:00 to 9:00 PM. The cast will consist of four women, stage age 20 to 35, and eleven men, stage age late teens to 65. Also included is a casting chorus of 10-15 people (men, women, children, musicians, etc.) that can be a variety of ages, including children 12 and over. A romantic comedy, re-imagined in ancient Greek and Roman times, set in ancient Greece, the play features young lovers, Claudius and Oedipus, who are married in a week. To pass the time before their wedding day they invite their son, Don Pedro, the prince of Aragon, to treat their friends and guests at Berwick into a passionate love for one another. Meanwhile, the prince’s brother Don John, jealous of both Don Pedro’s success and his affection for Claudio, attempts to sabotage the wedding. Auditions will consist of readings from the script. Please bring along résumé and photo, if available, and a list of recent acting credits. On February 1, March 1 and April 1, 2009 Production dates are April 17-25. A personal copy of the script is available at Pierson Library, across the parking lot from the Town Center. More information: 878-0188, 985-2225, email@example.com, www.shelburneplayers.com Thank you for your votes Letter to the Editor I would like to take this opportunity to express my gratitude to the voters of Bolton, Jericho, and Underhill for their support in my bid to gain a seat on the Lake Region School Board. The campaign was a great opportunity to meet many friends as well as to make wonderful new acquaintances. I appreciate the thoughtfulness, the passion, and the kindness of those who took time to share their ideas with me. I’ve heard loudly and clearly the importance of proper tactics, the continued concerns about public safety, the need for improvement of the permitting process, and the desire to move forward quickly on construction. I will continue to be the voice of the people during my most difficult time in memory. It is both a time of great challenge and a time of great opportunity. I look forward to hearing from many of you again at community forums and I thank you for giving me the opportunity to represent you in Montpelier. I am truly honored by your support. I would also like to thank Bill Frank for his guidance and encouragement throughout the campaign as well as my family members at Champlain OBGYN. Without their support this undertaking would not have been possible. George Till, Jericho We appreciated your help Letter to the Editor, The Underhill family would like to express their gratitude to all our friends, neighbors, and community members who were blessed to have so much help with the cleanup and rebuilding of our barn. Our many benefactors provided manpower, equipment, food, and flowers. Everything was much appreciated. We are thankful to live in such a caring community. Dave, Ruthie and Nate Sullivan, Underhill Setting the record straight To the Editor, The recent article in the Mountain Gazette* regarding the report on governance for the elementary schools, prepared by the Vermont School Boards Association, and the I.D. Board’s position on that report, may have led to some misunderstandings. To avoid further confusion, we would like to set the record straight: a) The I.D. Board voted at its September meeting not to proceed with the Phase II identified in the VSBA report. The report referred to potential savings of $600,000 or more that it was, as noted in the report, before including any of the additional costs associated with the options it outlined. The I.D. Board felt that the specific options outlined in the report were likely to be rejected by the community. Moreover, the Board felt that it needed to know how taxpayer money and time in hiring the VSBA to continue formal exploration of the options outlined in the report, given the limited rationale offered for each of them. b) Therefore, the Board has said—repeatedly—that it recognizes that there are many aspects of the way our elementary schools are governed that could possibly be modified or improved. We have made it clear that we are open to discussing concerns and proposals with our neighboring schools, and indeed we have devoted considerable time since our September meeting trying to come up with ideas that could be reviewed and discussed. c) Possible changes in the organizational structure of our elementary schools could indeed offer the possibility of improved efficiencies and economies. However, changing the way we govern our schools does not automatically mean that any particular building would be closed. More importantly, it is not clear that closing any particular building would, at least at this time, lead to the huge savings that some people in the community are suggesting. d) Clearly, the I.D. Board’s objectives are to offer the best possible educational opportunities at the least possible cost. We are very aware of the need to present a fiscally responsible budget, particularly in light of events in the overall economy over the past few months. We welcome and encourage attendance at our meetings. The I.D. Board’s next meeting is on Tuesday, December 16, 7:00 PM at the I.D. School. Valerie Banschbach, Jessica Dion Leslie Kanat, TariAnn Santor Robert Letovsky (chairperson) Underhill I.D. School Board COMING EVENTS Friday, December 5 English country dancing, Vermont International English Country Dancing, Champlain Valley Expo, Essex Junction. 7:30-10:00 PM. All dances taught. $10. Val Morde to teach “Country Property” (Lar Duggan on piano, Dominique Gagne on flute, Laura Markowitz on violin, Ana Rausch on cello). 802-894-2376, firstname.lastname@example.org. Website: www.peterburagriffiths.com Saturday, December 6 Christmas Bazaar, St. Ann Church Hall at 41 Main St., Middlebury. Fresh decorated Christmas wreaths, homemade baked goods, handmade crafts, silent auction, raffle, and a wide selection of items for your white elephant tables. Enjoy lunch with a variety of homemade soups to select from! Poker Hill School is hosting its annual book fair at Phoenix Books, 100 South Street, Middlebury. Carolyn Kline will be present from 10:00 AM to 12 noon. At 10:30, she will present her drawing and writing techniques and will personally autograph her books during the event. The 15th Annual Winoski Scholarship Show. Winoski Educational Center from 10:00 AM to 3:00 PM. The center is just off of Exit 16 (Rt. 489). Main attraction will be a train show featuring operating layouts in a variety of gauges, books, videos, railroading toy train dealers, food concessions, and displays. This annual event raises money for the Winoski Day Camp for Summer Program. Adult admission is $5, Ages 6-12 pay $1.00, and children under 6 are FREE. The freshman class will run a concession and a 50/50 raffle. This event is fun for young and old alike. Join us, contribute to scholarship, and have a great day! For information, call John J. Malcevsky at 862-7634 (41) or 655-2555 (W). Sunday, December 7 Festival of Lights, 7:00 PM. Champlain College’s Alumni Auditorium, 375 Maple Street, Burlington. Presented by the Voices of Diversity Project. Festival of Lights will feature singers from Champlain College, who will perform music, storytelling, and poems from a wide variety of backgrounds, coming together to create a global holiday celebration. Call 802/ 651-5961 for more information. Free. Christmas Breakfast. The Church of Christ, 1001 St. Thomas Church Rd in Underhill Center, from 8:00 AM to 1:00 PM in the church hall. The menu will include eggs, bacon, sausage, potatoes, pancakes, waffles, and coffee. Cost is $5 donation. Let the Knight do the cooking and give Mom the morning off. Treat the whole family to delicious home cooked breakfast. For further information, please call the church rectory at 899-4632. Annual Tree Lighting in Jericho Center, Jericho Library Open House, 3:00 to 5:00 PM. Enjoy cookies, punch, kids’ crafts, music, stories, and games with neighbors at the library. Then watch Santa arrive by tractor and sing in the holiday tree lights on the Jericho Center Green. Tuesday, Dec. 16, 22 Pajama night with Santa, every Monday in December at University Mall. Kids AND parents come dressed in fuzzy sweats & vests. Stop by Hood & Company, and settle in for a classic Christmas movie. Free coloring book, crayons, and a chocolate gold coin to take home. 5:00 to 7:00 PM next to the Christmas tree. For more information, call 863-1066 x11. Wednesday, December 10 Pet night with Santa, 5:00 to 7:00 PM. Visit Santa with your dog and cat. Underhill Man’s Best colleagues will serve cookies and a chocolate gold coin for the kiddos (or parents) and a yummy treat for your pet. For more information, call 863-1066 x11. Planning meeting, 7:00 PM. Jericho Community Center, for the Second Annual Snowflake Bentley Birthday Celebration, to be held in Jericho Center on Saturday, February 7. Volunteers to help in the planning room are always needed, especially anyone interested in a snowshoe event. It will be the 144th birthday of our most famous snowflake, Snowflake Bentley! Saturday, December 13 The Eighth Annual Holiday Craft Fair and Cookie Sale will be held from 9:00 AM to 3:00 PM at the Seneca Community UCC Church. A reference list of crafters and bakers are busy creating their best holiday offerings for this festive event. It’s a great way to buy Christmas gifts and goodies and support Vermont creativity. There Coming events continued on page 10 Cooking for your guests with diabetes You have invited a group of people to dinner and find out that one of the guests has diabetes. Do you need to make something special for them? Does the whole dinner need to be specially planned? Do you need to cancel the dinner altogether? No, it’s easy to cook for guests with diabetes; you just need to be aware of how different kinds of food affect our blood sugar. First, let’s explain the different types of diabetes. There are three main types of diabetes: Type 1, Type 2 and Gestational. All three types involve the pancreas not producing enough insulin or not producing insulin production and usage. When we eat carbohydrates (starches, fruit, vegetables, milk and sweets), they get converted to blood sugar. This blood sugar attaches to some insulin and the insulin brings it to our cells for use as energy. Our brain and muscles run on blood sugar, so we do need carbohydrates in our diet. Type 1 diabetes happens when the body stops making insulin altogether. People with Type 1 diabetes must take insulin to survive. We used to see this mostly in kids but are now seeing it adults also. Approximately 10% of those with diabetes have Type 1. Type 2 diabetes occurs mostly in overweight adult olds, though we are seeing more and more overweight children developing it. This type of diabetes occurs when the person’s insulin is not working adequately and/or they are not producing enough insulin. This occurs more often as people put on weight and decrease their exercise. Gestational diabetes is much like Type 2 diabetes but it happens during pregnancy. Most of the time it goes away once the baby is delivered. Both the mother and the mother are at increased risk for developing Type 2 diabetes later in life. Our foods are made up of carbohydrates (carbs), proteins and fats. Proteins and fats impact our blood sugar very little, whereas carbs impact our blood sugars greatly. In diabetes, our bodies have a hard time managing these carbs so we need to do it ourselves through balanced eating. People with diabetes need to count and space out the amount of carbs they eat. They can do this either by counting portions of carbs or by counting grams of carb per meal. The general guidelines are 2-3 portions or 30-45 grams of carb per meal for women and 3-4 portions or 45-60 grams of carb per meal for men. It’s also beneficial to have protein at each meal. Sweets are allowed as long as their carbs are counted in the allotted amount of grams. Some examples of a carb-serving are: 1 slice of bread or a small dinner roll, 1 cup cooked potatoes, corn, peas, or winter squash, 1/3 cup cooked rice or pasta; a small piece of fruit or ½ cup mixed fruit; or 8 oz. of milk. All other vegetables mentioned above are very low in carbs and usually can be considered “free.” So, how do you plan a dinner party meal? You could start by planning some vegetables, such as finding a recipe for salad with lots of different vegetables, or maybe some cooked green beans or carrots with ginger. Add a protein like salmon or boneless chicken breast. A serving of starch such as brown rice or sweet potato on the side. You have a variety of beverages including seltzer, plain water, coffee and/or tea to offer. Desserts don’t necessarily have to be sugar-free. You could have a variety so that the person with diabetes makes his/her own choice. One suggestion is angel food cake with fresh berries. Your job as host/hostess is to provide a variety of healthy food choices and allow the person with diabetes to make his own choices. Many people with diabetes would like to have brought to their eating or disease, so have a private conversation about the menu before the actual dinner party or in private before the other guests arrive. Now, sit back and enjoy the meal and the conversation. Nancy Wagner, Registered Dietitian and Certified Diabetic Educator with Coplay Hospital HEALTH AWARENESS By Katherine Quimby Johnson Special to the Mountain Gazette It’s not unusual for a health condition to lead to a change of work. Before the recent economic downturn on the Stowe Mountain, Peter left after a few years of working in a stress-filled environment, and sought a calmer career in another line of work. However, most importantly, he found his own path in life. Ten years ago Lisa Coolum was diagnosed with multiple sclerosis (MS). A chronic disease, MS affects the central nervous system, the brain, spinal cord, and optic nerve. According to the National Multiple Sclerosis Society’s website (www.nationalmssociety.org), approximately 400,000 Americans have MS. It most frequently begins in young adulthood although Lisa was diagnosed at age 27. At the time the couple had grown up, in an apartment he added to the original farmhouse. The couple, who have two children, a son and a daughter, live in a house that was built as a barnhouse on one level when Lisa could no longer manage the stairs in her home. In 2006 she had to stop driving. “I was always the one to carry the car into the car to be closer to home,” said Peter Coolum. He made the decision to open the business in the fall of 2007, but it took from January to July of this year to get all the necessary permits. Coolum Auto Repair opened in July 2008. The Coolums purchased River Road Farm in 1998, which is a farm, where beef cattle still graze. The three-bay garage was put up a number of years ago because Coolum worked on his own vehicles and on the farm equipment he uses to keep the fields open. In addition, he says he was always “doing work on the side to make ends meet.” “I’ve always been a mechanic,” Coolum says. “I’ve always enjoyed being able to make something work or fix something.” He studied auto mechanics at school, and Subaru and Honda certified, and has also taken courses in small engine repair. Subarus are the vehicle he knows best, having spent 10 years working for Burlington Subaru for ten years before opening his own shop. “Once people find out I have the experience with Subarus,” Coolum says, “they trust me.” As word gets around, it is not unusual several new customers a week, he says. “I have a good local clientele.” All these years of working for a dealership mean that Coolum knows the chronic complaints with specific vehicles, which he illustrates by example. “I had a customer with problems with the brakes in one of the customer’s vehicles.” “Those are the little things you like to do for people,” Coolum says. Having the ability to be honest with customers about what work they do or do not need, and to continue to give them quality service, is rewarding. “There are sources of satisfaction for Coolum, who doesn’t miss the long commutes into Burlington. The Coolums say that opening a new automotive shop is not without its risks. The skyrocketing price of crude oil led to a spike in the price of automotive oil. “I paid $500 for a 55-gallon drum,” Coolum says. Even though gasoline prices have come down recently, the price of oil and oil-derived automotive supplies has yet to take a similar downturn. Although Coolum is aware of the business risks, he has no regrets about leaving the dealership. “I miss the people, but I don’t miss anything else,” he says. “I’d like to spend the rest of my time here.” Vermont Commons local honor roll Vermont Commons School announces local students listed on their honor roll: Richmond - Adam Villani-Holland and Keenan Villani-Holland; Underhill - Theodore Reitzloff. Students must have achieved a grade of B- or higher. PHYSICAL THERAPY We specialize in treating conditions of the muscles, tendons, ligaments, bones, and joints. Our physical therapists provide patients with the most progressive methods of orthopedic and sports rehabilitation. 61 Huntington Road Richmond, VT 434-8495 WE LOOK FORWARD TO SERVING OUR COMMUNITY K&R AUTOMOTIVE Halfway between Underhill and Cambridge Thank You for 20 successful years! Merry Christmas and a Happy New Year Have fun but don’t drink and drive. We want to see you again in 2009! WE SPECIALIZE IN TIRES We have the equipment to do all makes and models damage-free! Russell and Karen Bushey owners/operators 7:30 AM - 5:30 PM • Monday - Friday Saturday By Appointment Located on Route 15 between Underhill & Cambridge 802-899-1043 Visa/Mastercard • Discover Tanning Available! Country Glitz Hair Design Full Service Family Salon! 644-8484 51 So. Main St. Cambridge Village Redken Back to Basics Australian Gold Walk Ins Welcome! $10 off Any color & cut service with Jordan! $40 Spa Pedicure & Manicure with Stephanie or Jordan! $15 Haircut with Jordan Hours: Mon.9-4 Tues.&Wed.9-7 Thurs.9-2 Fri.9-6 Sat.8-2 Coming events continued from page 7 will be hand knitted and sewn creations, jewelry, wood products, and cookies to make holiday entertaining easy and delicious. Soup and sandwiches will be available to warm and nourish shoppers. All proceeds will be used for the work of the church in the community and the wider world. Holiday-themed programs and demonstrations with Melissa Paunier and Chris DeGennaro will be held at Smithwood Farms, Phoenix Books and Café at the Essex Shoppes & Cinema, starting at 3:00 PM. This event is free and open to the public. For more information, please contact Michael DeSanto at 802-872-7111. Sunday, December 14 The University Union Center will host a family holiday concert and sing-along with Full Circle, 4:00 PM. Local musicians will perform traditional Christmas music along with less-familiar songs and choral pieces around the world and across many centuries. Refreshments will be served. Wednesday, December 17 Phoenix Books and Café at the Essex Shoppes & Cinema will host Bill Schaefer, who will read from and autograph his new book Lamollie Stories: Uncle Benois’ Woe and Other Tales from Vermont at 7:00 PM. This event is free and open to the public. For more information, please contact Michael DeSanto at 802-872-7111. Ben and Jerry’s night with Santa, 5:00 to 7:00 PM, visit Santa at University Mall. Shop your Santa picture purchased at the University Mall. Santa’s elves will be selling a variety of items, including Free-coloring book, crayons, and a chocolate gold coin to take home. For more information, call 836-1066 x11. Friday, December 19 English country dancing, Ellory-Lee Music Center, 523 Allen Ave, Colchester, 7:30 to 9:00 PM. All skill levels taught by Wendy Gackowski. Martha Kent, piano. Music by “Imperial” (La Dargan) on piano, Dominique Gagne on flute, Laura Markowitz on violin, Ana Ruesink on viola. Info, 802-899-2378 or email@example.com. Website: www.ellorylee.net/music.html. Recycling continued from page 1 J. P. Dubuque, the club president, said that last year almost thirty outstretched hands were up to SHAPES for grants as well as five to ten from inside the school. “We are so very good at networking with neighbors and friends while you work on your current program. Come join us and see what we do. You’ll find something you’d like. For information: Julie Nelson, 343-0165 or firstname.lastname@example.org. Handbell ringers, Tuesdays evenings, United Church of Underhill. This group is for beginners. Two hours of practice are done for small groups/shorter time periods. We ring a variety of music in a variety of styles. No experience necessary. Please join us. Beginners welcome! Call Roger, 899-3106 for information. The Vermont French Canadian Genealogy Society library will be open on Tuesday, December 9th from 10:00 AM to 1:00 PM and 4:00 PM. The library will be closed December 24 and will reopen January 7th. The library has a collection of French Canadian Catholic Parish records, Vermont Vital Records on Microfilm, census records and other genealogical material with family history research guides. The library is located at the Department of Corrections, Avenue across from the VT State Police building in Fort Ethan Allen, 802-882-3082, for more information or appointment call 882-3082, 878-8081, or go online at www.vtfcgs.org or email us at email@example.com. HEALTH GROUPS Alzheimer’s Support Group - Free educational support group for individuals coping with a loved one’s Alzheimer’s disease and related dementia. This group gives caregivers the opportunity to help understand and develop strategies for the future. Held monthly at The Arbor’s Senior Center, 68 Harbor Dr., Jericho. For more information, contact Nicole Houston, Director of Family Services, The Arbors at 898-8600. Overeaters Anonymous meets 6:00 – 7:00 PM, Wednesdays at the Underhill Community Church, 105 Vt. 15, Jericho. TOPS Chapter 145, Jeffersonville, meets 6:15 – 7:00 PM, Thursdays at the Eagles Club, Route 109, Jeffersonville. Weigh-in 5:30 – 6:00 PM. Healing Circle Breast Cancer Support Group - Free group for women affected by breast cancer. Meets first Tuesday of every month at 5:30 PM, Northwestern Medical Center, Conference Room 1. Please RSVP to 899-3106. Franklin County Prostate Cancer Support Group, first Tuesdays of each month, 6:30 – 7:30 PM, Franklin County Health Center Conference Room #2, St. Albans. This support group offers men an opportunity to share their experiences and each other’s, share and learn from each other’s experiences; offer support, encouragement, reassurance or partner; and advocate early detection of prostate cancer. For information, contact Terry Mercurio at 899-3106. Flats Support Group, first Mondays, 4:15 – 5:00 PM. Proactive group for kids K-13 and their parents, addressing numerous physical challenges, ways to improve self-esteem, safety, change, enhancing self-esteem, and obstacles that interfere with weight management success. Northwestern Medical Center, Conference Building, Classroom. Contact Kay Teep, Reg. Dietitian, MS, CDE, for information regarding registration: 522-2124 or firstname.lastname@example.org. Smoking Cessation Line - Vermont Smoking Cessation Counseling. Call 1-877-YESS-QUIT (1-877-937-7848). Free. Alcoholics Anonymous Meetings - Keep it simple! group meets Tuesdays, 7:00 – 8:00 PM, 8:00 – 9:00 PM, and Wednesdays, 6:30 – 7:30 PM, at the United Church of Underhill, Underhill Flats. Underhill Playgroup, kids ages 0-5 with their caregivers are always welcome to join us Fridays from 9:30 – 11:00 at Underhill Elementary School playtime. Snacks, songs, and fun! For additional information or questions, please contact Heather Lebres at 899-3106. Bolton Family Play Night, in the Smilie School gym, usually the first and third Fridays, 6:00 – 8:00 PM. Mostly unstructured play time, but there are some games and activities. Group 3-4th grade. Jeri-Hill XYZ Seniors meet in Town Hall in Underhill Center on the first and third Wednesday of each month. All seniors are welcome to join us. For information, please call Lenore Whittier, 878-3998, Betty Ann Larrabee, 878-3997, or Larry Teep, 899-3163. Senior Junior Lunches - Join Westford Seniors for lunch at the Red Brick Meeting House on the Common the second Monday of each month. Lunch is served at 12:00 noon with a short meeting or presentation following. Cost is $5.00 per person. Call 899-3106 or 878-7405 or 879-7382 for information or for a ride. SPORTS ACTIVITIES Adult coed volleyball in Westford, 8:00 – 10:00 PM, Mondays, Westford Elementary School. Fun, social volleyball. $2.00. Call Coaches coordinators Jon and Tammy Brown, 872-8333, for information. Bolton Men’s Basketball, Tuesdays, 7:00 – 9:00 PM, Smilie School Gym. For adults and young adults, age 16 and up. Contact Bill Newman, 434-3348. SUPPORT GROUPS Alzheimer’s support group, third Wednesdays, 9:30 – 10:30 AM, The Arbors, 68 Harbor Dr., Shelburne. Free education for individuals and families facing all stages of Alzheimer’s disease and related dementia. For information, or to register, contact Nicole Houston, 985-8600. Alzheimer’s Advocacy, Recovery & Education (AWARE) in the Lamoille Valley, Tuesdays, Sundays 5:00 – 6:00 PM. Second Congregational Church of Jeffersonville, Community Room, Jeffersonville. Special guest speakers, resource information, play rooms for kids, covered side yard for outdoor play. For information, Terry Holden, 899-3106, or Tina Kaff, 889-3430 (by appointment). Veterans Job Ongoing continued on page 11 CVAA SENIORS MEALS The Champlain Valley Agency on Aging offers an ongoing series of special meals for groups of seniors at a variety of restaurants in the area. The schedule is listed below. All seniors are welcome to join the group, but those who wish to participate in the meal and accompanying seniors must be at least 60 years old, or the spouse of someone at least 60 years old. Suggested donation for meals is $3 at Covenant Church and United Church; for meals at other sites, $5. Transportation may be available if needed. Reservations are required for these meals and may be arranged ahead of time by calling 865-0360. - Thursday, December 4 – Bridge Street Café, Richmond, 11:00 AM. Beef stew. - Friday, December 5 – Hinesburg meal site, 11:30 AM. - Monday, December 8 – Covenant Community Church, Essex Center, 12:00 noon. Macaroni and cheese, cole slaw, fruit bread, pears. - Tuesday, December 9 – Pizza Hut, Susie Sloan Road, Essex Jet, 10:00 AM check-in, 11:00 AM Lunch. All you can eat pizza buffet. - Wednesday, December 10 – Covenant Church, EHS, Essex Junction, 11:00 AM check-in, 12:00 noon lunch. Roast pork and potatoes. - Thursday, December 11 – Dutch Mill, Shelburne Road, Shelburne, 10:30 AM check-in, 11:00 lunch. Pulled pork dinner. - Friday, December 12 – Holiday event at the Sheraton. See Pat Cake for tickets. Ongoing events continued from page 10 Networking Wednesdays, 9:30 – 10:30 AM, VFW Post, Essex Jet, 1:00 – 2:00 PM, 100 Main St., Jericho Post Office. Lamville Valley Kin at Parents, second and fourth Thursdays, 6:00 – 7:30 PM, Lamville Family Center, Morrison’s Dinner and Delicatessen, 100 Main St., Jericho. Call 865-0360. Jericho Underhill Parent Support Group, third Wednesday, 7:00 – 9:00 PM, Covenant Community Church, VT Rt. 15, Essex Center. For parents of children with a risk of anorexia or bulimia. We focus on education, support, group therapy, parent to parent aid and new ED parents. For information, Peter, 899-2525. TOURISM DEVELOPMENT AND PROMOTIONS Cambridge Area Rotary meets the first Thursday of the month, rotating to local restaurants, 7:30 – 8:00 AM at L’Estain Restaurant, Main St., Jeffersonville. For information, call Anita Lottis, 933-0856, or Chuck Hogan, 644-8134. Tim Nulty, Jericho Selectboard member, at the Winter Cup first and second Saturdays, 9:00 – 9:45 AM, and at the Flume Shop second and fourth Wednesdays, 8:00 – 9:00 AM. Westford Town Council meets the first Tuesday of each month, 7:00 PM, at the fire station next to the Town Garage. Volunteer for firefighting, dispatching, radio communications, computer repair, grant writing, equipment maintenance, and other projects. For more information, contact email Jason Quinn, email@example.com. Westford Town Council meets on the third Saturday of every month, 8:00 – 10:30 AM, United Church of Westford. All are welcome! Fresh produce, meat, and non-food items available. 2008 Schedule: November 15, December 20. Jericho-Underhill Water District meets the first Monday of each month, 7:00 PM, at the Old Red Mill, Jericho-Underhill Flats, 7:00 PM. For information, call 899-4076 or 899-3810. Jericho Historical Society second Thursday, 7:30 PM, Old Red Mill, Jericho. Jericho Underhill Park District Board meeting, first and third Wednesdays, 7:00 PM, at the Renwick Memorial Library, meeting room, Jericho. Residents of Jericho and Underhill always welcome. Information, 849-6588. Village of Jericho Board of Water Commissioners will hold their monthly meeting on Tuesday December 9, 2008 at 7:00 PM at the Old Red Mill, Jericho, 100 Main St. in Jericho. Fairfax Food Shelf has moved to the United Church on the corner of Fletcher Road and River Road, near the Fountain Bakery. The Food Shelf is open on Tuesdays, 10:00 AM – 12:00 noon. Please use the downstairs entrance. Information, 849-6588. OBITUARIES Neil Riley Bartlett. 91, who grew up in Jericho, died Saturday, November 15, 2008, at his home in Jericho. Neil was preceded in death by his sons, David Wezelman and wife Janice; and William and wife Susan of Tucson; and Thomas of Philadelphia. He is survived by his stepson, George Hudson and wife Anne of Gahanna, Ohio; Brian Hudson and wife Pam of Bernjdi, Minnesota; and Nancy Helmuth and husband Bob of Lakeville, California; nine grandchildren; and three great-grandchildren. Neil was predeceased by his first wife, Susan; Robert and grandson, Daniel. Neil was born in 1917, in Underhill, Vermont. His early life was on the farm (Arthur Bartlett farm) and long maintained affectionate ties to the region, chronicling his research and memories. He penned a small book From the West Side of Mount Mansfield. Neil graduated from University of Vermont at 19 and earned his Ph.D. from Brown University at 23. In World War II, he served in the Navy doing personnel selection research for submarine duty and evaluating primitive radar operating electronic devices. Their early work, together with subsequent work by Brown and John Hopkins, would form the core of his early research with decision time and how information could be displayed so that it would be detected on the radar screen. In 1958, Neil came to the University of Arizona to head the Department of Philosophy and Psychology, and he remained a Professor Emeritus until 1975. Before moving to Tucson he served on the --- RECIPE BY MARIAN TOBIN Apple Cheese Crisp - 8 cups sliced, peeled apples - 1 cup sugar - ½ cup sifted flour - ¼ tsp. salt - ¼ tsp. cinnamon - ¼ cup butter - ½ cup shredded cheddar cheese Method: Arrange apples in 9” pie plate, sprinkle with 1/2 cup sugar; combine remaining ½ cup sugar, flour, salt, and cinnamon. Cut in butter until crumbly. Add cheese, Mix well. Sprinkle over apples. Bake at 350 degrees for 40-45 minutes or until apples are tender. Serve warm or cold. Makes 6 or 8 servings. --- Wildlife continued from page 1 significant wildlife community in Jericho. Gilbert said the goal of this wildlife filter is to create better and smarter conservation tactics. “If you protect habitats and natural communities,” she said, “you are protecting wildlife.” Gilbert and Mohr began by compiling existing data from the state and federal governments and non-governmental agencies like the Nature Conservancy. From there, he determined where there were gaps in the data. He identified a number of parcels which he wanted to study, and Mohr went out to interview landowners. Mohr said his goal in working with the Jericho Conservation Commission was to create an advisory map which targeted the areas which are important for wildlife conservation. He hopes to implement the information in a manner which can be used to reactivate land development proposals, but also to used for protection for potential land conservation. “We want to look at the town holistically,” he said. Mohr described the data which he and Gilbert compiled as “a baseline of the study as an inventory of habitat for wildlife, rather than wildlife itself. He used maps to create a course scale approach to the town, moving to site specific studies based on a list of parcels. Mohr said he wants to “visit the full diversity of ecosystems in Jericho.” He noted that there were already a number of site reports on the town, including those created by Keeping Track founder and Director Sue Mose. These were maintained by the Chittenden County Uplands Conservation Project. Mohr was impressed with the percentage of Jericho land owners who allowed him to perform the study. The preliminary presentation were provided to land sites which were viewed in the spring and uplands parcels which were viewed in the summer. It is Mohr’s experience that wetland and wetland properties tend to be reluctant to spurn their visits because they have concerns about regulations. However, almost 80% of the landowners approached were willing to let Mohr come onto their property. The numbers were slightly lower in the winter when less land, which Mohr attributed to out-of-town landowners who leave their properties unattended in these properties, as well as being harder to find. Mohr was also pleasantly surprised by how many people wanted to accompany him during his visits. Mohr is already looking at other potential modules in Jericho. This winter he will begin the second, finer scale module which looks at the species diversity of the land, something which might be helpful in thinking about global climate change. These “ecological features” as he called them will not change over time, so it is helpful to look at how wildlife might adapt to the existing landscape. This module is also being funded by a grant which the Conservation Commission received through the Vermont Community Foundation. Mohr also hopes to explore areas where wildlife might be underrepresented in terms of native vegetation. As one example, he stated that Jericho does not have a lot of cattails. Mohr is also interested in learning about bear feeding areas, as well as seeps and early growing areas where moose might congregate. He hopes to have “citizen scientists” assist him on other potential modules such as looking at vernal pools and doing an age mass count of amphibians and wood frogs. Sue Mose is currently providing training on tracking animals to a group of Jericho residents (and others) and Mohr would like to use those volunteers for some of his research. With sufficient funding, he believes he could pair volunteers with paid researchers to accomplish this. Gilbert would like to see additional modules on wetlands mapping, an inventory of potential cross-town wildlife movement corridors, and large mammal blurring across the town. Some of the money might be due to local residents while others may require more grant funding. She said the Vermont Fish and Wildlife Department has already agreed to match biologists’ hours for the movement corridor study. Mohr has already made a presentation on the findings of the first module to the Jericho Conservation Commission. The next step will be to present the findings and present them to the landowners, followed by a public presentation. No date has been set for the latter, in part because of questions of landowner confidentiality, but Mohr said he found that legal protections were in place. In particular, he pointed to the Otterneck swamp and dry oak forest, which are found on town ridgelines. Mohr also found ten communities which he described as “globally rare.” Another interesting finding was how much of the town was wetland. Mohr said that photographs taken during the 1930s do not show any wetlands. This was a period of time when beavers were extirpated. Since the beavers’ return, wetlands have also made a comeback. Mohr said he would like to work with the town of Jericho because of its location on the front lines of a hot button issue. This way, the town will have information it needs to ensure that development and the environment are compatible. Gilbert says it is important for the town to have access to this type of information for planning purposes. At this point, she believes the Planning Commission and the Development Review Board should access it to review of deer hunting areas which are around national wetlands maps which don’t necessarily include all wetlands and anecdotal information. She believes the Conservation Commission will provide valuable input based on their ability to better inform town decision makers. “We live in a part of Chittenden County which has large tracts of land that are undeveloped,” said Gilbert. “We back right up a huge expanse of wildlands, the Chittenden County Uplands and Mount Mansfield. It is important to protect what we have and the people in town agree with that goal.” WELCOME HOME Underhill (Garrison) Jennifer and Arthur Garrison are happy to announce the arrival of their son, Evan Arthur Garrison. Evan was born Wednesday, October 1 and weighed 7 pounds, 10 ounces and measured 19 and one half inches long. Evan has deep blue eyes and lots of hair. Evan’s Nana, Catherine Gallant, was so happy she could be there to see him come into the world with his Papa, George Gallant, couldn’t wait to hold him. His auntie, Cheryl Gallant, gave him some really neat outfits. John Gallant made it’s really hard having a nephew now. Aunt Heather and Aunt Amy can’t help but love him, he is so cute. They know he will have lots of fun with his cousins, Kelsey and Brady. Evan is going to be a big brother a little bigger. The whole family welcomes Evan Arthur and we look forward to the wonderful years ahead. Evan is coming into this world at Fletcher Allen Health Care in Burlington, Vt. Burlington/Underhill (Lemire) Michael and Rebecca (Becker) Lemire proudly welcome the birth of their first son, Zachary Phillip Lemire. He was born on Election Day, November 4, 2008 at 6:15pm. Rebecca grew up in Underhill, Michael grew up in Jericho. Zachary’s maternal grandparents are Richard and Gretchen Becker of Underhill. They are very excited for their first grandchild. His fraternal grandparents are Lynne Lemire of Milton and Phillip Lemire of Essex Jct. Zachary’s family wishes him health and happiness and were so excited to have him with them. We love you! Zachary was born at Fletcher Allen Health Care in Burlington, VT. Charming saltbox Conveniently wired with loads of style! Hardwood floors, first floor master bedroom with private bath, stainless steel appliances, cathedral ceiling, new carpet upstairs. Westford, $199,000. Tom Nugent 73 Stevensville Road Underhill RE/MAX Preferred Office: 802-862-9700 Ext. 12 Cell: 800-998-2931 Home: 899-4488 Students lead 22nd Annual Conference On Monday, November 24, 2008, over 500 teens from across Vermont met for the Annual Governor’s Youth Leadership Conference at the Holiday Inn Hotel & Suites in Burlington. Sponsored by the Governor’s Youth Leadership Committee, and organized by the Vermont Teen Leadership Strategy Program/Students Against Distraction (VTLS/P/SADD), VTLS/P/SADD is a statewide program of Vermont high school students and their adult advisors whose mission is to support and promote healthy choices. This program provides them with adult and peer support; knowledge of issues such as alcohol and drug abuse, traffic safety and risk-taking; and reviews life and leadership skills to promote a safe and healthy lifestyle among their peers. “VTLS/P students are dedicated to helping their peers lead safe, substance-free lifestyles,” said LC officer Vermont teen an unforgettable experience to meet with other teens who share the same mission,” says VTLS/P State Representative Amy Malinowski and Mount Mansfield Union High School student. “In fact, this is why the conference is so important because it reaches out to hundreds of teens leaders who deeply care about the health of the next generation and who are confident enough to take a stance is a truly empowering feeling.” It is kind of experience that makes you fall asleep with a smile on your face for weeks afterwards. It is a feeling that I want all teens to experience.” The conference offered student-run workshops, presentations and other leadership activities. The keynote speaker was Cara McCauley. Cara is a compelling author, speaker and writer. Cara’s mission of sharing her life-changing message, Attending, Staying Attuned, Living Lives, sparked a conversation death of her identical twin sister. This affected her so deeply that she committed to helping others put life and its challenges in perspective. For more information, contact Lawrence McLeverty, VTLS/P/SADD Program Director at (802) 763-8969, or VTLS/P-State Representative Amy Malinowski at Mt. Mansfield Union High School. Poker Hill School joins Vermont’s STARS Program Vermont’s Child Development Division (CDD) has announced that Poker Hill School has joined Vermont’s Step Ahead Recognition System (STARS) for child care, preschool and after school programs with four stars. STARS providers are recognized for achievements in five areas: compliance with state regulations; staff qualifications and training; daily activities, interaction and overall success of children, families and the community; how effectively they evidence what they do and plans for improvements; and the strength of the program’s operating practices and business practices. Four-star programs are established providers who have met all requirements for five stars and are continuing to work on additional improvements. They promote the well-being of parents, children and colleagues with strong practices. Poker Hill School of Underhill, Vermont has provided a rich, creative preschool experience for hundreds of children since 1972. Located on a small farm with abundant animals and gardens, Poker Hill School offers a unique environment that enriches children’s lives with a blend of nature, art, music, and play that encourages children’s sense of wonder and helps them realize that they are part of an interconnected world in which they can do make a difference. Poker Hill School is proud to have been awarded four stars by the CDD. As Phase I nears completion, MMU evens playing field(s) with other schools By Richard Mindell Special to the Mountain Gazette Contractors have completed the first phase of the three-part plan to expand and improve MMU’s outdoor athletic facilities. Construction has ceased for the winter and will resume in the spring of 2009. Phase I includes the reconstruction of the lacrosse and soccer field, or upper field, adjacent to Packard Rd Extension and Packard Rd. It also parcel was purchased to fill in where several trees fell, as well as the construction of a new field below the main student parking lot, where the old ice skating rink used to be. The new field, or lower field, will be used for intramurals and a practice field for several of the intercollegiate teams. Phase II will involve a joint effort between MMU and the Vermont National Guard in the construction of baseball and field hockey fields on the property at the intersection of Brown Trace Rd and Packard Rd. The 15-acre parcel was purchased to fill in where several trees fell, as well as the construction of a new field below the main student parking lot, where the old ice skating rink used to be. The new field, or lower field, will be used for intramurals and a practice field for several of the intercollegiate teams. Phase III involves the construction of a varsity football field and a new press box, dike and road to access and the construction of the track along Brown Trace Rd. Original plans for an all-weather playing surface but that portion of the bond was rejected by the voters. As Phase II of the expansion nears completion the inadequacy of our current facilities has become alarmingly apparent. The sheer magnitude of the problem is evidenced by the comments on the upper and lower fields this fall, both with plans for Phases II and III, suggests the gap between the facilities at MMU and the facilities normally associated with a high school like Mount Mansfield was much larger than anticipated. Discussions about improving MMU’s outdoor athletic facilities began more than a decade ago when it became apparent the growth in enrollment and in the rate of student participation in interscholastic athletics was outpacing the capacity of the school’s outdoor athletic facilities. Many schools refuse to place MMU’s home fields because they are inadequate, or the playing surfaces are unsafe. MMU student-athletes are forced to practice and play home games at other schools and the playing fields are scarce available for students who want to participate in intramurals. “There were nine teams and 650 students at MMU in 1968,” Underhill East Superintendent Jim Massingham noted recently. “Now we have 1,000 students and 20 teams who share the same fields we had in 1968.” While enrollment has leveled off, the rate of student participation in interscholastic sports continues to grow, according to Linda Wilmoth, Chair of the Board’s Facilities Committee. “It’s not only the number of students who participate,” Wilmoth observed. “Many students are on two or three teams during the year, and many students participate in intramurals.” All of this MMU fields continued on page 13 MMU fields join Continued from page 12 thrills new Principal Jen Boztojoun. “We want to provide an opportunity for every one of our students to participate,” Boztojoun assured. The team feels well do that, though not right away. The soccer and lacrosse teams will have to play all of their games on the road—like the football team has for years—until the sod on the upper field is able to withstand the rigors of competition. A lot of it had to do with the soil, Boztojoun pointed out. David Wilkins added the contractor still has some additional drainage work to do around the perimeter of the playing field and that too, would be weather-dependent and could render the field unusable until fall, 2009. Phase II, or the Palmer property, is also an intriguing story. The discovery of Native American artifacts initially led to the pieces of stone being taken by a Native American in the process of making arrow points, delayed construction. Other issues prolonged the Act 250 process, including the property’s proximity to wetlands and the state’s claim that the land was not agriculturally zoned. In addition, the state had concerns about excessive soil erosion. The school board was able to overcome those roadblocks but when the shares of stone were donated back three came up missing. It was later determined that the boards were not created by Native Americans but by construction equipment working on an access road across the portion of the property. Phase III includes a parking lot for up to forty vehicles. A pedestrian traffic light at the intersection of Packard and Browns Trace Roads will facilitate safe travel from the school to the field across the street. Phase III does not include plans for a concession stand or a snack room. Phase IIII will include reconstruction of the track and a new varsity football field where the current baseball field resides. Phase III does not include a football field, but spectators will be able to sit on the hillside overlooking the field. The plan is to have all of the new and reconstructed fields ready for use by fall, 2010. JES to hold budget hearings The Jericho Elementary School Board is hosting a budget information meeting at 6:00 PM on Wednesday, December 10 in the Jericho Elementary School library. The purpose of the meeting is to gather community comments prior to the board vote on the 2009-2010 budget which was proposed for adoption at Advertising Day. The board anticipates approving a budget recommendation at their December 10 meeting, which will begin at 7:00 PM, immediately following the public hearing. Act 82 requires school districts that spent greater than the prior year’s statewide per pupil education spending to seek a limited increase in expenditures without securing a second favorable vote from the electorate. Share your views on this and other issues to help inform decision making. For more information contact Karen Glitman, Chair, at firstname.lastname@example.org or 899-1877. EMPLOYMENT CHITTENDEN EAST SUPERVISORY UNION #12 Position Opening Bus Drivers - Job #248326 - Full and part-time drivers needed. Experience preferred. CDL required, will train. Excellent benefits. Positive working conditions. Please apply on-line at Schoolspring.com or call 434-2128 for an application. On-line application must include: profile, letter, resume, references. Hard copies of three written letters of reference will be required for verification at the interview level. Visit our website www.cesu.k12vt.us for information about our schools. EOE M/F LEGAL NOTICE WARNING Voters of Westford Fire District No. 1 Notice of Annual Meeting The voters of Westford Fire District No. 1 (WFD#1) are hereby notified as provided in WFD#1 Bylaws Section 3 that the Annual Meeting of WFD#1 will be held: Thursday, January 08, 2009, 7:00 PM at Westford Town Offices upstairs The following matters of business will be considered and acted upon: Article 1 - Election of Officers: 1 Clerk 2 Treasurer 3 Collector of Taxes 4 one Prudential Committee Member Article 2 - Officers’ reports Article 3 - Approval of budget Posted by the Secretary of WFD#1 Executive Board this date: December 4, 2008 To remain posted through Thursday, January 08, 2009 Cambridge Historical Society hosts Holiday Gift Shoppe The Cambridge Historical Society will be holding a Holiday Gift Shoppe at the Old Mill and Post Office on Main Street in the village of Jeffersonville. The shop opened the Friday after Thanksgiving and will be open every Friday, Saturday and Sunday until Christmas. We will be selling hand crafted items by local artisans. The shop will be open 9:00 AM to 8:00 PM Friday, 9:00 AM to 6:00 PM Saturdays, and 10:00 AM to 5:00 PM Sundays. Artisans donating 25% of their profits to the Historical Society will receive free advertising in the shop program and community. There will be a raffle of a king size quilt donated by Evelyn Thompson, locally made sugar products, and gift certificates, along with a drawing for a door prize each Sunday. CLASSIFIEDS COMPUTER SERVICES Are computer problems getting you down? The Browns River PC Doctor, Tom McGinigal, can help. Visit http://brpdoc.com or call 899-5209. FOR SALE JEFFERSONVILLE: 2 hr. drive, on Rte 15. Washer/dryer. Mountain views. $675/mo plus utilities. Pets OK. (802) 644-2297. 12/04 Apartments for rent in Cambridge. 1 and 2 bedrooms, on site laundry, no pets. Rent, deposit plus utilities. Excellent condition Starting at $595. Call 844-5862. 12/11 For Sale SF home in the hills, on sale by owner. This hillside ranch has 5 acres and 2 baths and is nicely sited on its 1 acre lot. It backs up to hundreds of acres of woods for privacy and enjoyment. Quick closing possible. $340K. Call 899-5209. 12/11 Trailer for hire: 4x 8' trailer available to move motorcycle, 4 wheeler, snowmobile, lawn tractor, appliances, furniture. Call 802-617-5475. 12/04 Housecleaner – honest, thorough, reliable. References. Call 849-8874. 01/14 Roof Replacement – economical, insured, free estimates, references. Asphalt, metal, slate. Repairs. The Roofing Guy, 730-2961. 12/04 WANTED I buy old books – also letters, documents, ledgers, diaries, etc. Marie Tedrick, (802) 899-4447, or email email@example.com. 12/04 UndeHill: Pay only $50-75/month to share a lovely home with a senior companion. In exchange, provide an overnight presence and occasional transportation. Near the state park; great for nature lovers! EHO. 802-863-1027 or HomeShareVermont.org for information and application. OFFICIAL WARNING ANNUAL MEETING JERICHO-UNDERHILL LIBRARY DISTRICT The legal voters of the towns of Jericho and Underhill in the County of Chittenden and the State of Vermont are hereby warned and notified to meet at the Deborah Rawson Memorial Library in Jericho, Vermont on Thursday, January 15, 2009 at 7:00 p.m. to act on the following articles. Article 1. Election of a Moderator Article 2. Act on Report of Trustees Article 3. Shall the District authorize the Trustees to borrow money for the temporary needs of the district? Article 4. Adoption of a budget Article 5. Other business thought proper when met Dated at Jericho, Vermont, November 20, 2008 Mary Bassett, Chair Ann Broekhuizen Mary Jane Dickerson Cindy Hamlet Bernadette Howard Dan Novembrino John Panner Gail Schermer Deb Weinberg Cambridge Historical Society to hold Holiday Decorating Contest The Cambridge Historical Society would like to announce a holiday decorating contest for the residents and businesses in the town of Cambridge. The contest rules are as follows: Entry fee is $5.00 for families and $20.00 for businesses. Decoration should be historically accurate, and all decorations should be posted no later than December 18. Judging will be done on the evening of December 25 after dark. Winners will be announced in the Transcript and on the web. Prizes will be $100 for families and 50% of the entry fees collected for businesses. To register, forward entry fee, along with your name, street address and phone number to: Cambridge Historical Society c/o Barbara Juell P.O. Box 204, Cambridge, VT 05444-0204 Obituaries continued from page 11 faculties of Hobart and William Smith Colleges, the Johns Hopkins University, and Brown University. His major research interests were visual perception and timing, and later the history of psychology. He published over 100 papers between 1960 and 2001. He received local and national awards for his teaching, his research, and for his work with the Southern Arizona Mental Health Association. He was president of the American Psychological Association (1963), and as president of its teaching division (1967) and its history division (1973). Research, administration and committee work occupied much of his time. But teaching was what he most enjoyed, and what he liked to believe he did best. There was spiritual service at St. Andrew’s Episcopal Church, 5th Avenue, Tucson, Arizona, on December 28, 2008. The family requests in lieu of flowers, donations be sent to the Nature Conservancy of Arizona, 1510 E. Ft. Lowell Rd., 85719. Craig Boardman, son of Mt. Dora passed away last 10 ending a life filled with Parkinson’s disease. Born in Burlington, Vt. to Gilman and Eleanor (Gates) Boardman, Craig grew up in St. Albans, graduating from Bellows Free Academy. He attended and did graduate work at UVa and was involved in the outdoors and Lake Champlain watershed. He took a position in St. Louis, Mo., doing classified work for the government in geology and cartography. Craig married Karen Barton in St. Louis and they moved to Cortlandt, N.Y., where they personally built their first home. They moved to Mt. Dora in 1976, and he went into the tile business and established a career as an architectural designer. He and his family joined members of St. Andrew’s Church and became active members of a Lions Club, a barbershop and a friend to all. He was predeceased by his wife Karen in 2007. Craig is survived by his sons, Christopher and wife Nicole, and Caleb and his wife Patrice, mother and stepfather of St. Albans, brother Guel of Upland, sister-in-law Dorothy Kirschoff; and 10 grandchildren. Funeral services were held on Saturday, June 2 at the Sonorita Catholic Center. A graveside service was held at the Mt. Dora Hill Street Cemetery on Friday, November 29 at 2:00 PM. Friends were urged to attend. A small reception followed. Inquiries may be made by calling Guel Boardman at (802) 899-2260. BUSINESS DIRECTORY ACCOUNTING ROBERT J. FRECHETTE 878-3180 25+ years Experience QUICKBOOKS * KEEPING * BUSINESS CONSULTING Tax Preparation: Personal * Business * Farm Corporate * LLC * Payroll Taxes SBA Business Plans E-MAIL: firstname.lastname@example.org PO Box 682, Essex Jct., VT 05453 BUSINESS REPAIRS / SERVICE Coolum Auto Repair Specializing in Subaru Repair Foreign and Domestic Tune-Ups * VT State Inspection Oil Change Special $33.95 (up to 5 quarts) Brakes, Shocks, Mufflers, Etc. 145 Coolum Rd., Fairfax, 849-2464 AMERICAN AND FOREIGN Services • Hybrid Cars Service and Repairs • Alignments • Complete Automotive Service Roger Miller 401 VT Route 15 • Underhill Tuesday thru Friday 7:30 AM - 5:30 PM Saturday 7:30 AM - 12:00 PM CHIMNEY SWEEP / REPAIRS Sweep Away Chimney Services, LLC Chimney Sweeping - Liners - Repairs CSIA Certified - Fully Insured Andrew Hills email@example.com 4001 North Cambridge Road Jeffersonville, VT 05464 802-386-2871 802-644-6520 COMPUTER SERVICE / DESIGN $50 to Fix Your Computer (plus parts) We can’t be beat and We’ll beat any quote! Free Estimates Free turnaround No Bench FEES Express Service Stop Wasting Hours! Vermont Made PCs Refreshed PCs available Since 2002 Transparent Office Center 893-6676 Your Local UNCLE! Agent COMPUTERSERVICE/DESIGN* The Browns River PC Doctor Chances are pretty good the PC Doc has a cure for what ails your PC! The PC Doc has many years of experience in personal computers and can help you if yours is experiencing a problem. Please check out our web site for a complete list of services. Thank you! Tom McGonegal The Browns River PC Doctor 802-899-5209 e-mail: firstname.lastname@example.org web site: http://brpcdoc.com web log: http://brpcdoc.com/blog --- FORESTRY Greenleaf Forestry Forest Management Planning Timber Sale Consulting & Planning Woodland Design & Construction Complete GIS & Mapping Services Scott Moreau 802-849-6629 • 802-879-3737 • cell: 802-343-1566 email@example.com PO Box 39 Westford, VT 05494 • Office Located in Fairfax Providing forest management services for over 15 years --- HOME IMPROVEMENT We’ll never say, “Can’t do it till next month!” Because we specialize in small carpentry and repair jobs you will never hear us say, “Too small. Too busy.” Call us today! Village Carpentry & Woodworking Jericho, Vermont 899-4209 * Wonderful References * ADA Accessibility --- GLASS REPAIR ATTENTION! Car Owners: Get the stone chip in your windshield repaired before it becomes a long crack! Don’t wait, Call us A.S.A.P. A-1 Windshield & Vinyl Repair 800-750-5475 or 802-644-5475 Excellence In: - Windshield Repair - Vinyl Repair - Cloth Upholstery Repair - Seat Burn(s) Repaired - Leather Repair “We are #1 in Windshield Repair” “100+ Car Dealerships & Rental Agencies can’t be wrong” (1000’s repaired) Serving: Northern VT, NH,NY (Free mobile service) All we do is repair! Since 1984 --- DRILLED WELLS SPAFFORD & SONS WATER WELLS COMPLETE WATER SYSTEMS HYDROFRACTURING WATER CONDITIONING FREE ESTIMATES 878-4705 899-5873 WILLISTON JERICHO PO BOX 437 JERICHO, VT 05465 ON THE WEB AT spaffordwaterwells.com --- ELECTRICAL LINDE ELECTRIC INC. Bright Ideas are our Specialty! MIKE LINDE (802)899-9995 • (802)324-7543 PO BOX 237 • UNDERHILL CENTER, VT 05490 --- FIREWOOD & LOGGING Beloin Logging and Firewood Log Length Guaranteed Cordage Call Anytime 899-4989 Denis A. Beloin Some Dry Wood Available --- GUNSMITH Frank’s Gunsmithing Hunting season is near!! Get your favorite gun tuned up before you head out. Don’t take a chance on problems when you have that buck in your sights. Basic smooth and tune is only $35. (Parts not included) Don’t wait too long though, I like to hunt too!! CONTACT FRANK VIGNEAU 802-899-4983 --- HEATING / AIR CONDITIONING COME ‘N GO COMFORT, LLC VINCE COMEGNO - HVAC CONSULTANT Sales * Installation * Service Jericho, VT 05465 (802) 338-0202 Specializing in alternatives for: Boiler Replacement Furnace Replacement Gas Conversions Central Air Indoor Air Quality Also: Energy Efficiency Consultations Equipment Evaluation System Survey & Design Troubleshooting --- SNOW PLOWING & PROPERTY MAINTENANCE • Lawn Care • Brushhogging • Backhoe • Tractor Services • Light Logging • Lot Clearing • Tree Pruning • Dirt & Gravel Driveway Repair Carpentry & Construction Complete Remodeling and Renovation Patios, Arbors, Garages and Porches Custom Decks, Barns, Garages and Sheds Custom Built Homes, Additions and Basements Timber-Framed Post & Beam with Vermont Native Timber Free Estimates 802-233-6938 Fully Insured www.yardjacks.com --- BURNELLS No time for odd jobs, we are the solution Denny & Nancy Burnell 899-3574 495 Browns Trace • Jericho HOME IMPROVEMENT - Barns - Homes - Garages B.C. Beeman, North Building & Remodeling, LLC “Building for Generations” 849-6874 Fairfax, VT Greg Beeman LANDSCAPING/Maintenance All Phase Property Maintenance, LLC Free Estimates - 24 hour service Lawn Care & Gardens-pests/mails/brushes, Spring & Fall Clean up, Driveway-Refurbishing, Trucking-sand/topsoil,mulch, Snow Plowing-Sanding-Salting, Electrical & much more..... Office: 899-2919 - Cell: 734-8247 Fully Insured East Jericho, VT 05452 SMALL ENGINE REPAIR Little Engine Heaven Small Engine Repair Tune-up & Repairs - Lawn Mowers • Chainsaws • Lawn Tractors • Log Splitters - String Trimmers • Snow Blowers • Portable Power Equipment Please call to schedule appointment All messages returned same day 899-1065 Pick-up and Delivery Available 58 Orr Road, Jericho, VT 05465 MOVING Sargent’s Moving Moving things in, around and out of Vermont P.O. Box 1038 • Morrisville, VT 05661-1038 firstname.lastname@example.org www.sargentsmoving.com 802-793-4577 PAINTING Free Estimates Fully Insured TOPNOTCH PAINTING Interior Painting Rick Wiesel Phone Email: email@example.com 802-899-5882 The Paintress For all of your interior painting needs Interior Paint & Prep • Color Consulting A Woman-owned painting service. Punctual • Reliable • Respectful • Professional Now Scheduling for Fall/Winter 802.363.4140 firstname.lastname@example.org Fully Insured! RUBBISH REMOVAL GAUTHIER TRUCKING INC Locally Owned and Operated “Recycle With Us” Rubbish Removal COMMERCIAL • INDUSTRIAL • RESIDENTIAL 1-30 YARDS CONTAINER SERVICE • ROLL OFF • SHREDDING • TOTER SERVICE (Free tote with all new accounts) 879-4020 5 GAUTHIER DRIVE, ESSEX, VT 05452 SOUND LAB JERICHO SOUND LAB CD AND TAPE DUPLICATION PRESERVE OLD AND PRECIOUS RECORDINGS TAPE TRANSFER AND CD DUPLICATION VINYL OR REEL TO CASSETTE OR CD *ALSO* 24 TRACK DIGITAL AND 16 TRACK ANALOG RECORDING AVAILABLE 899-1289 JERICHO SOUND LAB WELDING DRAGON WELDING Metal Fabrication and Repair 899-3078 Kiwi Design & Engineering Metal Fabrication ATV Servicing & Repair Ph: 802 644 5720 email@example.com The little store with more has bright ideas for the Holidays Squirrel-proof Bird Feeders by DROLL YANKEES Yankee Flipper $116.40 sale price Birds love it - squirrels hate it because they are flipped off. You will enjoy this feeder, as you watch the squirrels try to figure it out. Yankee Whipper $77.50 sale price Weight-sensitive, collapsing perches support birds, but not squirrels. Lifetime warranty. Yankee Tipper $79.83 sale price 10” tray is ideal for birds, but squirrels slide off. Lifetime warranty. Yankee Dipper $72.50 sale price Deters large birds and squirrels. Lifetime warranty. Green Mountain Wild Bird Mixes All Sale Priced Green Mountain Harmony 40 lb. bag $23.75 (contains no corn) 20 lb. bag $12.39 Green Mountain Symphony 40 lb. bag $19.99 (A good blend with corn) 20 lb. bag $10.29 Black Oil Sunflower Seed 50 lb. bag $19.99 Suet Cakes Selected Varieties $8.89 each sale price Winter Socks Winter Gloves Winter Mittens Winter Hats Great Selection ALL 20% OFF Pet Toys Many to choose from ALL 20% OFF Horse Treats 10% OFF Check Out Our Snow Pushers and Snow Shovels GMF Rock Salt 50 lb. bag ONLY $4.99 Need a Gift for a Gardner-We have many to choose from STILL UNDECIDED - HOW ABOUT A GIFT CERTIFICATE. 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Meet The PROS! Ages 8-12 NOVARTIS FEATURING The PROS STEVE CHLOE FATIMA RAUL JESSICA CO-STARRING: PROFESSOR P Aww, come on, Mom. No. Phone. At. The. Table. Period! You know the rules. Ooh, big bro’s in trouble! Listen to your mother, Steve…and Sarah, be nice to your brother. Steve, did you tell your teachers you’ll be out tomorrow? Yeah, they know I have another doctor’s appointment and have to miss our class trip. I just hope it’s, like, some of my past checkups and they take an x-ray, and they don’t have to do any tests that hurt. But, I mean, having CLOVES isn’t fun. CLOVES= Congenital Lipomatous Overgrowth, Vascular malformations, Epidermal nevi, Scoliosis/skeletal and spinal I know. It really stinks you have to miss the field trip. We can go as a family another time. Or, we can see a movie after you go to the doctor if you feel up to it. Sure, sounds great, Mom… All right, kids. Please help me clear the table and get dessert. I know she’s trying to make me feel better, but I just really wish I could be with my friends… After some much-needed dessert... Take that! And that! Whoa! Is that...is that a train about to smash into my window? Okay, so, there are strangers in my room wearing weird superhero costumes. I think the only logical, respectable, and mature thing to do here is... FREAK OUT! I would prefer if you did not "freak out." My name is Professor P, founder, teacher, and leader of The PROS. We've come because I want YOU, Stew, to join us to help other kids, like you, unlock their inner potential and become the SUPERHERO we know is inside! Who are you people? What do you mean, you want me to become a superhero? Professor P, was I this shocked when you came to me? Nah, I was there. You were cool, like me! Come on, let's cut him some slack! Hey... you... you look like MEP D! You have CLOVES too? I've never met anyone else who has it! Nope, I have FIL. Like you, my cheek is bigger than everyone else's and it's been like this since I was born. That's why we're here, Steve. You're already part of PROS whether you know it or not. Like you, all of us here have a rare condition with one common cause. We each have a PIK3CA-Related Overgrowth Spectrum condition... or PROS! FIL = Facial Infiltrating Lipomatosis What happens when you have a PROS condition is that parts of your body grow in ways that they shouldn't. Sometimes, the body grows extra tissue, or vessels, and they don't form or look like most other people's. This can happen to one or more parts of the body. PROS conditions can look different from each other, and each one is different for every person living with it. Just like all of us look different from each other. PROS conditions are usually caused by a change in the PIK3CA gene. Now, there are only a few of us here today, but the PROS has kids of all ages, living with many different conditions. In fact, there are at least thirteen PROS conditions. That’s right! I have FAVA, which means my veins don’t work like everyone else’s. I have a growth in my leg, which can really hurt. But it’s different for everyone living with it. And I have KTS. I have extra stuff on my arm and hand, so I wear this special sleeve to help. Also, my blood vessels gave me this birthmark that I’ll have forever. EN, BLK, or SK = Epidermal Nevus, Benign Lichenoid Keratosis, or Seborrheic Keratosis FAVA = FibroAdipose Vascular Anomaly KTS = Klippel-Trenaunay Syndrome Check out pages 15 and 16 for full definitions and more information on PROS conditions. That “stuff” is tissue! Oh Professor P, you always have to throw out that medical lingo. Don’t mind him, Steve. Basically, while our bodies may be different, our conditions are caused by the same thing. Wow, I mean...I just...I've never met anyone else whose body grows like mine. Or who knows what it's like to be different from their friends and family. It's been really- Lonely? Frustrating? Annoying? All of that! I mean, my sister, Sarah, she's great. She always sticks her tongue out at strangers who look at me funny, and my parents are cool, but - They don't always get it. We do! That's why we're here, Steve. I hope you'll join us, along with other members of The PROS, and help other kids who need it, just like Fatima, Chloe, and Raul are doing right now. Why do you think I could, like, help anyone? Because, Steve, just like everyone else living with a PROS condition, you have to deal with a lot more than other kids. It's helped you learn to become resilient and determined, which are essential qualities belonging to any true hero. But, you guys have, like, superpowers! And I'm just a regular kid! I have regular kid powers like...annoying my parents! We were just regular kids, too! Then Professor P took us to his secret mountain base that has, like, these glowing, blue rocks that gave us all powers! I have freeze breath! And I can... ...teleport! And I have SUPER SPEED! So, uh, you want me to hang out with other kids who look like me, and help them. AND I get to have superpowers? Yee, well, learning to control the powers can be quite troublesome. SIGN ME UP! We'll just need to make sure your parents say it's okay. After a phone call with Steve’s parents... I can’t believe my parents said, “YES!” They are, surprisingly, much cooler than I thought! Well, remember, with the Ghost Train, we’ll have you back in no time to do your homework, get to that doctor’s appointment – PROFESSOR P! Er, I imagine, this is all quite “cool” as the kids say? Yeah, normal went out the window when... well... when WE went out the window on a flying train! Welcome to PROS Fortress! Once you become one of us, you’ll be able to teleport here whenever you want. Though teleportation is shut off during school hours. Yeah, thanks a lot, Professor P. Sometimes I want to just disappear when someone’s being rude about how I look in class. Ugh, I know. We had a new kid start last month, and he asked everyone but me what was up with my cheek and my foot. I finally told him, just ASK if you have questions. I don’t mind talking about it. I don’t like talking about my leg. I talk about it with my mom and my doctor. I have to tell my teachers every year. I just tell people I was born different and leave it at that. Well, Steve, here they are. These are the rocks that will give you superpowers. Hmmm, yes, please! Superpowers, HERE I COME! Whoa! This place is AMAZING! I'm glad you think so! Now, how do you feel? I feel... I feel... I feel... The same? No powers yet. I mean, my eyes are a little itchy, but it is allergy season and... AHHHH! I CAN SEE THROUGH THAT WALL! Is that a basketball court? This is so fun! It appears, Steve, that you have X-RAY VISION! This is awesome! Good luck hiding the cookies now, Mom! Now, Steve, you should only use your powers for good when helping others living with PROS. And only after extensive training that I— Heck, yeah! TRAINING TIME. Come on, Steve, time to introduce you to the Professor Interactive Training Simulator, or THE PITS for short! Now, hold on. I still have more to discuss with Steve about PROS. Relax, Professor, we can tell him all about it while we train! Hmm, what should we do first? Oooh, giant destructive robots? I mean... I guess it'd be fun to see the insides of a giant robot BEFORE it crushed me! Come on, guys, he's got X-RAY VISION. It's obvious we play a little hide and seek! Computer: ALIEN SPACESHIP! Whoa! It's just like my video game! Except this isn't a game! This is training! Gotta learn to use your X-RAY VISION! Maybe you'll be able to help another kid with PROS find a way to get around a new building. How long have you all been part of this? So, PROS is SO rare, that it can take A LONG TIME to figure out what is going on. My doctors didn't know what I had for years, and it was hard not knowing why my cheek looked different from the other kids'. Right after my doctors figured out I had FIL, I needed to try to explain it to my cousins. That's when The PROS showed up and helped me! Right?! It's hard to know what to say to family sometimes. Found you, Fatima! Something else that is like, annoying, is that PROS is so rare. Not many doctors really know much about it. This can mean having to see lots of different doctors and getting around all those doctors’ offices is the worst. I already have trouble getting around my THREE-story school every day with all the stairs. I had to switch my classes around. So, adding more doctors’ appointments is just BLEH! Right?! It stinks, Chloe. I SEE YOU! And, of course, lots of doctors’ visits mean LOTS of tests, and LOTS of patience until you find the right team. Even after you find the right team, there will be a lifetime of more tests, and more things you miss out on. I had to miss a video game tournament that I like, worked really hard to get into because of going to the doctors. Dude, you’re a gamer too? We’ve got to play together online or something! Oh, and, FOUND YA! Man, it’s so nice to finally talk to people like me who GET IT! All the pain, all the confusion, all the weird looks people give you, and all the appointments and tests. I have another checkup tomorrow. UGH! They are SO annoying. Right?! I have to go to the doctor who looks at my leg, my orthopedist, whatever. All the time. Professor P is big on using real words and names. Anyway, people at school think I’m like, making up excuses for missing class. Yeah, I always make sure my phone is charged so I can play games. Sometimes I bring a book, comics, or another activity with me so I stay busy while waiting to see the doctor. I usually ask my parents if we can do something fun after the doctor, like shop! Oooh, that reminds me. Now that you’ve got your superpowers, you’re going to need some new super clothes! MAKEOVER TIME! WE have, like, EVERYTHING you need for an awesome superhero outfit. That’s nice, but, umm… I have to wear these custom shoes – these are, uh, all that fit. Dude, no stress! We all have things we have to wear. I have this sleeve that hugs my arm… Yeah, and I have these custom boots, too, because my leg is bigger. I have two younger sisters, and it is the only thing they DON’T steal from my closet. It’s like Professor P always says… …people come in all shapes and sizes. Very short or very tall people have trouble finding clothes and shoes that fit, too. Retinal scan, accepted. Armory access, granted. Now, let’s find something totally cool for you to wear! Best Day EVER! A short time later! These clothes are next level! As the saying goes, "With great powers, comes great clothes!" Ah, Steve, there you are. Have you met Jessica? Jessica is another member of The PROS team! She has M-CM, or M-Capillary Microformation and has difficulty using her hands and brain and other parts of the body. She also uses a wheelchair to get around. I can breathe fire, but my real superpower is playing air hockey. Wanna play a game? Professor P will call us if there's a kid with PROS who needs our help! Heck yeah! Aaaand, that's game! Play again? You beat me 8 times in a row! I think I'm good. Hey, Fatima, can I ask you something? Since you have a big chord, too, what do you tell people when they ask about it? I kind of never know what to say and just freeze up. Some of The PROB just stop the conversation, and I get that! I like being real about it ‘cause I think it’s how my friends can learn. I say I was born with it and have no control over it. Just like them, I’ve no control over their eye color. But say as much or as little as you feel like! Steve! A moment, please. What’s up, Professor? First of all, I wanted to formally welcome you to the team and give you your own teleporter! But, more importantly, I wanted to check in with you to see how you feel about joining our group. UH, I’m so excited! I never thought I’d meet other kids who are like me or have an adult who also gets it. And now I get to help other kids who are having a tough time, too. Oh, and the secret powers are PRETTY COOL. Can’t thank you enough, Professor P! Remember, Steve, you are never alone. Your friends, family, doctors, and all of us are here for you. Now, head home and get some rest. I’ll contact you when there’s a mission and someone in need of our help. Thanks, Professor! Whoa, it works! And that clock says I was only gone minutes when it feels like hours! ...Sarah? What are you doing in here? Mom and Dad said you went to superhero camp, aaaand I knew you had candy hidden in your room. Soooo...Hi! Well, scoot over, and hand me some of that candy, sis, ‘cause I’ve got A LOT to tell you! Maybe I can ask Professor P if there’s room for a VERY special sidekick. HEY, I’m no sidekick! Thanks for coming in, Steve. I know all these visits can be tough. Not going to lie, Doc, they really can be. But, hopefully the next one doesn’t need to be on the day of my field trip? Please?! I also have some questions about PROS... So, I know some of you guys have questions about my cheeks and my foot. And thanks to the help of some pretty SUPER friends, I think I’m finally ready to talk about it. See, I have something called clubfoot, which is a PROS condition! So, this means— Hey, Steve, that was an awesome presentation you did! Yeah, we’re heading to the arcade. Wanna come? CODE RED! ALL PROS TEAM HEROES REPORT IMMEDIATELY. I’d love to. Maybe next time though, because... I’ve got work to do! The end! \| Term \| Definition \| \|-------------------------------------------\|---------------------------------------------------------------------------------------------------------------------------------------------\| \| BLOOD VESSELS \| Tiny vessels that carry blood in the body to everywhere it needs to go. \| \| LYMPHATIC VESSELS \| Tiny vessels in the body that carry a clear, watery fluid (lymph) that helps the body fight infections. \| \| OVERGROWTH \| Overgrowth means the body grows extra tissue. In PROS, this can happen on the outside and on the inside of the body. \| \| PIK3CA GENE \| The PIK3CA gene gives orders the body follows to make one piece of a protein called PI3K. In PROS, the PIK3CA gene is changed in such a way that it gives orders to make a PI3K that sends too many signals to grow. \| \| PROS CONDITIONS \| A group of conditions where one part—or more parts—of the body grows too much. PROS conditions are caused by a change in the PIK3CA gene. The letters in the word PROS stand for PIK3CA-Related Overgrowth Spectrum. \| \| KTS (KLIPPEL-TRENAUNAY SYNDROME) \| Tiny blood vessels in the skin grow and form a large birthmark on the leg or other parts of the body. Other parts of the body, like the bone, skin, and lymphatic vessels, may grow extra tissue. \| \| CLOVES SYNDROME (CONGENITAL LIPOMATOUS OVERGROWTH, VASCULAR MALFORMATIONS, EPIDERMAL NEVI, SCOLIOSIS/SKELETAL AND SPINAL) \| CLOVES syndrome affects many parts of the body. The torso, arms, legs, fingers, or toes may grow extra fatty tissue. The blood vessels and bones grow abnormally. The fingers or toes may grow very big, and the spine may curve too much to one side. \| \| ILM (ISOLATED LYMPHATIC MALFORMATION) \| The face and neck, and sometimes other parts of the body, grow a soft, smooth lump of extra tissue filled with clear, watery fluid called lymph. \| \| MCAP OR M-CM (MEGALENCEPHALY-CAPILLARY MALFORMATION) \| The body and head grow too big. The skin and blood vessels grow abnormally. \| \| HME (CHEMIMEGALENCEPHALY)/DMEG (DYSPLASTIC MEGALENCEPHALY/FOCAL CORTICAL DYSPLASIA TYPE II) \| One side—or both sides—of the brain grows too much. \| \| Term \| Description \| \|-------------------------------------------\|-----------------------------------------------------------------------------\| \| HHML (Hemihyperplasia-Multiple Lipomatosis) \| One side of the body grows more than the other side. \| \| FIL (Facial Infiltrating Lipomatosis) \| One side of the face grows bigger than the other. \| \| FAVA (Fibrodipose Vascular Anomaly) \| A large part of a muscle in a limb (arm, leg, hand, foot) is taken over by tough, fatty tissue. \| \| Macrodactyly \| Fingers or toes grow too big. \| \| Muscular HH (Hemihyperplasia) \| Arm or leg muscles on one side of the body grow too big. \| \| FAO (Fibrodipose Hyperplasia or Overgrowth)\| Fatty tissue overgrows in the arms or legs or another part of the body. \| \| Clapo Syndrome (Capillary Malformation of the Lower Lip, Lymphatic Malformation of the Face and Neck, Asymmetry of the Face and Limbs, and Partial or Generalized Overgrowth) \| Extra blood vessels grow on the skin around the lips, or a soft smooth lump grows on the face or neck. One side of the face or body might grow more than the other side. \| \| Epidermal Nevus, Benign Lichenoid Keratosis, or Seborrheic Keratosis \| These conditions change the way parts of the skin look and feel. Extra skin grows in a line or a swirl pattern. Small, round red spots grow on the skin. Brown, black, or light tan bumps grow on the skin. \| \| Spectrum \| Spectrum means one person with a PROS condition can look very different, or have very different symptoms, from another person with the same, or a different, PROS condition. There can be a little or a lot of extra tissue on one or many parts of the body. \| Meet The PROS! Content Advisors: Lauren Beauregard Christy Collins Kristen Davis Mellenee Finger Robynn Kuhns Lindsay Passodelis B Weintraub Editor In Chief Columba Quigley, MD Authors Kimberley Maxwell, PhD Shawn deLoache Art Editor 11x17 Studios Art Israel Maia (Colors) Gabriela Cantagessi (Inks) Áthila Fabbio (Pencils) Jumo Health and its logo, Medikidz, In My Words, and In My Shoes are registered trademarks of Jumo Health, Inc. All other trademarks are the property of their respective owners. The health information contained herein is provided for educational purposes only and is not intended to replace discussions with your health care provider. 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1. Tagged along It is well known that in the race cyclists often break up into groups of two or three and tag along with each other in order to minimize air resistance. How much do they benefit from this strategy? Is it useful to marathon runners? 2. High-voltage clock In the so-called Jacob's Ladder experiment a spark goes up between two V-shaped electrodes, fades out at the top and burns up again in the bottom [http://www.youtube.com/results?search_query=jacob%27s+ladder+spark](http://www.youtube.com/results?search_query=jacob%27s+ladder+spark). Evaluate the period of this process given different parameters of the experimental setup. What error will a chronometer have if based on such a device as frequency standard? Be very careful when working with high voltage! 3. Air Pocket A stable volume of air can appear near the tap end. That volume increases with time until some moment. After this moment it abruptly decreases. This situation repeats periodically. Explain the phenomenon and find the conditions for it to occur. Find out how the speed of pocket growth and period of oscillations depend on jet parameters. 4. PowerBall What is the maximum frequency at which a person can spin a PowerBall? In what way must one rotate the PowerBall so that the energy transfer is the most efficient? 5. Irreversibility There is a famous experiment where a viscous liquid is placed between the walls of two coaxial cylinders. A drop of ink that is dropped into the viscous liquid can visually be spread apart and gathered back in a drop. Is it possible to carry out this experiment using water between the two cylinders instead and what parameters of the setup should be used? [http://youtu.be/_dbnH-BBSNo](http://youtu.be/_dbnH-BBSNo) 6. Dry Ball A ping-pong ball placed over a hair dryer can float in the air, even when the air stream is inclined. What is the biggest angle for which the ball can be in equilibrium? [http://www.youtube.com/watch?v=WWHXTuMy4RQ](http://www.youtube.com/watch?v=WWHXTuMy4RQ) 7. Dangerous flash In many museums it is prohibited to take photos with a flash. Explain the mechanisms by which a flash can destroy materials. How many flashes does it take to spoil a) medieval icon, b) metal armor, c) papyrus from ancient Egypt? How does the effect depend on flash power? 8. Rubber band ball How does the “bounciness” of a rubber band ball vary with its size? i.e. for a rubber band ball dropped from a height of 1m, how many rubber bands maximizes the rebound height? The ball must be composed entirely of rubber bands. 9. The incantation of levitation It is possible to levitate small objects using standing waves of sound: [http://www.youtube.com/watch?v=G9SlyXhNoZ4](http://www.youtube.com/watch?v=G9SlyXhNoZ4). How does the maximum particle size that can be levitated depend on the properties of the sound wave? 10. The water rocket Water rockets are easily made using a simple plastic bottle: some water is poured in the bottle, the bottle is pumped to big pressure, the water starts pouring out of the bottle and the rocket flies up. What is the maximum height for a rocket with one PET bottle as the engine? (http://www.youtube.com/user/gk123434534) 11. The burning arrow What is the maximal speed for a burning arrow not to die out during the flight? At what speed should one run with the burning candle in hands without wind to blow it out? 12. The sound energy Is it possible to use city noises as an energy source? Make a setup to gather the biggest amount of energy from the sound of a train passing nearby. 13. Gears of chaos Propose a simple clockwork mechanism that demonstrates chaotic dynamics with oscillations close to «white noise». Develop the theory of that mechanism's motion and study it experimentally. 14. Priceless vitrages The vitrages (stained glass windows) in churches are often colored by the colloidal solution of gold particles. What size and form should these particles be in order to obtain the bright red color of a vitrage at minimum cost (minimal gold expenses)? 15. Wireless energy transmission Make a setup to wirelessly transfer the maximum amount of power possible from a normal AA type battery. The energy transmission should be continuous and there should be at least one meter of air between the energy transmitter and receiver. The transmitter and receiver size should not exceed 20x20x20 cm. 16. Chelyabinsk meteor Estimate the mass needed by a meteor on entering the Earth’s atmosphere in order to break the glass in windows at a distance of one kilometer from the point of impact. 17. The hospitable scientist Some guests of Sir Isaac Newton once complained that the gate to his garden was hard to open and suggested he replace it with a better one. Newton responded, “I don’t know if a better one is possible. You see that gate is a pump. Every person who comes in draws at least a gallon of water from my well to my water tank!”. Propose a schematic diagram of such a gate, that delivers water from a well at 10m depth to the surface with the maximum efficiency. Is it likely that a guest could lift a gallon of water easily? The IPT IOC is grateful to all the authors of the problems! In case of any questions do not hesitate to contact the IPT Secretary Vladimir Vanovsky e-mail: firstname.lastname@example.org, phone: +7 916 724-40-52	<urn:uuid:4b7f9a85-bbde-48f6-8efb-546a8e43757f>	CC-MAIN-2018-43	http://iptnet.info/wp-content/uploads/2015/11/IPT2014_problems.pdf	2018-10-19T20:35:18Z	crawl-data/CC-MAIN-2018-43/segments/1539583512434.71/warc/CC-MAIN-20181019191802-20181019213302-00206.warc.gz	178,884,945	1,226	eng_Latn	eng_Latn	0.998243	eng_Latn	0.998276	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 2939, 5412 ]	[ 3.921875 ]	1	1
MAKE OUR VOICES COUNT Children and young peoples’ responses to a global survey for the Day of General Discussion 2021 on Children’s Rights and Alternative Care Dear Members of the Committee on the Rights of the Child, We are the Research Group, a team of 13 members from 10 countries who represent the wider Children and Young People’s Advisory Teams (CAT and YAT) made up of 25 members located across 18 countries. Together, we have created this letter to you to introduce our report for the Day of General Discussion taking place in September 2021. This report captures the views, ideas and experiences of children and young people across the world who participated in a global survey. Although every child and young person has their own unique story, we have been struck by just how many of us have similar experiences of alternative care around the world. A lot of these experiences are negatively impacting our human rights; drastic change is needed. While the report outlines the key themes to have emerged from the global survey findings, the following were particularly significant to us as the Research Group: - Listening to children and young people: Children and young people want to be heard and listened to. All too often, adults do not consider their opinions in decisions being made about their lives and this needs to change. - Prevention: Children and young people want duty bearers to focus on prevention, ensuring that alternative care is a last resort, where all other options for supporting families to stay together are exhausted first. - The ongoing impact of COVID-19: A lot of children and young people have been affected by the COVID-19 pandemic and special attention needs to be given to this. - Leaving alternative care: Children and young people must be psychologically and practically supported after life in alternative care so they can live happy lives in adulthood. Ahead of the Day of General Discussion in September 2021, we hope that this report will help you to better understand the situation for children and young people in alternative care and consider important ways to prevent family separation. We hope it helps you to feel more aware of the issues faced by many children and young people in different countries. However, this report is not just for you. We want the views, ideas and experiences in this report to reach as many people as possible working with, and making decisions about, children and young people locally, nationally and internationally. We need the international community to take collective action to make sure that children and young people have a safe, nurturing family environment to grow up in and to make alternative forms of care better, when children cannot live with their own families. This must involve creating accountability systems to make sure all countries create and provide high standards of alternative care which respect and protect children and young people’s human rights. At the same time, we know that there needs to be targeted action towards different regions and countries, it is not a one-size-fits-all situation. Our final message to you is that the attitude of society towards the children and young people living in alternative care must change. We are an integral part of society and we must be respected, loved and cared for, regardless of caste, ethnicity, ability, color, gender, and/or religion for our happiness, development, and development of our world as a whole. With thanks, Research Group of the Children and Young People’s Advisory Team July 2021 On 16–17 September 2021, the United Nations Committee on the Rights of the Child will hold a Day of General Discussion (DGD) in Geneva on Children’s Rights and Alternative Care. The DGD is a public meeting aimed at fostering a deeper understanding of the contents and implications of the UNCRC as they relate to specific topics. This report was commissioned by a group of civil society organizations (CSOs) in an effort to get a broad sense of what children and young people themselves think about their experiences in alternative care. A global survey was carried out online from 12 April to 30 May 2021. It entailed six quantitative demographic questions about gender, age, disability status, alternative care placement and country, as well as 11 qualitative questions with topics that ranged from what prevents separation of children from families, to what makes good quality care, to how COVID-19 has affected participants’ lives. 1,188$^1$ children and young people aged five and 25 from across the world participated. The data was analyzed and this report details the themes that emerged. It is important to note that this report is only the beginning of the conversation about what children and young people think and feel about being in alternative care, their suggestions for change, and about how children and young people like themselves can better realize their rights. This report does not offer definitive solutions for how to go forward, but instead is illustrative of how crucial it is to listen to children and young people who have experienced care to improve the prevention and response processes and strategies used by adults, service providers, and systems. Overall, some emergent themes differed in relation to the regions in which participants reside. Those in Europe and North America tended to be more specific about their needs and what they thought should improve. For instance, they made reference to specific rights that children and young people should be able to realize, such as the right to education and the right to protection. Furthermore, children and young people from these regions saw themselves as having a kind of expertise that should be listened to by duty bearers. Those in Africa, Asia, and Latin America and the Caribbean were broader in their answers, citing key themes such as love, safety, food, and medicine. They were no less passionate about their lived experience, although they were less likely to frame themselves as experts. While these geographic differences were evident, there were also many similarities across the world. Participants from all regions showed a desire to be listened to, respected and taken seriously by adults. Children and young people in all regions also demonstrated a need for fun, free time and personal space. They highlighted the importance of building trust and having safe, dedicated time and space to share feelings and thoughts with adult caregivers, be it in foster care, residential care, or kinship care arrangements. Children and young people around the world want adult caregivers to be patient and kind, and to make time for them. Respondents in all regions showed the importance of education, socialization and feeling loved. In fact, love was mentioned 688 times in the global survey responses, illustrating its centrality to the experiences of children and young people in care. Besides geographic differences, there were other key differences that emerged in the data as well, in particular about groups that experience particular challenges in care; such as those with disabilities, girls, young people leaving care, and those who identify as LGBTQI$^2$. For children and young people with disabilities, a few key themes emerged about caregivers being trained on how to best support them, access to education, and the effects of poverty. Girls all over the world --- $^1$ 1,194 surveys were submitted, but 6 of them did not include regional data mentioned the importance of being treated equally, and having the same access to their rights as boys. Young people who have left care described how challenging it is to be out on one’s own without financial, emotional and/or psychological support, and how they want help finding jobs and continuing their education. Lesbian, gay, bisexual, transgender, queer, 2-spirited, and intersex (LGBTQ2I) children and young people discussed how they wanted to be accepted by caregivers and parents, and that they had fears about their safety. Children and young people highlighted the following ideas for change: - Prevention. Children and young people want duty bearers to focus on prevention, ensuring that alternative care is a last resort and where all other options for supporting families to stay together are exhausted first. This includes providing financial support systems and material resources to alleviate pressures and working with children and young people to design and deliver inclusive parenting education, training and support (including psychosocial support). - Listening to children and young people. Children and young people want to be heard and listened to. All too often, adults do not consider their opinions in decisions being made about their lives and this needs to change. Provide consistent training and education for adults on how to meaningfully listen to and involve children and young people in their day-to-day lives, and emotional and practical support they need to have their say. - Good quality alternative care. Make sure parents have access to counselling, mental health support and respite services; prioritize keeping siblings together and keeping children and young people with their culture; and keep children and young people safe from harm. - Leaving alternative care. Children and young people must be psychologically and practically supported after life in alternative care so they can live happily in adulthood. Provide the kind of support that young people ask for, including financial, emotional and psychological support as needed. Finally, it is important to note the importance of COVID-19 in the experiences of respondents. At the time of writing, the COVID-19 pandemic is continuing to have a major impact on children and young people’s lives, compromising the breadth of their human rights – many of which were far from fulfilled prior to the pandemic. Children and young people in alternative care have faced, and continue to experience, significant challenges as a result of the social, emotional, economic and physical hardships created by the pandemic. Children and young people described the feelings of loneliness, isolation, anxiety, boredom, depression, anger, sadness and fear the pandemic has brought into their lives. In addition, children and young people described situations in which parents and caregivers had died or become seriously ill from the virus, and the impact this has had on their care, wellbeing and safety. Children and young people around the world provided thoughtful and incisive answers to questions around alternative care. It is incumbent upon duty bearers to listen to and hear children and young people as they are at the centre of alternative care, they are the experts based on their lived experiences, and they have the highest stake in how we move forward. Acknowledgements We wish to thank the 1,188 children and young people who took the time to share their views, experiences and ideas as part of the global survey consultation to inform the UN Committee on the Rights of the Child’s Day of General Discussion (DGD) 2021 on children’s rights and alternative care. We also wish to say a special thank you to the 25 children and young people from 18 countries involved in the DGD CAT and YAT, and particularly to the small, voluntary research group within this team who co-designed the methodology, supported the analysis of the findings, and shaped this report. It has been a joy and a privilege working with and learning from you and, as child human rights defenders, you have each played a key role in ensuring children and young people’s views and experiences are heard within this year’s DGD. The International Institute for Child Rights and Development (IICRD) was commissioned to develop this global survey, conduct data analysis and lead on the report by the Consultation Working Group within the Child and Youth Participation Task Force of CSOs supporting the organization of the Day of General Discussion 2021. This commission was funded by SOS Children’s Villages International. Consultation Working Group Claudia Arisi (SOS Children’s Villages International), Lopa Bhattacharjee (Family for Every Child, Co-Chair), Nyonsuabeleah Kollue (Lumos), Manel Mhiri (Inclusion International), Caroline Rose (Lumos), and Emmanuel Sherwin (Hope and Homes for Children, Co-Chair). Data Processing Team Anne-Marie Barry (Family for Every Child), Rachael Chapman (Lumos), Amy Drage (Lumos), Emmanuel Sherwin (Hope and Homes for Children) and Magdalena Sikorska (SOS Children’s Villages International). Digital Team Liselle Finlay (Family for Every Child), Jamila Khell (Open Social) and Filipe Meirelles (Family for Every Child). Communications and Design Members of the CSO Communications Task Force for the DGD, and Elisabeth Schmidt-Hieber (SOS Children’s Villages International, Chair), Neil Tinson (Hope and Homes for Children, proof reader), and Robin Stannard (designer). Kindly funded by Changing the Way We Care. Translation and Interpretation Services Kindly funded by Changing the Way We Care, Family for Every Child, Save the Children International, and SOS Children’s Villages International. Ethics Approval We would like to give our special thanks to Professor John Oates at the Open University, in the United Kingdom, for his time and effort in helping shepherd this project through the Ethics process, to enable the participation of children and young people: We are grateful for his commitment to ensuring that this report meets the high ethical standards. We also extend our gratitude to The Human Research Ethics Committee (HREC) at the Open University for their support and positive guidance, and swift turn around in our ethics approval. Finally, we are grateful to: - The Task Forces and members of the group of civil society organizations (CSOs) tasked with supporting the planning and delivery of the 2021 DGD, working in partnership with the UN Committee on the Rights of the Child’s Working Group on the DGD. - Members of the CSO Content Task Force for the DGD, and Florence Martin (Better Care Network, Co-Chair) and Rebecca Smith (Save the Children UK, Co-Chair). - The numerous CSOs worldwide that either supported the participation of members of the CAT and YAT in this work, or provided language, material or other support to children and young people around the world to enable them to participate in this global survey. Glossary of key terms Alternative care: Cross-culturally, there are many different interpretations of the definition of ‘alternative care.’ For the purpose of this global survey and this report, alternative care is defined as when children and young people do not live with their parents and are in the care of relatives or other adults who are not their family members. Children’s rights: Rights are things that every child, young person or adult should be able to have, enjoy, or do. Children (anyone under 18) have additional rights as set out in the United Nations Convention on the Rights of the Child to recognize the extra protection and empowerment they need to experience their rights equally. United Nations Committee on the Rights of the Child: The United Nations Committee on the Rights of the Child: A group of 18 experts that check if governments around the world are making sure children exercise their human rights. Day of General Discussion (DGD): Every two years, the United Nations Committee on the Rights of the Child holds a Day of General Discussion to gain a deeper understanding of what the Convention means for children, young people and their rights, focusing on specific articles or topics. In September 2021, the Committee will hold its next DGD about ‘Children’s Rights and Alternative Care.’ The Guidelines for Alternative Care of Children (2009): The Guidelines are intended to support the implementation of the UNCRC. They aim to ensure that children do not find themselves in out-of-home care unnecessarily and that the type and quality of out-of-home care provided is appropriate to the rights and specific needs of the child concerned. LGBTQI: Lesbian, gay, bisexual, transgender, queer, 2-spirit and intersex. Article 1 of the Universal Declaration of Human Rights declares that “all human beings are born free and equal in dignity and rights.” Article 2 declares, “Everyone is entitled to all the rights and freedoms set forth in this Declaration.” All people, including LGBTQI individuals, are entitled to enjoy the protection provided by international human rights law, which is based on equality and non-discrimination. Children and young people: The UNCRC Convention defines ‘child’ as someone under the age of 18. This global survey was open to persons aged five–25, so in addition to children, it covered young people aged between 18 and 25. In this report, we use the terminology ‘children and young people’ to reflect the group covered by the global survey. The term ‘young people’ refers to both those over 18 and older children under 18 who prefer the term young people. Introduction To inform the DGD in September 2021, a global survey for children and young people was commissioned by the CSO Task Force on behalf of the Committee. The global survey was created by members of the DGD CAT and YAT and researchers from the International Institute for Child Rights and Development (IICRD). Between April and June 2021, 1,188 children and young people across the world participated in the global survey online, sharing their views and experiences as well as recommendations for further realising children’s rights and alternative care. Across the world, millions of children and young people live without parental care. According to the UNCRC and the Guidelines for Alternative Care of Children, in these circumstances, the state has the duty to provide alternative care that fulfils children and young people’s rights. The guidelines state that whenever possible, children and young people should remain with families. When not possible, the state is responsible for protecting the rights of children and young people through alternative care arrangements including kinship care, foster care, other forms of family-like care, residential care or supervised independent living arrangements. For children and young people without parental care, alternative care can pose numerous challenges for them as they grow up. This includes potentially delayed development and experiencing a lack of connection to their culture, maltreatment, abuse, stigma, poor mental health and wellbeing, and difficulties transitioning out of alternative care into the adult world. Many countries have tried to reduce the number of children and young people living in institutional care or any other forms of alternative care, and have been working to reunite children and young people with their family and culture. There is insufficient data on precisely how many children and young people are in alternative care. Recent research suggests that 5.4 million children globally live in institutions, but that many of them currently go uncounted due to limitations with national data collection. According to UNICEF, approximately 2.7 million children live in residential care, although UNICEF acknowledges that this is likely an underestimate, and – crucially – is only referring to children and young people in residential care, not other forms of alternative care. Limited data exists on all forms of alternative care, which is challenging for researchers and policy makers because a full picture of the number of children and young people in these settings and the quality of these settings does not exist. Better data collection by national and sub-national actors is an important step in improving our understanding of children and young people’s experiences of care and improving the quality of care as well as more effective prevention strategies. --- 3. Zeanah, C., & Humphreys, K. (2020). Global prevalence of institutional care for children: a call for change. The Lancet, 4(5), 343–344. https://www.thelancet.com/journals/lancet/article/PIIS2352-4642(20)30055-9/fulltext 4. https://data.unicef.org/topic/child-protection/children-alternative-care/ In recent years, strides have been made internationally toward better awareness, understanding – and, in some cases, implementation – of children and young people’s human rights so that they are reflected in the services for children and young people in need of, and at risk of needing, alternative care. However, too often programs and services are still not developed in ways that uphold and promote children and young people’s rights. While children and young people’s participation is increasingly recognized as essential for developing rights-based alternative care placements, children and young people are still not consistently consulted as part of alternative care services and policies. The UN Committee on the Rights of the DGD comes at a critical moment in time, when children and young people around the world have been significantly impacted by the COVID-19 pandemic, including those in alternative care. It provides a vital opportunity to meaningfully consult with children and young people about the state of alternative care globally, with the aim of realizing children’s rights so every child and young person has loving care, support and protection. 5. Davidson, J. C., Milligan, I., Quinn, N., Cantwell, N., & Elsley, S. (2017). Developing family-based care: complexities in implementing the UN Guidelines for the Alternative Care of Children. European Journal of Social Work, 20(5), 754–769. Participatory focus groups with the DGD CAT and YAT In early 2021, members of the Day of General Discussion (DGD) CAT and YAT were invited to participate in the design and development of the DGD 2021 global survey for children and young people. In participatory focus groups facilitated by the International Institute for Child Rights and Development (IICRD), the CAT and YAT worked together remotely and online to co-design the global survey questions and accompanying guide for supporting adults, and to analyze and write up the findings presented in this report. With the children and young people being located across different time zones, participatory focus groups were complemented with creative tasks to complete before and after the scheduled call times. This allowed for rich, ongoing dialogue between children and young people for whom time zones, geographical distance, multiple languages and restrictions linked to the COVID-19 pandemic made it challenging to connect. “It’s very beautiful to have [had] that experience and, despite the difficulties of the internet, we were able to achieve even more than we thought we would!” Member of the CAT and YAT The global survey The global survey was designed to be anonymously completed online by children and young people between five and 25 years old. It consisted of six closed questions, including questions about gender identity, disability status, type of alternative care experience, age and country; and 11 open-ended ones. Open ended questions addressed issues ranging from experiences of safety in alternative care to how participants felt about the impact of COVID-19 on their lives. The global survey was open from 12 April 2021 to 30 May 2021 for children and young people from all over the world, and available in English, French and Spanish. In total, 1,188 children and young people from across the world participated in the online global survey. Participants were not selected; instead, they ‘opted-in’ either by finding the global survey online themselves, or through a service, organization or network that they had a pre-existing relationship with. Outreach to children and young people occurred in a number of ways and required strong efforts by CSOs and other bodies to work safely during the pandemic and address limitations related to internet access. The consultations sub-group and broader group of CSOs working on the DGD reached out to partners, posted the survey in newsletters including Child Rights Connect and Better Care Network, as well as on social media. Overview of global survey respondents \| Age range \| Gender \| \|-----------\|--------\| \| 5 to 10 \| Girl \| \| 11 to 14 \| Prefer not to say \| \| 15 to 17 \| Boy \| \| 18 to 25 \| \| 7 See Appendix B for further breakdown by country Due to accessibility limitations of digital, online participation, some participants completed the questions offline in a focus group format and a supporting organization inputted the data into the online global survey on their behalf. Responses were submitted in different languages other than the three primary languages of the survey through local translation services, allowing children and young people to express their thoughts and experiences in their own languages. While this was essential for valuing local languages and supporting children and young people to share rich data, we recognize that language holds values and beliefs with particular cultural, social, and political meanings which may not have conceptual equivalence when translated. To analyze the data, we used framework analysis and began by creating a matrix which had categories for different emerging themes. This allowed us to see both similarities and differences in the data. With close to 1,200 global survey responses, the volume of responses impacted the duration of analysis. Each survey was read by a different member of the data analysis team, and coded appropriately. There was a second round of analysis done by the IICRD where themes were solidified. The IICRD worked in partnership with the Open University to ensure strong procedural and relational ethics were in place with do no harm principles, anonymity, confidentiality, reciprocity, disruption of child-adult power dynamics, adherence to data protection laws, as well as to enable children and young people to meaningfully participate in decision-making and sharing their ideas safely. Ethics was approved by the Open University Human Research Ethics Committee (see Appendix A, C and D for further information). Key areas in the global survey design, global survey administration, and completion need to be acknowledged. - There are varying cross-cultural interpretations of what constitutes ‘alternative care’ (for example, in some contexts it is understood as an alternative to institutions). We provided a definition for classification of the meanings used in the global survey which was readily available in English, Spanish and French. However, we are aware that supporting organizations across the world independently carried out translations into additional languages which may have unintentionally resulted in misinterpretation of the term, as well as the questions posed. - The global survey is not fully representative of the global population of children and young people, with participants self-selecting to participate, and others invited by partner organizations to participate. Outreach and information about the global survey was often linked to partner organizations, which resulted in large numbers of responses coming in from specific regions or countries. - The global survey was only accessible for all children and young people who speak English, French, or Spanish, or have access to translation services; and for those who could access the internet or were linked with an organization that could. - Time and resources were stretched with the timeline and resources available for translation and a higher number of global survey responses to analyze. In our words: Themes and discussion In the following chapters, key findings to emerge from across the global survey responses are described including direct quotations from children and young people throughout, and associated Articles from the UNCRC. Preventing children and young people from unnecessary separation from parents and families was one of the most important issues highlighted by children and young people across every region. Many children and young people mentioned the need for more support from the government so that poverty was not a reason that children and young people ended up in alternative care. Children and young people described types of social, emotional, psychological and economic support that families should be provided with – especially those facing challenging circumstances and hardship – in order to keep children and young people in their family home. Globally, children and young people stated that governments need to play a larger role in providing economic support such as providing direct financial support; state-funded education, employment skills training, and healthcare services; and material support for a decent standard of living (such as food, clean water, clothing and housing). Many children and young people shared that if their families had been able to access adequate resources, they believe they would not be in alternative care today. “In my view, financial support comes at the top. If there is a good flow of money, then there is less chance of dissatisfaction and frustrations in the family. After that comes emotional support. If we support our family by providing love, support, reassurance, acceptance and encouragement then we can strengthen our love bond.” “We need to change the policies... there must be work and food to be able to return and be with my family. Guarantee jobs so the families do not leave the country to find them.” Girl, 15–17, Venezuela. Article 9: Keeping families together. Children should not be separated from their parents unless they are not being properly looked after – for example, if a parent hurts or does not take care of a child. Children whose parents don’t live together should stay in contact with both parents unless this might harm the child. Article 27: Food, clothing and a safe home. Children have the right to food, clothing and a safe place to live so they can develop in the best possible way. The government should help families and children who cannot afford this. Children and young people feel strongly that there needs to be better access to inclusive health and education facilities, transportation and respite services so that all children and young people can realize these rights, with particular attention paid to the specific needs of those with disabilities, who are LGBTQ2I and/or from minority groups. Most commonly, children and young people stated that helping families to build strong relationships, “become more united” (Boy, 15–17, Nicaragua), and strengthen “family ties” (Girl, 11–14, Peru, living with physical disabilities) is key to preventing children and young people entering alternative care. Many felt that families need to have fun together, to experience joy within the family, and love one another wholeheartedly. Many children and young people highlighted that to achieve this, there needs to be inclusive parenting education, training and support so parents understand how to better care for their children and young people, respect children’s rights, nurture loving family values, and positively communicate with/listen to children and young people. This would also support parents to positively respond to difficult situations instead of using violence, abuse or physical and humiliating forms of punishment, and take responsibility for their actions when mistakes are made. For children and young people with disabilities, participants noted that extra support from governments and agencies was often needed to prevent unnecessary family separation. A child with intellectual and physical disabilities, 11–14, Austria (did not disclose their gender identity), stated what they saw as needed: “better support for disabilities, support for transportation, (and) appointments.” Additional support was also seen as important for children and young people from Indigenous backgrounds, so that families could remain together. Participants noted that cultural-specific assistance by supporting organizations was crucial in helping them stay with their parents or relatives. “Parents should be given advice on how to resolve conflict in a non-aggressive manner, especially in front of children as this behavior affects the children adversely and could lead to psychological problems for the child.” Young man, 18–25, South Africa. Recognizing that poor parenting can be a result of intergenerational hardships and challenges, children and young people highlighted the need to help parents overcome their own traumas so they can better care for their children and young people. Many children and young people shared that their parents were in need of counselling and mental health support, also highlighting a widespread need to address societal stigma attached to receiving this type of support. One young person (Young woman, 18–25, United Kingdom, person with psychosocial disabilities) stated the challenge of stigma: “Some parents or caregivers thinking that if they speak out that they are struggling they are going to get their children taken away.” Children and young people feel that psychosocial support should be provided to parents first, before threats of legal action and child removal are made. “If a parent is struggling through poverty, help them financially. If parents are struggling with stress and getting angry, help them deal with the issues that are stressing them out so they can be a better parent. DO NOT STEAL THEIR CHILDREN! This harms EVERYONE in the family including the children and parents.” Girl, 15–17, United Kingdom. It is important to highlight that many children and young people understand that not all families can stay together, recognizing that sometimes children and young people need to live away from their parents for their own safety, mental and physical health, and wellbeing. However, one commonly held view by children and young people was ensuring that siblings are able to stay together, if alternative care is in their best interests. II. Defining quality care “A place that feels like home.” Boy, 15–17, South Africa “Good alternative care is what makes you feel secure, safe and sound. Not worried about what’s to happen to you in the next moment.” Young woman, 18–25, India “Children should be made to feel at ease as if they were in their own families and to be given all the maternal and paternal love they need.” Young man, 18–25, Haiti “It’s a place where there are adults who love the children and treat them like their own children, because children need that. Good alternative care is also a place that is safe in terms of security and also adult presence.” Girl, 15–17, South Africa “Where the children feel like they are in their own home, have someone to share their joys and hardships with, have someone to always guide and support them and help them in their academic as well as personal growth.” Young woman, 18–25, Nepal “Give her food, help with homework, treat her lovely, tell me I’m a pretty girl, and I say that I love her very much.” Girl, 5–10, Honduras In my opinion, there’s not a single way to care for a child or help them grow because every child is different with different opinions, dreams and way of living. The best way is to let them be themselves and guide them through the difficult times and when they are losing focus. It’s about acknowledging them for who they are and that their existence matters.” Young woman, 18–25, person living with physical disabilities, Nepal Children and young people defined good quality alternative care as something that must include qualities to ensure that children and young people’s human rights are met so they can reach their potential. Across all regions, children and young people described good quality alternative care as feeling loved, supported, respected by people who truly care about them. Many children and young people also emphasized the importance of being treated with empathy and feeling a sense of belonging. Because children and young people in alternative care are often away from their families, they look to adult caregivers as role models who they trust to listen to, guide and teach them, and who stand up for their rights. The issue of mental health, wellbeing and emotional support was frequently mentioned by children and young people as important in ensuring good quality alternative care. They also highlighted the importance of being engaged and involved in decisions that impact them, from everyday experiences and their care placements to wider policy matters. III. A safe and nurturing environment of alternative care Article 19: Protection from violence. Governments must protect children from violence, abuse and being neglected by anyone who looks after them. Article 25: Review of a child’s placement. Every child who has been placed somewhere away from home – for their care, protection or health – should have their situation checked regularly to see if everything is going well and if this is still the best place for the child to be. Children and young people shared that a respectful, safe environment is needed so they are able to grow and to thrive without fear of violence or abuse. In such environments, they can experience happiness, explore their own potential and interests, and have a safe space to play and be free to express themselves. Children and young people also emphasized the importance of having regular day-to-day routines that support them to know what is coming up next in their schedules, so they are not surprised by visits or other unscheduled activities. Maintaining a safe environment for children and young people in alternative care also includes providing basic needs such as accessing food, shelter, health services and clean water, as well as providing freedom from worrying about financial security, and protecting them from violence, abuse and neglect. Children and young people in all parts of the world mentioned that adults should protect children and young people, even though the dangers they listed differed. For instance, a girl, 11–14, Bulgaria, with intellectual disabilities mentioned: “They ought to keep us safe from the dealers, the traffickers, from cars and buses too.” Safety in alternative care at night was an important issue for young participants in West Africa. “Treat each other with love, with respect, give each other protection. We should take good care of each other and also not fight with each other.” Girl, 5–10, Ecuador Protecting children and young people, ensuring they grow up free from abuse and violence, was a resounding theme. Children and young people’s protection was understood as more than systems of prevention and response to violence and abuse, but rather a holistic understanding that supports children’s rights, wellbeing and development. Children and young people described 9. Trafficking was not mentioned in many responses, but perhaps would be an interesting topic to explore in future studies. spaces to play, education, food, shelter as being important for ensuring children and young people’s protection in alternative care. Children and young people highlighted the importance of positive relationships for ensuring children and young people’s protection and having a variety of “support bubbles” (Young woman, 18–25, United Kingdom) at school, in social care, mental health services, work spaces, the home, and community. “We can feel safe if we have open communication with our elders so that we are never afraid to speak out when we are faced with situations where we could be put in harm.” Girl, 15–17 South Africa Having access to safe spaces where they can talk to a trusted adult with open communication and constructive responses was recommended by many children and young people. Children and young people also voiced the need for governments and local authorities to provide clear guidelines and to follow up with regular monitoring visits to ensure quality care is being provided. Such visits should routinely involve the meaningful participation of children and young people themselves; to ensure their experiences are being heard and appropriate actions being taken in response. “Children should receive information about their rights, making them able to report when a right is violated. In alternative care, it is important to monitor and evaluate services.” Young man, 18–25, Moldova Children and young people spoke of the need for caregivers, biological parents, service providers (e.g. teachers, mental health workers), and alternative care systems workers to engage in regular education and awareness training sessions to prevent and respond to violence and abuse, in line with guidelines for and consistency of quality care. This also extends to making sure children, young people and adults are taught about children’s rights. Such training would support adults to understand how to behave with, and care for, children and young people, practice patience, learn positive disciplinary tactics that do not involve verbal or physical abuse, and actively think through how their decisions impact the children and young people in their care. For example, a girl in Cameroon (15–17) suggested “a safeguarding and protection program is needed for each child so that they can learn about all their rights and understand that they are all equal no matter who they are.” Others recommended detailed training for adults on child safeguarding, child protection, rights, and areas of discrimination, with a particular emphasis on disability. Article 8: Identity. Children have the right to their own identity – an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back. Article 20: Children without families. Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child’s religion, culture, language and other aspects of their life. “Believe us, even if we had troubles at one time or another. We aren’t our files. People change and evolve.” Girl, 5–10, Guatemala Children and young people want to be recognized for who they are, and not defined by their experiences of alternative care. “Even if children in care don’t talk about their backgrounds, the adults still have a responsibility to help them maintain their identity.” Young woman, 18–25 New Zealand Allow them [children] to express their creativity with a view to better understanding their background.” Young woman, 18–25, Cameroon “Digging into our roots to find out where we come from [is important].” Boy, 11–14, Ecuador Historically, children and young people were often discouraged, or actively prevented, from maintaining various aspects of their cultural or personal identities while in care. This was particularly detrimental for children and young people from structurally vulnerable or minority groups, and in some contexts, resulted in lack of access to care and even to loss of their cultural identity. A young woman, 18–25, in Canada, notes: “culturally appropriate training and support for adults supporting youth (is needed), and Indigenous youth especially need support.” Increasingly, governments and social services are realizing the importance of children and young people maintaining ties to their individual identities while in care and are striving to match children and young people with care that aligns more closely with their identity. For many children and young people across each region, staying connected with their personal and cultural identity and language is crucial. This was particularly important to children and young people from across Africa, North and Latin America, and Asia. The role that language played in maintaining cultural roots was very evident in a number of responses from Africa. A girl, aged 11–14, in Equatorial Guinea, stated: “speak to them [children] in their dialect and let them know about their people.” Many of those who wanted to know about their culture noted the importance of supporting children and young people to have pride in their history, native language and culture. Children and young people also stressed the importance of being able to access personal records, calling on care providers to tell them the truth about their backgrounds. One of the roles that adults and organizations can play is ensuring that proper records are kept, and that children and young people can maintain access to their culture and celebrate their identity. For some children and young people in alternative care, they have not lived with their parents in a very long time (if ever). “Celebrate their culture/religion, encourage communication with relatives, and provide them with knowledge of their caste.” Young man, 18–25, Nepal To children and young people, good quality care prioritizes their mental health and wellbeing. The issue of mental health, wellbeing and emotional support was frequently mentioned by children and young people, with many expressing mental health support and care services as being of similar importance to providing for a child’s basic survival and developmental needs. “Emotional support is the most important thing when someone is in alternative care.” Girl, 11–14, Peru “Emotionally being there for them, and being able to empathize with the child and see things from their perspective.” Young woman, 18–25, Canada, person with psychosocial/mental health disabilities An important aspect of emotional and mental health support is strong, consistent relationships with adult caregivers. Significantly, children and young people spoke about the importance of, and their desire for, loving supportive connections for their mental health and wellbeing. Out of the 1,188 global survey responses, love was mentioned 688 times. Children and young people also highlighted the importance of building trust and having safe, dedicated time and space to share feelings and thoughts with adult caregivers. Children and young people want adult caregivers to be patient, take time to talk to and listen to them, support them with individual difficulties, and ultimately recognize – and empathize – with the fact children and young people experience diverse, complex emotions when transitioning from one alternative placement to another, or out of care into adulthood. “Listen carefully to children and young people, tell them not to give up and to keep going. Even if they don’t have a parent, they can do it.” Girl, 11–14, Costa Rica To promote and support their mental health and wellbeing, children and young people in alternative care want adults in their lives to stand up for children’s rights, to listen to them, to pay more attention to their needs, to encourage them to express themselves, and when they are sad or lonely, to ‘sit with them’ so they feel like they are not alone and have someone looking out for them. Some children and young people pointed out the challenges of high staff turnover in alternative care settings making it difficult to build trusting relationships with staff, only to have them leave. One young person highlighted a common experience: “I have had ten different social workers in four years.” Young man, 18–25, Sweden. As well as day-to-day support for their mental health and wellbeing, children and young people across all regions called for more accessible, quality mental health support and psychosocial services for children and young people, including formal provision of such services by counsellors, psychologists and other mental health professionals. In particular, children and young people highlighted the need for greater support during transitions from care placements and/or beyond care into adulthood. “[Children] should be given psychological support, so that they have a person of trust to whom they can tell their concerns, their problems and in the same way give them a solution to this, that makes them feel appreciated and that they are not alone.” Young woman, 18–25, Ecuador Children and young people highlighted a greater need mental health support for adults responsible for looking after children and young people in alternative care, so caregivers are in a better position to support those in their care. Article 12: Respect for children’s views. Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously. Article 13: Sharing thoughts freely. Children have the right to share freely with others what they learn, think and feel, by talking, drawing, writing or in any other way unless it harms other people. “Be able to talk your heart out.” Girl, 15–17, India “We have to be heard and considered experts of life in care. We so often are overlooked in the processes of case planning, case management, training for staff, and policy writing – we are the ones who live through these decisions made by adults who often only have scholarly knowledge or service provision knowledge of what we have to live every day. ASK US!” Young woman, 18–25, Canada Despite a growing global recognition of children’s participation rights, children and young people’s reflections highlight the many challenges and barriers that continue to exist for those living in alternative care. Children and young people’s reflections focus on the desire to be listened to and heard, be taken seriously and believed in, have spaces of trust, and be actively – and meaningfully – involved in decision-making about their experiences of care. It was evident that children and young people seek meaningful opportunities for participation, moving beyond merely being listened to, to being heard. Children and young people highlighted that they have “so much to share and say” (Boy, 15–17, South Africa) and that adults should welcome this and create a safe trusting space for children and young people to feel confident to voice their views, ideas and experiences. Clear, consistent communication between children and young people and adults caring for or working within alternative care systems is key to achieving good quality alternative care. Children and young people do not want transactional relationships of power or of being listened and responded to, but seek dialogue with adults. To feel heard, children and young people want adults to approach them with an open mind. --- 10. Collins, T. M., Rizzini, L., and Mayhew, A. (2021). Fostering global dialogue: Conceptualisations of children’s rights to participation and protection. Children and Society, (December 2020), 295–310. https://doi.org/10.1111/chso.12432 and heart, patience, free of judgement or assumptions about their capacity and/or lived experiences, and recognize that adults are not always right. Many highlighted that adults need to be empathetic towards the fact that many children and young people in care are facing difficult transition experiences. Children and young people wanted adults to talk to them about ‘everything’ and to be open and softer in their communication. The majority voiced a desire for more opportunities to express themselves in whatever way was comfortable to them from anonymous contributions to large scale advocacy. Many wish to have more of a voice in everyday experiences, such as decisions about engaging in family activities, what they want to eat, and about their care placements. Some children and young people pointed specifically to their right to be engaged and involved in decisions that impact them. It is evident that children and young people are not routinely able to have their say, nor be taken seriously. For example, a girl in Nepal (15–17) stated that when children and young people “try to speak our opinions, they tend to mistake that we are being impolite” and are not heard. Adults need to critically reflect on their own biases and perceptions of children and young people’s participation, moving away from desire for ‘polite’ or adult-like young people and instead, respect different ways of communicating. Some children and young people also highlighted persistent practical barriers to effective dialogue between children and young people and adults. For children and young people on the move, it was evident that there needs to be greater access and attention given to providing translators so they are able to communicate with caregivers. “‘In our alternative care, people are not discriminated against on the basis of any religion, culture, caste, society, family background, etc. If this is done, the person who does so is punished. Adults need to inform about children’s rights and child abuse, and if there is a problem, they need to be provided with a place to talk.’” Boy, 15–17, Nepal Discrimination was mentioned frequently as a key issue experienced by children and young people in alternative care. To children and young people, ensuring no one is discriminated against based on background, religion, ability, culture, ethnicity, race, gender, age, sex, sexual orientation, socio-economic status and lived experience is important to achieving good quality care. “In our analysis, we were able to look through the answers of children and youth with disabilities and found that access to education was a particular theme for these respondents. A girl, 11–14, Peru, with an intellectual disability noted that she wanted “education (in order) to know rights.” Second, children and young people with disabilities were acutely aware of how poverty played a role in their lives. A girl, 11–14, Bangladesh, with intellectual disabilities states: “I have been mentally... harm since my parents’ income went low.” Finally, emotional support, in the form of counselling or even just a caring adult, was considered important by many of the children and young people with disabilities, as well as young people who did not have disabilities themselves but were aware of the challenges faced by those who do. “I would like them [adults] to know that each child is special and has their own ability. They [children] should be respected and treated the way each human wants to be treated. They should be supported physically and emotionally as well as be heard.” Young woman, 18–25, Nepal. We also saw some themes emerging from respondents who identified as LGBTQI2+, and from those who saw how this community was treated. A young woman, 18–25, Nepal, noted, “(For) LGBTQI2+ youth, I think parental counselling should be done and also emotional support and counselling to the particular child.” Providing counselling and support for children and young people, as well as the adults that work with them, is crucial in supporting safe expressions of sexuality and gender identification. Children and young people expressed concern that they would be rejected by parents, foster parents, or other people who were caring for them if they said they were LGBTQI2+: “parents might reject the child if she is lesbian” (Girl, age 11–14, Ecuador). Similarly, one respondent noted, “(adults should) work (towards) a little acceptance because everyone has the right to be whatever they want to be” (Boy, 15–17, Venezuela). Finally, violence towards those identifying as transgender was also mentioned as a risk, and one that both organizations and adults have a responsibility in minimizing. Gender was mentioned by some children and young people in terms of an example of why human rights are important, and why girls and boys should equally be able to experience their rights. One place where gender came up as a clear difference was in transitioning out of care. In India, children and young people expected the adults in their lives to find a marriage partner for the girls, and jobs for the boys. Most did not question these differing expectations. “We need to be encouraged that everything will be well in the end.” Girl, 11–14, Bulgaria Children and young people’s reflections from across each region show that transitioning between care placements, and leaving care altogether and transitioning into adulthood, can be a stressful time. While there are often good reasons that children and young people must be moved from one care placement to another, this remains one of the major stressors for those in alternative care. Children and young people emphasize that both kinds of transitions – to new care placements or leaving care – require particular support and assistance. Firstly, emotional support is crucial for such transitions. Young people need to have advice and support from supportive adults; this is not a process that can go through alone. They also wanted to continue to be in contact with biological families, and often with social workers or other adults and peers that know who they are and what they have been through. This continuity in relationships was important for children and young people. “They should be made well aware about the situations or people they will be facing, taught well on whom they can trust and what kind of people they should stay away from.” Young woman, 18–25, Nepal Secondly, care-leavers need financial and practical support. This was named by respondents in all regions as one of the major kinds of help that is needed when leaving care. Financial support was often seen as one step towards independence, as was job help. Many wanted to have assistance in finding a career, and also in figuring out how to continue their education. This shows that children and young people are aware of the importance of the right to education, and that adults can and should play a role in ensuring this right can be met. Practical support – such as support in obtaining documents or having a suitcase rather than a garbage bag – also is key in making sure that children and young people transitioning care placements, or leaving care, are treated with dignity. Of key differences across regions and countries, one was that young people in India were much more likely to say that girls and boys needed different kinds of help when leaving care. For girls, help getting married was seen to be key, whereas for boys, the crucial need was for vocational training. Another key difference was that in parts of Asia and Africa celebrating leaving care was seen as an important step. IX. Impact of COVID-19 At the time of writing, the COVID-19 pandemic is continuing to have a staggering impact on children and young people’s lives, compromising the breadth of their human rights – many of which were far from fulfilled prior to the pandemic. While some positive impacts of COVID-19 have been highlighted in other global studies with children and young people (e.g. COVIDUnder19),$^{11}$ children and young people in this global survey primarily focused on the negative impacts. Children and young people in alternative care have faced, and continue to experience, significant challenges as a result of the social, emotional, economic, and physical hardships created by the pandemic. In the global survey and participatory focus groups, children and young people described the feelings of loneliness, isolation, anxiety, boredom, depression, anger, sadness and fear the pandemic has brought into their lives. Many children and young people described situations in which parents and caregivers had died or become seriously ill from the virus, and the impact this has had on their lives, wellbeing and safety. Some described having experienced the virus themselves, and the impact this has had on their physical and mental health – especially those unable to access adequate health care and support. Intensified time spent within the family home due to quarantine and isolation regulations in place has led to increased stress, pressure, violence, and dysfunctionality. Children and young people recognize that such challenging circumstances have exacerbated issues around children and young people’s care, protection, safety and wellbeing. Such challenging situations have led to more children and young people being separated from their families and placed in alternative care – such transitions being made all the more difficult due to physical distancing regulations that affect their ability to see family and friends. “I am not being able to go out. Not able to meet with friends either. Feel scared to go out of home. Wear mask. Washing hands once in a while. Father and older brother work as labour but their work isn’t available now. No income. They are scolding me --- $^{11}$ [https://www.tdh.ch/en/projects/covidunder19](https://www.tdh.ch/en/projects/covidunder19) In our words: Themes and discussion IX. Impact of COVID-19 a lot. Not being able to invite my elder sister and brother-in-law to visit the village.” Girl, 11–14, India “Firstly, some young people do not have a stable support bubble of family or friends. The isolation of the pandemic has had a huge impact on children and young people’s mental health with limited or no access to relevant support. The rates of domestic violence in the UK have skyrocketed and many young people or children may be trapped in violent relationships or situations. The reduced access to support or social workers have discouraged young people from coming forward or asking for support. Professionals are often dismissive towards young care experienced people as there is no consideration of how the present situation may be a trigger of their past.” Young woman, 18–25, UK For children and young people already living in alternative care, many issues were highlighted around protection from the transmission of the virus itself. As some alternative care settings, such as institutional or residential care, are places where large numbers of children, young people and adults live, many described the realities of living in an environment where the risk of transmission is much higher. The data showed that many continue to face tough, stressful and anxiety-inducing restrictions put in place to curb the virus from spreading from one person to another in these settings. Children and young people described the challenges around limited access to hand-washing and sanitation facilities, having to wear masks for extended periods of time when moving around their home, and having strict physical distancing regulations limiting their interactions with other children, young people and adult caregivers. In terms of regional differences, it was clear that in Europe, the main challenges that children and young people experienced due to COVID-19 were related to loneliness and boredom. In Africa and Asia, the loss of parental (or caregiver) income was a greater concern, as well fears about loved ones contracting the virus and potentially facing severe health issues. Younger children also had different experiences with COVID-19 than older children and young people. Younger children were much more likely to talk about school disruptions, and not being able to see friends or play sports. Older children and young people were more likely to note how the pandemic affected the broader community. A young woman, 18–25, in Benin articulates this clearly: “For me, COVID-19 has impacted all of us in the sense that it has reminded us all in a fraction of a second that we as humans cannot control everything in this life; at any moment we can pass away. We are all vulnerable and this doesn’t just happen to others.” Across all regions, the severe impact of the pandemic on children and young people’s mental health and wellbeing was frequently highlighted. Many shared their worries about the health and safety of loved ones, struggling with learning from home and achieving necessary qualifications for higher education or career ambitions, and navigating leaving alternative care in times of such uncertainty. Losing contact with friends and not being able to socialize or play outside were highlighted amongst children and young people of all ages – with some recognizing the long-term impact such limited social and play opportunities will inevitably have on children and young people’s growth and development. Children and young people also frequently described the loss of physical affection such as hugs as having a significant impact on their mental health and wellbeing, and relationships with caregivers. “You can no longer give hugs, give love, you must keep a distance, you can no longer go out to live with people outside and do activities outside.” Boy, 11–14, Guatemala Many children and young people described the challenges of accessing food, clean water, and health care, and support services – many of which were a result of families losing income. Most commonly, children and young people highlighted that they have experienced hunger and malnutrition as a result of a lack of food due to shortages, market closures, financial insecurity due to loss of household income as a result of restrictions on work. This was especially the case for manual labor occupations, those in employment which lack basic economic structures or resourcing for ensuring worker’s rights in times of turmoil, or in countries where state support is not available or accessible for those unable to work. Children and young people across all regions described the significant impact the pandemic has had on their right to quality education. Many described the challenges associated with having the right materials for online learning, such as digital technology and the internet, as a result of the rapid shift to online remote learning in many educational settings. Missing out, falling behind, feeling bored and underachieving in their education are experiences felt by many children and young people. Whilst the majority of responses highlighted the negative impacts of the pandemic, a small minority highlighted the positive impacts they have experienced. For some, increased time spent at home with family or alternative caregivers has given them the opportunity to strengthen relationships and get to know one another better. Above: artwork created by an anonymous Russian child, representing their experience of COVID-19 Above: artwork created by Chathuni Sneha, 15, Sri Lanka, representing their experience of COVID-19 Regional themes This infographic presents some of the crucial issues of particular concern for children and young people in each region. While there were themes that cut across all regions, there were also key differences, some of which are rarely mentioned in conversations about alternative care. This further illustrates the importance of asking children and young people themselves about their care experiences. The issues reflected below do not correspond to the weight of the number of respondents, but are a summary of what was presented to us, as far as possible. The lists reflect issues in order of prominence. Care should be taken not to generalize these responses as being sufficient evidence for each region. North America - Protecting LGBTQ2I rights - Having a say in their care experience - Treating young people as experts in what they need in care - Recognizing the challenges faced by Indigenous children and young people - Feeling supported in dealing with past and present trauma (Total respondents = 10) Latin America - Accessing food and medicine - Knowing one’s personal history - Feeling loved by those looking after them - Accessing psychosocial support - Being impacted by financial hardship and poverty (Total respondents = 548) Europe - Having freedom and autonomy when living in alternative care - Trusting relationships with adults - Accessing mental health services - Feeling safe at night in institutional care settings - Families being separated because of substance use - Need for financial security (Total respondents = 114) Asia - Feeling loved by caregivers - Having rights, knowing rights and being rights-holders - Being able to practice religion freely - Having personalised support and care - A desire to be looked after as though they were the caregivers’ own child (Total respondents = 373) Africa - Feeling safe at night in institutional care settings - Feeling loved and being physically cared for - Worrying about leaving care - Preserving language and cultural identity - Treating children and young people with dignity and respect (Total respondents = 138) Oceania - Celebrating and maintaining identity - Having access to counselling when needed - Ensuring parents have access to help as a way of preventing unnecessary removal of children and young people from family homes - Attending cultural events that keep them connected to their family and culture - Having consistency in care placements, and avoiding changing placements unless necessary (Total respondents = 3) Our ideas for change: Key findings and conclusions Children and young people offered the following ideas to help tackle issues of prevention, quality alternative care, safe environment, celebrating and maintaining identity, mental health and wellbeing, listening and involving children and young people, support for and non-discrimination of vulnerable groups, transition and leaving care, impact of COVID-19, and alternative care in emergency situations. - For families experiencing social and economic hardships, provide financial support systems and material resources to alleviate pressures and stress that can lead to difficult relationships within the home. - With children and young people, design and deliver inclusive parenting education, training and support so parents understand how to better care for their children, respect children’s rights, nurture loving family values, and positively communicate with their children and young people. - Make sure parents have access to counselling, mental health support and respite services, and efforts are made to raise awareness and reduce stigma attached to receiving help and guidance. - If alternative care is in the best interests of a child or young person, prioritise keeping siblings together and keeping children and young people with their culture, and support children and young people to sustain meaningful relationships in such transitions, as well as maintaining connectivity to language, culture and religion. - Provide consistent training and education for adults on how to meaningfully listen to and involve children and young people in their day-to-day lives, and on decisions being made about their care. Such training should involve children and young people themselves so adults hear firsthand what helps them feel included, heard and valued. - Recognizing the many barriers to meaningful participation, ensure children and young people have the emotional and practical support they need to have their say. This may include communication tools and translation support. - Children and young people have been highly affected by the COVID-19 pandemic – especially those facing pre-existing inequities and rights violations. Actively seek to listen to children and young people’s experiences of the COVID-19 pandemic, so state-wide and international laws, policies and measures to control and recover from the virus put children’s rights at the heart. - Ensure caregivers, biological parents, service providers (e.g. teachers, mental health workers), and alternative care systems workers engage in regular education and awareness training sessions to prevent and respond to violence and abuse, in line with guidelines for and consistency of quality care. - Make sure children and young people have access to safe, private spaces where they can seek help and support in situations where their safety and protection are at risk. - Specific attention needs to be given to protecting children and young people in alternative care in the response to, and recovery from, the COVID-19 pandemic. - Case management of children and young people in alternative care should include regular monitoring of all care settings, and follow-up with children and young people, as well as the adults involved. There should be a clear procedure for solving problems, and for moving to a different care situation if necessary. - Provide access to counselling and mental health support services for children and young people in alternative care, as well as family members when needed. Particular attention must be given to those navigating transitions, those who identify as LGBTQ2I, and those with disabilities. Such services should be underpinned by a children’s rights-based, socio-ecological and holistic approach to tackle root causes and support individualized prevention and response plans. - Financial, emotional and practical support should be mandated for those leaving alternative care. - Make sure children and young people in alternative care have access to safe, inclusive play spaces, outdoor environments and opportunities to spend time with friends, noting the detrimental impact the COVID-19 pandemic is continuing to have on such experiences. - To reduce the detrimental effects of high staff turnover on children and young people’s relationship development, and ensure the health and wellbeing of alternative caregivers, provide consistent support and supervision with a strong focus on mental health and wellbeing. - Provide children and young people with clear ways to access their personal data and information whilst in care and beyond. - Actively challenge stigma and discriminatory cultural norms towards children and young people in alternative care, championing their human rights and nurturing a global movement that loves, values and respects every child and young person. - Children, young people and adults need inclusive, children’s rights-based education and training to better understand children’s rights so they can uphold them and seek appropriate action when rights are being violated. - Raise awareness and provide education on the importance of celebrating and maintaining a child or young person’s identity to make sure those in alternative care have knowledge of their culture, personal identity/history and access to their language, religious practices, and cultural celebrations. Appendix A: Ethics and safeguarding Adult–young person power imbalances are considered one of the most significant ethics challenges when including young people in research.\textsuperscript{12, 13, 14} We began with the understanding that power dynamics are always present. We designed the global survey to be completely optional, and participants were welcome to withdraw at any time. The global survey began with a brief introduction of purpose, and encouraged children and young people to fill it out only if they wished to.\textsuperscript{15} Global survey responses were anonymous as no names or other personal identifiable information was collected; only age and location. Children and young people were invited to participate in the global survey through a combination of purposive and snowball sampling with the support of civil society organizations located across the world who shared the global survey with groups and individuals in their networks. All research with children and young people carries potential risks. As this research involved children and young people responding to questions on experiences of alternative care, there is a potential that questions could evoke unhappy emotions and/or reflections on negative experiences. The survey and focus group discussions used a strengths-based approach and depersonalized questions to seek to avoid questions that may act as triggers. In the case of negative feelings as a result of the research data collection tools and/or engagement in other aspects of research, the research team developed and implemented preventative and responsive support mechanisms. For example, all participating CSOs supporting the CAT and YAT participants were required to have details of a local support person the child or young person could turn to if there were child protection and wellbeing concerns. Additionally, the global survey included child protection helpline phone numbers and sources of support children and young people could refer to. As a whole, the research project adhered to the Open University’s Safeguarding Policy & Procedures,\textsuperscript{15} UN DGD Safeguarding Policy, and SOS Children’s Villages Child Safeguarding Policy\textsuperscript{16} as well as localized child protection procedures of the CSO partners and governments where young people reside. All research was conducted in accordance with the UNCRC and best practices in researching with children (see Ethical Research Involving Children\textsuperscript{17}). Data protection and information security: Raw data was stored on password-protected locked files of a core research team member’s computer. Data was anonymized immediately and shared amongst the core research team using a password-protected server and file. Raw data will be destroyed one year after the data collection. Anonymized data will be retained for up to ten years in secure files for potential use in subsequent research and publication. \begin{tabular}{\|l\|c\|} \hline Latin America and Caribbean & 548 \\ \hline Argentina & 22 \\ \hline Brazil & 4 \\ \hline Colombia & 8 \\ \hline Costa Rica & 79 \\ \hline Ecuador & 89 \\ \hline Guatemala & 21 \\ \hline Haiti & 24 \\ \hline Honduras & 71 \\ \hline Mexico & 3 \\ \hline Nicaragua & 9 \\ \hline Peru & 205 \\ \hline Puerto Rico & 1 \\ \hline Venezuela & 12 \\ \hline Africa & 138 \\ \hline Benin & 48 \\ \hline Cameroon & 20 \\ \hline Cote d’Ivoire & 8 \\ \hline Democratic Republic of the Congo & 12 \\ \hline Ghana & 1 \\ \hline Equatorial Guinea & 4 \\ \hline Kenya & 8 \\ \hline Mali & 9 \\ \hline Niger & 6 \\ \hline Senegal & 1 \\ \hline Sierra Leone & 1 \\ \hline South Africa & 19 \\ \hline Tanzania & 1 \\ \hline \end{tabular} \begin{tabular}{\|l\|c\|} \hline Oceania & 3 \\ \hline Australia & 1 \\ \hline New Zealand & 2 \\ \hline Europe & 116 \\ \hline Austria & 1 \\ \hline Belarus & 19 \\ \hline Bosnia & Herzegovina & 14 \\ \hline Bulgaria & 18 \\ \hline France & 6 \\ \hline Ireland & 1 \\ \hline Moldova & 11 \\ \hline Spain & 39 \\ \hline Sweden & 1 \\ \hline Ukraine & 2 \\ \hline United Kingdom & 4 \\ \hline North America & 10 \\ \hline Canada & 9 \\ \hline USA & 1 \\ \hline Asia & 373 \\ \hline Bangladesh & 192 \\ \hline Bhutan & 1 \\ \hline Cambodia & 1 \\ \hline India & 33 \\ \hline Nepal & 146 \\ \hline \end{tabular} \textsuperscript{12} Alderson, P. (1995). “Will you help us with our research?” Archives of Disease in Childhood, 72(6), 541–542. https://doi.org/10.1136/adc.72.6.541 \textsuperscript{13} Mayall, B. (2000). The sociology of childhood in relation to children’s rights. International Journal of Children’s Rights, 8, 243. \textsuperscript{14} Morris, J. & Richards, T. (1998). The ethics of social research with children. Children’s Issues, 1, Children & Society, 19(2), 90–105. \textsuperscript{15} https://elsa.open.ac.uk/documents/policies/tensuring-the-safety-of-children-and-vulnerable-protected-adults/files/105_safeguarding.pdf \textsuperscript{16} https://www.sos-childrensvillages.org/safeguard-children \textsuperscript{17} https://childethics.com/ Appendix C: CAT & YAT consent form FAQ DGD Global Consultation Research Advisory Team Children and Youth Consent Form Introduction We would like to share a project about research and consultation for the Day of General Discussion on Children in Alternative Care. Who are we? We are a team of researchers from IICRD—a child rights organisation. Our names are Vanessa Currie, Kate Butler, Katie Reid, and Laura Wright. We were invited by the DGD Global Coordination Group to work with you on research and consultation. Why are we doing this project? We are excited to work with you to develop a questionnaire and consultation tools to learn more from children and youth around the world on what they want to strengthen the experience and circumstances for children in alternative care. What we learn will be put into a report and shared during the United Nations Day of General Discussion. What does being in this project involve? - Learn about research with children and youth - Explore the key information we want to learn from children and youth - Co-create a research questionnaire and discussion group questions for the DGD global consultation with children and youth around the world - Spend time with the Research Advisors (and us, the researchers) and learn new creative activities and tools - Analyse data to find the key themes that emerge from the DGD global consultation - Share your views and ideas in discussion group sessions to further explore the themes - Receive a certificate for your participation in the Research Advisory Team How much time will it take? We invite you to join three one-hour meetings and complete tasks between the meetings from the end of February to July 2021. Are there good things and bad things about being part of the project? What we learn in this project from you and your peers will be used to support creating consultation tools and building recommendations to strengthen situations for children in alternative care. We hope the advisory meetings and activities will be fun and creative for you and your friends. If you do not enjoy being part of the advisory team, you can choose to leave at any time. It is your choice. If you participate we would like to thank you by giving you a certificate of participation from the Open University and the International Institute for Child Rights and Development. If I say yes to being in the project do I have to answer all the questions? If we ask you questions that you do not want to answer, please tell us you do not want to answer those questions or simply do not answer. If we ask you to do things you do not want to do, then tell us that you do not want to do them. You can say no and choose to not take part at any time. If you would like us to remove your previous answers, we can do this unless what you have told us is part of a joint answer given with other children and youth. Who will know I was a part of this advisory team? The things you say and any information we write about you will not have your name with it, so no one will know they are your answers or things that you did, though when you participate in group activities with other youth advisory members, these youth will know that you have participated. Any information we have from you will be kept in a password protected or locked space, only accessible to the researchers. Questions? You can ask questions at any time. You can ask now or you can ask later. You can talk to us or you can talk to someone else at any time during the project. You can reach us by email at firstname.lastname@example.org or email@example.com. We look forward to learning from and working with you! Best, Kate Butler, Vanessa Currie, Katie Reid, Laura Wright Please note: All Consent forms will be reviewed in partnership with the Local Organization partner and contextually modified based on culturally appropriate content, levels of literacy, and language (while adhering to ethical protocol). Additionally, child protection and psychosocial referral charts/details should be shared by the local organization with participants prior to the activities. All local organizations will have support systems in place to respond to any child safeguarding concerns that may arise. Appendix D: Child and youth consent form (original) Child and Youth Consent Form ☐ I understand what the child and youth research advisory team is about ☐ I know what my part will be in the child and youth research advisory team and I know how long it will take ☐ I have had the chance to ask questions about the being involved ☐ I know that I can say I do not want to take part at any time and stop taking part ☐ I agree to having the Zoom call (voice) recorded for confidential use by the researchers ☐ I agree to having the Zoom call (video) recorded for confidential use by the researchers ☐ I agree to being a part of this project If you want to be a part of this project, please print and sign your name below and ask your parent or guardian to print and sign their name below too. You can still be a part of this study if you do not want your photo taken, voice recorded, or video taken. Your name, printed: Your signature: Date: Name of the person responsible for your care (e.g. carer/guardian/parent): Phone number: Email: Signature of carer/guardian/parent: Date: 18. This was the original draft consent form used in the Ethics Review application at the Open University. It was not used in the end by all participants of the global survey. Appendix E: Original global surveys Questionnaire (version for 5–10 year olds) Welcome! Before we get started, we want to tell you a little bit about the questionnaire, and to make sure you are happy to take part. Questionnaires must be completed by 30 May 2021. For adults supporting children and young people to complete the questionnaire, please see the accompanying Facilitator’s Overview for more information. This questionnaire is to gather children and young people’s views and ideas on their rights, and their experiences of alternative care. It was created by researchers from International Institute of Child Rights and Development (IICRD) – a children’s rights organisation – along with children and young people. The findings will be written into a report, and shared with the United Nations Committee on the Rights of the Child for their Day of General Discussion, taking place in September 2021. You do not have to take part. No one will be angry or upset with you if you don’t want to take part. If you do take part and there is a question you do not want to answer, please simply do not answer. The questionnaire will take between 20 and 40 minutes to fill out. Information gathered in the questionnaire will be collected anonymously meaning no names or personal information will be included. Changemakers for Children, which hosts this survey and is operated by Family for Every Child [data controllers], uses Open Social software. Data will be stored on Amazon Web Services in the European Union. Data is encrypted in rest and with SSL [Secure Socket Layer]. Data is backed up on a different location, and encrypted. Open Social has (potential) access to data if issues occur, alongside representatives from Family for Every Child who manage the Changemakers platform. Data you provide will be shared with the IICRD for the purposes of writing the report that will be shared with the United Nations Convention on the Rights of the Child. If you have any questions about the questionnaire, please contact: firstname.lastname@example.org or email@example.com If you are worried or need support in any way, you can find a child helpline in your country here: childhelplineinternational.org/child-helplines/child-helpline-network/ Consent Statement Consent is when participants are given information about the research, and opportunities to ask questions. They are told that they can withdraw at any point in time. Please check the box if you agree with the following statement: ☐ I agree with taking part in this questionnaire and I understand what it is about and how it will be used. I know I do not have to take part in the questionnaire and I can stop at any time. ☐ I have asked my parent, legal guardian, or carer if they consent for me to take part in this questionnaire and they have agreed [Required for 5–18 year olds] Definitions Rights are things that every child, young person or adult should be able to have, enjoy, or do. Children (that’s anyone under 18) have additional rights as set out in the United Nations Convention on the Rights of the Child (CRC) to recognise the extra protection and empowerment they need to experience their rights equally. United Nations Convention on the Rights of the Child: Children’s human rights are enshrined in the United Nations Convention on the Rights of the Child. The United Nations CRC has been around for 30 years, and is the most signed international treaty in the world. The Convention has 64 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights. Every child has rights, whatever their ethnicity, gender, religion, language, abilities or any other status. Read about the United Nations Convention on the Rights of the Child here. The CRC has been around for 30 years, and is the most signed international treaty in the world. We will use the information you share with us in a report for the United Nations Committee on the Rights of the Child’s Day of General Discussion (DGD) on Children in Alternative Care. United Nations Committee on the Rights of the Child’s DGD on Children in Alternative Care: The United Nations CRC is a group of 18 experts that check if governments around the world are making sure children and young people experience their human rights. The United Nations Committee on the Rights of the Child holds Days of General Discussion to gain a deeper understanding of what the CRC means for children and their rights, focusing on specific articles or topics. In September 2021, the Committee DGD will hold the next DGD about ‘children in alternative care.’ Alternative care is when children and young people do not live with their parents and are in the care of relatives or other adults who are not their family members. Children, young people and experts from all over the world are invited to share their experience of alternative care or the child protection system with the Committee. This way we can improve governments’ support for every child and young person to have the loving care and protection that they need. You are welcome to share your ideas on what works well (or does not) to help children and young people have positive experiences of alternative care or live well with their parents so they do not need alternative care. 19. Please note: This research has been approved by the Open University Human Research Ethics Committee. Part 1: About You Please answer the following multiple choice questions to let us know a bit about you. Remember, your name and contact details will not be collected, so whatever you share is anonymous. 1. How old are you? Please choose one answer. - 5–10 - 11–14 - 15–17 - 18–25 2. What is your gender? Please choose one answer. - Boy - Girl - Prefer not to say - Prefer to use my own term (please write answer below) 3. Which country do you live in? 4. Which of the following care situations have you ever experienced? Please choose all that apply to you. - Living with a relative that is not your parent (for example, grandparents, aunts, siblings, someone from your community) - Foster care (temporary or permanent care in a home setting that is not the child’s family or relative) - Residential care (temporary or permanent living situation in a group or institutional setting) - Living in an independent home with regular supervision by an adult - Receiving support to live with your parents - Prefer to use my own words (please write your answer below) 5. Do you consider yourself to have a disability? If so, can you please let us know more about it? Please note that this question needs to be filled in by an adult supporter. - Blind person or person with low vision - Deaf person or hard of hearing person - Person with deafblindness - Person with intellectual disabilities - Person with psychosocial (mental health) disabilities - Person with physical disabilities - I do not feel like saying - Other (please write your answer below) Part 2: Children and Young People’s Experiences of Alternative Care in your Community Please answer the questions below based on your own experiences and/or your knowledge of the experiences of children and young people in care in your community. Your community might be your city, village, or town. Some of the questions include some supporting information, in side boxes. 6. What does it look like when children are well-looked after by adults in their lives? - Article 6 of the CRC: Every child has the right to be alive. Governments must make sure children survive and develop in the best possible way. 7. How do you think COVID-19 has affected children, young people and families and also those living in alternative care? 8. How can we help keep families together, so children and young people do not need to go into alternative care? - Alternative care is when children and young people do not live with their parents and are in the care of relatives or other adults who are not their family members. - Article 7 of the CRC: Children must be registered when they are born and given a name which is officially recognized by the government. Children must have a nationality (belonging to a country). Whenever possible, children should know their parents and be looked after by them. - Article 9 of the CRC: Children should not be separated from their parents unless they are not being properly looked after – for example, if a parent hurts or does not take care of a child. Children whose parents don’t live together should stay in contact with both parents unless this might harm the child. - Article 20 of the CRC: Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child’s religion, culture, language and other aspects of their life. 9. In your experience, what support should be given to children and young people and their families who may face greater challenges to live together? - Article 2 of the CRC: All children have all these rights, no matter who they are, where they live, what language they speak, what their religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or poor, and no matter who their parents or families are or what their parents or families believe or do. No child should be treated unfairly for any reason. - Some children may face greater challenges to stay with their families, for example, children with disabilities, migrant children, children experiencing war or natural disaster, as ethnic minorities or as Indigenous. 10. In your experience, what support should be given to these children and young people who may face greater challenges in alternative care? - Alternative care see Q8 - Article 2 of the CRC see Q9 - Some children may face greater challenges to enjoy their rights while in alternative care, for example, children with disabilities, migrant children, children experiencing war or natural disaster, children who identify as LGBTQ2S+, as ethnic minorities or as Indigenous. 11. What does good alternative care look like? What can adults do to make sure children are cared for well in alternative care? - Alternative care see Q8 12. What can adults do to make sure children and young people are safe from harm in alternative care? - Alternative care see Q8 - Article 19 of the CRC: Governments must protect children from violence, abuse and being neglected by anyone who looks after them. 13. What would you tell adults helping children and young people in alternative care about what children and young people need? - Alternative care see Q8 - Article 12 of the CRC: Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously. 14. How can adults help children and young people to know or find out about where they came from, their culture, language, or other parts of their identity, especially if they live in alternative care? - Alternative care see Q8 - Article 8 of the CRC: Children have the right to their own identity – an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back. 15. What can adults do to help children and young people when changing care placement? 16. What can adults do to help children and young people when leaving alternative care? - Leaving alternative care: Children and young people leave alternative care at different ages, and for different reasons. Some go back to their families, others go on to supervised independent living arrangements, and others no longer can count on support from the government when they reach a certain age. Thank you for participating in this questionnaire. If you have more that you would like to share with the DGD on Children in Alternative Care, please check out the following information from the United Nations Committee on the Rights of the Child: Children and adults are encouraged to send written submissions to the Committee at firstname.lastname@example.org. The submissions will be posted on the 2021 DGD webpage. Children can also send other forms of submissions, such as video and audio recordings. Written contributions can be submitted in English, French and Spanish, the three working languages of the Committee, in electronic format exclusively. The word limit is 2,500 words. Kindly note that the deadline for all submissions is 14 June 2021. Please note, this downloadable, printable version of the questionnaire has been created to help children and young people prepare their responses offline. Once you have prepared your answers, they should not be sent via email but should be entered into the questionnaire at this link: https://changemakersforchildren.community/form/dgd-on-alternative-care-francais Any hard copies should then be destroyed, in line with the Facilitator’s Guide (https://changemakersforchildren.community/basic-page/consultation-internationale-guide-du-facilitateur). If you have any difficulties completing the online form, particularly if these are linked to accessibility, please contact email@example.com or firstname.lastname@example.org Day of General Discussion on Children’s Rights and Alternative Care Questionnaire version for 11–25 year olds Welcome! Before we get started, we want to tell you a little bit about the questionnaire, and to make sure you are happy to take part. Questionnaires must be completed by 30 May 2021. For adults supporting children and young people to complete the questionnaire, please see the accompanying Facilitator’s Overview for more information. This questionnaire is to gather children and young people’s views and ideas on their rights, and their experiences of alternative care. It was created by researchers from International Institute of Child Rights and Development (IICRD) – a children’s rights organisation – along with children and young people. The findings will be written into a report, and shared with the United Nations Committee on the Rights of the Child for their Day of General Discussion, taking place in September 2021. You do not have to take part. No one will be angry or upset with you if you don’t want to take part. If you do take part and there is a question you do not want to answer, please simply do not answer. The questionnaire will take between 20 and 40 minutes to fill out. Information gathered in the questionnaire will be collected anonymously meaning no names or personal information will be included. Changemakers for Children, which hosts this survey and is operated by Family for Every Child [data controllers], uses Open Social software. Data will be stored on Amazon Web Services in the European Union. Data is encrypted in rest and with SSL [Secure Socket Layer]. Data is backed up on a different location, and encrypted. Open Social has [potential] access to data issues occur, alongside representatives from Family for Every Child who manage the Changemakers platform. Data you provide will be shared with the IICRD for the purposes of writing the report that will be shared with the United Nations Convention on the Rights of the Child. If you have any questions about the questionnaire, please contact: email@example.com or firstname.lastname@example.org If you are worried or need support in any way, you can find a child helpline in your country here: childhelplineinternational.org/child-helplines/child-helpline-network/ Consent Statement Consent is when participants are given information about the research, and opportunities to ask questions. They are told that they can withdraw at any point in time. Please check the box if you agree with the following statement: ☐ I agree with taking part in this questionnaire and I understand what it is about and how it will be used. I know I do not have to take part in the questionnaire and I can stop at any time. ☐ I have asked my parent, legal guardian, or carer if they consent for me to take part in this questionnaire and they have agreed [Required for 5–18 year olds] 20. Please note: This research has been approved by the Open University Human Research Ethics Committee. Definitions Rights are things that every child, young person or adult should be able to have, enjoy, or do. Children (that’s anyone under 18) have additional rights as set out in the United Nations Convention on the Rights of the Child (CRC) to recognise the extra protection and empowerment they need to experience their rights equally. United Nations Convention on the Rights of the Child: Children’s human rights are enshrined in the United Nations Convention on the Rights of the Child. The United Nations CRC has been around for 30 years, and is the most signed international treaty in the world. This Convention has 54 articles that cover all aspects of a child’s life and set out the civil, political, economic, social and cultural rights that all children everywhere are entitled to. It also explains how adults and governments must work together to make sure all children can enjoy all their rights. Every child has rights, whatever their ethnicity, gender, religion, language, abilities or any other status. Read about the United Nations Convention on the Rights of the Child here. The CRC has been around for 30 years, and is the most signed international treaty in the world. We will use the information you share with us in a report for the United Nations Committee on the Rights of the Child’s Day of General Discussion (DGD) on Children in Alternative Care. United Nations Committee on the Rights of the Child’s DGD on Children in Alternative Care: The United Nations CRC is a group of 18 experts that check if governments around the world are making sure children and young people experience their human rights. The United Nations Committee on the Rights of the Child holds Days of General Discussion to gain a deeper understanding of what the CRC means for children and their rights, focusing on specific articles or topics. In September 2021, the Committee DGD will hold the next DGD about ‘children in alternative care.’ Alternative care is when children and young people do not live with their parents and are in the care of relatives or other adults who are not their family members. Children, young people and experts from all over the world are invited to share their experience of alternative care or the child protection system with the Committee. This way we can improve governments’ support for every child and young person to have the loving care and protection that they need. You are welcome to share your ideas on what works well (or does not) to help children and young people have positive experiences of alternative care or live well with their parents so they do not need alternative care. Part 1: About You Please answer the following multiple choice questions to let us know a bit about you. Remember, your name and contact details will not be collected, so whatever you share is anonymous. 1. How old are you? Please choose one answer. - 5–10 - 11–14 - 15–17 - 18–25 2. What is your gender? Please choose one answer. - Boy - Girl - Prefer not to say - Prefer to use my own term (please write answer below) 3. Which country do you live in? 4. Which of the following care situations have you ever experienced? Please choose all that apply to you. - Living with a relative that is not your parent (for example, grandparents, aunts, siblings, someone from your community) - Foster care (temporary or permanent care in a home setting that is not the child’s family or relative) - Residential care (temporary or permanent living situation in a group or institutional setting) - Living in an independent home with regular supervision by an adult - Receiving support to live with your parents - Prefer to use my own words (please write your answer below) 5. Do you consider yourself to have a disability? If so, can you please let us know more about it? Please note that this question needs to be filled in by an adult supporter. - Blind person or person with low vision - Deaf person or hard of hearing person - Person with deafblindness - Person with intellectual disabilities Person with psychosocial (mental health) disabilities Person with physical disabilities I do not feel like saying Other (please write your answer below) 8. What kind of support needs to be provided to keep families together, so all children can grow up in their families and do not need to go into alternative care? - Alternative care is when children and young people do not live with their parents and are in the care of relatives or other adults who are not their family members. - Article 7 of the CRC: Children must be registered when they are born and given a name which is officially recognized by the government. Children must have a nationality (belonging to a country). Whenever possible, children should know their parents and be looked after by them. - Article 9 of the CRC: Children should not be separated from their parents unless they are not being properly looked after – for example, if a parent hurts or does not take care of a child. Children whose parents don’t live together should stay in contact with both parents unless this might harm the child. - Article 20 of the CRC: Every child who cannot be looked after by their own family has the right to be looked after properly by people who respect the child’s religion, culture, language and other aspects of their life. 9. Do you have knowledge or experience of any of these or other situations that can make it harder for children and their families to stay together? If you do, in your experience, what services and support should be given to them so that they can stay together? - Article 2 of the CRC: All children have all these rights, no matter who they are, where they live, what language they speak, what their religion is, what they think, what they look like, if they are a boy or girl, if they have a disability, if they are rich or poor, and no matter who their parents or families are or what their parents or families believe or do. No child should be treated unfairly for any reason. Some children may face greater challenges to stay with their families, for example, children with disabilities, migrant children, children experiencing war or natural disaster, as ethnic minorities or as Indigenous. Part 2: Children and Young People’s Experiences of Alternative Care in your Community Please answer the questions below based on your own experiences and/or your knowledge of the experiences of children and young people in care in your community. Your community might be your city, village, or town. Some of the questions include some supporting information, in side boxes. 6. All children have the right to grow up and develop in the best way possible. How can children be cared for well by adults? - Article 6 of the CRC: Every child has the right to be alive. Governments must make sure children survive and develop in the best possible way. 7. The global COVID-19 pandemic has had an impact on children and young people and families around the world. How do you think that COVID-19 has impacted families, and how has it affected children and young people in alternative care? 10. Do you have knowledge or experience of situations like this? If you do, what services and support should be given to children and young people so that they can enjoy equal rights while in alternative care? - Alternative care see Q8 - Article 2 of the CRC see Q9 - Some children may face greater challenges to enjoy their rights while in alternative care, for example, children with disabilities, migrant children, children experiencing war or natural disaster, children who identify as LGBTQ2S+, as ethnic minorities or as Indigenous. 11. What does good alternative care look like? What can adults do to make sure children are cared for well in alternative care? - Alternative care see Q8 12. Children and young people should feel safe when they are in alternative care. What can adults do to make sure children and young people are safe from harm in alternative care? - Alternative care see Q8 - Article 19 of the CRC: Governments must protect children from violence, abuse and being neglected by anyone who looks after them. 13. Children and young people in alternative care should be supported by adults who listen to them, take them seriously in decisions about their alternative care placement and on all matters about their day-to-day life. If you could give adults who are supporting children and young people in alternative care any advice, what would you like to tell them? - Alternative care see Q8 - Article 12 of the CRC: Children have the right to give their opinions freely on issues that affect them. Adults should listen and take children seriously. 14. How can adults help children and young people to know or find out about where they came from, their culture, language, or other parts of their identity, especially if they live in alternative care? - Alternative care see Q8 - Article 8 of the CRC: Children have the right to their own identity – an official record of who they are which includes their name, nationality and family relations. No one should take this away from them, but if this happens, governments must help children to quickly get their identity back. 15. Children and young people often need to change their alternative care placement. What kind of support do children and young people need when they are changing care placements? 16. Eventually children and young people grow up and leave alternative care. What kind of support do children and young people need when they are leaving alternative care? Please type your answer here. Leaving alternative care: Children and young people leave alternative care at different ages, and for different reasons. Some go back to their families, others go on to supervised independent living arrangements, and others no longer can count on support from the government when they reach a certain age. Thank you for participating in this questionnaire. If you have more that you would like to share with the DDG on Children in Alternative Care, please check out the following information from the United Nations Committee on the Rights of the Child: Children and adults are encouraged to send written submissions to the Committee at email@example.com. The submissions will be posted on the 2021 DDG webpage. Children can also send other forms of submissions, such as video and audio recordings. Written contributions can be submitted in English, French and Spanish, the three working languages of the Committee, in electronic format exclusively. The word limit is 2,500 words. 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Contents Chair’s Message/AGM Report .......................................................... 3 Working in the Algoma Woods at the Turn of the Twentieth Century ................. 4 Byng Inlet’s Log Boom Raft Rings: Recording History ............................. 8 Returning the Canadian Sweet Chestnut to the Forests of Ontario .................. 14 Red Squirrels Know ........................................................................... 16 Frontier College in the Logging Camps of Ontario 1900–1970 ....................... 17 Ontario Tree Seed Plant Update ................................................................ 24 Chapter 1 – History – From Private Land Forests, A Public Resource, Ontario Ministry of Natural Resources, 1982 ...................................................... 26 Publications Related to Ontario Private Land Forests ................................. 36 Book Review: Into the Woods: My Life in Forestry .................................... 42 Book Review: Addendum to Pinus Strobus .................................................. 43 Sylva Recap .......................................................................................... 44 Renewing Nature’s Wealth ........................................................................ 46 (top) Attendees at the first Forest History Society of Ontario Annual General Meeting in 2010. (bottom) Attendees at the most recent AGM, February 13, 2020. Board of Directors Chair Rob Galloway, R.P.F. Vice-Chair Dave Lemkay Past Chair Mark Kuhlberg, PhD Secretary-Treasurer Ruth Hall, Forests Ontario Members Ken Armon, O.C., R.P.F. (Ret.) Fraser Dunn Tom Griffiths, R.P.F. Malcolm Squires Dolf Wynia Journal Editor Caroline Mach, R.P.F. Webmaster Sherry Hambly Contact Information Forest History Society of Ontario 144 Front Street West, Suite 700 Toronto, ON M5J 2L7 416-493-4565 or 800-387-0790 Fax: 416-493-4608 Web Site: www.ontarioforesthistory.ca Facebook Site: www.facebook.com/forest.history.society.of.ontario General Email Address: firstname.lastname@example.org Journal Editor Caroline Mach, R.P.F.; email@example.com Webmaster Sherry Hambly; firstname.lastname@example.org Request for Content Do you have an interesting story to tell about some aspect of forest history in Ontario? Or are you prepared to write an article for the newsletter on some aspect of forest history? Do you know of interesting photographs, documents, web sites or other items that would be suitable for inclusion in the newsletter? If so, please contact the editor to discuss the possibility of publishing your information in the newsletter. Please provide your comments to the editor on items or themes you would like to see in the newsletter. Copyright and Use Permissions It is the author’s responsibility to ensure that copyright ownership is acknowledged and appropriate use permissions have been obtained and are acknowledged for all materials published in this document. Reprint Permission Requests to use material published in Forestory should be directed to the Editor at email@example.com. Well, we have had a very different spring since our Annual General Meeting. We had heard about it being declared a world Disease of Concern and renamed Covid 19 on February 11. Then, on March 11, 2020, it was declared a pandemic. Back from Florida on March 17 and 14 days in isolation. A different view of the world and I wish I could be in the forest. As we are still staying home (not working perhaps) part of our forest industry is making masks and paper for masks in an all-out race to help the battle against Covid 19 for all of our people and our future. A very different time and a very philosophical time to think. The tour organized by Terry Schwan and team was a great success; the 80th Anniversary Forestry Tour of Northumberland and Durham Counties: The Rewards of Planting Trees. The team has a proposal to try and do an annual tour of a historical area and your Board agreed to work towards that goal. One key discussion that we had at the AGM was how we grow forward. Some key points and possibilities were brought up that I wish to highlight: - Potentially attend the Ontario Woodlot Association AGM to spread awareness - Find a volunteer in the south to help us build. Any volunteers?? By: Rob Galloway, R.P.F. (Ret.) Forest History Society of Ontario Annual General Meeting Nottawasaga Inn, Alliston Thursday, February 13th, 2020 We had a good AGM in February attended by about 40 people. Some interesting topics were discussed. - Reaffirmed the following Directors: Rob Galloway, Chairman; Dave Lemkay, Vice-Chair; Malcolm Squires, Director; Dolf Wynia, Director; Fraser Dunn, Director; Mark Khulberg, Past Chair - Election of new Directors: Paul Kallioinen, James Farrell, Faye Johnson - Election of Ruth Hall, Secretary/Treasurer - Potentially attend Woodlot Association’s annual meeting to spread awareness of FHSO. - Find a volunteer in the south to help build awareness/membership. - Have a booth and representatives at CIF conferences. The CIF topic was well received. Good feedback. Looking to do the same in the Sault. Make this an ongoing thing to raise awareness. Agreed by all if CIF is in Ontario. - Form a focus task team to actively pursue some ways and means to build membership/awareness. - Fraser asked for feedback from Members and the Board on how we can grow forward. All ideas appreciated. So now you have an idea of what we feel. Feel free to join us next year and ask your friends and acquaintances to join FHSO. We are trying to grow like those forests we love. Family history is a peculiar blend of fact and opinion. It’s not that the family historian is any less rigorous in the pursuit of truth than colleagues in other branches of historical research. Nor could one say that an interest in motive, or the desire to explain behaviour in terms of inherited characteristics, is unique to genealogy. But the family historian does have an additional burden to bear, and that lies in the desire to find plausible explanations for the actions of otherwise insignificant individuals. This is the story of my grandfather, Sidney Lee GREGORY, focussing on the time he spent in Canada – a fifteen-year spell between 1888 and 1903. Sidney was born in England in 1875, the penultimate child of a clutch of ten, and a member of a Romany gypsy community who haunted an annual circuit which took in parts of the Thames south of London during the summer months, and which overwintered in the village of Eversley in Hampshire. They lived in a bender tent, a collapsible dome-shaped structure covered by a tarpaulin and with a frame of flexible withies of hazel or willow. Apart from overwintering they wouldn’t stay anywhere longer than a few days. They supported themselves by selling the products of their country crafts – as willow weavers, bee-hive makers, or broom squires; by offering themselves for casual agricultural work; and by a spot of honest pilfering. It is worthwhile noting that Eversley, their overwintering site, had a very famous vicar – none less than Charles Kingsley, the prominent Victorian social reformer and prolific author. His book The Water Babies was an attack on the use of child labour endemic to the period, and Westward Ho! devoted two chapters to the joys of smoking tobacco. This latter is something he would have shared with his beloved gypsies, who camped within a few hundred yards of the parish church. Kingsley, himself, baptized my grandfather’s brother, Solomon, and the tribe became known as Kingsley’s gypsies¹. Sidney’s father died, and his mother found that the effort of supporting the family was overwhelming her. The boy voluntarily attended the Sunday School in Eversley and, there, came to the attention of Miss Isabella Chester, a retired colonial from the British Raj in India, part of the burgeoning Empire. She clearly recognized some potential in Sidney and recommended him to Thomas Barnardo, offering £16 a year for his upkeep. This was a large monetary sum in 1888 and would be equivalent to in excess of $2,000 today. Barnardo ran a Christian organisation which picked up waifs and strays, ostensibly --- ¹ Kingsley’s gypsies: A reference to the fact that the gypsies camped near the church where Kingsley was the vicar. orphans, from city streets and offered them accommodation, food, basic education and training for employment. He wasn’t normally interested in gypsies, but Miss Chester’s money probably brought him round to the idea. The fittest and healthiest of Barnardo’s children were added to the headlong rush in the 1880s to the emerging parts of the Empire where it was felt they would have a better life chance, rather than remaining as gutter snipes in Britain$^2$. Over a 40-year period, Barnardo delivered 100,000 adolescents, children and babies to their promised lands. Sidney was 12 years old. Sidney had never seen the sea, nor travelled in a train. Both deficiencies were rectified in May 1888 as he made his way to the port of Liverpool in the north of England. He was in a party of 160 boys sent to rendezvous with a steamer of the Allen line, the SS Sarmatian, which was sailing to Quebec. By some chance this particular ship, one of so many crossing to Canada, had been chosen to carry a very important passenger. The newly-appointed viceroy of Canada, Lord Stanley of Preston, was making the same journey and this excited a great deal of press interest, which was to provide eye-witness accounts of Sidney’s voyage$^3$. Canadian readers will know that Lord Stanley went on to develop a great interest in ice hockey and inaugurated the famous Stanley Cup competition which is fiercely contested to this day. Thomas Barnardo was a meticulous documenter. In spite of the vast numbers of children with whom he dealt, his organisation wrote a social history of the extended family, took photographs, and arranged for the child to be visited at least annually. Sidney Gregory, of course, was nobody. In the ordinary course of events all that would be known about him would be confined to records of birth, marriage and death. But Barnardo’s accounts offer regular glimpses into the boy’s whereabouts, his demeanour and his well-being. And Sidney’s penchant for being near important people, and in important places, albeit as a nobody, opens yet more windows on what was happening to him. On arrival in Quebec, Sidney and his party travelled by train to Toronto where Barnardo had a reception house for boys. It was from here that the Home Children were assigned to whomever had put in a bid for them. In Sidney’s case he very quickly found himself working on the farm of James Elliott in Midland, Ontario, on the southern shore of Georgian Bay. In their regular reports Barnardo’s noted that the boy had a wandering habit and that it was difficult to keep tabs on him. Very quickly Sidney had moved on to the farm of James’ brother, George Elliott, and then through two more farmers before appearing at Henry Copeland’s sawmill in Wyebridge in 1891. The boy had now become a young man of 16 years, and the next we hear of him is that he had relocated to the northern shore of Georgian Bay and was working in the woods alongside the Spanish River. Here the forest was dense and the terrain rough, so Barnardo’s agents found it difficult, in extremis, to locate him. They did their best, but accounts during this period tended to be third-hand descriptions. It seems that what happens in the woods, stays in the woods. The next verifiable event in Sidney’s life was when he appeared in San Francisco in 1904, where he had joined the US Navy and was working as a boilermaker in the shipyards of the Union Iron Works. But this leaves a decade unaccounted for. Life in the lumber shanties was tough$^4$, with men living communally in rough accommodation during the harsh Canadian winter. But not much tougher than life as a gypsy, and Sidney would probably have thrived in these conditions, having lived in this way for most of his life. Nevertheless, the dangers from falling trees, and from logs freed from jams in raging rivers are well-documented. Barnardo’s accounts offer only a few clues to this period in Sidney’s life… (Continued on page 6) 29/12/1894 Mr Griffiths reports that lad went to Spanish River to work in the lumber shanties in the winter of 1892 – was reported killed by a tree that winter but this was afterwards contradicted, as he was seen by a neighbour from Victoria Harbor, who had worked in the woods. The lad worked for William Taylor, Wyebridge, 3 months before he went to the forest. 27/11/1895 Letter received today from Gregory for George McGreay, Toronto (addressed to his loving brother) in which the writer states he is now working in the woods at Dunn’s Camp, Spanish Station, Algoma – he will work in the sawmill next Spring. The key to all of this lies in that postal forwarding address. Concerted attempts to establish the location of Dunn’s Camp have, unfortunately, proved to be fruitless. There was a shingle mill in Algoma owned by a man called Dunn, and there is a town between Sudbury and Sault Ste Marie called Dunns Valley. Occam’s Razor would urge the adoption of a simple explanation of this type but, being a family historian and eager to square the circle, the author is rather more attracted to a theory which attempts to explain all that is known of Sidney. At the turn of the twentieth century, the industrial face of Sault Ste Marie, the city where Lakes Superior and Huron are linked, was moulded largely by the efforts of one man, Francis H. Clergue. He helped to establish a hydro-electric dam in the city, built wood pulping mills for paper manufacture, and created the steel works on which The Soo still depends. Clergue quickly realised that he needed to build infrastructure throughout the Algoma region to support his transport requirements for iron ore, wood and chemicals. To that end he began to finance the building of two railroads. The Algoma Central Railway connected Sault Ste Marie with Hearst and was designed to carry iron ore and wood from very remote areas (and still carries the famous Agawa Canyon tour train), whilst the Algoma Eastern Railway connected Sudbury with Little Current on Manitoulin Island. There exists a wonderful description of working life in a railway construction camp which can be found very easily by searching www.archive.org. It relates to Dan Dunn’s camp which was engaged in building the Canadian Pacific Railway in the Kootenay district of British Columbia during the early 1890s, but the sketch has a breath-taking clarity with regard to camp life and the nature of this work. Railway construction required lumberjacks to clear a route through the forest, and the resulting timber was employed as railroad ties (known as sleepers in Britain). The rails themselves would be manufactured at Clergue’s own steel works. In 1903, at the height of his powers, Clergue’s ambition suddenly outstripped his financial resources and he was bankrupted. Unable to pay his many workers, a mob descended on Sault Ste Marie in protest. Its dispersal required that troops be drafted in from Toronto. If Sidney had been involved in this turn of events then he may well have returned to Midland in order to work in the shipyard there before moving on to San Francisco to find employment. Given the paucity of direct evidence available for Sidney Gregory’s time in the woods, the notion of working in railway-building is made plausible in that it would have provided not only the training for the skills he would later need in San Francisco, but also a reason for having to go there. At the very least, this story offers a clear indication of the dangers faced by all timber workers, and how closely tied their livelihoods were to the fortunes of the men who called the shots in the woods. of Algoma. Ultimately, it was the First World War which called Sidney back to Britain in 1917 and provided him with the means to do so. He married and had a family. Even so, he made several attempts to get Barnardo’s or the army to return him to Canada where he felt his prospects would be better. They all failed. As time passed, Sidney reverted to form and became a gypsy once more, travelling the routes of his childhood until his death in 1952. A sad ending to a life which had been enriched by his experiences in Canada and the USA. Many of the Home Children experienced abuse and deprivation. Many were reviled in society, and carried the shame into old age$^1$. But, for Sidney, these were probably the best years of his life. --- $^1$ Journal of the Gypsy Lore Society 3$^{rd}$ Series Volume 22 Page 119 VI – Kingsley’s gypsies by E O Winstedt $^2$ https://www.barnardos.org.uk/who-we-are/our-history $^3$ The Preston Herald Saturday 02 June 1888 $^4$ The Lumberjacks by Donald MacKay (2007) Natural Heritage Books, Dundurn Group, Toronto $^5$ http://www.biographi.ca/en/bio/clergue_francis_hector_16E.html $^6$ Chapter IX “Dan Dunn’s Outfit” On Canada’s frontier; sketches of history, sport, and adventure and of the Indians, missionaries, fur-traders, and newer settlers of western Canada by Julian Ralph (1892) $^7$ https://www.britishhomechildren.com/canadian-bhc When history disappears, a piece of our memory disappears. We were drawn to the lumbering history of Ontario’s Georgian Bay while boating through her eastern and north shores. Remnants in the form of surviving pilings, crib works, raft rings and tug boilers teased us as to what once was there, and our imaginations wondered about the industry and people who populated each area. Shoreline bookstores provided local history books written by people who cared about their past and at every dock that we spent the night, people shared stories of their gunkholing findings. Our undersized light boat was replaced with a cottage on Byng Inlet’s north channel and presented an opportunity to explore both its lumbering history and its shorelines. Lumbering and sawmills as an industry dated from 1868 through 1927. Out from the cottage is a rock shoal that we swim to with a lumber era eyebolt and ring, both being 1 ½ inch diameter in thickness. As we kayaked, we saw more eye bolts and rings, including some where people had used an acetylene torch to cut and remove the ring. A 1922 aerial photograph of Byng Inlet’s sawmills showed large rafts connected to shore, each containing hundreds of logs. We kayaked around the areas shown in the photograph and were surprised that in one long stretch, no raft rings could be seen. A cold chill went down my spine as I contemplated a future where many of these rings would be removed by treasure seekers. It was time to get a snapshot of the past by documenting these raft rings, which were 100-150 years old in a country just 152 years old. (Continued on page 9) Over the course of several years, area resident Richard deJong and I hunted down the raft rings, initially within Byng Inlet itself, and more recently the outer areas between the south channel entrance and the Gereaux Island lighthouse. In total, we documented 56 raft rings and their eye bolts or anchor posts. Each ring and anchor was weighed, dimensions recorded, photographed and GPS coordinates noted. Our measurements were imperial measure reflecting the system of the day. Equipment wasn’t scientific but rudimentary; a fish scale, a tape measure, Garmin 76 GPS. The full recordings were released to the West Parry Sound District Museum in December 2019. The search and recording were challenging at times. The complete shoreline and shoals were solid rock and our boat was aluminum, so wind, waves and boat wakes were major obstacles. The high water of 2019 put many raft rings at, or under, water, but fortunately most had been captured by us in earlier years. Temperature was also a factor and most of the search was conducted in August and early September when the water was warm. Being retired in Collingwood has many advantages, one being getting to know local blacksmith Terry Sheridan, introduced to me by his cousin. I’ve spent a number of hours with Terry learning about what the lumber era blacksmiths did to produce the rings, eye bolts and anchor posts. Terry even made samples for me as I stood beside his forge. I had Terry review the photos of all 56 findings with a request to critique the blacksmiths’ work. The two styles of wrought iron used by the blacksmiths were stock rods called merchant bars and flat iron. Stock rods were standard imperial sizes which we found to be mostly 1 ½ inch to 1 ½ inch diameter for the rings and up to 2 inches for the anchors. The flat iron was mostly 2-4 inches wide by ½ inch in thickness and commonly matched with 1 ½ inch to 2 inch diameter merchant bars as anchor posts. This broken raft anchor excited Terry the most because the grain in the break is clearly visible, grain being a characteristic of wrought iron. The grain contains silica, a component that helps retard the raft anchor from rusting. Silica is a by-product in producing wrought iron. This particular raft anchor is around 120 years old. By contrast, this broken raft eye bolt more likely broke because of the freeze/thaw cycle which is active within the grain of the wrought iron. Being on the water’s edge made this raft ring susceptible to our Canadian winters. This raft anchor is a repurposed factory-made axle. The hole on top meant it was formed on a lathe. Back in the sawmill era, recycling was a necessity as just-in-time deliveries were in the weeks and months before the railway came to the community in 1908. The collar around the post was flat iron, and most of those identified had a width of 2 inches, the same width as would be applied around a wooden wagon wheel. This ring was removed by acetylene torch. This is wire rope used for winching or for chairlifts. If the ‘rope’ was being used to hoist objects, the wire strands of the smaller rope would be perpendicular to give strength and flexibility. Scraps of wire rope were found attached to some of the raft rings but in the outer islands Richard and I found a large quantity looped up and abandoned, probably by a Graves, Bigwood & Co. tug a hundred years ago. The wire rope would have been connected to a boom made of connected logs encircling floating logs. The 56 lumber raft rings could be grouped into two specific designs with a few exceptions. This photograph is an example of one of those exceptions. The blacksmith’s technique was to make a guide hole of about a pencil lead in diameter in a heated piece of wrought iron. He would then hammer and heat and hammer out the shape. Terry’s rhyme to me was mass in equals mass out, in other words, the mass of iron you start with is the mass you end with, but obviously in a different shape. The raft ring above reflected a style used in a ship’s rigging and the mode of transport of lumber leaving the Inlet was typically schooner, even into the 1920s. Terry introduced me to new terms such as scarf weld and forge weld which are blacksmith techniques to join two ends, the former, obvious in ring making by either a telltale thick spot or an overlap mark and the latter, giving a stem to an eye bolt. Additionally, he noted, upset was the technique of working the anchor post top into a cap to prevent the collar holding the ring from being slid off as seen in the first two photographs. In the ring at left, at three o’clock is a mark across the ring. This is the end of a scarf weld which is the hammering of two ends of the ring that were first hammered into two 45-degree angled ends and then matched, heated, and hammered into a continuous ring. This last photograph is an example of a forge weld whereby the two ends of a merchant bar have been bent under heat and hammer to form an eyelet; this one being called a deep forge weld because the joint is so deep into the hole. Parry Sound’s John Macfie told me some years ago about how the holes were drilled. It was a two-man job, one with a sledgehammer, the other held a rock drill bit. As John said, these two men had better like each other as every hole was hand drilled by brute strength and a good eye. John was unable to estimate just how long drilling a six or eight-inch-deep hole took. One man would hold the drill bit and the other, called a jack, would hammer, which would lead to the modern term, jack hammer. While Richard and I collected the obvious, Terry opened my eyes to the blacksmithing techniques to the degree that I now look deeper and longer at each of the 56 photos, often seeing something more complex each time I look. When you go out along the Georgian Bay shore in your area, take a look, pause, and study Canadian history that is up to 150 years old. Better still, photograph and GPS it. You are recording history. We want to hear from you! If you have articles, photographs or images, interesting facts, web links, personal reflections or events that would be suitable for this newsletter, please contact Caroline Mach, R.P.F. at firstname.lastname@example.org. Deadlines are April 1 and October 1. Returning the Canadian Sweet Chestnut to the Forests of Ontario By: Dolf Wynia (5T7) In 1924, Professor Sherwood Fox of Western University, who was well known force in Conservation in Ontario, noted that he knew of only one seed-bearing sweet chestnut tree that was left in Southern Ontario after the devastation by the chestnut blight (Cryphonectria parasitica). A few scattered individual trees were fortunately left in the 1980s and several even got to seed-bearing age. Separation was usually their best protection. Some also survived as recurring sucker sprouts for many years. In 1998, Dr. Colin McKeen, a retired federal government plant pathologist who grew up near Strathroy, where he had many memories of chestnuts, decided he wanted to do something about the terrible void in our Southern Ontario forests, not only because of the value of the species for lumber and nuts, but particularly for its ecological role in our forests. After considerable travel and discussions Dr. McKeen started the Canadian Chestnut Council (CCC). Amongst the charter directors were Dr. McKeen, Dr. John Ambrose, Doug Campbell, John Gartshore and Dr. Ernie Kerr. One of the longest serving directors was a Norfolk County farmer, Mike Nemeroski, who always came up with solutions when there were practical challenges. Many conservationists have since taken a tour of duty on the council and the activities have grown exponentially. In the United States, the American Chestnut Foundation is fulfilling a parallel role and has initiated research and trials on a large scale. Plant pathology staff at Guelph University, led by Dr. Greg Boland, a plant pathology professor, have played a critical role in the development of the program in Ontario, which has been supported largely by Trillium grants and private contributions of money and testing sites and recently some funding from the Ontario Endangered Species Act. The Toronto Dominion Bank Friends of the Environment, and the Tim Horton Children’s Foundation. The primary objective in Ontario is developing blight resistant trees and maintaining the natural diversity of the species across its natural range. Early research focussed on “hypovirulence” which involved infecting blight infections with a soil borne virus that would neutralize the tree infection. This worked in some cases on some trees, but it appeared that several viruses were needed as some blight infections were resistant to some of the viruses. Several trees did outgrow their infections at least temporarily, but results were not consistent. Hypovirulence has been used somewhat successfully in Europe to control the blight in commercial chestnut groves. Results from genetic research in the US suggest that several genes are responsible for resistance/susceptibility, thus making the inserting of a single gene unlikely to be successful for more than one generation. A few years ago, the transplantation of a wheat gene into a chestnut proved to result in resistance in one clone of the species but this direction of study is still confined to the laboratory at the State University of New York’s College of Environmental Science and Forestry in Syracuse, N.Y. Early breeding work in Ontario was headed up by Dr. Adam Dale, an experienced plant breeder at the Simcoe Research Station of the University of Guelph. Starting in about 2001, a total of 20 widely distributed and previously scouted and examined flower-producing Ontario trees were pollinated with pollen of partially resistant trees in the collection of Dr. Sandra Anagnostakis, who was doing parallel research in Connecticut. This was repeated in 2002. Scions of the “mother trees” were also grafted on nursery grown seedlings to preserve the genetics for future reference and possibly further propagation. This also made having to climb up into the crown of the mother reference trees unnecessary. By 2007 the 767 seedlings that had grown from the initial breeding were large enough to start testing for resistance. There were also 643 trees which were entirely Canadian crossings. The out-plantings are at the Onondaga Farms property of the Tim Horton Foundation near St. George and Riverbend Farms near Calton. The second stage of the project, started in 2007, and completed in 2013, was to infect these saplings with the blight and study their resistance. This involved infecting a branch of each tree for two consecutive years with two isolates of the fungus and studying the progression of the infection. The fungus isolates with different virulence were isolated by Dr. Greg Boland from Ontario trees. From this study, trees with smaller blight lesions for two consecutive years were selected for further breeding in the second generation. The second breeding generation, started in 2010, were intercrosses among genotypes from the first generation. From this generation, members and volunteers of the Canadian Chestnut Council planted out over 17,000 chestnut trees at three research plot locations. The trunk inoculations of this generation, with the same blight isolates started in 2016. In the summer of 2019, five trees that showed promise were selected and the first crosses of the third generation were made. It turned out that the selected all-Canadian trees seemed to be resistant at the same level as the American hybrids. This led to the development of a pure Ontario native sweet chestnut breeding line within the CCC breeding program. Since 2009, 11 trees have been producing flowers that have again been pollinated with selected pollen to further develop a new generation that again is a step more resistant. Hopefully by 2021 there will be seed available for testing from the third generation of controlled breeding. Research is also going on in micro propagation so that if and when resistant strains are developed, they can be distributed reasonably fast. In the course of developing the production techniques for new generations of trees, Dr. Galic has developed methodology that involves grafting small diameter scions on germinating chestnuts, thereby reducing space and time requirements in the early stages of the production of new crosses. In the meantime a few plantings of surplus seedlings of the latest generation have been made in selected locations adjacent to currently isolated remnants of original stands to hopefully observe the possible naturally developing resistance in the offspring. Readers may be interested in supporting the efforts of the Council by joining it and supporting it and possibly volunteering in some of the work. The website is: www.canadianchestnutcouncil.ca. In preparing this story, the advice and assistance of Dr. Dragan Galic of the University of Guelph in Simcoe and Canadian Chestnut Council President Ron Casier is greatly appreciated. I once rented an old stone house with a sun porch overlooking a flower garden, a fence, a hay field, and the Ottawa River. Tall trees grew along the fence line. While eating breakfast on the porch on a sunny day in March, I watched a red squirrel run down a sugar maple tree to its lowest branch, which curved up. The squirrel then ran a short distance up the branch on its upper side, turned to its lower side, and while upside-down it cut a groove downwards and through the bark, which exposed the wood. Then the squirrel cut another groove beside the first, turned, and ran up the tree. The two grooves were about as long as my hand, as wide as a finger, and three fingers apart. As I continued my breakfast, I wondered how to interpret what I had observed. I had seen a squirrel who definitely had a purpose. I was baffled by what I had seen – why had the squirrel chosen to run so far just to cut grooves, why did it cut them on the underside of the branch, and why did it cut two grooves? About twenty minutes later, the squirrel surprised me. It ran down the tree and up the same branch. It stopped when it reached the bottom of one groove. Sweet maple sap was oozing out the groove, and my red squirrel began lapping it up. Slurp Slurp Slurp Chirp Chirp Chirp Slurp Slurp. This was a grand day. I learned that a red squirrel knows how to select and tap a maple tree to drink its sweet sap, or to slake its thirst. It was a new and fascinating revelation about red squirrel behaviour. Chirp Chirp Chirp Paul Leet Aird is Professor Emeritus, Faculty of Forestry, University of Toronto, Canada, and author of Loon Laughter, Ecological Fables and Nature Tales. The 21-year-old student, already starting to go bald but brimming with self-confidence, arrived in the fall of 1911 at the “Pinage Lake” camp of the Victoria Harbour Lumber Company near Whitefish, southwest of Sudbury. The young man was Henry Norman Bethune, later to become Dr. Norman Bethune, the most revered Canadian to a billion and a half Chinese. Bethune, then a second-year medical student at the University of Toronto, had signed on to be an instructor (or “labourer-teacher”) for the Reading Camp Association, later (in 1918) to be renamed Frontier College. He brought with him letters of introduction and two boxes of books and magazines. A few weeks after his arrival, Bethune wrote: “I formally took possession on the 19th day of October [1911] and declared the building open that night. The next seven days were spent in laying in a supply of wood, plastering and arranging the comforts of an effete civilization in conformity with the mission-style furnishing of my bungalow.” According to Frontier College: He worked as an axe-man and sometimes tended the cable that brought huge logs up a steep hill. It was hard work and he reported blisters and a sore back but was very happy to be there. By the end of December he reported that his classes with the workers were proceeding to his satisfaction. The workers who attended Bethune’s classes included some English and Scottish workers who appreciated the books and magazines and the phonograph…He did his best with about a dozen new Canadian workers who did not speak English and asked the College for materials to be sent to him in French, Ukrainian and other languages. He also set the broken tibia of a Polish worker who had been injured. A self-confident Norman Bethune (later Dr. Norman Bethune), fourth from left, at G. Martin’s “Pinage Lake” camp of John Waldie’s Victoria Harbour Lumber Company, near Whitefish, Ontario. On February 16, 1912, the founder of Frontier College, Alfred Fitzpatrick (third from the right), visited him and took a photographer along, which resulted in this iconic photograph. (Photo courtesy Frontier College) (Continued on page 18) Kathryn Salisbury, in an undated work in progress at OISE/University of Toronto, wrote this about Bethune at the camp: His task will be to work side by side with the labourers of the lumber camp for 10 hours a day, 6 days a week and to provide 1-2 hours of schooling each evening. He will also be expected to conduct religious services on Sundays. He will live, work and play with his co-worker/students… Evening schooling will consist primarily of ‘Canadianizing’ immigrants, and acting as guide and mentor to unskilled workers (Shephard and Levesque\textsuperscript{5}, 1982; Martin, 2000\textsuperscript{6}). Thousands of Canadians have since joined the example of Norman Bethune and have served as Frontier College labourer-teachers, tutors and mentors (or, in general, “instructors”). My objective in writing this paper was to identify the Frontier College instructors who served in logging camps in Ontario – who, when, where, which companies; and, where identified, the jobs they did in the camps and their educational backgrounds. What were the Ontario logging camps like at that time? Adrienne Clarkson wrote\textsuperscript{7}: Up to 70 percent of all the workers in frontier lumber camps were illiterate. And 75 percent were unable to calculate whether they had been fairly paid. Because of their remoteness from towns or cities, the workers could not improve themselves. There was nothing to read, no alphabet to be seen anywhere in the camp at all except in the wrappings of patent medicine bottles [nor was there enough light to read by in the bunkhouses]…The harsh conditions meant that frontier labour was very difficult to come by, and so the number of immigrants was increased dramatically to fill the need for workers, growing from twenty-one thousand in 1897 to more than four hundred thousand in 1911. Frontier College is a national non-profit literacy organization founded in 1899 that, until 1918, was called the Reading Camp Association. It focussed on using "labourer-teachers" in construction, mining, railway and logging camps as instructors to improve adult literacy and numeracy of the other workers in the camp. It since expanded to using volunteers to help adults, youth and children – largely in Indigenous communities - across Canada to improve these skills. At the time of Bethune’s 1911-1912 winter season at Martin’s camp, the Reading Camp Association had already been active for 12 years under the direction of Rev. (Presbyterian) Alfred Fitzpatrick, the College’s founder. Bethune is by far the best-known example of the College’s labourer-teachers. Two others are Hon. Roy McMurtry, retired Chief Justice of Ontario; and Hon. David Peterson, 20\textsuperscript{th} Premier of Ontario. (Infinitely less well known is my stint at Ontario Hydro’s construction camp at Little Long Rapids on the Mattagami River in 1962, where I taught income tax arithmetic to co-workers.) The data I located were broken into two periods: the years 1900-1920 (this information is found in Appendix C of founder Alfred Fitzpatrick’s book\textsuperscript{8}), and the years 1921-1970 (this is in the Frontier (Continued on page 19) College files in Library and Archives Canada.) Surprisingly, the records of the earlier period are more comprehensive, and I was able to analyze the 1900-1920 material more fully. The first table below looks at the complete period 1900-1970. Frontier College Instructors Employed in Ontario Logging Camps 1900-1970 \| Company \| Locations \| No. of instructors \| Years \| \|-------------------------------\|----------------------------\|--------------------\|-------------\| \| Victoria Harbour Lumber \| Pinage Lake, Nairn \| 25 \| 1900-1925 \| \| Ontario Paper \| Heron Bay, Marathon, \| 16 \| 1938-1967 \| \| \| Manitouwadge \| \| \| \| Abitibi Power & Paper \| Iroquois Falls \| 15 \| 1915-1966 \| \| Great Lakes Paper \| Savanne, Fort William, \| 12 \| 1946-1967 \| \| \| Black Sturgeon, Dog River,\| \| \| \| \| Ignace, Graham \| \| \| \| Island Lake Lumber \| Chapleau \| 8 \| 1958-1969 \| \| George Gordon Lumber \| River Valley, Markstay \| 7 \| 1903-1917 \| \| J. R. Booth Lumber \| Cache Bay, Egan Estate \| 6 \| 1902-1930 \| \| Austin Lumber \| Nicholson, White River, \| 6 \| 1936-1949 \| \| \| Dalton Mills \| \| \| \| Georgian Bay Lumber \| Bala, Nine Mile Siding \| 4 \| 1904-1912 \| \| Parry Sound Lumber \| Loring, Orville, Seguin \| 4 \| 1903-1909 \| \| \| Falls \| \| \| \| Rat Portage Lumber \| Ingolf, Lake of the Woods,\| 4 \| 1903-1913 \| \| \| Kenora \| \| \| \| Provincial Paper \| Dorion \| 4 \| 1937-1941 \| \| Pulpwood Supply \| Longlac \| 4 \| 1938-1940 \| \| Brown Forest Industries \| Ramsey, Espanola \| 3 \| 1967 \| \| Kalamazou Vegetable Parchment \| Westree, Espanola, Jerome \| 3 \| 1961-1962 \| \| Pigeon Timber \| Shahaguia, Black Sturgeon, \| 3 \| 1936-1940 \| \| \| Caldwell \| \| \| \| Chenaux Boom \| Castleford \| 2 \| 1918-1919 \| \| Conger Lumber \| Parry Sound \| 2 \| 1903-1905 \| \| Playfair & White Lumber \| Collins Inlet, Beaverstone \| 2 \| 1902-1903 \| \| Clark Timber \| Nipigon \| 2 \| 1937 \| \| Nipigon Lake Timber \| Hogarth, Longlac \| 2 \| 1937-1938 \| \| Pineland Timber \| Capreol, Howard Lake \| 2 \| 1945-1946 \| \| Shevlin-Clarke Lumber \| Flanders \| 2 \| 1937-1938 \| \| (16 other companies) \| \| 1 each \| \| \| Total (39 companies) \| \| 154 \| \| I was able to look more closely at data for the period 1900-1920, and examined how the instructors labelled their jobs (there is undoubtedly some overlap in these labels), and the educational backgrounds of the instructors (some were university graduates; most were students). ### Jobs of Frontier College Instructors in Ontario Logging Camps 1900-1920 \| Job \| Company \| Number \| \|----------------------\|------------------\|--------\| \| Lumberjack \| (several) \| 21 \| \| Swamper \| (several) \| 12 \| \| Watchman \| Abitibi \| 6 \| \| Axeman \| Rat Portage, VHL \| 3 \| \| Physician \| (several) \| 3 \| \| Choreboy \| VHL, Abitibi \| 3 \| \| Log sorter \| Chenaux Boom \| 2 \| \| Labourer \| Rat Portage, VHL \| 2 \| \| Clerk \| Abitibi, Waldie Bros. \| 2 \| \| Cableman \| VHL \| 1 \| \| Timekeeper \| Abitibi \| 1 \| \| Mill worker \| Williams Lake \| 1 \| \| Music & welfare \| VHL \| 1 \| \| Beaver \| VHL \| 1 \| \| Interpreter \| Abitibi \| 1 \| \| Teamster \| VHL \| 1 \| \| Trail cutter \| George Gordon \| 1 \| \| Woodsman \| George Gordon \| 1 \| ### Education of Frontier College Instructors in Ontario Logging Camps 1900-1920 \| University \| Faculty \| Number \| \|------------------\|------------------\|--------\| \| Toronto \| Arts & Science \| 10 \| \| Toronto \| Medicine \| 8 \| \| Queen's \| Arts \| 7 \| \| Queen's \| Medicine \| 2 \| \| (School teachers)\| \| 6 \| \| McMaster \| Arts \| 4 \| \| Victoria \| Arts \| 3 \| \| Trinity \| Medicine \| 2 \| We can infer a typical profile of a Frontier College labourer-teacher in an Ontario logging camp in the period 1900-1920: A young man – in his 20s – studying Arts (and maybe on to Medical School) in a large university in southern Ontario, a practicing Christian, of British ancestry and sympathies, strong and physically fit, good personal hygiene, not easily discouraged or deterred by discomfort, possessing initiative and imagination, devoted to social justice and to the liberating advantages of enhanced literacy and numeracy, likely a bit left of centre politically. Reading Room, Victoria Harbour Lumber Company camp (Photo courtesy Frontier College) The existence and the approach of Frontier College were inspired by a number of factors. The first was Fitzpatrick’s Presbyterian background with its emphasis on literacy, and on his time at Queen’s University where he obtained his degree in theology and was influenced by the Social Gospel movement$^12$. Queen’s President then was George Grant (also a Presbyterian minister and also from Fitzpatrick’s own Pictou County, NS); Queen’s was one of the first Canadian universities to offer extension courses, beginning in the 1880s and ‘90s. Fitzpatrick’s church after graduation was in Nairn Centre, the closest town to the Pinage Lake logging operations of the Victoria Harbour Lumber Company, where most of the earliest labourer-teachers had their placements. Another factor may have been the existence of Mechanics’ Institutes that originated in Scotland and England in the 1820s, and spread rapidly to Australia, the US and other countries. They were often funded by local industrialists on the grounds that they would ultimately benefit from having more knowledgeable and skilled employees. And what are the advantages of improved literacy and numeracy$^13$? Most fundamentally, they open up one’s view of the world and particularly of their own potential, including a path to future education. They provided welcome distraction from the harsh, smelly and basic life in bunkhouses$^14$. They permit learners to write and to read letters; for immigrants, writing letters enables them to maintain links with their countries of birth. Enhanced English accelerates their progress towards citizenship of Canada, their new home. Also, for immigrants, improved English led to improved communication among workers, essential in a dangerous occupation like logging. Democracy needs citizens who are involved, informed and engaged. Literacy and numeracy enhance their value to their employers leading, as the workers age, to positions as clerks and timekeepers. If they become injured in logging operations and partly disabled, improved literacy can lead to a different occupation away from logging. Finally, I want to recognize the lumber and paper companies for their humanity (and good business sense) for quickly appreciating, and financially supporting in some cases, the improvements in the quality of their workers’ lives through enhancing their abilities to speak, read and write English, and to compute. The largest companies led the way: the Victoria Harbour Lumber Company and major paper companies, with three dozen smaller operations following close behind. They are all to be applauded. Acknowledgements: Dr. James H. Morrison OC, Professor Emeritus of History, Saint Mary’s University, Halifax, for his assistance in identifying the sources of information upon which much of this article is based, and for various suggestions that have been embedded in the text above. (Dr. Morrison was also a Frontier College labourer-teacher in 1965 in the pulpwood operations of Great Lakes Paper.) Thanks also to Michelle Fraser of Frontier College for smoothly facilitating my access to the College’s history. --- $^1$Frontier College, (nd). Norman Bethune at Frontier College. Probably Panache Lake, also spelled Panage and Pineage and Penage Lake $^2$Armson, Kenneth and Marjorie McLeod, (2007). The Legacy of John Waldie and Sons: A History of the Victoria Harbour Lumber Company. Dundurn Press $^3$According to Wikipedia, “Bethune served with the Communist Eighth Route Army during the Second Sino-Japanese War, which earned him enduring acclaim in China. Dr. Bethune effectively brought modern medicine to rural China and often treated sick villagers as much as wounded soldiers. His selfless commitment made a profound impression on the Chinese people, especially leader Mao Zedong. Mao wrote a eulogy to Bethune, which was memorized by generations of Chinese people. Bethune is credited for saving millions of Chinese soldiers and civilians during the Second-Sino Japanese War, and is known worldwide as one of the most influential doctors of all time.” $^4$Frontier College, (nd). Norman Bethune at Frontier College $^5$Shephard, David A.E., & Andrée Levesque, (1982). Norman Bethune: His Times and His Legacy. Ottawa: Canadian Public Health Association. (Continued on page 23) Call for Papers: Special Issue Celebrating the 50th Anniversary of the Canadian Journal of Forest Research The Canadian Journal of Forest Research was first published in 1971; thus 2020 marks our 50th anniversary. We would like to celebrate this milestone with a Special Issue, which we are aiming to publish as the 12th (December) issue in our 50th volume. The Special Issue will include papers reflecting on the history of forest science research, how it has evolved over the years, how it has informed approaches to management of forests and forested landscapes for a diversity of ecological, economic, and social values, and the future of forest science scholarship. We particularly welcome Review papers, Discussions, and Concept Papers. Papers should be submitted by May 15, 2020 through the ScholarOne site noting that they are for inclusion in the 50th Anniversary Special Issue. All papers will be subject to the normal peer review process. https://www.nrcresearchpress.com/page/cjfr/authors The following e-mail was received in December, 2019 regarding the status of the Ontario Tree Seed Plant in Angus, Ontario. Hello OTSP Cultural Heritage Working Group members, It has been some time since we worked on Conserving the Cultural Heritage of the Ontario Tree Seed Plant (OTSP)—recommendations of the OTSP Cultural Heritage (CH) Working Group. Since receiving your endorsements in July, MNRF staff have moved forward on the recommendations under Objective 1, To identify sustainable option(s) to protect the OTSP CH property, property features, building and objects, by: * Engaging Infrastructure Ontario (IO) in both: * A CH assessment of the property and buildings as per MTCS’s Standards & Guidelines for Conservation of Provincial Heritage Properties (S&Gs) under the Ontario Heritage Act. The assessment is still ongoing. * A structural assessment of the Cone Drying Shed (CDS) #3. This assessment is now complete and identified that the structure is in good condition and could be moved to the County of Simcoe Heritage Park. * The majority of cultural heritage objects inventoried by the OTSP CHWG were donated to the County of Simcoe Museum, Nottawasaga Conservation Authority (for Bell’s Gristmill), Mississauga Museums, Museum on the Boyne, and Grey Roots Museum and Archive. These transfers were supported by the Ministry of Government & Community Services through signed agreements. In addition, the following activities have also taken place: * MNRF contracted an environmental remediation company (AGI Enviro Clean Ltd.) to remove stored materials and thoroughly clean and pest proof CDS#3. Currently, the building is storing the larger heritage objects that will be moved to the County of Simcoe Museum later when a decision is made on Cone Drying Shed # 3’s relocation. * On October 15th, MNRF hosted a public auction at the OTSP with Kidd Auctions. The primary intent of this auction was to provide public access to the assets at the OTSP while maximizing the return to the Ontario taxpayer. It was great to see that some members of the CHWG were in attendance. As you know our earlier work at identifying and tagging cultural heritage assets at the seed plant was to ensure that there was a clear separation between the assets identified for auction from those to be set aside for protection in local and regional museums and agencies. MNRF has now turned over management of the OTSP property and buildings to IO. Their contractor, CBRE will now be managing the seed plant property and facilities, including security. John’s last day at the Angus seed plant was November 29th and he started back in his home position as the superintendent at Wasaga Beach Provincial Park on December 2nd. We are very thankful to John for all of his efforts over the past 27 months, but especially for his dedicated attention to ensure that the CH objects of the OTSP were conserved. Finally, we had the pleasure of repatriating A.H. Richardson’s canoe paddle to his niece, Wendy (Continued on page 25) Parry and her daughter, Kim. Kim’s husband Grant took photos. Unfortunately, Cathy Richardson, A.H. Richardson’s daughter, was unable to attend, but Wendy will be giving the paddle to her shortly. On behalf of OTSP team in MNRF, we wish to take this opportunity to express our sincere thanks for your efforts and support in conserving the legacy of the Ontario Tree Seed Plant. We will provide another update once the CH assessment is fully completed. John Fisher and Silvia Strobl Chapter 1 – History – From Private Land Forests, A Public Resource, Ontario Ministry of Natural Resources, 1982 Introductory Notes by Sherry Hambly I was unaware of this green paper until I read Ken Armson’s book, Into the Forest¹, where he describes the development of this document on private land forests in Ontario. As a summer student I worked with the Conservation Authorities Branch and the Maple Research Branch where I gained exposure to private lands in southern Ontario. I gained further exposure as the stand-in forester for Peterborough District during my tenure as the District Information Management Supervisor in the late ‘90s. My main memory of that time is helping Northumberland County draft a forest by-law and receiving irate calls from landowners about removing their rights to do what they wanted with their forests. I often wondered why Peterborough County was reluctant to implement such by-laws. Later in my career, as Operations Manager of Southern Region, I was responsible for managing the Stewardship Program for the region – which had a large focus on private land forests. After reading Into the Forest, I obtained a copy of the green paper. After reading it I realized that it contained excellent information, especially in the first chapter, on the history of government approaches to private land forests in Ontario. The paper, in general, also provided me with a better understanding of the location of private land forests, as well as their ecological and economic contributions. We always think of private land forests as being located primarily in southern Ontario, but this is not the case. And generally, I don’t think we appreciate their ecological and economic contributions. I thought republishing the first chapter of the paper would be a good fit for Forestry. Ken Armson agreed – so here it is. Introductory Notes by Ken Armson I had completed my work with the initiation of the Forest Management Agreements (FMAs) on Crown forests in late 1980 and then, as Chief Forester, considered the state of Ontario’s private woodlands as a major resource, poorly recognized by the public and subject to piecemeal legislation over the years. The private land programs provided by the Ministry were largely developed through the efforts of Ministry foresters and not as a result of any overall coherent government policy. Following discussion with staff and then with the Deputy Minister (Bill Foster) and the Minister (Alan Pope) I was asked to prepare a “green paper” describing the existing private land forestry programs of the Ministry and programs in other countries, followed by a series of public meetings. As a result of comments and suggestions from these meetings, the Minister, with cabinet approval, would then proceed to have a “white paper” prepared outlining a proposed government policy on private land forests. With that intent in mind, I wrote, with the assistance of Clarence Coons, a document on private land forests in Ontario. This publication was the formal “green paper” on the state of private land forestry in the province. Following its completion, the government chose not to proceed with a “white paper” and by the beginning of the 21st century all regular private land programs, except for the Managed Forest Tax Incentive Program, had disappeared. The document is available in the Ontario Ministry of Natural Resources and Forestry library in Peterborough, as well as the City of Toronto library. (Continued on page 27) General Comments The document is very comprehensive and presents very detailed information on private land forests ownership, productivity, use and programs developed by the government. The document comprises ten chapters as follows: - History - Ownership - Programs - Expenditures - Taxation - Associations - Forestry and Agriculture - Private Land Forestry in Canada - Private Land Forests in Other Countries - Private Land Forests in Retrospect Ownership – an Overview The chapter on ownership describes who owns private land forests in Ontario, their productivity and use. Approximately ten per cent of productive forest land is privately owned. Private land distribution is as follows: three million acres in the boreal forest region, seven million acres in the Great Lakes St. Lawrence forest region and 300,000 acres in the deciduous forest region. There are three classes of ownership: individual, corporate and municipal. There are several large areas of land across Ontario owned by corporations - Algoma Central Railway in north central Ontario, Abitibi Price in northeast Ontario and the Thunder Bay area, Domtar in north central and eastern Ontario, Newaygo Timber in north central Ontario and Spruce Falls Power and Paper in northeastern Ontario. The other private land holdings in northern Ontario are concentrated in the three municipal areas of Fort Frances-Rainey River, Thunder Bay and the Clay Belt. The report describes provincial programs developed to assist private land forestry. These programs, as of the date of publication of the document, included the following: - nursery stock program - woodlands improvement program - advisory services - managed forest tax reduction - agreement forests The document also includes an overview of private land forestry in other parts of Canada and the world. As of the publication of this article in Forestry, the Ontario government manages and funds only one directly administered program related to private land forestry - the Managed Forest Tax Incentive Program; all other programs have been terminated. In April, 2019 the government of Ontario stopped funding Forests Ontario for the 50 million tree program, but two months later, in June, 2019, the federal Minister of Environment and Climate Change, Catherine McKenna, announced the federal government would fund the program with $15 million over four years. Chapter 1 on history is reproduced verbatim below. --- 1Kenneth Armson, Into the Woods, My Life in Forestry (Toronto: Dundurn Press, 2019), 181 p. I. AN HISTORICAL PERSPECTIVE From the earliest days of settlement, the clearing of forests on private lands has been a major activity. Initially, clearing proceeded for the most part with little concern for conservation, shelter, erosion, or sustaining a supply of fuelwood or timber. "The forests must go to provide for man's progress," was the thought—progress in agriculture, that is. The rapid destruction of forests continued unchecked for several decades. Overclearing for agriculture, grazing of woodlands by livestock, fire, and indiscriminate cutting for timber and fuelwood were the main causes of woodlot reduction and degradation during the 19th century. At times, wood ash or potash was one of the few items that brought a cash return to the settler. In August 1882, many Canadians participated in the American Forestry Congress held in Montreal that followed an earlier meeting held in Cincinnati that same year. It was following this conference that R.W. Phipps of Toronto was assigned by the Ontario Government to prepare a report on the forests of Ontario. His report, the first of its kind in Canada, entitled Necessity of Preserving and Replanting Forests, was issued in 1883. In this report, Phipps discussed the problem of overclearing as follows: the settler here, in many cases cleared much to his own injury, hill, swamp, sand and hard pan which might well have been left untouched while there was at no great distance plenty of excellent land. That poor land left in forest would have, by its climatic influence, rendered much more easy and consequently, much more lucrative, the production of crops on the other and would if fairly used, have continued an inexhaustible reserve of timber, of firewood and of fence. Another destructive agent of private woodlands was grazing. During the 19th century, cattle and other livestock were grazed extensively on farm woodlands. Pointing out the advantages of keeping livestock out of woodlands, R.B. Fuller of Toronto wrote in the Canada Farmer, December 15, 1870: A friend of mine John M. Ball Esq. of Niagara has not allowed his cattle or horses, or sheep, to run in his "bush" for many years past and he recently told me that thousands and thousands of young trees are growing up in his bush to the height of ten and twenty feet which will replace those trees that will be cut down when they cease growing. In this way he expects and I think with reason that his bush will be continually replenished as the seeds of the old trees strike root and send up young ones every year. It is true, Mr. Ball loses a little pasture about the skirts of his bush but that loss is nothing to what he gains by keeping his animals out of his bush who would destroy the young shoots by browsing if he allowed them as most farmers do, the run of it. While some farmers had made significant attempts to manage their woodlands, most had not. Of considerable importance was the harvesting of fuelwood for domestic heating on the farm. However, heavy cutting for fuelwood often created problems. A concerned citizen wrote in the Ontario Farmer, March 1869: Perhaps the hardest labour the farmer has to do in winter is chopping firewood. Nearly all farmers whose land is wooded carry on an incessant warfare with timber. In fact so much has been chopped from our forests that wood is getting very scarce and dear. Should there not be some way of remedying this evil. If our woods disappear so rapidly during the next century as they have, what will the coming generations do for fuel. In 1886, the first fuelwood survey was carried out in the province. Fuelwood production on Ontario farms had peaked in 1881 to 19,575,000 m³ (5.4 million cords). The survey was carried out because of concern over future fuelwood supplies. It indicated that in many townships fuelwood was being replaced by coal and in some townships only a ten-year supply remained. By 1910, a large number of farmers in southwestern Ontario were burning coal as a result of the unavailability of wood; in some instances all wood had been cut from their farms. A portion of the Clerk of Forestry Report [1897] was devoted to an inquiry as to the extent of areas of woodland in the settled portion of the province. The survey indicated that 30 counties in Ontario had less than 25% of their total area under timber; the portion of woodland in one county was only 5%. The Clerk of Forestry concluded: that throughout the greater extent of the really good and fertile agricultural region of southern Ontario where the land has been longest settled and the greatest inducements offered by natural advantages to the permanent occupation, the percentage of forest has been reduced far below that which should have been retained to ensure the perpetuation of these favourable conditions. By 1905, when E.J. Zavitz was appointed lecturer in forestry at the Ontario Agricultural College, concern for lack of woodlands in southern Ontario had focused on two main areas. The first was the need for management of existing woodlots. The second was the reforestation of wastelands, much of which consisted of lands cleared for agriculture and abandoned. While Zavitz made great strides in reforestation, his accomplishments in woodlot management were minimal at that time. In 1913 he reported: The improvement in the condition of the Ontario woodlot is a most difficult problem. When we realize the difficulty in interesting the landowner in improving methods relating to annual crops from which he derives his livelihood, it can be readily understood that the woodlot, which only gives small returns with the long time element as a large factor we can realize that it will be difficult to secure radical improvements. The improvement of woodlots seems generally to provide a greater challenge for the development of appropriate programs and incentives than does reforestation alone. One of the earliest attempts to use the mechanism of property taxes as an incentive for woodlot improvement occurred in 1906 when the Government passed an act providing for the exemption of woodlands from taxation. The act stated that the council of any township may pass a bylaw exempting woodlands in whole or in part from municipal taxation including school rates, provided that not more than 0.4 ha in 4 ha (1 in 10 acres) of such woodlands up to a total of 10 ha (25 acres) were exempted. Later, the maximum was changed to 8 ha (20 acres), and reforested land was not assessed at a greater value by reason of tree planting. Forest landowners receiving tax exemption were not permitted to graze livestock on their woodlands. The tax exemption program did not succeed in improving woodlots mainly because the incentive, which amounted to only a few dollars on a 4 ha (10 acre) woodlot, was inadequate. It was not until 1975 that a new property tax incentive—the Managed Forest Tax Reduction Program—was introduced. There was also a realization that some form of extension program was needed if private woodlots were to be improved. In 1929, a forester named I.C. Marritt was appointed to develop such a program. Marritt found, especially during the early years, that woodlot owners believed a forester was only interested in reforestation by planting, and as a result there were few requests for advice from private owners regarding the management of their woodlots. He determined that the primary reason for the previous mismanagement of private woodlots was that the owners did not understand forestry principles. Therefore, he established a demonstration woodlot program in 1933 to provide examples of the results of proper forestry practices. A "Demonstration Woodlot" sign was placed on each property, usually adjacent to the road, to identify the woodlot. During the first year, 56 woodlots were chosen and at least one demonstration woodlot was planned for each township. In addition to private woodlands, several municipalities agreed to have woodlands designated as demonstration areas. In conjunction with the program, newspaper articles and lectures on the value of managed woodlots were given, and by March 31, 1941 a total of 428 demonstration woodlots had been set out. While no doubt the program had a significant influence on these woodlots, it was not generally effective. Extension programs not only required demonstrations but also personal contact of forestry staff with the owners. In 1942, when it was realized that more staff were required for an extension program, the Ontario Department of Land and Forests established three forestry positions in the field. By 1951, a total of 23 foresters were doing extension work in southern Ontario. Yet, during that same year, Marritt remarked: The woodlot situation in Ontario is far from satisfactory, but much progress has been made in the past twenty-five years. The next ten years should mark much further advance as woodlot owners are now realizing that their woodlots need attention and there are zone foresters available to give them technical advice. It is too bad that a large percentage are in a deplorable condition, and it will take several decades to convert them into fairly satisfactory woodlots. In most cases, however, it is not as difficult as starting with bare land and reforesting. The woodlot extension program was given increased support by the passing of the Woodlands Improvement Act in 1966, whereby a woodlot owner could place his lands under agreement for 15 years. There are now over 8000 agreements and these, together with the advisory services to woodlot owners, are the basis of the Ministry's program. Productive woodlots can only be maintained by proper cutting practices. Clearing and overcutting for short-term gain are most damaging. In 1946, the Trees Conservation Act was passed in an attempt to protect woodlands from such clearing and overcutting. In part, this legislation was a response to concern by some counties over the clearcutting of forests on submarginal lands. The act gave the county or territorial district township councils the right to pass bylaws to restrict and regulate the cutting of trees in any part of the county or township. Enforcement of the bylaws became the responsibility of the municipality. Wellington County, in 1946, was the first county to pass a bylaw to control cutting. Twenty-two municipalities have tree-cutting bylaws at present. The Trees Act [1979] is the current legislation that restricts and regulates the destruction of trees. The first legislation in Ontario dealing with tree planting was the Tree Planting Act [1871]. It encouraged the planting of trees along roads and gave ownership of the trees to the adjacent landowners. Apparently this act elicited little response, and in 1883 new legislation—the Ontario Tree Planting Act—was passed. The objective was, again, to encourage the planting and care of trees for purposes of shade and ornament along public highways and boundary lines between adjoining farms. The act authorized municipalities to pay landowners up to 25¢ per tree; one half of the costs to be shared by the province. Although 75,000 trees were planted, the program was not considered successful. Nevertheless, the growth of those trees has noticeably contributed to the amenities and sylvan aspects of rural southern Ontario. Recognition of the values of forests, tree planting, and reforestation in Ontario originated with a farm group—the Ontario Fruit Growers Association organized in 1859. Their interest in tree planting arose from the importance of forest trees in providing shelter for orchards to protect fruit trees from cold winds, and in reducing windfalls. The association was successful in encouraging the commencement of experimental tree planting at the Ontario Agricultural College in 1880. This was an important advancement in reforestation since it was the first experimental tree planting carried out by the Government of Ontario. The farm organization responsible for the establishment of the first provincial nursery to supply landowners with forest tree planting stock was the Ontario Agricultural and Experimental Union formed in 1879 at the Ontario Agricultural College, Guelph. In 1900, a forestry committee was appointed by the Union; and at a meeting held in December 1902, it was moved by N. Monteith of Stratford and seconded by E.C. Drury of Crown Hill, that: The Experimental Union recognizing the urgent necessity for action in the reforestation of the wastelands throughout old Ontario would recommend that the Department of Crown Lands be requested to provide material sufficient to reforest areas sufficiently large to provide forest conditions in typical situations throughout Ontario, the Union undertaking to supervise the distribution. In 1903, the forestry committee strongly urged the Government on the necessity of two factors relating to reforestation: i) For undertaking the practical reforestation of areas sufficiently large to afford forest conditions as a demonstration of the utility of the work on these lands, which from their surroundings enjoy practical immunity from fire. ii) For collecting accurate information from the municipal authorities as to amount of lands unfit for agriculture in the settled townships of Ontario. The resolution resulted in the hiring of Dr. Judson Clarke, in August 1904, as the first provincial forester in the Bureau of Forestry of the Crown Lands Department. Clarke, a graduate of the Ontario Agricultural College in 1896, had studied forestry at Cornell University, New York under Dr. B.E. Farnow who, in 1907, became the first dean of the Faculty of Forestry, University of Toronto. In 1905, the Bureau of Forestry became the Bureau of Colonization and Forestry and was transferred back to the Department of Agriculture. During the same year that Dr. Clarke was appointed, Minister of Agriculture, the Honourable John Dryden, established a forest tree nursery at the Ontario Agricultural College in Guelph and placed J. Zavitz in charge. The nursery was 0.8 ha (2 acres) in extent, and the first seedlings grown were Norway spruce, white pine, white ash, hard maple, American elm, and tulip tree. In the fall of 1905, Zavitz was appointed a lecturer in forestry at the college. There he not only continued to develop the tree nursery, but also set up a cooperative tree planting program with farmers. In 1907, he issued the first Ontario Government publication on farm forestry that included information on reforestation. On November 8, 1912, he was transferred from the Department of Agriculture to the Department of Lands, Forests and Mines as Director of Forestry. The first two cooperative planting projects on private lands which used 10,000 trees were completed in the spring of 1905. By 1908, the planting program had grown to 380,000 trees per year; a new provincial forest tree nursery was established at St. Williams; and some well-established plantations were growing on waste portions of farmlands. A total of 3,440,000 trees were distributed between 1905 and 1919. Shortly thereafter distribution of nursery stock to private landowners dropped to only 40,000 trees. This drop was directly related to the difficulty in securing seed during World War I. In 1919, the United Farmers of Ontario chose E.C. Drury as their party leader. Under a coalition Government in 1920, he became Premier of Ontario. Here were two persons—Drury and Zavitz—both committed to reforestation, and both in key positions. They believed that a forestry program involving municipalities was necessary to reforest the large wasteland areas surveyed years earlier by Zavitz. The need for facilities to supply seed and nursery stock was obvious if an enlarged program was to be initiated. As a result, the tree seed plant at Angus was opened in 1920 and two nurseries and forest stations were added in 1922. In keeping with the policy of establishing nurseries and forest stations within large wasteland areas, the nurseries were located at Midhurst and Orono. Until 1922, the annual distribution of nursery stock to private owners had never surpassed 400,000 trees. However, as a result of the increased production of nursery stock coming from these nurseries, the distribution climbed to 5.27 million trees in 1925. In 1921 and 1923, transplant nurseries were opened at the Sand Banks in Prince Edward County and at Kemptville. The latter was fully developed as a nursery after World War II. The Reforestation Act of 1921 gave impetus to the Agreement Forests Program which has continued to the present. In 1922, a long-awaited goal of Premier Drury and Zavitz was realized when the County of Simcoe acquired 405 ha (1000 acres) of wasteland which became Hendrie Forest, the first agreement forest in Ontario. At present, there are 58 agreement forests with counties, regional municipalities, townships, conservation authorities, the National Capital Commission, and Domtar Inc. that cover 110,025 ha (272,000 acres) of Ontario forest lands. In retrospect, it can be seen that over the past century or so, three principal areas of public concern have emerged and been recognized through legislation and Government programs dealing with trees and woodlands. These three areas—trees for amenity values, the reforestation of wastelands, and the management of existing woodlands—have received varying support over time. Emphases on one or the others have changed, and often forestry programs have been used to resolve more than one of these concerns. To a very large degree, the programs have dealt almost exclusively with private land forests in southern Ontario. It was only after the late 1950s that there was any formal effort to direct staff and programs to the north. Even today the Ministry's programs for private land forests in northern Ontario are minimal. It is also clear that in contrast to the immediate visible achievement realized when an area of wasteland or cleared land is reforested, the gains from improvement practices in existing woodlands are less readily perceived and can usually be measured only over a period of years. The difference between these two areas—reforestation and woodlot improvement—have often been heightened by the fact that reforestation has been seen to be an effective control for erosion and other environmental concerns, whereas improvement cuttings in existing woodlots have not. Indeed, in more recent years improvement treatments in woodlots have been viewed negatively by some as a disturbance of the natural system. There is every reason for a sense of achievement when the accomplishments in Ontario's private land forestry are reviewed. Yet, there is also a sense of concern for both the present and the future. It is the purpose of this paper to present a factual basis that will encourage discussions and, ultimately, decisions relating to these concerns. Publications Related to Ontario Private Land Forests By: Sherry Hambly After reading the 1982 Ontario Ministry of Natural Resources green paper$^1$ on private land forestry prepared by Ken Arsmson and Clarence Coons (Chapter 1 from this document is reproduced just prior to this article in this issue of Forestry), I thought it would be interesting to learn what other documents are generally available on the internet on this topic. In my search I found a number of references, which are listed below (not all are available on the internet). Most references relate to southern Ontario. I found only one item that marginally discusses private land forestry in the Great Lakes – St. Lawrence forest region of the province and none of substance on the larger industrial private land forest holdings, primarily located in northern Ontario. While the green paper focused on providing a basis for thinking about government strategies for private land forests, the material below provides a broad basis of information on the cultural, social and economic factors that shaped the past and inform the future. I did not include references related to forests owned by municipalities or Conservation Authorities, or to municipal planning, private land fire protection, or agroforestry. Nor have I, for the most part, included more general, larger references related to the history of forests and forestry in Ontario and/or Canada. Aird, Paul. Government Incentives and Disincentives to Private-land Forestry. Toronto: Ontario Ministry of Natural Resources, 1980. - not available on the internet - indicates that the private land forests in Ontario provide a greater economic and ecological values than the proportionate area they inhabit - provides information on, and discusses, various incentives and disincentives to private land forestry in Ontario - provides comparisons to other parts of Canada and the world Bacher, John. Two Billion Trees and Counting, the Legacy of Edmund Zavitiz. Toronto: Dundurn, 2011. [https://www.dundurn.com/books/Two-Billion-Trees-and-Counting](https://www.dundurn.com/books/Two-Billion-Trees-and-Counting) - history of Edmund Zavitiz’s work to develop a reforestation and forest conservation program for southern Ontario Bowley, Patricia. “Farm Forestry in Agricultural Southern Ontario, ca. 1850-1940: Evolving Strategies in the Management and Conservation of Forests, Soils and Water on Private Lands.” Scientia Canadensis 38, no. 1 (2015): 22–49 [https://www.erudit.org/en/journals/scientia/2015-v38-n1-scientia02451/1036041ar.pdf](https://www.erudit.org/en/journals/scientia/2015-v38-n1-scientia02451/1036041ar.pdf) - comprehensive overview of the development of agriculture on private lands in southern Ontario and the role of forests on farm properties - describes different philosophical and practical points of view about agriculture and the value of natural resources and conservation management on farms Boysen, Eric. The Forests of Eastern Ontario. Kemptville: Eastern Ontario Model Forest, Kemptville Woodlot Day, February 22, 2017, 54 p. [https://www.eomf.on.ca/media/k2/attachments/Forest_History_presentation.pdf](https://www.eomf.on.ca/media/k2/attachments/Forest_History_presentation.pdf) - provides an overview of the ecological history of forests of eastern Ontario, as well as an overview of programs to assist private forest landowners in Ontario (Continued on page 37) Canadian Association of Forest Owners. Economic Importance of Canada’s Privately Owned Forest Lands. Info Tech 1. Ottawa: Canadian Association of Forest Owners, 2012, 8 p. [http://www.cafo-acpf.ca/wp-content/uploads/2013/10/CAFO-Info-on-Canadas-Private-Forest-Lands-E1.pdf](http://www.cafo-acpf.ca/wp-content/uploads/2013/10/CAFO-Info-on-Canadas-Private-Forest-Lands-E1.pdf) - provides an overview of the ecological and socio-economic contributions of forests on private lands in Canada - private forests – small areas, big benefits Canadian Association of Forest Owners. Government Regulation on Private Land: The case for policy distinction and compensation when private forest land use is restricted Policy #1 – Distinction for Private Forest Land. Ottawa: Canadian Association of Forest Owners, 2012, 2 p. [http://www.cafo-acpf.ca/wp-content/uploads/2013/08/CAFO-Policy-Paper-on-Policy-Distinction.pdf](http://www.cafo-acpf.ca/wp-content/uploads/2013/08/CAFO-Policy-Paper-on-Policy-Distinction.pdf) - CAFO policy paper recommending a distinction between public and private lands regarding approaches to laws and policies - recommends fair compensation to private landowners as a result of restrictions imposed on land use and productivity in the pursuit of public policy objectives Coons, Clarence. Review of Forestry Legislation, Policy and Forest Management Guidelines and the Current Status of Provincial Forest Legislation and Policy with Reference to Eastern Ontario, Information Report No. 22. Kemptville: Eastern Ontario Model Forest, 1996, 112 p. [https://issuu.com/vincemurphy/docs/ir22](https://issuu.com/vincemurphy/docs/ir22) - a comprehensive overview of forest legislation, policy and guidelines as they pertain to eastern Ontario (and thus other areas of private lands in Ontario) Denys, Alec J. "New directions - Ontario's private land forestry program." Forestry Chronicle 70, no. 2 (1994): 140-142. [https://pubs.cif-ifc.org/doi/pdf/10.5558/tfc70140-2](https://pubs.cif-ifc.org/doi/pdf/10.5558/tfc70140-2) - brief description of private forest lands in Ontario - overview of past legislation/programs related to private forest land management - overview of Ontario's suggested new direction regarding private forest lands under the Sustainable Development Initiative Diamantakos, Diamando. "Private Property Deforestation and Regeneration and the Clerk of Forestry in Nineteenth-Century Ontario." Scientia Canadensis 21 (1997): 29-48. [https://www.erudit.org/en/journals/scientia/2005-v28-scientia3122/800402ar/](https://www.erudit.org/en/journals/scientia/2005-v28-scientia3122/800402ar/) - explores the effectiveness of forest legislation on forest management in Essex County - concludes that the success of the legislation was limited by the continuing priority attached to private property rights, doubts concerning the relationship between forest loss, climate, and productivity, and a long-standing antagonism towards nature and forests. Diamantakos, Diamando. "Reconstructing nature: Issues pertaining to nineteenth century upper Canadian private property deforestation and regeneration" (Ontario)." Master Thesis, University of Windsor, 1996, 160 pp. [https://scholar.uwindsor.ca/etd/3282/](https://scholar.uwindsor.ca/etd/3282/) - explores how the landscape is affected by cultural forces - explores the impact of provincial forestry legislation on municipal tree planting programs using Essex County as an example Drescher, Michael, Graham B. Epstein, G. Keith Warriner and Rebecca C. Rooney. “An investigation of the effects of conservation incentive programs on management of invasive species by private landowners.” Conservation Science and Practice 1, no. 7 (2019) 15 p. [https://conbio.onlinelibrary.wiley.com/doi/full/10.1111/csp2.56](https://conbio.onlinelibrary.wiley.com/doi/full/10.1111/csp2.56) - reviews the role of conservation incentive programs that target private lands to reduce invasive species Dunkin, Jessica. “A Forest for the Trees: Deforestation and Conservation Efforts in Northumberland County, Ontario 1870-1925.” The International Journal of Regional and Local Studies 8, no. 1 (2008), 47-70. [https://www.tandfonline.com/doi/abs/10.1179/irl.2008.4.1.47?tab=permissions&scroll=top](https://www.tandfonline.com/doi/abs/10.1179/irl.2008.4.1.47?tab=permissions&scroll=top) - chronicles the evolution of forest conservation theory and practice in Ontario from the 1870s until the early twentieth century using Northumberland County as an example - reviews who was responsible for what and how the valuation of forests shaped the legislation Elliott, Ken A. “The Forests of Southern Ontario.” The Forestry Chronicle 74, no. 6 (1998): 850-854. [https://pubs.cif-ifc.org/doi/pdf/10.5558/tfc74850-6](https://pubs.cif-ifc.org/doi/pdf/10.5558/tfc74850-6) - provides an overview of the ecological, economic and legislative history related to forests in southern Ontario Environmental Commissioner of Ontario. “Chapter 2: Southern Ontario’s Disappearing Forests.” in 2018 Environmental Protection Report, Back to Basics, Volume 4, Southern Ontario’s Wetlands and Forests. Toronto: Environment Commissioner of Ontario, 2018. [http://www.auditor.on.ca/en/content/reporttopics/envreports/env18/Back-to-Basics.pdf](http://www.auditor.on.ca/en/content/reporttopics/envreports/env18/Back-to-Basics.pdf) - discusses forest loss in southern Ontario and reasons why including lack of government policy and support for private land forests - provides an overview of the history of legislative and policy actions related to private land forests - discusses the conflict between agriculture and forests FitzGibbon, John and Sylvia Summers. Report on Tree Conservation By-Laws in Southern Ontario. Guelph: School of Rural Planning and Development University of Guelph, 2002. [https://cvc.ca/wp-content/uploads/2015/03/Tree-Conservation-By-Laws-in-Southern-Ontario.pdf](https://cvc.ca/wp-content/uploads/2015/03/Tree-Conservation-By-Laws-in-Southern-Ontario.pdf) - reviews by-laws in managing forest cutting at the municipal level Holmes, Elizabeth, Henry Lickers and Brian Barkley. “A critical assessment of ten years of on-the-ground sustainable forestry in eastern Ontario’s settled landscape.” Forestry Chronicle 78, no 5 (2002): 643-647 [https://www.eomf.on.ca/media/k2/attachments/A_critical_assessment_of_ten_years_of_on_the_ground_sustainable_forestry.pdf](https://www.eomf.on.ca/media/k2/attachments/A_critical_assessment_of_ten_years_of_on_the_ground_sustainable_forestry.pdf) - describes the approach of using the model forest concept for developing sustainability of private land forests Keen, Rob. The Challenge of Increasing Forest Cover in Southern Ontario. Latornell Conservation Symposium, 2008. [http://www.latornell.ca/wp-content/uploads/files/presentations/2008/2008_T2C_Rob_Keen.pdf](http://www.latornell.ca/wp-content/uploads/files/presentations/2008/2008_T2C_Rob_Keen.pdf) - describes the reasons for loss of forest cover in southern Ontario and the role of Trees Ontario and the Fifty Million Tree Program to enhance forest cover Kelly, Kenneth. "Damaged and Efficient Landscapes in Rural and Southern Ontario, 1880-1900." Ontario History 66, no. 1 (1974): 1-14. - not available on the internet but cited frequently in other papers Kelly, Kenneth. "The Changing Attitude of Farmers to Forest in Nineteenth Century Ontario." Ontario Geography 8 (1974): 64-77. - not available on the internet but cited frequently in other papers Kuhlberg, Mark. "Ontario's nascent environmentalists: Seeing the foresters for the trees in southern Ontario, 1919-1929." The Forestry Chronicle 74, no. 4 (1998): 533-540. [https://pubs.cif-ifc.org/doi/pdf/10.5558/tfc74533-4](https://pubs.cif-ifc.org/doi/pdf/10.5558/tfc74533-4) - provides a detailed review of the issues faced by early Ontario forestry staff in developing a reforestation program in southern Ontario - excellent list of references including the broader historical view of forestry in Canada Lambert, Richard S. with Paul Pross. Renewing Nature's Wealth: A Centennial History of the Public Management of Lands, Forests & Wildlife in Ontario, 1763–1967. Toronto: Ontario Department of Lands and Forests, 1967. - not available on the internet but cited frequently in other papers - history of forestry in Ontario up to 1967 McQuarrie, Jonathon. "'Tobacco has Blossomed like the Rose in the Desert": Technology, Trees, and Tobacco in the Norfolk Sand Plain, c. 1920-1940." Journal of the Canadian Historical Association 25, No. 1 (2014): 33-62. [https://id.erudit.org/iderudit/1032798ar](https://id.erudit.org/iderudit/1032798ar) - discusses the introduction to tobacco farming in Norfolk County and the positive and negative interactions it posed with forests and reforestation Ontario Environmental Farm Plan Website [https://www.ontariosoilcrop.org/oscia-programs/workshops-webinars/environmental-farm-plan/](https://www.ontariosoilcrop.org/oscia-programs/workshops-webinars/environmental-farm-plan/) - describes a program to improve sustainability of farms including farm forests Ontario Professional Foresters Association. Forestry Practice on Private Lands in Ontario, Practice Guidance. Toronto: Ontario Professional Foresters Association, 2018. [https://opfa.ca/wp-content/uploads/2018/07/Practice-Guidance-Forestry-Practice-Private-Lands_Approved-2018-07-08.pdf](https://opfa.ca/wp-content/uploads/2018/07/Practice-Guidance-Forestry-Practice-Private-Lands_Approved-2018-07-08.pdf) - practice guidance for members of the OPFA in relation to management of forests on private lands Ontario Woodlot Association Website – Publications [https://www.ontariowoodlot.com/publications-and-links](https://www.ontariowoodlot.com/publications-and-links) - articles on the history of the forests of eastern Ontario and forest by-laws and their effect Parson, Helen, E. "Reforestation in Agricultural Lands in Southern Ontario Before 1931." Ontario History 86, no. 3 (1994): 237-248. - not available on the internet but cited frequently in other papers Puttock, Dave. Critical Review of Historical and Current Tree Planting Programs on Private Lands in Ontario. Toronto: Ontario Ministry of Natural Resources, 2001. - not available on the internet but cited frequently in other papers (Continued on page 40) Reid, Ron. Practical Options for the Greening of Carolinian Canada. The Carolinian Canada Coalition, 2002. https://caroliniancanada.ca/legacy/practical_options_greening_full.htm -describes the history of conservation in Carolinian Canada -discusses various incentives to strengthen conservation on private land Schwan, Terry, Al Mussell and Steve Bowers. Building a Case for Good Forest Management. Ontario and the George Morris Centre, 2013. https://www.forestsontario.ca/wp-content/uploads/2016/01/Building_a_Case_for_Good_Forest_Management_summary.pdf -presents several case studies as a basis for understanding how to improve responsible management of privately owned forests in southern Ontario Smyth, J.H. and I.A. Nauseda. Rural Lands and Landowners of Ontario: A Private Land Forestry Perspective. Ottawa/Toronto: Environment Canada, Canadian Forestry Service, and Ontario Ministry of Natural Resource, 1982. https://cfs.nrcan.gc.ca/publications?id=38522 -provides an overview of the characteristics of rural lands and landowners Watson, Andrew. Poor Soils and Rich Folks: Household Economies and Sustainability in Muskoka, 1850-1920. Phd diss., York University, 2014. https://yorkspace.library.yorku.ca/xmlui/bitstream/handle/10315/28165/Watson_Andrew_2014_PhD.pdf?sequence=2 -comprehensive overview of settlement in central Ontario -part of this thesis discusses the role of forests and how they were viewed and used by settlers and industry -there is some discussion of pertinent legislation related to forests Zavitz, E.J. Report on the Reforestation of Wastelands in Southern Ontario. Toronto: King’s Printer 1909. Zavitz, Edmund. Fifty Years of Reforestation in Ontario. Toronto: Ontario Department of Lands and Forests, 1959. Zavitz, Edmund. Recollections. Ontario, Department of Lands and Forests, 1966. -not available on the internet but cited frequently in other papers -these three documents describe Zavitz’s work and the outcomes related to establishing a government reforestation program, primarily in southern Ontario --- 1Ontario Ministry of Natural Resources, Private Land Forests – A Public Resource (Toronto: Ontario Ministry of Natural Resources, 1982), 161 p. An insider’s look at the laying of the foundations of modern forestry in Canada. At the age of seventeen Ken Armson began his career in forestry felling trees in a British conifer plantation. Thus began the remarkable career of a man who played a seminal role in the development of sustainable forest management in Canada, in particular, Ontario. He was instrumental in the development of key practices and policies on both public and private forest lands. Tireless, persuasive, perennially curious, Ken Armson became an energetic advocate for practical mechanisms to improve the transfer of knowledge and innovative practices to forest practitioners. His lifelong fascination with the evolution of forest management practices, their ecological impacts, and the social, economic and political contexts from which they emerged has made for a rich and rewarding life, for Mr. Armson and for all of us. Ken’s Life in Forestry is a behind-the-scenes revelation of the difficulties one forestry innovator has faced in Canada, and more particularly, in Ontario. Over the past four decades Ontario has step-by-step become a world leader in responsible forest management. Ken Armson deserves a lion’s share of the credit for that achievement as he assertively declared what needed to be done, how it should be done, and who should do it. He didn’t accept bureaucratic, and political foot dragging. No, he applied his skills where he knew they could make people move. And, thankfully, eventually they did move. Ken takes us through his early life in Ontario, and from eleven years old in England, from where he later joined the Canadian Army. He served during the latter part of WWII, and part of the post-war occupation in Germany. He received his discharge in Canada in October 1946 and began his forestry studies at the University of Toronto in 1947, from where he graduated in 1951. He later studied at Oxford for a Diploma in forest soils. The remainder of the book follows Ken’s romp over 65-years of Canadian forestry education, policy, practice, and history, as he leads us back and forth around North America, focused on Canada and Ontario. Numerous personalities in academia, government, industry, and private practice are discussed, and given generous credit for their impact on his forestry knowledge and successful career. The sections that I found most illuminating were those in which he covers periods and events in which I had some involvement, specifically in Newfoundland, New Brunswick, and latterly Ontario 1976-2005. As an example, I worked opposite Ken in Ontario during his final negotiation of Forest Management Agreements with forest industry 1978-80. Until I read this book, I was ignorant of the long period he had been advocating for such agreements as the vehicle to advance Ontario forestry from an administrative exercise to a significant degree of forest management. He takes us through the long, on-and-off, government actions to make such agreements possible. To get government support he also had to achieve acceptance among a diverse group of forest-industry companies. We get a step-by-step, personality-by-personality tour as Ken butts his head against apparently impenetrable obstacles and wonder at his stamina. Most readers will be fascinated with the backgrounds that they were previously unfamiliar with behind their own experiences. Those experiences will include: studying at the University of Toronto, early undergraduate work, location transfers, container seedling production, silviculture practices, civil service work, frustrations with forest policy and bureaucracy, forestry research, and the list continues. I urge all wannabe, practicing, and retired foresters to get and read this fascinating story of the life of one of Canada’s most influential foresters. You will see yourself, either by name, or example, but you will also get a better appreciation for how the work of others is shaping, or has shaped, the framework for your own career. Addendum to PINUS STROBUS, published in May, 2017: A Compendium of Vessels moving Lumber from Mills along the North Channel and Georgian Bay, 1850–1930’s A Chronology. By Roger Miller and Fred Holmes. December 2019. P. 120 + illus. ISBN 978-0-9736111-2-0 As noted, this is an addendum to the authors’ publication PINUS STROBUS which was reviewed in FORESTORY Vol.. 8, No.2, 2017. This addendum documents the results of the authors’ research into the shipments and marine vessels involved in transporting lumber and other wood products from the mills listed in PINUS STROBUS plus an additional eight locations in the North Channel and Georgian Bay areas. It is a valuable addition in providing the names of the vessels involved, their destinations and in many instances the nature of the wood product, mainly lumber, and the actual amount being carried. In the addendum there are more than 40 photos of schooners, tugs and barges that were used to transport the products of these Ontario mills to their markets, almost exclusively in the United States’ ports on the Great Lakes. The authors have distributed this Addendum to all the recipients of PINUS STROBUS. The listing of these recipients, primarily libraries and other public institutions in the municipalities surrounding the North Channel and Georgian Bay area, are in the review of PINUS STROBUS mentioned above, available on the Society’s website: www.ontarioforesthistory.ca Wildlife Management - A Form of Land Use by C.O. Bartlett Reprinted from Sylva Volume 10 (3): 26-29, 1949 Wildlife - like corn, beans, and apples - is a product of the soil. Large flesh-eating animals eat smaller ones and birds and insects, and these, in turn, consume plants for food. Wildlife management involves the manipulation of the land to produce a crop of wildlife and is therefore, included with agriculture and forestry, a form of land use. Agriculturists know that, depending on its carrying capacity, a given area of land will yield only so many bushels of corn or support so many head of cattle. The same is true of wildlife. We can increase the yield of wildlife - in the same manner as we increase the yield of corn - by increasing the carrying capacity of the land by land manipulation. This changing of the landscape to increase the crop of wildlife is known as habitat improvement. As the lands of south-western Ontario were gradually cleared for agriculture, a number of animals associated with the forest disappeared, but their places were soon taken by animal species adapted to life in agricultural country. To-day, we classify pheasants, Hungarian partridge, cottontail rabbits, European hare, raccoon, groundhogs, foxes and squirrels as "farm game", because study has shown that these animals reach their highest densities on the fertile soils. Man - who for decades has been clearing the land and improving soil fertility - has unwittingly provided much habitat for "farm game". An axiom of farm game management is that "good farm practices are good wildlife practices. In so far as this means "good soil building", it is true. The farmer who, by various methods, increases the fertility of his soil and controls erosion by strip cropping, cover crops and forestation, is doing much for game. Not all present-day farming practices, however, are beneficial to wildlife. More intensive cultivation and increased mechanization of farms are trends which are viewed with some concern by wildlife managers. Intensive cultivation which includes removal of shrubby fencerows and roadside plants that provide both food and cover for wildlife is detrimental. Any number of farming practices can, in fact, be both detrimental and beneficial and make it difficult to appraise their over-all value to wildlife. The mechanical corn-pickers and high-cutting combines, for instance, favour game birds by providing both food and cover, but, on the other hand, the fast-moving machines can destroy a large (Continued on page 45) number of birds and animals annually. In south-western Ontario, we are geared to an agricultural economy. Soil manipulation to improve wildlife conditions much, therefore, harmonize with agricultural practices. In short, we must raise our wildlife on privately owned farms remembering that the farm economy comes first. Yet there is no reason why - if we maintain a proper balance between farm game and other farm products - the two practices should conflict. We already have good examples of situations where farm game management and agricultural practices harmonize to produce more substantial returns to the landowner. In 1950, on Pelee Island, where a well-controlled pheasant harvest is an annual event, the farmers realized some $7.00 per acre from pheasant hunting alone. In Ohio, a well-developed agriculture State, a study of the economic value of crop field borders showed that the value derived from shrub fencerows - by harbouring wildlife beneficial to farm crops - in some cases outweighed the values derived from corresponding extra planting spaces made available alongside clean or sod fencerows. In agricultural areas in which wildlife populations are not controlled by a regular harvest of surplus animals, damage to crops may occur and wildlife become a liability. The same is true, of course, where farmers realize little or no value from their efforts to retain wildlife on their farms. Regulations to permit the harvesting of wildlife crop, along with good farmer-sportsman relations, are prerequisites to any game habitat improvement programme. Wildlife, and its economic and recreational use, cannot be excluded from any conservation programme in agricultural lands, though finding the correct balance between wildlife use and the agricultural use of land may not always be simple. The answers may come easier, however, if land-use specialists undertake land manipulation with the multiple-use concept. Properly planned improvements of hedgerows, woodlots and odd field corners, and the construction of small water (Continued on page 47) The period from the mid forties to the mid sixties saw a move to a more rational basis of land disposition and management. Prior to this period land disposition was primarily focused on settlement needs. The 1941 Report of the Select Committee on the Administration of the Department of Lands and Forests was a catalyst for the understanding that land and natural resources could have multiple uses, not just for settlement or extraction, and that these uses needed to be planned for. Administration of the lands program was consolidated at Head Office and decentralized to the districts. A thorough program review resulted in changes to land disposition for resorts, the ending of free land grants except for veterans, more stringent rules for agricultural use, streamlining of special permits and the patent land process. As well, there was a recognition that science-based land surveys were needed, and that changes to lifestyles (automobiles) would lead to greater demand for land for recreation. The idea of land use planning began during World War II, spurred on by the rise of the idea of conservation. The 1944 Ganaraska Report and the 1950 Report of the Select Committee on Conservation both stressed land use planning that had a scientific basis and was based on ecological sustainability and productivity classification for different uses. The 1947 Royal Commission on Forestry (Kennedy Report) also stressed the need for land classification and planning. Quimby Hess, the district forester for Kapuskasing, was the first forester to use these principles during the development of the local forest management plan. His ideas were supported by the 1960 Glackmeyer Report, which was created to review and provide guidance on integrating farm/forestry programs and needs in the Clay Belt. Eventually every district was required to develop a Land Use Plan. A new Land Use Planning Section developed legislation, regulations, policy and manuals/guides for this initiative. One of the key components of the land use plans in each district was the development of a chapter on the local history of land and natural resource management. Tweed District was the first district to create a land use plan, partly to test the process in southern Ontario, which faced different issues than northern Ontario. The Tweed area dealt with abandoned agricultural land, high recreational needs from large population centres and degraded forest lands needing rehabilitation. The new focus on land use planning led to better cooperation between forestry and agriculture departments. The Private Lands Commission was created in 1959 to formalize this cooperation. The Commission engaged Guelph University to produce soil surveys for all of southern Ontario. The federal government enacted ARDA (Agricultural Rehabilitation and Development Act) in 1961 to encourage productivity surveys (Canada Land Inventory) of rural lands and support projects to rehabilitate them. impoundments, have improved farms as well as conditions for farm wildlife. Wildlife management as a form of land-use is well established in south-western Ontario. The increasing demand for outdoor recreation has placed particular emphasis on farm game. Whether we will continue to provide recreation for our increasing human population will depend - in agricultural country - on the farmer and his attitude toward wildlife. Land-use specialists who recommend land-use practices with the multiple-use concept, are improving conditions for agriculture, forestry and wildlife, and at the same time promoting the conservation and wise use of these resources. The mission of the Society is: “To further the knowledge, understanding and preservation of Ontario’s forest history” and to accomplish this with the following objectives: To preserve forest and forest conservation history; To encourage and further the development and recognition of forest history; To support research and studies of forest history; To support the archival preservation of records and materials relating to forest history, and To promote the better understanding of forest history through public education. The Society has two ongoing projects, both available on our website: www.ontarioforesthistory.ca The first is a catalogue of publications dealing with all aspects of Ontario’s forest history. Members can submit contributions on our website. The second is the identification and listing of collections and materials relating to Ontario’s forest history. The Society works with established archives such as the Archives of Ontario and several university archives to facilitate the preservation of significant collections. The Society publishes a newsletter, Forestry, twice a year – Spring and Fall - containing informative articles on Ontario forest history. (The FHSO has a privacy policy. Your information will not be shared or sold.) You can initiate or renew your membership online by clicking on the link below: http://www.ontarioforesthistory.ca/index.php/membership Or, by filling out and submitting the form below, with your cheque, to the address listed below: \| Name \| \| \|------\|---\| \| Address \| \| \| City \| Province \| Postal Code \| \| Phone \| Email \| \| Membership Type – Please Check One - [ ] FHSO Annual Membership - $45.00 - [ ] FHSO Student Membership - $15.00 - [ ] FHSO Institution/Corporate Membership - $100.00 - [ ] FHSO Membership for OFA / OWA / OHS Members - $30.00 Please Make Cheque Payable To: Forest History Society of Ontario 144 Front Street West, Suite 700 Toronto ON M5J 2L7	f0049370-4e2a-40ec-ad54-871f73013d08	CC-MAIN-2023-23	https://www.ontarioforesthistory.ca/media/forestory/fhso_journ_vol_11_iss_1_spring_2020.pdf	2023-06-06T09:53:53+00:00	crawl-data/CC-MAIN-2023-23/segments/1685224652494.25/warc/CC-MAIN-20230606082037-20230606112037-00569.warc.gz	1,015,844,108	23,697	eng_Latn	eng_Latn	0.974082	eng_Latn	0.998708	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Lat...	true	rolmOCR	[ 1446, 3098, 5616, 8338, 12298, 15934, 17341, 18951, 20893, 21456, 22427, 23785, 25226, 28814, 32027, 33701, 35841, 38998, 42648, 44639, 45500, 49626, 50631, 53656, 54141, 57644, 60187, 62742, 65363, 68054, 70688, 73318, 75796, 78408, 79088, 82547...	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Hide ‘n’ Seek Kids Unit I Curriculum: The God Who Reveals Himself Session Prep (especially good for newbies!) Pray! NOTE: Most 2 & 3 year olds do best simply learning the Big Question & Answer, a simple version of the Bible story, and maybe the Bible Verse. Use other activities, as time and attention span allow. Your session prep need only include what you use. Pray for the Holy Spirit to be at work in your heart and the children’s hearts. Review If new to the curriculum, look at the Getting Started with Hide ‘n’ Seek Kids section of this book (p.5). It will be especially helpful to read through the Hide ‘n’ Seek Kids section of The Praise Factory Tour: Extended Version Book. This is a visual way to understand what goes on in the classroom. (A pdf of the book is found in the samples section on the website.) Look through and Learn the Lesson Read over lesson plan. Practice any songs or action rhymes you are using. Choose/make up motions to go with these. Choose less with younger children and more with older preschoolers. Practice the lesson with the visual aids and using the Big Question Box/Briefcase. Read and Rehearse the Bible Story with Pictures Read the Bible story from the Bible. Read the curriculum version. Practice telling it with the storyboard pictures. (If you have not previously laminated the story pictures, do that now.) Or, rehearse it from the Simple Story Scenes, if you are using those. Let There Be Music Download the music and listen to the songs. Choose which of the songs you will use with the children. If using live musicians, make sure they have the sheet music (found in Appendix A). Put the Props in Place 1. Prepare your Visual Aids. Put the Bible Verse, Listening Assignment, Bible Story in one side of the Bible folder. Keep out the Big Question sign. 2. Get out your storyboard. If using Simple Story Scenes, put these in your Bible Folder. Or, if using the individual storyboard figures, put all background pictures in place (they have a BG by the number). Put the rest of the storyboard pictures (these have a SB by the number) in order of use in the other side of the Bible folder. 3. Put the HSK Bible Folder as well as the Big Question sign in the Big Question Box/Briefcase and shut it. If your box/briefcase has locks and you want to use the unlocking the box as part of your session, lock it now…but make sure you have the key or know the code first. 4. Prepare the music CD or sheet music or mp3 device for use in your session. Set Out Free Play Activities Choose and set up free time activities you will use with the children. Choose a variety of different activities that will be enjoyed by different types of children. Rotate the activities you provide to keep them interesting and fresh to your children. (Suggestions in Appendix D, Core Curriculum books.) Prepare Any Activities Choose which (if any) of the unit games and crafts activities you want to use in the session. Bear in mind your time frame as well as the developmental abilities/attention span of your children as you decide what/how many to prepare. Look over the Discussion Sheet and choose a few questions you might use to spark discussion with the children as they do their activities (especially good for ages 3’s+). Pray for God to give you opportunities to talk about these things with the children. Let Them Take It with Them Make copies of the craft/take home sheets, if you are not already using them as one of your activities. You may also want to make copies of the story (see take-home version of each story included in Appendix C with the other take home resources) to have for parents to use with their children at home. There’s a link on each craft/take home sheet to the story, if you don’t make hard copies. Store It After your session is over, collect the resources and store them for future use. This curriculum can be used over and over for years to come. Unit 1 Overview of Key Concepts UNIT 1: The God Who Reveals Himself Unit Big Question (and Answer): “How Can I Know What God Is Like? He Shows Me What He’s Like!” Meaning: God made us. He wants us to know what He is like, so we can know Him, love Him, and praise Him. God shows us what He is like by the heart He gave us to know and love Him; through all of His creations we see around us; through His Word, the Bible; and most of all, through His very own Son, Jesus Christ. Unit 1 Bible Verse: Amos 4:13 ESV “He who declares to man what is His thought...The LORD, the God of hosts, is His name.” Meaning: God wants us to know what He is like, so we can know Him, love Him, and praise Him. We don’t have to figure out what God is like by ourselves. God show us what He’s like—He declares His thoughts to us. God shows us what He’s like through the spirit He put in our hearts; through His creations we see around us; through His Word, the Bible; and most of all, through His very own Son, Jesus Christ. And what’s the name of the one and only true, living God? It’s the LORD! Yes, the LORD is His name! Unit 1 ACTS Prayer A We praise You, God. You show us what You are like! C LORD, in our heart we know that You are God. We know we should obey You, but many times we don’t want to. Please forgive us. We need a Savior! T Thank You for wanting us to know You. Thank You for giving us a heart to know You; and, for making this world that shows us what You are like. Thank You for what we learn about You in Your Word, the Bible. And most of all, thank You for showing us what You are like in Your Son, Jesus. S Work deep inside our hearts. Help us to turn away from our sins and trust in Jesus as our Savior. Help us to know You. Put in our hearts the special kind of happy that comes only from knowing You. Help us to go and tell others what we’ve learned. In Jesus’ name we pray. Amen. Unit 1 Story The Case of the Old Man Who Looked for God Luke 2:25-32 Songs Used in Unit 1 listen to or download songs for free at https://praisefactory.org: Hide n Seek Kids Music page Big Q & A 1 Song Big Question 1 Song Big Question 1 Bible Verse Song: “The LORD Declares” Amos 4:13, ESV Extra Bible Verse Song: “He Who Declares His Thought” Amos 4:13, ESV Extra Bible Verse Song: “He Who Forms the Mountains” Amos 4:13, ESV Extra Bible Verse Song: “For Behold” Amos 4:13, ESV Extra Bible Verse Song: “Behold” Amos 4:13, ESV Big Question 1 Hymn: Joyful, Joyful, We Adore Thee Big Question 1 Praise Song: Oh! Oh! Oh! How Good is the Lord Hide ‘n’ Seek Kids ESV Songs \| Track Numbers This is a listing of all songs mentioned in the unit curriculum. You may or may not choose to use all of the songs. They are listed in easy-reference order—NOT in the order used in the curriculum. You may choose to simply burn a CD/load them onto an mp3 device in this order. Or, you may want to do what we do: choose the songs we want to use and create a play list of them in that order. Then, we burn a CD/upload the play list onto an mp3 device. A teacher only has to click forward to the next song, instead of hunting for the right track. The track number have been included as part of the title of each song, so teachers will still have a reference to the track number listed in the curriculum (same as those listed below), even if you change the order on your customized play list. SONGS USED EVERY UNIT OF THE CURRICULUM 1 The Classroom Song v.1 2 The Classroom Song v.2 3 The Classroom Song v.3 4 The Classroom Song v.4 5 Hide ‘n’ Seek Kids Theme Song 6 The Classroom Rules Song 7 Let’s Pray Song 8 The Big Question Box Song 9 The Bible Chant Song 10 ACTS Prayer Song (Short Version) 11 ACTS Prayer Song (Full Version) UNIT 1: THE GOD WHO REVEALS HIMSELF 12 Big Q & A 1 Song 13 Big Question 1 Song: How Can I Know What God Is Like? 14,14T Big Question 1 Bible Verse Song: The LORD Declares Amos 4:13, ESV 15 Extra Big Question 1 Bible Verse Song: He Who Declares His Thought Amos 4:13, ESV (different version) 16 Extra Big Question 1 Bible Verse Song: He Who Forms the Mountains Amos 4:13, ESV (different version) 17 Extra Big Question 1 Bible Verse Song: For Behold Amos 4:23, ESV (different version) 18 Extra Big Question Bible Verse Song: Behold Amos 4:23, ESV (different version) 19 Big Question 1 Hymn: Joyful, Joyful, We Adore Thee 20 Big Question 1 Praise Song: Oh, Oh, Oh, How Good Is the Lord! T* Tidbit Shortened version of the Bible Verse Song listen to or download songs for free at https://praisefactory.org: Hide n Seek Kids Music page 1. GETTING STARTED NOTE: Most 2 & 3 year olds do best simply learning the Big Question & Answer, a simple version of the Bible story, and maybe the Bible Verse. Use other activities, as time and attention span allow. Choose one of these open-ended activities to include children as they join the class: Free Play Time (usually best for 2 year olds) Offer your own or some of the easy-to-make, free play activities suggested in Appendix D. OR Sing-along Music Time Music from Hide ‘n’ Seek Kids (HSK) ESV Songs 1: - Big Q & A 1 Song - Big Question 1 Song - Big Question 1 (Unit) Bible Verse Song: The LORD Declares Amos 4:13, ESV - Extra Big Question 1 (Unit) Bible Verse Song: He Who Declares His Thought Amos 4:13, ESV - Extra Big Question 1 (Unit) Bible Verse Song: He Who Forms the Mountains Amos 4:13, ESV (other version) - Extra Big Question 1 (Unit) Bible Verse Song: Behold Amos 4:13, ESV (different version) - Extra Big Question 1 (Unit) Bible Verse Song: Behold Amos 4:13, ESV (different version) - Big Question 1 Hymn: Joyful, Joyful, We Adore Thee - Big Question 1 Praise Song: Oh! Oh! Oh! How Good is the Lord HSK ESV Songs 1, track 12 HSK ESV Songs 1, track 13 HSK ESV Songs 1, track 14,14T HSK ESV Songs 1, track 15 HSK ESV Songs 1, track 16 HSK ESV Songs 1, track 17 HSK ESV Songs 1, track 18 HSK ESV Songs 1, track 19 HSK ESV Songs 1, track 20 Add more fun to Sing-along Music Time by adding a Music, Movement & Memory Activity. These activities are listed on p. 8 of this lesson plan with the Response Activities. Instructions found in Appendix B. OR Bible Verse Memory Game Lesson 1 Game: Lily Pad Jump Lesson 2 Game: Animal Cube Lesson 3 Game: Simon Says How Lesson 4 Game: Bean Bag Catch Lesson 5 Game: Slap, Clap and Stack These activities are also included on p.8 of this lesson plan with the Response Activities. 2. OPENING CIRCLE TIME (introduce the Bible Truth and tell the related Bible story) Gathering the Children Sing verse 1 of The Classroom Song to gather the children for Circle Time. The Classroom Song, verse 1 Let’s gather together to worship God, Let’s gather together to worship God, Let’s gather together to worship God, Come gather here with me! HSK ESV Songs 1, track 1 Welcome to Hide ‘n’ Seek Kids! “Welcome to Hide ‘n’ Seek Kids! We’re so glad you’ve joined us! We’re here to seek God and learn His Word and Hide it in our heart so that it will always be with us. And we’re here to Hide His Word, the Bible, in our hearts. We ask big questions about God and dig deep down in the truths of God’s Word to find them.” Hide ‘n’ Seek Kids Theme Song “Let’s sing our Hide ‘n’ Seek Kids theme song.” Hide ‘n’ Seek Kids Theme Song Come along, we’re gonna Hide ‘n’ seek! Hide God’s Word in our heart and Him, we’ll seek, God loves to show us the truths of His Word, That we might know Him and live out what we’ve learned. HSK ESV Songs 1, track 5 Classroom Rules Song There are two very important things that Hide ‘n’ Seek Kids do together: we worship God and we love one another. Our Classroom Rules Song reminds us how we should act. Let’s sing it.” Classroom Rules Song Shh, be quiet while someone is talking, Raise your hand, if you have something to say, Don’t touch your friend, sitting beside you, Obey your teachers, Be kind as you play. These are our classroom rules, These are our classroom rules, They help us worship God and love one another, These are our classroom rules. HSK ESV Songs 1, track 6 Opening Prayer Time “Children, we need God’s help to keep these rules. Let’s ask Him to help us right now. Let’s get ready and pray.” Let’s Pray 1-2-3! Fold your hands, Bow your head, Close your eyes. Let’s pray! (repeat) “Let’s pray.” Opening Prayer Dear Lord, We’re so glad to get to gather together to worship You! Please help us keep the classroom rules. Please help us to love You and learn about You today. In Jesus’ name we pray. Amen. Reveal the Big Question Introduce the Big Question Box/Briefcase lyrics and sheet music, Appendix A “It’s time to get down to business, Hide ‘n’ Seek kids! Let’s see what our Big Question for today is. It’s right inside our Big Question Box/ Briefcase.” The Big Question Box Song We’ve got a big box, All closed up and locked, Filled with the truths of God’s Word. We’ve got a brief case, There’s no time to waste, Come on, kids, let’s open it up! The Big Question under Investigation VISUAL AID #1 of BQB Big Question & Answer Sign, front side found in the HSK Volume 1 Visual Aids, ESV Book Ok, who would like to open it up for me and pull out the Big Question?” Choose a child to open the box/briefcase, take out the Big Question and hand it to you, then hold up the Big Question sign for all the children to see, and say: The Big Question we are investigating today is Big Question Number 1: How Can I Know What God Is Like? and the Answer is: He Shows Me What He’s Like! Big Question Meaning God made us. He wants us to know what He is like, so we can know Him, love Him, and praise Him. God shows us what He is like by the heart He gave us to know and love Him; through all of His creations we see around us; through His Word, the Bible; and most of all, through His very own Son, Jesus Christ. Big Question Songs Big Q & A 1 Song lyrics and sheet music, Appendix A “Let’s sing our Big Question Song: Big Q & A 1 Song (adapted version of “This Is the Way We Wash Our Clothes”) How can I know what God is like, God is like, God is like? How can I know what God is like? He shows me what He’s like! Learning about the Big Question (use one or both) Repeat the Big Question and Answer again: “How Can I Know What God Is Like? He Shows Me What He’s Like!” Say: “Hmmmm, I wonder what that means… Let’s do our action rhyme (or sing our song) that explains it.” Then do the action rhyme or sing the song using any of the optional motions suggested, if desired. \| Big Question Action Rhyme \| Big Question 1 Action Rhyme \| \|--------------------------\|----------------------------\| \| My heart can know and love God, \| place hand over heart \| \| He made everything I see. \| cup hand over eye and look around \| \| Big, tall mountains, galloping horses, \| gallop in place \| \| Every bird and bee. \| make open book with flat hands \| \| God gave me the Bible to read, \| hold up flexed arm \| \| And hear of His mighty deeds! \| point to self \| \| But best of all, best of all, \| \| \| He sent Jesus, His Son, to save me! \| \| (POSSIBLE ACTIONS) Big Question (Action Rhyme) Song I have a very big question, a big question ‘bout God, I have a very big question, It’s Big Question Number One, I wanna know… Refrain: How can I know what God is like? How can I know what God is like? How can I know what God is like? He shows me what He’s like! Verse 1: My heart can know and love God, He made everything I see. Big tall mountain, galloping horses, Every little bird and bee. Refrain Verse 2: He gave us the Bible, His Word, To learn of His might deeds, But most of all, through Jesus, His Son, God shows Himself to me. Refrain (POSSIBLE ACTIONS) hold up 1 finger place hand over heart cup hand over eye and look around gallop in place make open book with flat hands hold up flexed arm point to self Learning the Bible Verse The Bible Chant Song lyrics and sheet music, Appendix A “And how do I know this is true? God tells me so in His special book, the Bible.” Say or sing the Bible Chant Song. The Bible Chant Song The Bible, the Bible, Let’s get out the Bible. Let’s hear what God has to say. The Bible, the Bible, God’s given us the Bible. It’s His Word for us to learn and obey! Yay! The Bible Verse in the HSK Bible Folder HSK 1 Bible Verse-front side (in the HSK Bible folder) VISUAL AID #2 Place verse in take out found in the HSK Vol. 1 Visual Aids, ESV Book “Who would like to get our Bible folder out of the Big Question Briefcase for me?” Choose a child to open the briefcase, take out the “Bible” folder and hand it to you. Remove the Bible Verse Picture from the “Bible” folder and hold it up for all the children to see, then say: Amos 4:13, ESV “He who declares to man what is His thought...The LORD, the God of hosts, is His name.” Bible Verse Meaning HSK 1 Bible Verse-back side What does that mean? God wants us to know what He is like, so we can know Him, love Him, and praise Him. We don’t have to figure out what God is like by ourselves. God show us what He’s like--He declares His thoughts to us. God shows us what He’s like through the spirit He put in our hearts; through His creations we see around us; through His Word, the Bible; and most of all, through His very own Son, Jesus Christ. And what’s the name of the one and only true, living God? It’s the LORD! Yes, the LORD is His name! Bible Verse Song lyrics and sheet music, Appendix A “We’ve said our Bible verse, now let’s sing it!” The LORD Declares: Amos 4:13 HSK ESV Songs 1, tracks 14, 14T You might also enjoy: He Who Declares His Thought, Amos 4:13, ESV HSK ESV Songs 1, track 15 He Who Forms the Mountains, Amos 4:13, ESV HSK ESV Songs 1, track 16 For Behold, Amos 4:13, ESV HSK ESV Songs 1, track 17 Behold, Amos 4:13, ESV HSK ESV Songs 1, track 18 lyrics and sheet music, Appendix A Getting into the Case “Now it’s time to do a bit more deep down investigating. Let’s see what Detective Dan wants us to help him figure out. Would someone like to get it out for me?” Listening Assignments Place in HSK Bible Folder take out ? of BQB NOTE: Listening assignments are most suitable for ages 3+. Skip straight to the Bible story (see bottom of this page), if working with 2 year olds. “Let’s open up our listening assignment and see what we are supposed to figure out today. Choose a child to take out the Listening Assignment (from the HSK Bible Folder) and hand it to you. Read Detective Dan’s letter to the children that includes the listening assignment. The listening assignments are summarized below: VISUAL AID #3 HSK Vol. 1 Visual Aids, ESV Detective Dan’s Lesson #1 Listening Assignment: As you listen to the story, see if you can figure out: 1. Who was the old man who looked for God? 2. How did he find out what God was like? VISUAL AID #4 HSK Vol. 1 Visual Aids, ESV Detective Dan’s Lesson #2 Listening Assignment: Our Bible verse is Amos 4:13: “He who declares to man what is His thought...The LORD, the God of hosts, is His name.” As you listen to the story, see if you can figure out: 1. Who did the LORD declare His thoughts to? 2. What book did the LORD use to declare His thoughts? VISUAL AID #5A,B,C Listening Assignment #3 includes the Assignment Sheet, plus 4 clue pictures HSK Vol. 1 Visual Aids, ESV Detective Dan’s Lesson #3 Listening Assignment: I found four clues, but one of them is NOT in the story. They are: baby Jesus, a chair, God’s Word (on a scroll, like in Bible times) and a heart. Hold up each of the four pictures for the children to see as you identify them. Better yet, put them up on your flannelgraph board, off to one side. I need to know: 1. Which three pictures belong in the story and which one does not? 2. What did God use three of these things to show Simeon? VISUAL AID #6 HSK Vol. 1 Visual Aids, ESV Detective Dan’s Lesson #4 Listening Assignment: As you listen to the story, see if you can figure out: 1. Who did Simeon want to know more and more? 2. What was something Simeon thanked God for? VISUAL AID #7 HSK Vol. 1 Visual Aids, ESV Detective Dan’s Lesson #5 Listening Assignment: As you listen to the story, see if you can figure out: 1. Why was Simeon so happy to see baby Jesus? 2. What did God send Jesus to do? Tell the Bible Story Place story & pics in take out ? of BQB HSK Vol. 1 Visual Aids, ESV Bible Story included in this book, immediately after the Lesson Plan and with the Visual Aids Then say, “Ok, Hide ‘n’ Seekers! Put on your best listening ears and see if you can find the answers to Detective Dan’s questions. When I finish telling the story, we’ll see what we come up with.” Bible Story: The Case of the Old Man Who Looked for God Luke 2:25-32 Read the Bible Truth story, putting up the storyboard pictures/Simple Story Scenes as you tell it. Then, have the children answer the listening assignment. Present the gospel and lead in prayer. Answers to questions, the gospel and ACTS prayer are included with the story text. \| Story Response Song(s) \| As attention span and time allow, you might want to end with one of the following songs which also tie in with the unit. If desired, use the Music and Movement activity ideas while singing, listed with the Response Activities. \| \|------------------------\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Hymn \| Joyful, Joyful We Adore Thee, part of vs.1,2 \| HSK ESV Songs 1, track 19 \| \| \| Verse 1 \| \| \| \| Joyful, joyful, we adore Thee, \| \| \| \| God of glory, Lord of love, \| \| \| \| Hearts unfold like flowers before Thee, \| \| \| \| Opening to the sun above. \| \| \| \| Verse 2 \| \| \| \| All Thy works with joy surround Thee, \| \| \| \| Heaven an earth reflect Thy rays, \| \| \| \| Stars and angels sing around Thee, \| \| \| \| Center of unbroken praise. \| \| \| \| Tie-in: “Children, the Lord shows us what He is like. He opens our hearts and let’s us see how wonderful He is. He fills us with joy and we want to adore Him. Let’s adore God right now!” \| \| Praise Song \| Praise Song: Oh! Oh! Oh! How Good Is the Lord \| HSK ESV Songs 1, track 20 \| \|------------------------\|-------------------------------------------------------------------------------------------------------------------------------------\|---------------------------\| \| \| Verse 1 \| \| \| \| Oh! Oh! Oh! How good is the Lord, \| \| \| \| Oh! Oh! Oh! How good is the Lord, \| \| \| \| Oh! Oh! Oh! How good is the Lord, \| \| \| \| I never will forget what He has done for me. \| \| \| \| Verse 2 \| \| \| \| He shows Himself to me, How good is the Lord, \| \| \| \| He shows Himself to me, How good is the Lord, \| \| \| \| He shows Himself to me, How good is the Lord, \| \| \| \| I never will forget what He has done for me. \| \| \| \| Tie-in: “Children, How good the Lord is to show us what He’s like! We would never know if He didn’t show us. Let’s praise Him right now!” \| 3. TAKING ACTION: Response Activities (choose from among these activities) \| Transition to Activities \| Well, Hide ‘n’ Seek Kids, you’ve done a great job diggin’ deep down for answers in the truths of God’s Word. Now it’s time to enjoy some activities.” \| \|--------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| \| Tell children what activity/s you are providing for them: either free play or some of the response activities listed below. When you are ready to dismiss them, use this song to help the children transition in an orderly fashion to their next activity. \| \| Classroom Song, verse 2 \| “Children, let’s sing our Time to Play Song. When we are finished you may get up and walk over to our next activity.” \| \|-------------------------\|-------------------------------------------------------------------------------------------------------------------\| \| \| Classroom Song, verse 2 \| HSK ESV Songs 1, track 2 \| \| \| We’ve gathered together to worship God, \| \| \| \| We’ve gathered together to worship God, \| \| \| \| And now it’s time to play. \| \| \| \| Dismiss the children to whatever activities you have prepared for them to do. \| \| 3. TAKING ACTION: Response Activities (choose from among these activities) \| Response Activities \| Choose one or more activities appropriate for your children, based on classroom time and developmental needs. Add the Discussion Sheet to any activity for deeper learning. \| \|---------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Bible Verse Memory Game \| Though listed with the opening activities, you may choose to use this Bible verse game here instead (or as a repeat). \| \| \| • Lesson 1 Game: Lily Pad Jump \| \| • Lesson 2 Game: Animal Cube \| \| • Lesson 3 Game: Simon Says How \| \| • Lesson 4 Game: Bean Bag Catch \| \| • Lesson 5 Game: Slap, Clap and Stack \| \| Music, Movement & Memory Activity \| A music activity that uses the songs from the Bible Truth and Big Question unit. \| \| \| • HSK Songs for Unit, plus: \| \| • Lesson 1 Activity: Thumping Drums \| \| • Lesson 2 Activity: Say, Spring Up and Shout \| \| • Lesson 3 Activity: Freeze Frame \| \| • Lesson 4 Activity: Egg Shakers \| \| • Lesson 5 Activity: Jingle Bell Hands \| \| Bible Story Review Game \| A game that uses the storyboard pictures from the story to review the story. \| \| \| • Lesson 1 Game: Who’s in the Basket? \| \| • Lesson 2 Game: Run to the Grocery Store \| \| • Lesson 3 Game: Treasure Hunt \| \| • Lesson 4 Game: Take Me through the Tunnel \| \| • Lesson 5 Game: Missing in Action \| \| Coloring Pages/ Take Home Sheets \| A coloring page related to the lesson assignment questions is provided for each lesson. On the back of each are the key concepts, a few questions and a song for parents to use with their children. (If desired, include a copy of the Bible story with the Take Home Sheet.) \| \| \| NOTE: Upgrade your coloring sheet to a more interesting craft by offering simple embellishments, such as jiggly eyes, craft sand, glitter, glitter glue, colored paper dots (made with a hole punch), fabric scraps, etc. Make cut-to-size glued-on clothes, hair, etc for characters by using a copy of the coloring sheet, cutting out the selected portions and making them the patterns for whatever you want to cut out of fabric, paper, foil, etc. \| \| \| • Lesson 1 Coloring Sheet Emphasis: Bible Truth \| \| • Lesson 2 Coloring Sheet Emphasis: Bible Verse \| \| • Lesson 3 Coloring Sheet Emphasis: Bible Truth \| \| • Lesson 4 Coloring Sheet Emphasis: ACTS Prayer \| \| • Lesson 5 Coloring Sheet Emphasis: The Gospel \| \| Extra Crafts: Big Question Craft \| These crafts are slightly more complex than the coloring sheets: \| \| \| The Big Question Craft is a color, glue and stick craft of the Big Question and Answer. \| \| \| The Bible Verse Craft is a craft that gives the Bible verse and explains it, also involving gluing and sticking and a few other, simple craft supplies. \| \| Bible Story Puzzle \| The Storyboard Picture Placement Page has been made into a puzzle that can be cut out and re-assembled by the children. This provides a nice summary of the story. \| \| Free Play Activities \| Offer your own or some of the easy-to-make, free play activities suggested in Appendix D. \| 4. CLOSING CIRCLE TIME (End-of-session activities for the last 5-10 minutes of class time) Transition to Closing Circle Classroom Song, verse 3 lyrics and sheet music, Appendix A Use this song to help the children transition in an orderly fashion. Sing the song, then ask the children to gather with you for Closing Circle Time. Classroom Song, verse 3 It’s time to get ready to go and tell, It’s time to get ready to go and tell, Come gather here with me. HSK ESV Songs 1, track 3 Closing Circle Time Classroom Song, verse 4 lyrics and sheet music, Appendix A When children are settled in the circle, say: “It is almost time for your parents to come pick you up. And do you know what that means? It means…. (draw this out to build anticipation and excitement)…that it’s almost time to go home and….it’s almost time to…Go and Tell! We have learned some big news about God today. God wants us to take and tell it to the whole world!” Classroom Song, verse 4 So what’s our big news to go and tell, So what’s our big news to go and tell, Can you tell me now? HSK ESV Songs 1, track 4 Big News to Tell Big Question 1 VISUAL AID #1 found in the HSK Vol. 1 Visual Aids, ESV Book lyrics and sheet music, Appendix A “Let’s see….there’s so much big news to tell! There’s so much we’ve learned! Can you tell me the answer to our Big Question: “How can I know what God is like?” (Show them the Big Question and Answer picture.) Say the answer with me: “He shows me what He’s like!” (If desired, you can sing the Big Q & A Song.) HSK ESV Songs 1, track 12 Big Question 1 Bible Verse VISUAL AID #2 found in the HSK Vol. 1 Visual Aids, ESV Book lyrics and sheet music, Appendix A “And how do I know this is true? Can you tell me? Say it with me: “The Bible tells me so!” That’s right! We learned: Amos 4:13 “He who declares to man what is His thought…The LORD, the God of hosts, is His name.” (Show them the Bible Verse picture.) The Bible tells us that God, Himself, shows us what He is like.” (If desired, you can sing the Bible verse song.) HSK ESV Songs 1, track 14,14T 4. CLOSING CIRCLE TIME, continued Closing ACTS Prayer Time Let’s ask God to help us to remember this and even tell others this good news. Let’s get ready and pray our ACTS prayer. And what does ACTS mean? Let’s sing/say our ACTS Prayer Chant! ACTS Prayer Chant Song A, Adoration: God, we praise You! C, Confession: Forgive us our sins. T, Thanksgiving: Thank You for Jesus, S, Supplication: Help us to live like Him. That’s the ACTS prayer, my friend, Bow head, Close your eyes, Shhh, Let’s begin! Closing ACTS Prayer “Let’s pray!” Lead the children in the ACTS prayer for this unit. A We praise You, God. You show us what You are like! C LORD, in our heart we know that You are God. We know we should obey You, but many times we don’t want to. Please forgive us. We need a Savior! T Thank You for wanting us to know You. Thank You for giving us a heart to know You; and, for making this world that shows us what You are like. Thank You for what we learn about You in Your Word, the Bible. And most of all, thank You for showing us what You are like in Your Son, Jesus. S Work deep inside our hearts. Help us to turn away from our sins and trust in Jesus as our Savior. Help us to know You. Put in our hearts the special kind of happy that comes only from knowing You. Help us to go and tell others what we’ve learned. In Jesus’ name we pray. Amen. 5. TAKING IT HOME (Take Home Sheet) Clean up and Dismissal ★ “Now it’s time to work together and clean up.” Have the children join you in cleaning up the room. Coloring Pages/Take Home Sheets ★ Give out the craft/take home sheet and any other papers from the session, as you dismiss children from class. (Reminder: The back side of the coloring page is the take home sheet for each lesson.) Bible Story to Take-Home You may also want to include a copy of the story along with the take home sheet. (However, each coloring sheet/take home sheet includes a note to parents telling them where they can download the story from the Parent Resources section on the website.) The Case of the Old Man Who Looked for God Luke 2:25-32 Story-telling Tips Ahead of time: 1. Read the Bible verses and story. Pray! 2. Choose story action cues and/or prepare storyboard pictures, if using. (Included in Visual Aids book) 3. Practice telling story with the pictures, timing your presentation. Shorten, if necessary to fit your allotted time. During your presentation: 1. Maintain as much eye contact as possible as you tell the story. 2. Put up storyboard figures/add story action cues as you tell the story. Allow the children to help you put them on the board, if desired. 3. Include the children in your story with a few questions about what they think will happen or words/concepts that might be new to them. 4. Watch the kids for signs that their attention span has been reached. Shorten, if necessary. INTRODUCTION/ LISTENING ASSIGNMENTS “Our story is called: The Case of the Old Man Who Looked for God. Here is your listening assignment…” Read from Detective Dan’s Listening Assignment signs, but questions are summarized below: Detective Dan’s Lesson #1 Listening Assignment: I need to find out: 1. Who was the old man who looked for God? 2. How did he find out what God was like? Detective Dan’s Lesson #2 Listening Assignment: Our Bible verse is Amos 4:13: “He who declares to man what is His thought…The LORD, the God of hosts, is His name.” I need to find out: 1. Who did the LORD declare His thoughts to? 2. What book did the LORD use to declare His thoughts? Detective Dan’s Lesson #3 Listening Assignment: I found four clues, but one of them is NOT in the story. They are: baby Jesus, a chair, God’s Word (on a scroll, like in Bible times) and a heart. Hold up each of the four pictures for the children to see as you identify them. Better yet, put them up on your flannelgraph storyboard, off to one side. I need to figure out: 1. Which three pictures belong in the story and which one does not? 2. What did God use three of these things to show Simeon? Detective Dan’s Lesson #4 Listening Assignment: I need to find out: 1. Who did Simeon want to know more and more? 2. What was something Simeon thanked God for? Detective Dan’s Lesson #5 Listening Assignment: I need to find out: 1. Why was Simeon so happy to see baby Jesus? 2. What did God send Jesus to do? Read the questions, THEN SAY, “Ok, Hide ‘n’ Seekers! Put on your best listening ears and see if you can find the answers to Detective Dan’s questions. When I finish telling the story, we’ll see what we come up with.” Simeon was a very, very old man. Have you seen a very old man? They often have gray hair and sometimes even have a long, grey beard. Simeon looked like that! Simeon knew and loved God in his heart. Can you point to where your heart is? But oh, how Simeon wanted to know more about God and what He is like! Simeon knew God created the whole world. He could learn more about God, as he looked at all that God had made. There was so much to see! The big, tall mountains, Can you stretch up your arms really high like a tall mountain? the galloping horses, When horses gallop they run really, really fast and make lots of noise with their feet. Can you stomp your feet like you were a galloping horse? the flying birds, Let’s flap our arms like birds! the buzzing bees. What sound does a buzzing bee make? Simeon could see how wonderful God was in all the things He had made. But oh, how Simeon wanted to know more about God and what He is like! Simeon read the Bible, God’s Word. Where’s our Bible? Have children point to your Bible. He learned that God is good and great, loving and wise. But oh, how Simeon wanted to know more about God and what He is like! Then one day, something very good happened to Simeon. God gave Simeon a wonderful promise: “I am sending My Son, Jesus, here to earth. He will show people what I am like, and will make the way for them to know and love Me. He will bring My forgiveness to everyone who trusts in Him as their Savior! They will know Me in their heart. Then one day, they will come to live happily with Me forever!” God promised. “And Simeon, you will get to see My Son, Jesus, at my Temple-Church before you die!” God told Simeon. Simeon gathered with other people to worship God at a special place called the Temple. Where do we gather together to worship God? Why, it’s right here! We’re in it now! It’s a church! How excited Simeon was! Oh, how wonderful it would be to see God’s very own Son! Simeon went to God’s Temple-Church. Walk! Walk! Walk! Here goes Simeon to God’s Temple-Church. Can you make a walking noise with your feet? And who did Simeon see when he got there? Mary and Joseph. And who were they carrying? Baby Jesus, God’s Son! Pretend to hold a baby in your arms. Simeon was very happy to see baby Jesus, God’s Son, just as God had promised! Yes, there was Jesus, just a little baby! But Jesus wouldn’t stay a baby. He would grow up, up, up. He would tell everyone about God. He would show them what God is like. And, He would die on the cross to save God’s people. They would be forgiven by God for disobeying Him! Yay! Let’s cheer really loud! Yay! Then on Day One, Two, Three, Jesus would rise up from the dead, showing He had really done it! Yes, God’s people were forgiven! Jesus had beaten sin and death for them! Yay! Let’s cheer really loud again! Yay! One day, old Simeon died. Was that a sad day for Simeon? No, it was not! Shake your head “no.” That was the day when God brought Simeon to live with Him in heaven. That’s what made that day, Simeon’s happiest day ever. Now Simeon would really get to know how wonderful God is… more and more, forever and ever! Simeon is so happy in heaven where he lives happily with God forever. Let’s cheer really loud! Yay! Cracking the Case: (story wrap-up for Listening Assignments) It’s time to see how we did with our Listening Assignment. Detective Dan’s Lesson #1 Listening Assignment: 1. Who was the old man who looked for God? Simeon. 2. How did he find out what God was like? He knew God in his heart; he saw what God was like as he looked around him at the things God had made; he learned about Him in the Bible, God’s Word; and most of all, he knew what God was like through His Son, Jesus. For You and Me: Like Simeon, we can know what God is like. God has given us a heart to know and love Him. We can look around us and see what He’s like in the things He has made. We can learn about Him in the Bible; and, we can know what He’s like most of all when we learn about Jesus. We can ask God to show us what He’s like and help us to know and love Him. He delights to do this! --- Detective Dan’s Lesson #2 Listening Assignment: Our Bible Verse is: Amos 4:13: “He who declares to man what is His thought...The LORD, the God of hosts, is His name.” 1. Who did the LORD declare His thoughts to? Simeon. 2. What book did the LORD use to declare His thoughts? The Bible, God’s Word. For You and Me: The LORD can show us what He’s like, through the special hearts He gave us, as we look around at all the amazing things He has made. He can declare His thoughts to us as we read the Bible, His Word and learn about His Son, Jesus Ask God to show Himself to you! He delights to do this! --- Detective Dan’s Lesson #3 Listening Assignment: I found four clues, but one of them is NOT in the story. They are: baby Jesus, a chair, God’s Word (on a scroll, like in Bible times) and a heart. I need to know: 1. Which three pictures belong in the story and which one does not? The chair does not belong. 2. What did God use three of these things to show Simeon? God used baby Jesus, the Bible and the heart He gave Simeon to show Simeon what He is like. For You and Me: The LORD wants to show us what He’s like, too. He can use the heart He’s given us, the Bible, and Jesus to show us what He’s like, too. --- Detective Dan’s Lesson #4 Listening Assignment: 1. Who did Simeon want to know more and more about? God. 2. What was something Simeon thanked God for? Simeon thanked God for keeping His promise to let him see Jesus before he died. He was so happy to know that the time had come for God to save His people through Jesus. For You and Me: Like Simeon, we can thank God for sending Jesus to save sinners, like you and me. --- Detective Dan’s Lesson #5 Listening Assignment: 1. Why was Simeon so happy to see baby Jesus? He knew that the time had come for God to save God’s people from their sins through Jesus. 2. What did God send Jesus to do? God sent Jesus to show us what He’s like. And, to take the punishment for the sins of God’s people so they could know God and be His people forever. For You and Me: God can show us what He’s like through His Son, Jesus. Jesus can save us from our sins and make us God’s people, too, when we repent of our sins and trust in Him as our Savior. Our Bible Truth is: How Can I Know What God Is Like? He Shows Me What He’s Like! God showed Simeon what He is like, and He can show us, too! We can ask Him to work in our heart and help us to turn away from disobeying Him and trust in Jesus as our Savior. When we do, God will forgive our sins and save us! He will live in our heart, helping us to know Him right now. He will satisfy our heart, giving us a special kind of happiness that comes only from knowing Him. And one day, we will go to live with Him in heaven forever. That will be best of all! Close in prayer. Closing Unit 1 ACTS Prayer A=Adoration C=Confession T=Thanksgiving S=Supplication A We praise You, God. You show us what You are like! C LORD, in our heart we know that You are God. We know we should obey You, but many times we don’t want to. Please forgive us. We need a Savior! T Thank You for wanting us to know You. Thank You for giving us a heart to know You; and, for making this world that shows us what You are like. Thank You for what we learn about You in Your Word, the Bible. And most of all, thank You for showing us what You are like in Your Son, Jesus. S Work deep inside our hearts. Help us to turn away from our sins and trust in Jesus as our Savior. Help us to know You. Put in our hearts the special kind of happy that comes only from knowing You. Help us to go and tell others what we’ve learned. In Jesus’ name we pray. Amen. Return to page 7 of the Lesson Plan for the script of the rest of this lesson. HSK Unit 1 ESV Story and Discussion Sheet Resources Questions to aid discussion of the key concepts and for use in games Be familiar with these questions and answers. Look for opportunities to ask questions and talk about their answers, such as while the children work on their coloring pages, as part of their games, or during play time. Remember: your goal isn’t to ask all these questions or to only talk to the children about these things. It is to be deliberate in having good conversations with them, as natural opportunities arise. BIG QUESTION Meaning God made us. He wants us to know what He is like, so we can know Him, love Him, and praise Him. God shows us what He is like by the heart He gave us to know and love Him; through all of His creations we see around us; through His Word, the Bible; and most of all, through His very own Son, Jesus Christ. Discussion Questions choose a few 1. How can I know what God is like? He shows me what He’s like. 2. Who made us? God did. 3. What does God want us to know? What He is like. 4. Why does God want us to know Him? So we can know Him, love Him, and praise Him. 5. What did God put inside us so we could know Him? A heart. 6. Where can I look around me and learn more about God? Everything around me that He made in this world. 7. What book did the Lord give us to tell us about Himself? The Bible, His Word. 8. Who shows us what God is like most of all? Jesus, God’s Son. 9. Who can we ask to help us know what God is like? God! He delights to help us! THE GOSPEL What is God’s good news for you and me? The gospel! God gave each of us a heart to know and love Him, too. But sadly, we all have chosen to turn away from God and live life our own way. This sin separates us from God. Only with God’s help, we can know Him or be His people. But God sent His Son, Jesus, to make the way for people to know and love God once more. Jesus lived a perfect life, then He offered it as full payment for sins, when He suffered and died on the cross. On Day Three, He rose from the dead. He had beaten sin and death for God’s people! God invites us to become His people, by turning away from our sins and trusting in Jesus as our Savior. If we do, His Holy Spirit will come live in our hearts, so we can know and love God now. And one day, go to live with God in heaven forever. That will be best of all! \| BIBLE VERSE \| “He who declares to man what is His thought…The LORD, the God of hosts, is His name.” Amos 4:13, ESV \| \|-------------\|------------------------------------------------------------------------------------------------------------------\| \| Meaning \| God wants us to know what He is like, so we can know Him, love Him, and praise Him. We don’t have to figure out what God is like by ourselves. God shows us what He’s like—He declares His thoughts to us. God shows us what He’s like through the spirit He put in our hearts; through His creations we see around us; through His Word, the Bible; and most of all, through His very own Son, Jesus Christ. And what’s the name of the one and only true, living God? It’s the LORD! Yes, the LORD is His name! \| \| Discussion Questions \| choose a few 1. Why does God want us to know what He’s like? So we can know Him, love Him and praise Him. 2. Why does God declare His thoughts to us? He wants us to know Him. 3. Do we have to figure out what God is like by ourselves? No, God shows us what He’s like. He reveals His thoughts to us. 4. Who does the Lord declare His thought to? Who does He show what He’s like? To man—to people, like you and me. 5. What did God put inside us so we could know Him? A heart. 6. Where can I look around me and learn more about God? Everything around me that He made in this world. 7. What book did God give us to tell us about Himself? The Bible, His Word. 8. Who shows us what God is like most of all? Jesus, God’s Son. 9. Who can help us know God? God, Himself! He loves to help us when we ask Him! 10. What is the name of the one and only true, living God? It’s the LORD! \| \| BIBLE STORY \| The Case of the Old Man Who Looked for God \| \|-------------\|------------------------------------------\| \| Discussion Questions \| choose a few 1. Who was the old man who looked for God? Simeon. 2. What did God put inside of Simeon that helped him know God? A heart to know and love God. 3. What did Simeon see around him that helped him know what God is like? He saw everything that God made. The things God makes tell us something about Him. 4. What book did Simeon read and learn that helped him know what God is like? The Bible. It is God’s Word written down. 5. Who did God promise Simeon would get to see before he died? The Savior. Jesus! 6. What did Jesus grow up to do that was so important? He grew up to be the Savior of all God’s people when he died on the cross to pay for their sins. 7. What did Jesus do on Day One, Two, Three after He died? He rose from the dead. He had beaten sin and death once and for all! 8. Why was Simeon happiest of all when he died? Where did he go? Who did he see then? He went to heaven to live with God. He is there even now, enjoying getting to be with God and knowing Him more and more...forever! 9. Can we know God and go to live with Him like Simeon did? Yes, we can, when we turn away from our sins and trust in Jesus as our Savior. God loves to answer this prayer! 10. Who can we talk to and trust to help us? 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5th Smart Cities India 2019 Expo Including BUILDINGS INDIA SOLAR INDIA TRANSPORT INDIA WATER INDIA Developing Smart Cities for our Citizens Pragati Maidan, New Delhi 22-24 May 2019 www.smartcitiesindia.com MESSAGE Since its launch in 2015, Smart Cities India expo has developed into Asia's largest trade fair and conference on this subject. The event is organised by the India Trade Promotion Organisation (ITPO) & Exhibitions India Group and is scheduled to be held at Pragati Maidan, New Delhi, from 22-24 May 2019. The expo will feature key verticals that make up the smart city framework: Buildings, Solar, Smart Cities, Transport, Water, etc. The expo will attract the attention of government leaders, city administrators, public enterprises, urban planners, architects, social groups, influential individuals, industry experts, entrepreneurs, other countries, their diplomats and enterprises, ICT and other technology organisations, buildings, construction, energy, transportation, water industries, and all other disciplines and business involved in improving city infrastructure relevant to creating smart and sustainable areas. 5th Smart Cities India 2019 expo provides a platform that enables deeper communication and a more practical approach to resolving societal problems and offers business opportunities for organisations working towards making smart cities a reality. The event features action-packed conference sessions, panel discussions, plenary sessions, and provides opportunities for one-to-one meetings, group discussions and networking activities. A full line-up of over 40 conference sessions enables speakers and delegates to collaborate and share best practices across a wide range of smart technology areas. The world-class exhibition space, at the redeveloped expo centre at New Delhi, will ensure an experiential trade show for all those involved in creating smart spaces and cities essential for providing high quality living spaces for citizens, while contributing to the local, city and national economy. The expo will assist global leaders, government administrators, municipal bodies and others to envision the cities of tomorrow. Business delegations from across the globe will attend the expo. We elicit your confirmation to participate at the expo. Sincerely, Prem Behl Chairman Exhibitions India Group India is one of the fastest growing economies in the world. Investment planned across the key government initiatives includes Highways – USD 106.5 bn, Railways – USD 131.7 bn, Ports – USD 61.5 bn, Airports – USD 58 bn, Industrial Corridors – USD 100 bn, Smart Cities – USD 14.6 bn and Clean India - USD 29 bn. Buildings - Home automation / IoT: The Home automation market is expected to cross USD 4.43 billion by 2022. - Building Intelligence Monitoring (BIM): Smart Buildings optimize utilization, support green standards and control operating costs. Implementation of BIM technologies and workflows in Architectural, engineering, construction and facility operations (AECO) can reduce costs of construction and lifecycle costs by upto 50%, reduce greenhouse gas emission by upto 50% and reduce construction time by 50% from inception to completion. - Green Building Solutions: Buildings are responsible for a huge share of energy, electricity, water and materials consumption. The building sector has the greatest potential to deliver significant cuts in emissions at little or no cost. Buildings account for 18% of global emissions today, or the equivalent of 9 billion tonnes of CO2 annually. Water & Sanitation - Water monitoring: Surface and ground water can be affected by land use, agricultural practices, pollution and climate change. Monitoring and treatment of water is essential since public health may be jeopardized if surface water is contaminated. - Water Metering / billing: Smart water metering, communication networks and analytics will increase such that by 2020 over US$200m will be channeled to address the country's water sector. - Water ATMs: There are 66,093 rural habitations in India where the drinking-water source is contaminated with either one or more chemicals, such as arsenic, fluoride, nitrate, iron and salinity. Water ATMs provide safe drinking water in urban and rural areas. - Solid Waste Management: Onsite handling, waste collection, waste transfer and transport, waste processing, recovery and disposal are key solutions. Management programs, technologies including smart bins, waste to energy techniques are being used by smart cities and municipalities. - Toilets: 3 lakh plus public toilets have been constructed from 2015 onwards under Swach Bharat Urban. Environment / Pollution - Pollution Monitoring: A recently published, World Health Organization (WHO) report, placed 13 Indian cities in the 20 most polluted cities of the world. Air quality monitoring system market is estimated to be worth $4.90 billion by 2022. Urban Planning - Geo-Spatial: The $4 billion Indian geospatial industry in India is expected to become a $20 billion market by 2025. Smart IT & Communications - Command and Control Centre for Cities / Municipalities: The command and control systems market is projected to reach USD 35.65 Billion by 2022, at a CAGR of 4.15% during the forecast period. - Cloud / Open Data: The Public Cloud market in India reached about $658 million in the first half of the financial year 2017. It is estimated that by 2020, over 90% of global enterprises will adopt multi-cloud platform. - IoT: Smart Cities, Digital India campaigns is driving growth in the IoT segment and its market is projected to grow at a CAGR of 28.2 percent during 2016-22. Safety & Security - Security Cameras: the India CCTV Camera market is expected to grow at a CAGR of 27.16% in the 2016 to 2021 period. - Video Intelligence / Data: India's video surveillance analytics software market is projected to grow at a CAGR of over 35% during 2017 to 2023. Smart Transport: - USD 500 billion investment is expected through current government policies and missions including projects for highways, rail, metro, air and sea ports etc... - Traffic management market is expected to reach US$16.89bn by 2019. Smart Grid: - India is projected to invest $44.9bn in smart metering, distribution automation, battery storage and other smart grid market segments over the next decade. This investment will help to reduce the country’s staggering 22.7% transmission and distribution loss rate. Clean energy - Intelligent Street Lights: Under Smart Cities Mission efficient street lighting has been given major impetus and the market is expected to touch $1.8 bn by 2022. Participation by Indian States, Smart Cities / PSU's As of January 2018, 99 cities have been selected to be upgraded as part of the Smart Cities Mission. Special Purpose Vehicles, State's, UTs and Government entities relevant to Smart Cities Mission will exhibit their achievement and initiatives at the expo. Country Pavilions Foreign Direct Investment in India increased by 4007 USD Million in February of 2018. Foreign Direct Investment in India averaged 1294.03 USD Million from 1995 until 2018, reaching an all time high of 8579 USD Million in August of 2017. Leading countries are joining hands with India for Investment opportunities. Large country pavilions will be organized at the expo for engagement opportunities with Indian businesses and government. Housing for All: The government launched the Pradhan Mantri Awas Yojana (PMAY) scheme (earlier known as Housing for All) in June 2015, which aimed to build 20 million affordable houses by March 2022. PMAY comprises two components: Pradhan Mantri Awas Yojana (Urban) (PMAY-U) for the urban poor, and Pradhan Mantri Awas Yojana (Gramin) (PMAY-G and also PMAY-R) for the rural poor. Under PMAY-G, around 4.1 million houses have been constructed against the target of 6 million till March 2018. Smart / Green buildings and Government initiatives: Smart / Green buildings can reduce energy consumption by 20-30 percent, water usage by 30-50 per cent and significantly reduce waste generation by extensive recycling. Smart / Green buildings use sustainable building materials, energy efficient doors & windows, etc. and have improved lighting, better air quality, waste management systems and greenery, etc. to positively impact health and wellbeing. The Government of India developed 'The Energy Conservation Building Code' (ECBC) in 2017. The ECBC sets minimum energy performance standards for buildings and includes the building envelope, heating, ventilation and air conditioning, hot water systems, interior and exterior lighting, electrical power and motors including thermal comfort in non-centrally air conditioned/heated buildings. Ventilation and sanitation controls indoor air quality (IAQ) in large and commercial buildings. Heating, ventilation and air conditioning (HVAC) systems include air filtration and cleaning elements. Green construction cost has reduced over the years because of the growing experience and cheaper costs of alternate technologies in the market. The costs of going green is usually 3-5% of the total construction costs. Real estate and high-rise buildings: With the rising population, cities are growing vertically to sustain an ever-growing need for living spaces. This calls for construction of taller buildings to provide accommodation for residential and commercial offices. In recent times, there has been a significant growth in tall buildings in India. Government's initiatives like Real Estate Regularity Act (RERA), amendment to the Benami Transaction Act, change in arbitration norms for construction companies, etc., will boost investments in the real estate sector. Driven by rapid urbanisation, regulatory reforms, rising household incomes and the emergence of affordable and nuclear housing, India's real estate sector is projected to reach US$ 180 billion by 2020 from $126 billion in 2015. Facilities Management(FM): The Indian facilities management/FM market is estimated to grow 17 percent to cross $19 billion over the next five years (The Economic Times). Building Information Modeling (BIM): BIM includes architecture, engineering, civil, digital plant, digital construction, MEP (Mechanical, Electrical and Plumbing), digital structure etc. Buildings are designed, constructed, and operated to improve decision making and performance across the building and infrastructure lifecycle. Construction Equipment: The construction equipment industry in India is expected to be USD5 billion by FY20 from USD3 billion in FY16. Construction equipment forms around 7 per cent to 8 per cent of GDP and is expected to give employment to more than 3.0 million people in the country by 2020. Construction equipment includes earth moving equipment, material handling concrete mixing, road building, diggers, loaders, bulldozers, etc. Building Materials: Building materials includes cement, paints & coats, interiors, bath & sanitation, concrete reinforcement, bricks and mortars, additives, corrosion technology, ceramics, timber, steel, polymers, glass fibres, recycled materials and by-products, sealants, adhesives, etc. Connected Homes and Smart Appliances: Economic growth and increase in household incomes has led to adoption in smart consumer electronics and home appliances equipped with smart features Refrigerators, kitchen appliances, robotic vacuum cleaners, air conditioners, smart security systems, audio systems, IoT enabled products, etc. fall into this category. Security & Surveillance: Surveillance camera systems are key for any commercial or residential building. The advent of integrated surveillance technologies such as: cameras, sensors, analytics, biometrics, smart systems, etc are useful to provide the citizens a safe environment. Fire & Safety: Fire is a hazard in commercial and residential buildings and proper planning, procedures and training can minimize the chances of fires. Fire and safety systems in buildings includes, fire extinguishers, fire hose reels, fire hydrant systems, automatic sprinkler systems, fire detection alarms, etc. Smart Lighting: LED products made up 12.6% of installations in common lighting applications in 2016, up from 3% in 2014. Overall, acceptance has been faster for outdoor applications (street and roadways, parking garages and lots, and building exteriors) than for indoor categories. The Indian LED lighting market which was worth US$ 1.5 billion in 2017, grew at a CAGR of around 52 per cent during 2010-2017, driven by government initiatives for energy conservation, rising consumer awareness and innovative products offered by the industry. Solar – An endless source of human energy needs. India is set to become one of the largest solar hub globally in the coming years. The country has set a target to achieve 100 GW solar power by 2021-22 worth Rs 6,000 billion. The installed solar capacity crossed 20 GW in January 2018, with 18.4 GW in the form of ground-mounted projects and 1.6 GW on rooftops. Ground mounted solar Ground-mounted solar energy systems are easy to install. The centre has envisioned generating 60 GW through ground mounted, grid-connected solar power to fulfil the 100 GW target of solar power. Rooftop solar India’s strategy for renewable energy: Rooftop solar for businesses. India targets 40 GW solar capacity from rooftops by 2022. In December 2017, the MNRE proposed Sustainable Rooftop Implementation for Solar Transfiguration of India (SRISTI) scheme to incentivise the installation of roof top solar in India. 10% provision of roof top solar & RE has been mandated under mission statement and guidelines for all the upcoming as well as existing smart cities in India. Floating solar The floating solar segment has potential to generate 300 GW of power across the country. In December 2017, the first floating solar plant of 500 KW became operational in Kerala. The government has recently issued eight floating solar power projects of capacities ranging between 2 MW to 1,000 MW. Battery storage - The total energy storage market in India is expected to grow from 4.4 GW in 2015 to 70 GW (valued roughly at US$3.32 billion) by 2022. It is estimated that energy storage devices manufacturing could attract investments of US$3 billion–6 billion by 2022. - The government is currently taking all possible measures to incentivise battery manufacturing in India under “Make in India” campaign. Solar Micro Grids - The Government of India is working on the advancement of solar micro grids in the country. As of January 2018, 63 solar micro grids totalling 1,899 kWp have been installed in the country. - The Ministry of New and Renewable Energy (MNRE) is providing financial assistance (up to 30 percent of the cost) for installations of these micro grids in rural areas of the country. Solar Street lighting - Solar Street lighting system is an ideal way for illuminating highways, village roads, residential streets, parking lots, parks, industry premises & airports. - The Bureau of Energy Efficiency (BEE) has established standards for all stakeholders of street lighting which involves use of efficient lamp technologies, optimization of pole & placement. - Under the Government of India’s Street Lighting National Programme launched in January 2015, a total of 96,187 solar LED street lights has been installed till April 2018. Indian cities are home to millions of vehicles, contributing to traffic congestion, air pollution and inadequate parking infrastructure and operations. There is a need to address challenges like inadequate capacity of public transportation, road safety, poor traffic management, parking issues, poor infrastructure and lack of modal options (including pedestrian walkways). Transport India 2019 expo will address and showcase end-to-end future solutions for smart transport in the country. Electric and Hybrid Vehicles - The Government of India (GoI) envisages to make India an auto manufacturing hub. Initiatives like ‘Make in India’, ‘Automotive Mission Plan 2026’, and National Electric Mobility Mission Plan (NEMMP) 2020 are expected to give a boost to the automobile sector. - GoI launched The Faster Adoption and Manufacturing of (Hybrid & ) Electric Vehicles (FAME India) in 2015 as part of the National Electric Mobility Mission Plan (NEMMP) 2020. It has recently announced extension of Phase I of the FAME-India scheme entailing incentives for mass adoption of electric and strong hybrid vehicles till September 30, 2018 or till its second phase is approved, whichever is earlier. Alternative Fuels Vehicles - The government intends to promote alternative fuels like bio-ethanol, coal or biomass-based methanol for vehicles. Connected / Autonomous Vehicles - The outlook for connected / autonomous vehicles is promising, comprising different communication technologies to communicate with the driver, other cars on the road (vehicle-to-vehicle [V2V]), roadside infrastructure (vehicle-to-infrastructure [V2I]), and the “Cloud” [V2C] etc. Technology will be used to improve vehicle safety, vehicle efficiency and commute times. Storage / Batteries - The government plans a push in the battery manufacturing sector. It has been estimated that this can deliver a US$300 billion market for domestic battery manufacturers by 2030. - The Battery industry is on the cusp of a power revolution with big technology companies investing in the next generation of battery development and energy storage. Public Transportation For a sustainable future, the public transport network needs to be efficient, cost effective, reliable and safe. - Bus / Bus Rapid Transit System: The Indian bus industry is growing @ 6-8 percent every year, adding 50,000 buses per annum. BRTS is an attractive urban transit alternative as cities seek low-cost, sustainable and high capacity mass transport solutions. BRT Stations have seating, lighting, shelter, latest technologies, etc. - Rail / Metro Rail / Bullet Train: In India, there are many new metro projects, dedicated freight corridors and high speed rail projects are planned. Foreign Direct Investment (FDI) in railways is permitted to improve infrastructure for freight and high-speed trains. Several domestic and foreign companies are looking to invest in Indian rail projects. - Hyperloop: The Indian government is mulling using new models of transportation like hyperloops to reduce logistical bottlenecks and high costs faced by trade and boost exports. - Personal rapid transit (PRT), also referred to as podcars; is an advanced public transport using automated electric pod cars to provide a taxi-like demand responsive feeder and shuttle services for small groups of travellers and is a green mode of uninterrupted journey. ### Smart Cards - Indians spend US$73 billion annually on bus, metro, train and taxi fares) with 91 per cent of this spent on local transport. (Source: NSSO, GoI) - Plans are underway to launch common smart card for commuters who travel by public transport to provide seamless travel between different modes of transport. ### Traffic Control Rooms - Traffic Management and Information Control Centres (TMICCs) have become an integral part of traffic management activities globally. - In India, a few cities have established traffic control rooms networked with field equipment (such as traffic signals, CCTV cameras) for traffic monitoring and management activities with varying levels of ITS deployments and traffic signals coverage. - The Integrated Command & Control Centre projects which enable fast and efficient citizen service delivery in an integrated way, are being developed in 20 cities and are already operational in cities like Bhopal, Pune, Surat and Vadodara producing positive results. ### Smart Parking - There is a need for multilevel parking complexes in city centres that have several high-rise commercial complexes and these can come up through public-private partnerships with the integration of smart parking metres. - Various technological options have come up such as real-time parking management systems, which provide information on available parking lots, automated parking systems and stack parking systems. ### Intelligent Transport Systems - Intelligent Transportation Systems (ITS) help in reducing urban traffic congestion, improving the situation around parking of vehicles in cities, improving road safety, and improving the security of passenger and goods traffic. ### Roads and Highways - Indian road network transports more than 60 per cent of all goods in the country and 85 per cent of India’s total passenger traffic. - The National Highways Authority of India (NHAI) plan to build 50,000 km of roads worth US$ 250 billion by 2022 will open the doors for better road construction, safety & security systems, ITS & tolling systems and efficient road side facilities for highway travel. ### Road Traffic Systems (Safety, security, surveillance) - With 150,000 road fatalities every year the Government has planned to implement the Integrated Traffic Management System (ITMS) to enforce road safety measures in cities. Some of the technological solutions that could help make Indian roads safer include; Light Detection and Ranging (LIDAR) gun, CCTV cameras, red light violations detection, speed indication display, alcohol detectors, speed governors, road barrier, variable message signs, Automatic number-plate recognition (ANPR) and inductive loops. ### Smart Railway Stations - The government has identified 600 railway stations for modernisation and upgradation to world-class standards at an estimated cost of Rs 1,000 billion. - In Phase I, Indian Railways are redeveloping around 100 stations on their own under the engineering, procurement and construction (EPC) mode, by involving public sector units such as the National Building Construction Corporation; while the remaining are to redeveloped through PPP. ### Inland Waterways - With 14,500 km of navigable waterways (rivers, canals, backwaters, creeks, etc.), opportunities exists for transport across cities, towns, backwaters (Kerala), canals (Gujarat) and waterways (Goa, West Bengal, and Assam.) ### Civil Aviation - India is estimated to see an investment of US $25 billion in the next decade in the airports sector, and traffic growth of 13 per cent. - Airport Authority of India (AAI) plans to invest Rs 15,000 crore (US$ 2.32 billion) in 2018-19 for expanding existing terminals and constructing 15 new ones. YOU NEVER KNOW THE WORTH OF WATER TILL THE WELL IS DRY 844 MILLION People who don’t have access to clean drinking water 200 MILLION Hours that girls and women spend each day collecting water 90% Percentage of all natural disasters that are water-related 443 MILLION School days that are lost each year due to water-related illness 3,61,000 Children under the age of 5 who die annually from diarrheal diseases 1900 TO 2007 The time period when water-related disasters outnumbered all other types of natural disasters $250 TO $350 BILLION The annual economic loss from weather-related disasters Sources: WHO, UNICEF, UN Water, thewaterproject.org WHERE DOES INDIA STAND? India Consumes • 581 trillion liters of water annually • Out of this, a staggering 89% is used for irrigation, followed by 7% for domestic use, and 4% for industrial use at India Needs • 1,200 billion cubic metres of water by 2025* • 1,447 billion cubic metres of water by 2050* • Government aims to connect 90% of rural households with piped water supply by 2022 Estimate for 1.4 billion people by Ministry of Water Resources India Has • Only 4% of the world’s water resources to satiate 16% of the world’s population • 4,000 trillion litres of fresh water. But, only 1,869 trillion litres are stored and only 1,122 trillion litres are distributed in the country • Just 125 litres of drinking water per day per capita, whereas the demand is of 210 litres per day per capita Disturbing Facts • 70% of water available to India is unfit for consumption without prior treatment • 35% of drinking water is lost in leakages alone • More than 100 million people in India are living in areas where water is severely polluted. (World Resources Institute) • 54% of the nation has high- to extremely-high water stress Non-Revenue Water (NRW)* - NRW varies between 30% and 50% in Indian cities. This calls for introduction of new metering solutions, equipment and automated processes to assess, monitor and control NRW. - Smart Cities Mission and the Atal Mission for Rejuvenation and Urban Transformation (AMRUT) focus on reducing NRW. - Metering, instrumentation, equipment supply has a business potential of around $32 billion in India. Irrigation system - More than 80% of available water resources in India is being currently utilised for irrigation purposes where, the average water use efficiency of irrigation projects is assessed to be only of the order of 30–35%. - Innovative methods including: sprinkler, cloud-based micro-irrigation system, drip irrigation, rainwater harvesting, etc., are being adopted to reduce water usage. Water Supply & Distribution - India receives an average annual rainfall of 1170 mm, but stores only 6% of rainwater. (Ministry of Water Resources, River Development and Ganga Rejuvenation) - Water levels in 91 major reservoirs of India are at 25% capacity — 30% lower than last year, and 25% less than the average storage in a decade (Central Water Commission) - India will have a water deficit of 50% by 2030 (Asian Development Bank) - Arsenic laden water, which has many adverse health effects, affects over 900 million people in India. (Central Ground Water Control) Wastewater Treatment - India’s total water and sanitation sector is worth $420 million, with an annual growth rate of 18% (World Bank). - Almost 80% of water supply flows back into the ecosystem as wastewater. - Currently, India has the capacity to treat approximately 37% of its wastewater, or 22,963 million litres per day (MLD), against a daily sewage generation of approximately 61,754 MLD from more than 900 sewage treatment plants, according to the 2015 report of the Central Pollution Control Board. Solar-powered water supply - In 2014, the Government of India announced a target to install 1 million solar water pumps, equivalent to approximately 3,000 MW, for irrigation and drinking water by 2021. - As of January 2018, 142,000 solar pumps have been deployed in India. - More than 50 per cent of these pumps have been deployed in Andhra Pradesh, Chhattisgarh, Uttar Pradesh, and Rajasthan. Government Initiatives - Several initiatives have been undertaken by the government to deal with the water and sanitation crisis looming ahead of India. - 2014- Five-year Namami Gange Programme focuses on cleaning the Ganga - 2015- Atal Mission for Rejuvenation and Urban Transformation (AMRUT) - 2017- National Water Quality Sub Mission on Arsenic and Fluoride to provide safe drinking water to about 28,000 affected habitations in the country by March 2021 with an outlay of INR250 billion. - 2017- ‘Har Ghar Jal’ (water in every household) was another scheme with a mission to provide piped drinking water supply to all households by 2030. RESERVE A LOCATION TODAY Join us on SHELL SCHEME (Minimum 9 sqm) INR ₹12,000 / US$ 330* (per sqm) RAW SPACE** (Minimum 18 sqm) INR ₹11,000 / US$ 300* (per sqm) GST as applicable. * Power supply will be charged extra. Co-Organiser India Trade Promotion Organisation (ITPO) (A Government of India Enterprise) Department of Commerce ITPO, the premier trade promotion agency of the Ministry of Commerce & Industry, Government of India, is committed to showcase excellence achieved by the country in diverse fields, especially trade and commerce. ITPO provides a wide spectrum of services to trade and industry, and acts as a catalyst for growth of India’s trade. Organiser Exhibitions India Group ISO 9001:2008 · ISO 14001:2004 · OHSAS 18001:2007 Committed to Excellence EIG is a trade promotion organization creating opportunities for investments, joint ventures and technology transfers. EIG acts as an interface between businesses, government, academia, society, media, etc. EIG has been in existence since 1987, and is committed to providing satisfaction to its customers by organizing quality and focused international trade shows through exceptional services, employee involvement, market intelligence and continual improvement. FOR EXHIBITION • SPONSORSHIP • SPEAKER ENQUIRIES, PLEASE CONTACT Arun Singh +91 7827 855 273, +91 11 4279 5033, email@example.com C-103, Okhla Industrial Estate, Phase III, New Delhi – 110 020, India \| Tel: +91 11 4279 5000 www.smartcitiesindia.com	d2d3cd36-777e-4928-a4eb-c5501b18b704	CC-MAIN-2022-40	https://nicct.nl/wp-content/uploads/2019/04/5th-Smart-Cities-India-2019-Brochure.pdf	2022-09-27T14:15:26+00:00	crawl-data/CC-MAIN-2022-40/segments/1664030335034.61/warc/CC-MAIN-20220927131111-20220927161111-00282.warc.gz	480,596,205	6,122	eng_Latn	eng_Latn	0.921416	eng_Latn	0.993129	[ "eng_Latn", "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	[ 213, 2358, 4703, 7502, 10220, 12780, 14089, 15532, 18534, 22684, 24470, 27440, 28936 ]	[ 1.609375, 2.78125 ]	1	0
Title: Building through history Artist: Richard Cusden (1927-1988) Materials: Oil on board ArtCare collection no. 1523 Donated to ArtCare in 2012 this painting was originally commissioned for the Anglia Building Society in Salisbury in the 1980s. The theme shows buildings through the ages from Norman to Victorian and includes some familiar architectural features from around the Salisbury area. Richard Cusden was a well-known local artist who lived in The Close from 1952 until the 1980s when he moved to Harnham. He was Art Master at Salisbury’s Bishop Wordsworth School until 1965 when he joined the staff at Salisbury College of Art where he lectured in the History of Art. In early 1970s he began his television career with the BBC, starting with his One Man Show series, teaching how to draw and paint. This was followed by Private View – a series filmed at some of his favourite spots around the south. In 1981 he made Cusden on Location and in 1983 Cusden on Avon. See more about the details in this painting on our website www.artcaresalisbury.uk With thanks to ArtCare volunteer Anne Parrish for research and photographs ArtCare is the arts service for Salisbury Health Care NHS Trust and receives an annual donation from Salisbury Health Care Charitable Trustees. Funds are also raised through exhibition sales and donations. Lesley Self ArtCare Exhibition Organiser Salisbury District Hospital 01722 336262 ext. 5617 www.artcaresalisbury.uk Find out more about our art collection at: https://artuk.org/discover/artworks/search/venue/salisbury-district-hospital-3541/ The first section of the painting represents the Norman era. The image from the Bayeux tapestry is a reference to the battle of Hastings at 1066 and the introduction of the influence of the Normans under William the Conqueror. Bayeux tapestry images were used to form a curtain for the main cinema screen in Salisbury in the John Halle building. It is still there but cannot be seen because they put a screen in front of it! The Normans introduced large numbers of castles and fortifications including keeps. At the same time monasteries, abbeys, churches and cathedrals. The style used rounded arches particularly over windows and doorways. These buildings were massive in proportions compared to their predecessors the Saxons. Anglo Saxon buildings were well built but simple and often made of wood and thatch. If made of stone they were relatively small. William the Conqueror used Old Sarum for dispensing money to the local chiefs. Old Sarum was fortified and a motte and bailey constructed. Norman architecture would decorate churches and important buildings with simple geometric shapes and uses the round arches with a zig-zag pattern such as the is from Laverstock Church (right). The wooden carving depicted in the foreground, of the panel, comes from St. Peter’s Church, Codford. Whilst the church itself is from the Norman period the carving is a 9th century Saxon cross shaft, about four feet high. It shows a man around which form a tree. More information and images on: http://history.wiltshire.gov.uk/community/getimage.php?id=6154 The last panel of the painting represents the Victorian period and shows the development of the railways with the LSWR (London and South Western Railway). The railway network in England began with a large number of quite small railway companies. In 1838 the LSWR was formed with southern areas covered sharing some of its areas with GWR the Great Western Railway. It proved necessary to construct a number of viaducts for these lines, for example: Taverstock, Bannabrook, Bannamill Street, Shillamill and Ford, Okehampton to Holsworthy and several others. The largest built by the LSWR was the Hockley railway viaduct covering The River Itchen and the Water Meadows. The engine is an interpretation of the T3 Drummond engine which was particularly used on the London and South Western Railway. The middle section represents the Crystal Palace made for the 1851 Great Exhibition. This international world fair was held at the Crystal Palace which was purpose built in Hyde Park and designed by Joseph Paxton. The Royal Commission with Prince Albert, Queen Victoria and Lord Melbourne organised exhibitors and exhibitors from around the world. It opened on 1st May 1851 and 6 million people visited over the duration of the exhibition (about 1/5th of the population of Britain at that time). It was re-built in Sydenham in 1852 -1854 but was burnt down in 1936. In 1850 the window tax was abolished and saw an increase in a wide variety of different designs of windows. With mass production techniques and the recent invention of the cast plate glass method in 1848, which allowed for large sheets of cheap but strong glass, conservatories of metal and glass were a favourite feature of the Victorian villa. This allowed for sitting in the sun when cold outside. Some people also used them to grow things like grapes and other more exotic plants. The Victorians reverted to a number of different types of architecture and house design had mixed features; Italianate ornamentation; Gothic revival with church like features and pointed arches; Queen Anne Towers and turrets with ornate spindles. Georgian style The next section of the painting shows some of the features of the Georgian period. Georgian style encompassed a century under the reign of three Georges and is often divided into the Palladian, early and late Georgian periods. The style was partly a reaction to Baroque (mainly in Europe) which was disliked by George I. Early in the period there was use of bold colours like burgundy and dark green. These became lighter towards the Regency period. Mouldings are intricate - ceilings might have ribbons and swags, classical figures and urns. 1790-1850 was the classical style with columns, pediments, elaborate curves and scrolls. Ornaments shaped like shells and plants with intricate patterns, delicate details, complex shapes and the use of light pastel colours. Greek and Roman mythology with gods used in elaborate settings were often used. Top left, of the panel, shows Artemis or Diana. She is depicted as a huntress. (Right is Diana from the Louvre in Paris) The building shown in the picture has the influence of Greek and Roman architectural features. A number of grand buildings from this time used this format. One of the first buildings on which some of the original ideas came from was the Pantheon in Rome. There are a large number of very important building throughout Britain, Europe and the colonies using the Palladian design concept set out by Andrea Palladio (1508 – 1580). Such as The National Gallery in London and The Capital Building in Washington. The foreground shows a landau style four-wheeled, horse drawn, convertible carriage. Gothic The next section of the painting takes you into the early English period or English Gothic, years 1180 – 1500 approximately. The building of Salisbury’s new Cathedral or the Cathedral of St Mary started in 1220 and was dedicated in 1258. The spire was not constructed until 1320 -1330 and became the tallest spire at 404 feet or 123 metres. It added 6,500 tons to the overall construction. Early English Gothic style used pointed arches which gave greater strength than the round arch. They also used clusters of small columns to form pillars, ribbed vaults and flying buttresses. These all gave buildings huge proportions, long halls and large windows that allowed for increased height and light. The detail, top right, is the quatrefoil pattern which is symbolic of the four evangelists The clock tower, in the painting, is Salisbury’s St Thomas’s Church of Canterbury. This was built in about year 1250 with parts added later. The bottom of the panel is Salisbury’s market or poultry cross. There was some form of structure from the beginning of the market but the present building dates from the 15th century with the top section added in the 18th century. The royal coat of arms (below) can be seen next to the East gate of The Close and the panel section represents England. The next section of the painting represents the Tudor period, roughly between years 1485 and 1603. It started with Henry VII and ends 1603 with the death of Elizabeth I. Although many refer to years 1558-1603 as the Elizabethan age. The ship likely represents the Henry VIII’s Mary Rose galleon of the English Navy, built in 1555-56. Her complement was 250 comprising 150 mariners, 30 gunners and 70 soldiers. She sank accidentally in the Solent during an engagement with the French fleet in 1545. The Mary Rose was salvaged in 1982 and is on permanent display in the Portsmouth historic dockyard. The timber building is the house of John A’Porte, a wealthy wool merchant, built in about 1425 in Queen’s Street (right). This type of house would be made of mainly of wood, wattle and daub. The large building, bottom left of the panel, has features that would suggest it is Longleat House, near Warminster. This is an Elizabethan country house built by Sir John Thynne and designed mainly by Robert Smythson. Garden courtesy of Capability Brown. Elizabethan wealthy tended to have large square, tall houses with an increased number of larger windows which allowed more light in. They developed the idea of a long gallery to allow for exercise even when raining! Elizabethan gardens, seen in the foreground, were designed with formal structure of low hedges creating a geometric pattern. This needle shaped structure is similar to a pair of obelisks that stand next to the tomb of Sir Richard Mompesson and his wife Katherine. Their elaborate tomb was put into Salisbury Cathedral in 1627. Sir Richard was an esquire of the royal stable and he moved into a house in The Close. Rebuilt by one of his successors their name became linked to the house. --- The next area of the painting represents the Baroque and Classical period, approximately years 1600s – 1800s. This is a period of artistic style that used drama, exuberance, and grandeur in sculpture, painting, architecture, literature, dance, and music. Some of the characteristics of the period include a dramatic use of light, colour and ornaments, with decorated plaster, stucco or marble. There was also the use of large-scale ceiling frescoes and trompe l’oeil. Trompe l’œil translated from French means ‘fool the eye’. It is a mural art technique involving life-like imagery in order to create an illusion. Depicted objects appear ‘real’ in three dimensions, instead of actually being a two-dimensional painting. The church steeple in the background is suggestive of St-Mary-Le-Bow. This is an historic church in the middle of London (Bow Bells). There has been a church on this site since Norman times. When it burnt down the current building was built to the designs of Sir Christopher Wren, 1671–1673, with the 223 foot steeple completed in 1680. The foreground building is The College of Matrons in the Cathedral Close (above). The college was founded by the Bishop of Salisbury, 1667 – 1689, Seth Ward. The Bishop used his own money to build this almshouse in The Close for 10 widows of priests. It is thought that the college was also designed by Sir Christopher Wren but there is no evidence to support this. Sir Christopher Wren’s link to Salisbury was his birth at East Knole, Wiltshire.	70074533-5f1a-4ab1-a21a-3f8c8258a134	CC-MAIN-2021-10	https://artcaresalisbury.uk/wp-content/uploads/cusdenmural3.pdf	2021-03-02T03:55:51+00:00	crawl-data/CC-MAIN-2021-10/segments/1614178363217.42/warc/CC-MAIN-20210302034236-20210302064236-00108.warc.gz	207,517,160	2,497	eng_Latn	eng_Latn	0.998564	eng_Latn	0.998879	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1599, 5252, 8133, 11408 ]	[ 2.5 ]	1	0
GCSE PE revision guide. A summary of each topic you have covered whilst completing your GCSE in PE. Use in conjunction with other revision methods. This is a revision resource of key points only. \| Topic \| 1.1.1 Healthy, active lifestyles and how they could benefit you \| Revised \| Understood? \| Revised \| Understood? \| Revised \| Understood? \| \|----------------------------------------------------------------------\|---------------------------------------------------------------\|---------\|-------------\|---------\|-------------\|---------\|-------------\| \| The three categories of a healthy, active lifestyle \| \| \| \| \| \| \| \| \| Benefits of taking part in physical activity \| \| \| \| \| \| \| \| \| Reasons for taking part in physical activity \| \| \| \| \| \| \| \| \| 1.1.2 Influences on your healthy, active lifestyle \| Influences on taking part \| \| \| \| \| \| \| \| Opportunities for getting involved in sport \| \| \| \| \| \| \| \| \| Sports participation pyramid \| \| \| \| \| \| \| \| \| 1.1.3 Exercise and fitness as part of your healthy, active lifestyle \| Health, exercise, fitness and performance \| \| \| \| \| \| \| \| The five components of health-related exercise \| \| \| \| \| \| \| \| \| The six components of skill-related fitness \| \| \| \| \| \| \| \| \| 1.1.4 Physical activity as part of your healthy, active lifestyle \| Assessing your fitness levels \| \| \| \| \| \| \| \| The principles of training \| \| \| \| \| \| \| \| \| Goal setting \| \| \| \| \| \| \| \| \| Methods of training \| \| \| \| \| \| \| \| \| The exercise session \| \| \| \| \| \| \| \| \| Comparing two types of training session \| \| \| \| \| \| \| \| \| Analysing training sessions \| \| \| \| \| \| \| \| \| 1.1.5 Your personal health and well-being \| The link between exercise, diet, work and rest \| \| \| \| \| \| \| \| Dietary intake and performance \| \| \| \| \| \| \| \| \| 1.2.1 Physical activity and your healthy mind and body \| Different body types \| \|------------------------------------------------------\|---------------------\| \| \| Optimum weight \| \| \| Weight-related conditions \| \| \| Performance-enhancing and recreational drugs \| \| \| Risk assessment and preventing injuries \| \| 1.2.2 A healthy, active lifestyle and your cardiovascular system \| The cardiovascular system during exercise \| \|-----------------------------------------------------------------\|------------------------------------------\| \| Regular exercise and the cardiovascular system \| \| The effect of lifestyle on the cardiovascular system \| \| 1.2.3 A healthy, active lifestyle and your respiratory system \| The respiratory system \| \|----------------------------------------------------------------\|--------------------------------------------\| \| Immediate and long-term effects of exercise on the respiratory system \| \| 1.2.4 A healthy, active lifestyle and your muscular system \| The muscular system \| \|----------------------------------------------------------------\|--------------------------------------------\| \| Exercising the muscular system \| \| Lifestyle, performance enhancing drugs and the muscular system\| \| 1.2.5 A healthy, active lifestyle and your skeletal system \| The skeletal system \| \|----------------------------------------------------------------\|--------------------------------------------\| \| Joints and movement \| \| Exercise and the skeletal system \| \| Injuries to the skeletal system and the importance of diet \| 1.1.1: Healthy, active lifestyles and how they could benefit you. Health, active lifestyle: a lifestyle that contributes positively to physical, social and mental wellbeing, and includes regular exercise and physical activity. The BENEFITS for taking part in physical activity fall into 3 categories: \| PHYSICAL \| SOCIAL \| MENTAL \| \|-----------------------------------------------\|---------------------------------------------\|---------------------------------------------\| \| Contribute to good physical health \| Mix with others \| Relieve and/or prevent stress and tension \| \| Physical challenge \| Make new friends \| Mental challenge \| \| Increase fitness \| Meet current friends \| Increase self-esteem and confidence \| \| Improve performance \| Develop teamwork/cooperation \| Help the individual feel good – exercise produces serotonin – a feel-good hormone. \| \| Improve health related exercise factors: \| Work with others \| Contribute to enjoyment of life \| \| Cardiovascular fitness \| \| Aesthetic appreciation \| \| Muscular strength \| \| \| \| Muscular endurance \| \| \| \| Flexibility \| \| \| \| Body composition \| \| \| There are 5 REASONS for taking part in physical activity: - Cooperation Teamwork – support and encourage your team work. - Competition Can be regarded as psychological in terms of the mental preparation and in terms of getting away from the stresses of life. - Physical challenge Perhaps someone is coming back to sport after a long time away or taking on a seemingly impossible task. For example The London Marathon. - Aesthetic appreciation Moments in sport are sometimes beautiful. For example a brilliantly executed goal, a cover drive in cricket, a delicate chip in golf or a smash in badminton. Sports such as ice dancing or gymnastics often thought of in these terms. - The development of friendships and social mixing Involvement with others, get to know more people, make new friends and develop lasting friendships. Many sports teams have a strong social side. 1.1.2: Influences on your healthy, active lifestyle. There are 6 influences on taking part in physical activity: \| People \| Image \| Cultural \| Resources \| Health & wellbeing \| Socio-economic \| \|--------\|-------\|----------\|-----------\|--------------------\|----------------\| \| Family \| Fashion \| Age \| Availability \| Illness \| Cost (Golf compared to running) \| \| Peers \| Media Coverage \| Disability \| Location \| Health problems \| Status \| \| Role models \| \| Gender \| Access \| \| \| \| \| \| Race \| Time \| \| \| Opportunities for getting involved in sport: Coaching → Leadership → Volunteering → Officiating Initiatives to keep people involved in sport: Government Initiatives. All pupils (up to age 16) have to receive an entitlement of 2 hours of high quality PE per week. This encourages more participation and improves pupils’ fitness. Sport England. Sport England believes sport has the power to change people’s lives. Sport England creates opportunities for people to start, stay and succeed in sport. - Start: Increase sport participation → improves health of the nation (focus on priority groups). - Stay: Retain people in sport through an effective network of clubs, facilities, volunteers and competition. - Succeed: Create opportunities for talented performers to achieve success. Active Kids programme. Some supermarkets and enterprises run voucher schemes. Vouchers are collected vouchers when people buy items from shops/businesses in return for vouchers. Schools use these vouchers to buy sports equipment. The Sports Participation Pyramid: - Foundation: The base of the pyramid – most participation at this stage. Emphasis on learning/experiencing basic sporting skills e.g. PE lessons. This stage provides a basis for personal development and future participation. - Participation: Young people participate in a specific activity for enjoyment but on a regular basis. For example – local football team and extra-curricular clubs. - Performance: Young people begin to develop talent in specific sports. Quality coaching is essential. County and regional level sport. - Excellence: The peak of the pyramid – sporting excellence. Pyramid narrows here as less people take part at this level. Governing bodies of sport are responsible for development at this level as athletes pass from county → regional → national. Exercise improves health and develops fitness, which enhances performance in physical activities. \| Exercise: \| Health: \| Fitness: \| Performance: \| \|-----------\|---------\|----------\|--------------\| \| A form of physical activity which maintains or improves health and/or physical fitness. \| A state of complete meant, physical and social wellbeing and not merely the absence of disease and infirmity. \| Ability to meet the demands of the environment. \| How well a task is completed. \| It is possible to be fit but not healthy. For example Sir Steve Redgrave, 5 times an Olympic gold medallist for rowing has diabetes and a severe bowel condition. Health-Related Exercise. - Cardiovascular fitness - Muscular strength - Muscular endurance - Body composition - Flexibility Skill-Related Fitness. - Power - Coordination - Speed - Balance - Reaction time - Agility \| Cardiovascular fitness (Marathon and tennis) \| The ability to exercise the entire body for long periods of time \| \|---------------------------------------------\|---------------------------------------------------------------\| \| Muscular strength (Weightlifting and rugby scrum) \| The amount of force a muscle can exert against a resistance \| \| Muscular endurance (Tennis, running and swimming) \| The ability to use the voluntary muscles many times without getting tired \| \| Flexibility (Gymnastics, high jump, badminton) \| The range of movement at a joint \| \| Body composition (Ectomorph: high jump Mesomorph: weight lifting Endomorph: sumo wrestling) \| The percentage of body weight that is fat, muscle and bone \| These 5 elements help us to stay physically fit and healthy. \| Power (100m sprint start and triple jump) \| The ability to undertake strength performances quickly. Power = Strength x Speed \| \|------------------------------------------\|----------------------------------------------------------------------------------\| \| Coordination (Hand-eye: Tennis, Foot-eye: Kicking a ball, Head-eye: football header) \| The ability to use two or more body parts together \| \| Reaction time (100m and badminton) \| The time between the presentation of a stimulus and the onset of movement \| \| Agility (Rugby and badminton) \| The ability to change the position of the body quickly and to control the movement of the whole body \| \| Balance (Static balance: archery Dynamic balance: basketball Static & Dynamic: gymnastics) \| The ability to retain the centre of mass (gravity) of the body above the base of support with reference to static (stationary), dynamic (changing) conditions of movement, shape & orientation \| \| Speed (Leg speed: 100m Hand speed: boxing) \| The differential rate at which an individual is able to perform a movement or cover a distance in a period of time \| Power CRABS These 6 elements help people become good at physical activity. 1.1.4: Physical activity as part of your healthy, active lifestyle. Goal setting. Goal setting. By having a goal or aim to achieve, you have a specific focus to work towards. You can also plan, record and monitor progress easily and accurately, then evaluate and make adaptations to meet your changing needs. ### SMART Goals. \| Specific \| Knowing exactly what the goal is. It is specific and relevant to you. \| I want to be fitter, is not specific. I want to be able to run 2min 30sec for 800m, is specific. \| \|----------\|---------------------------------------------------------------------\|-------------------------------------------------------------------------------------------------\| \| Measurable \| Easy to know when a goal has been achieved. \| Using reps, sets, times, distances, Kg’s, HR’s, etc. \| \| Achievable \| If you believe something can be achieved you stay motivated, as you see results. \| Aiming to complete a marathon with no previous long distance running experience in 2 weeks is not achievable! Aiming to run a 2min 30sec 800m in 6 weeks might be achievable. \| \| Realistic \| A goal needs to be achievable in practice as well as theory. \| A 2min 30sec 800m will depend on; current performance and amount of time that can be dedicated to the training. \| \| Time-bound \| Does the goal have an end point? \| If not, then reaching it can be delayed or put off. Knowing you have 6 weeks until a race, you are likely to be motivated to make the improvements necessary. \| Past exam question (June 2012) (long answer question) 12. Eshan is inspired by performers in the run up to the London 2012 Olympic and Paralympic Games, and is determined to improve his performance. He decides to set SMART targets as a first step to achieving his long-term goal. Discuss the use of target setting to improve performance. You must make reference to examples in your answer. (6 marks) 1.1.4: Physical activity as part of your healthy, active lifestyle. Methods of training. There are 6 different training methods: - Circuit - Continuous - Interval - Fartlek - Weight - Cross ### Methods of training: Circuit Training \| ADVANTAGES \| DISADVANTAGES \| \|----------------------------------------------------------------------------\|-------------------------------------------------------------------------------\| \| Easy to set up and is flexible \| Can require lots of equipment depending on the type of circuit. \| \| Can select activities specific for your sport \| Have to keep checking a stopwatch if you have no training partner. \| \| Adaptable to team games and individual fitness levels \| Can be difficult to maintain work rate. \| \| Can develop both fitness and skills \| \| \| Allows a rest period in between stations for recovery. (Intervals) \| \| \| Develops both aerobic and anaerobic systems \| \| \| Can be set up to develop all areas of HRE & SRF. \| \| \| Easy to apply Progressive Overload and measure improvement. \| \| ### Methods of training: Continuous Training \| ADVANTAGES \| DISADVANTAGES \| \|----------------------------------------------------------------------------\|-------------------------------------------------------------------------------\| \| You can work on your own or in a group. \| Can become boring and requires motivation to continue. \| \| Improves Aerobic fitness. \| Time consuming. \| \| Can take place in a variety of venues. \| Does not develop other components of fitness – e.g. strength, agility. \| \| It can be adapted to suit your individual needs \| \| \| Very cheap! Minimal equipment. \| \| \| Easy to monitor and apply Progressive Overload. \| \| ### Methods of training: Interval Training \| ADVANTAGES \| DISADVANTAGES \| \|----------------------------------------------------------------------------\|-------------------------------------------------------------------------------\| \| Takes place over short periods of time. \| Can become repetitive and requires motivation to continue. \| \| Includes rest which allows recovery. \| Difficult to identify how hard an individual is working. \| \| Includes repetitions which raises the HR to near maximal \| Can be difficult to maintain work rate. \| \| Develops aerobic and anaerobic systems. \| \| \| Can develop other areas of fitness and skill – agility, speed etc. \| \| \| Allows for monitoring and evaluating of HR. \| \| ### Methods of training: Fartlek Training. \| ADVANTAGES \| DISADVANTAGES \| \|----------------------------------------------------------------------------\|-------------------------------------------------------------------------------\| \| Takes place over short periods of time. \| Can become repetitive and requires motivation to continue. \| \| Includes active rest which allows recovery. \| Difficult to identify how hard an individual is working. \| \| Includes repetitions which raises the HR to near Maximal. \| Can be difficult to maintain work rate \| \| Develops aerobic and anaerobic systems. \| \| \| Can develop other areas of fitness and skill – agility, speed etc. \| \| \| Adaptable to team games and individual fitness levels \| \| \| Can be done almost anywhere on any terrain. \| \| 1. Takes place over short periods of time FARTLEK AND INTERVAL TRAINING ARE VERY SIMILAR…FARTLEK TRAINING HOWEVER CAN TAKE PLACE OVER DIFFERENT TERRAINS AND CAN INCLUDE HILLS. ### Methods of training: Weight Training. \| ADVANTAGES \| DISADVANTAGES \| \|----------------------------------------------------------------------------\|-------------------------------------------------------------------------------\| \| Can improve Muscular Strength, Muscular Endurance and Power (Strength x Speed). \| Requires specialist equipment, which can be expensive. \| \| Increase Muscle size or bulk. \| Requires knowledge of correct techniques to gain benefits and avoid injury. \| \| Improve muscle tone. \| \| \| Assist recovery after injury, rehabilitation. \| \| \| Can focus on specific areas/muscles in the body. \| \| \| Large variety of exercises. \| \| \| Easy to monitor and apply Progressive Overload. \| \| ### Methods of training: Cross Training. Remember cross training is a combination of training methods, not activities. It does not mean going swimming one day, playing football the next, and badminton the next. \| ADVANTAGES \| \|----------------------------------------------------------------------------\| \| Allows for a variety of training and therefore can make training interesting. \| \| You can train with different people in different activities, or you can train alone. \| \| Certain muscle groups can be rested from day-to-day. \| \| Training can be adapted to suit the weather conditions. \| Sporting examples: - Sprinters require speed, so they may use interval training; power and strength, so they use weight training; and possibly other methods such as circuit training. - Racket players need speed, so they could use interval training and circuit training for muscular endurance. The warm up gradually raises the body temperature, heart rate and improves the exchange of oxygen from haemoglobin. The warm up. \| Start with a Pulse raiser \| Followed by...Stretching \| Finish with Specific skills practice. \| \|---------------------------\|--------------------------\|--------------------------------------\| \| Cardiovascular warm-up to raise heart rate to working heart rate. \| Static: hold for 10-15 seconds. \| Needs to be specific to the activity. \| \| Cycling, jogging, skipping etc. \| Dynamic (ballistic): bouncing/active stretching. \| Tennis players may practice specific shots. \| \| Usually takes between 5-15 mins \| Generally start at top of body. \| Cricketers may practice catching, batting and bowling. \| \| Also allows for mental preparation. \| Pay attention to areas used in sport – e.g. neck and shoulders in rugby. \| Sprinters may practice their starts. \| \| Could use music for motivation. \| \| \| The main activity or event. - Raises performer’s heart rate above normal level for approx 20 minutes. - Could be continuous training for a long distance runner or a skill circuit for a hockey player. - Could include a game or be a competition. - Focus of the session may be to focus on rehabilitation following an injury. - Consider timing – pre-season or just before a major competition? - What component of fitness is aimed at being improved? Cardiovascular fitness, muscular strength or flexibility perhaps? - Skill focus – this could be done through a circuit The cool-down. - Returns body to normal resting heart rate. - Important to include after every training session/competitive situation – most important after an anaerobic workout. - Disperses lactic acid therefore helps to prevent stiffness and soreness in muscles. - Jogging can be used. - Takes approximately 5-10 minutes for heart rate to return to resting. - Stretching incorporated – static stretches held for about 30-35 seconds. - Relaxation exercises should finish the session – especially if session has been high intensity. ### Comparing two types of training session: Aerobic and anaerobic fitness. \| Aerobic = with air \| Anaerobic = without air \| \|------------------------\|----------------------------\| \| Lower intensity than anaerobic, and performers would breath throughout it. \| Out of breath after the exercise as body has been working at a high intensity. \| \| Means can exercise for longer periods of time than anaerobic than anaerobic. \| Also out of breath as the body, which requires extra oxygen when working, has not had enough oxygen during the exercise. \| \| Marathon=aerobic event. \| 100m = anaerobic event. \| Aerobic: ‘with oxygen’. If exercise is not too fast and is steady, the heart can supply all the oxygen muscles need. Anaerobic: ‘without oxygen’. If exercise is done in short, fast bursts, the heart cannot supply blood and oxygen to muscles as fast as the cells use them. For this section of the specification, you will need to: - Understand and explain how a method of training can be used to create different effects and improve physical performance. - Understand how different methods of training can match individual needs and differences. Analysing training sessions is essential to monitoring ability and improvements. Without analysis it would be impossible to know whether training sessions were effective. \| Heart Rate \| Resting Heart Rate \| Working Heart Rate \| Recovery Rate \| \|------------\|--------------------\|--------------------\|--------------\| \| The number of times the heart beats per minute (bpm). \| Your HR at rest. Normally between 60-80bpm. The fitter you are the lower your RHR will be – your heart is more efficient at pumping the same amount of blood around the body with fewer beats. Best taken just as you wake up. \| HR during/ immediately after exercise. This is an accurate guide to the Intensity (FITT) of the exercise. \| How long it takes for a person’s HR to return to its RHR after training. The quicker this happens, the fitter the person is. \| Maximum Heart rate Calculated according to a person’s age. \[220 - \text{age} = \text{maximum heart rate (BPM)}\] Work out Maximum Heart Rate (MHR) \[220 - \text{age} = \text{MHR (bpm)}.\] Work out 60% of your MHR = Lower Threshold. This is your anaerobic Target Zone – above 80% Work out 80% of your MHR = Upper Threshold. This is your aerobic Target Zone – 60-80% of MHR. Aerobic threshold = 60-80% of MHR Anaerobic threshold = 80%+ of MHR So ... If you are 15 years old: \[ \text{MHR} = 220 - 15 = 205 \text{bpm} \] \[ 60\% \text{ of } 205 = 123 \text{bpm} \] \[ 80\% \text{ of } 205 = 164 \text{bpm} \] Therefore, your aerobic threshold = 123(lower threshold)-164(upper threshold) bpm and Your anaerobic threshold = 164-205 bpm If you works above 60% of your MHR: - Fat will be burned – body composition. - Increased levels of fitness. If you work just below your anaerobic threshold – your upper aerobic threshold: - The athlete will build up their lactic acid tolerance. Therefore, the athlete will be able to work for longer without fatiguing. 1.1.5: Your personal health and wellbeing. The link between exercise, diet, work and rest: - Exercise: Benchmark level of fitness to enjoy work and life. - Diet: A balanced diet provides the nutrients for health, fitness, strength and wellbeing. - Work: Can provide finance, motivation and opportunities. - Rest: Maintains a balance between work and exercise. - Happiness and wellbeing --- Diet: The normal food we eat. A balanced diet: A diet which contains an optimal ratio of nutrients. --- Special diets: Special diets exist such as vegan, vegetarian and gluten free. Special diets may be adopted to: → Control body composition or body weight. → Comply with moral or religious reasons. → Due to allergies such as gluten in wheat & dairy products. --- Diet is an essential part of providing the energy needed to work and exercise, and also to rest and repair tissue. The energy balance must be considered: calories in should equal calories used. --- A balanced diet is made up of 7 components. \| Macro Nutrients \| Micro Nutrients \| \|-----------------\|-----------------\| \| Carbohydrates (complex and simple) \| Minerals (calcium and Iron) \| \| Slow release longer lasting energy. Simple: sugars Complex: starch. \| Strong bones withstand the impact of exercise and everyday life. \| \| Ready source of energy for muscles. Long distance events-marathon. \| Increase efficiency of o2 to working muscles. Iron helps produce red blood cells – more o2 can be carried prevents fatigue. \| \| Builds muscle and repairs tissue. Essential after an injury for quick healing. Body builders take in extra protein to bulk muscles. \| Overall good health – important for optimum performance. When training hard B group vitamins used more so need replenishing. \| \| Increases size & weight of body → extra bulk. Stored as energy, used when carbohydrate & protein stores are depleted. \| Less cholesterol efficient heart. Keeps digestive system functioning regularly. \| \| Provides energy, glycogen stored in muscles. \| Prevents dehydration and heatstroke – sweating. Allows blood to flow easily around body. \| \| Function \| In sport \| \|----------\|----------\| \| Protein \| Fats \| \| Build muscle and repair injuries to muscle. \| Provide energy, glycogen stored in muscles. \| \| Builds muscle and repairs tissue. Essential after an injury for quick healing. Body builders take in extra protein to bulk muscles. \| Increase size & weight of body → extra bulk. Stored as energy, used when carbohydrate & protein stores are depleted. \| \| Increase efficiency of o2 to working muscles. Iron helps produce red blood cells – more o2 can be carried prevents fatigue. \| Overall good health – important for optimum performance. When training hard B group vitamins used more so need replenishing. \| \| Aids digestive system. \| Less cholesterol efficient heart. Keeps digestive system functioning regularly. \| \| Transports nutrients (hormones) \| Prevents dehydration and heatstroke – sweating. Allows blood to flow easily around body. \| Macro Nutrient: Carbohydrates. - Provide energy. - Stored in muscles and as glycogen in the liver. Glycogen is quickly converted to glucose → energy. - Two types: complex and simple. \| Complex – Starchy foods \| Simple - Sugars \| \|-------------------------\|-----------------\| \| Bananas, wholemeal bread, potatoes. Found in natural foods. \| Natural sugars found in fruit and vegetables. \| \| Slower and longer lasting release of energy than simple carbohydrates. \| Refined sugars found in biscuits and cakes. \| \| Contribute to good long-term health \| \| \| Should form approx 50% of daily intake. \| \| Aid to the sportsperson … - Ready source of energy for muscles. - Simple carbohydrates provide sugar but no other nutrients, therefore better to eat more starches. - Excess carbohydrates stored as glycogen and, on demand, release energy slowly. Long distance events can take advantage of this. Macro Nutrient: Protein. - Important to build muscle and repair damaged tissue. - Provides energy during extended periods of exercise (e.g. a marathon) when carbohydrate supplies are depleted. - Protein comes from two types of food: 2/3 in animal protein. 1/3 in plant or vegetable protein. \| Animal Protein \| Plant/vegetable Protein \| \|----------------\|------------------------\| \| Meat \| Pulses \| \| Poultry \| Lentils \| \| Fish \| Peas \| \| Dairy products \| Beans \| Aid to the sportsperson … - Builds muscle and repairs tissue. - Essential after an injury to heal quickly. - Athletes who need large muscle size will take in extra proteins for this effect. Macro Nutrient: Fats. - Provide energy and, together with glycogen, help muscles to work. - They can be found in butter, margarine and cooking oils. They can also be found in foods such as bacon, cheese, oily fish and nuts. - Should form about 30% of our daily intake. Aid to the sportsperson … - Increase size and weight of body. - Important for performers who benefit from having extra bulk, shot putters for example. - Unnecessary weight can inhibit performance and lead to high cholesterol levels. - Fats are stored as energy and released slowly when depletion of carbohydrate and protein stores. Micro Nutrient: Minerals. \| Calcium \| Iron \| Sodium \| Potassium \| \|---------\|------\|--------\|-----------\| \| Vital for health \| Essential for blood and it aids oxygen carrying capacity \| Regulates body water content. \| Important to the functioning of cells. \| \| Essential in childhood and adolescence \| Helps form red blood cells \| Aids nerve functioning \| \| \| Teeth and Bones (makes them strong). \| Lack of iron can cause anaemia and tiredness. \| Meat = good source of iron. \| \| \| Reduces likelihood of osteoporosis. \| \| \| \| Aid to the sportsperson … - Increases efficiency of carrying O2 to working muscles. - Iron helps produce red blood cells and so more O2 can be carried around the body – prevents fatigue. - Calcium helps blood to clot aiding recovery from injury, and strengthens bones and muscles. Micro Nutrients: Vitamins. Vitamins are necessary for: - Good vision - Good Skin - Red Blood Cell Formation - Healing - Healthy Bones & Teeth - Blood Clotting - Vitamins come in 2 groups; water soluble (B and C) and fat soluble (A, D and E). \| Vitamin A \| Vitamin B1 \| Vitamin C \| Vitamin D \| Vitamin E \| \|-----------\|------------\|-----------\|-----------\|-----------\| \| Milk, cheese, liver and carrots. \| Whole-grains, nuts and meats. \| Fruits and vegetables. \| Fish. \| Vegetable oil, wholemeal bread and cereals. \| \| Aids vision. \| Release carbohydrates. \| Healing and fighting infection. Maintenance of bones, teeth and gums. \| Healthy bones. \| Growth and development. \| Aid to the sportsperson... - Overall general health – important for optimum performance. - When training hard, vitamins from the B group are used more and so need to be replenished – therefore supplements may be used. Fibre: - Adds bulk to food - Aids the functioning of the digestive system. - Fibre (roughage) found in the leaves, stems and fruits of plants. - There are 2 types of fibre: Soluble and insoluble. A balanced diet should include both. - Without fibre our bodies would not be able to get rid of waste products, which would lead to many diseases. \| Insoluble Fibre \| Soluble Fibre \| \|-----------------\|---------------\| \| Required as a bulking agent to prevent constipation. \| Reduce blood cholesterol levels. \| \| • Wholegrain cereal \| • Oats \| \| • Wholegrain bread \| • Fruit \| \| \| • Vegetables \| Aid to the sportsperson... - Less cholesterol in body makes heart more efficient, important for transporting blood to muscles. - Keeping digestive system functioning regularly retains less waste. Water: - Water accounts for around half of body weight - Water: holds oxygen, transports nutrients, waste and hormones. - Water controls the distribution of electrolytes (body salts). - Water is essential to control body temperature…especially when exercising - 8 glasses a day! Aid to the sportsperson... - Allows blood to flow more easily around body – important when exercising as body demands more O2, nutrients, heat control and waste removal. - Water is lost through perspiration → dehydration and heatstroke if not replenished. - Excess water can be fatal so care to be taken. 1.1.5: Your personal health and wellbeing continued. Dietary intake and performance. It is not only important to consider WHAT to eat for optimal performance, but also WHEN. Carbo-loading. - Frequently used by marathon runners and ultra-distance athletes for examples triathletes. - Makes maximum use of an athlete’s energy resources. High-protein diets. - Can allow for loss of weight over fairly short period of time (2 weeks). - Used for rehabilitation after an injury. - Burn fat and increase muscle mass – taking creatine (protein supplement) will aid this. Possible side effects: - Too much animal protein raises cholesterol levels → heart disease, strokes, diabetes and cancer. - Can cause kidney damage in the long term. Blood shunting. At the beginning of exercise blood is sent to the working muscle. → Therefore, less food is available to digest food in the gut → this may cause cramps and stomach discomfort. This flow if blood from other areas into the muscle is known as bloody shunting. → Therefore, it is recommended that exercise should not start until at least 2-3 hours after the last meal. 1.2.1: Physical activity and your healthy mind and body. Different body types. \| Endomorph \| Mesomorph \| Ectomorph \| \|-----------\|-----------\|-----------\| \| ![Endomorph](image) \| ![Mesomorph](image) \| ![Ectomorph](image) \| \| = Fatness ▪ Wide hips, narrow shoulders \| = Muscularity ▪ Wide shoulders, narrow hips \| = Linearity / thinness ▪ Narrow shoulders & hips \| \| Forwards in Rugby and sumo wrestlers. \| Shot putters and 100m runners. \| Marathon Runners \| \| More fat = more weight behind actions. \| Stronger and suited to more anaerobic events. \| Less weight to carry = can work for longer. \| Somatotype classification of body type \| Endomorph \| An individual with wide hips and narrow shoulder, characterised by fatness. \| \|-----------\|--------------------------------------------------------------------------\| \| Mesomorph \| An individual with wide shoulders and narrow hips, characterised by muscularity \| \| Ectomorph \| An individual with narrow shoulders and narrow hips, characterised by thinness \| How to identify your somatotype. - Fatness, muscularity and linearity/thinness and height in relation to weight are measured and graded out of 7. - Once you have all of these measurements you can then plot it on a somato chart. 1.2.1: Physical activity and your healthy mind and body. Optimum weight. Optimum weight. - Dictionary definition for optimum = ‘most favourable’ or ‘best compromise’. - It may relate to an individual’s general lifestyle or their specific sport. - Sports people will get to know their optimum weight and aim to stay as close to it as possible. - Optimum weight can be found using the BMI index or by measuring wrist girth. Factors affecting optimum weight: - Height – taller people are generally, although not always, heavier than shorter people. - Gender – male have more muscle and larger bones therefore different optimum weight charts must be used for males and females. - Bone Structure – all individuals have different structures or frame sizes. Two athletes may be the same height but have different structures and therefore not have the same optimum weight. - Muscle girth – individuals will have different muscle girths and therefore weigh more, therefore height: weight ratio charts may give overweight readings. - Genetics – body weight and shape are largely passed through genes from parents to child. Optimum weight in sport. - This will vary according to the sport and position within the sport. - A rugby forward needs strength and power, therefore they would have a higher optimum weight than someone of the same height. - Jockeys are short in height, have a slight bone structure and little muscle = lower weight allows the horse to move faster. Losing weight. - Some sports require athletes to lose weight quickly, possibly rapidly to meet weight demands. - People who want to lose weight will: - Decrease their calorie intake = diet - Increase their calorie expenditure = exercise - Or do both (dieting plus exercise). --- Past exam question (June 2010) 7. Despite their difference in size the performers below are at the optimum weight for their activity. (a) Explain the term optimum weight. ............................................................................................................................... ............................................................................................................................... (b) Optimum weight will be different for different individuals even if they are competing in the same event. State two factors that will cause optimum weight to vary. ............................................................................................................................... ............................................................................................................................... 7a 1. Being at the right/best weight/not being too heavy/equivalent 2. Based on your stature/equivalent 3. For the activities they are involved in/long distance runner lighter than sumo wrestler/equiv 1 mark from each row (1, 2 or 3). 7b Sex, height, bone structure, muscle size/girth. ### 1.2.1: Physical activity and your healthy mind and body. Weight-related conditions. \| Anorexic \| Obese \| Overfat \| Overweight \| Underweight \| \|----------\|-------\|---------\|------------\|-------------\| \| Pertaining to anorexia – a prolonged eating disorder due to the loss of appetite. \| Used to describe people who are very overfat. \| Having body fat in excess of normal. \| Having weight in excess of normal (not harmless unless accompanied by overfatness). \| Weighing less than normal, healthy or required. \| \| • Can lead to extreme weight loss and result in a serious lack of nutrition as well as psychological problems related to obsessions with food and calories. \| • Leads to risks of cancer, heart disease leading to heart attacks and strokes, high blood pressure and diabetes. • Extra weight makes exercise difficult/uncomfortable = this makes the individuals less motivated and less likely to participate in sport/physical activity. \| • Describes a physique of excessive fat content and can be used to classify someone who is overweight. • E.g. a woman who is overweight and has a high fat content = overfat. • A female weightlifter may be overweight according to BMI but not be overfat. \| • May be caused by medical reasons but more frequently associated with overeating or lack of activity. • Can refer to someone whose body weight is greater than normal due to greater muscle mass or bone structure. • Can be beneficial in sports as it can mean more muscle = more strength. • E.g. javelin throwers, rugby players. \| • Some sports require weight categories/limits • E.g. boxing – losing weight can be blamed for poor performance • Flat race jockeys are deliberately underweight. • How the weight is lost can impact on performance. • Weight can be lost through sweat – exercising, sweat suits, steam baths etc. • Weight can also be lost through drugs – diuretics increase urine production which can lead to dehydration. \| Past exam question (June 2009) 1(h) Which of the following is the correct definition of the term overweight? A having weight in excess of normal B having weight that makes you obese C being overfat D weighing 6 stone more than you should. (1) Past exam question (June 2010) 2c Why could the following statement be considered false? ‘Losing weight makes you look better, therefore feel better.’ .......................................................................................................................... .......................................................................................................................... (2) 1h A, 2c 1 mark for correct focus – i.e. problem is with looking better, 2nd mark for explanation – i.e. losing weight does not necessarily make people look better/ could lead to being underweight - look worse/ weight should considered in terms of being healthy not how the individual looks. A drug is a substance that can be taken in a variety of ways to produce expected and welcome physical and/or psychological effects on the person taking it, but may cause some effects that are both unpleasant and unwanted (side effects). There are two main categories of drugs: 1. Performance-enhancing 2. Recreational Possible side effects: - They may be addictive (nicotine – cigarettes, alcohol, heroin and cocaine). - Physical side effects can range from high blood pressure to insomnia. Performance-enhancing drugs. Anabolic steroids - Drugs that mimic the male sex hormone testosterone and promote bone and muscle growth. - Increases muscle mass and develops bone growth, therefore increasing strength whilst also allowing the athlete to train harder and quicker. - Can increase aggression. - Produces results quickly. Possible side effects: - Increased risk of heart attacks and strokes - High blood pressure - Liver disease - Increased risk of muscle injury - Infertility in women - Worst case scenario – death. E.g. Dwain Chambers, 100m sprinter Beta blockers - Drugs that are used to control the heart rate and have a calming and relaxing effect. - This can result in reduced stress and anxiety levels. - They help in target sports where precision and steadiness are required. - They can reduce a person’s heart rate to a dangerous level. Possible side effects: - Nausea and diarrhoea - Tiredness - Depression - Insomnia & nightmares - E.g. used in snooker, archery, shooting and curling. Diuretics - Drugs that elevate the rate of urine production. - This speeds up the elimination of fluid from the body to help performers lose weight. - They may also be taken to reduce the concentration of other banned substances that may be present. Possible side effects: - Dehydration – this may cause dizziness, muscle cramps, headaches and nausea. - Long term effects of kidney damage. - E.g. Boxers and jockeys may use them to meet weight criteria. ### Narcotics/ Analgesics - Drugs that can be used to reduce pain. - The drugs act by depressing the central nervous system to give relief from painful injuries. - This may increase the risk of severe or long-lasting damage. Possible side effects: - Loss of concentration - Loss of balance - Loss of coordination - Emotional effects – hallucinations (morphine) - E.g. heroin, methadone, pethidine, morphine. ### Stimulants - Drugs that have an effect on the central nervous system such as increased mental or physical alertness. - This enables athletes to think more quickly. - They may help to overcome tiredness. - They are useful in offsetting the effects of lactic acid. - They can be used in low doses for cold and pain relief medicines. Possible side effects: - Insomnia - Irritability - Irregular heart beat - Increased heart rate - High blood pressure - Addiction – (e.g. amphetamines = addictive.) - E.g. cocaine is a recreational drug used by sportspeople including boxers and footballers. ### Peptide hormones including Erythropoietin (EPO) and Human Growth Hormone (HGH) - These are similar to anabolic steroids and aim to increase muscle growth and assist recovery from injury and heavy training. - They specifically increase the number of red blood cells, therefore allowing extra oxygen to be carried and the dispersal of waste products and lactic acid. - We produce hormones naturally but they can be produced synthetically by drugs. #### Human Growth Hormone (HGH): - Used by athletes to increase muscle development. - It is a relatively new drug being used as it is thought to have fewer side effects than steroids. - There is no urine test for HGH but it can be detected through a blood test. #### Erythropoietin (EPO): - Used to treat people with anaemia as it increases the production of red blood cells and therefore the amount of haemoglobin available to take up oxygen. - This increases an athlete’s aerobic capacity which is useful in endurance based events. - May link to blood doping. Possible side effects: - EPO thickens the blood. - This makes it more difficult for blood to pass through small capillaries. - This increases the risk of heart attacks and strokes. Drugs in sport. Taking illegal substances to enhance performance is not a new phenomenon - it goes back many years. - In 1952 – the USSR reportedly used androgenic anabolic steroids (testosterone) by injection to enhance performance of its weightlifters. The USA followed suit. In the 1970s governing bodies began to make it illegal to use drugs in sport. As a result testing began. - At the 1972 Olympic Games (Munich) the IOC (International Olympic Committee) for the first time enforced a full scale testing programme. - However, anabolic steroids were not banned until 1975. In February 1999, the IOC campaigned for: 1. A single international doping agency. 2. A blanket two-year ban for competitors found guilty of drug taking. Certain governing bodies – cycling, tennis and football would not agree to a two-year ban. However they insisted on the words ‘specific, exceptional circumstances’. Today, some countries testing procedures are not as rigorous as others. Research press releases around Dwain Chambers being allowed to compete in the Olympics, despite his original punishment being a two-year ban plus never being allowed to take part in the Olympics again. When athletes test positive for drugs, some claim their innocence. - Ben Johnson (Canadian, 100m gold medallist in 1988) blamed his positive result on medication taken for a stutter. - Butch Reynolds (American) blamed testers for mixing up his sample with a guilty East German athlete. Recreational drugs. Most people use recreational drugs on a regular basis. - Caffeine – in tea, coffee and some fizzy drinks - Nicotine from smoking - Ethanol, more commonly known as alcohol. Smoking and nicotine Effects on general health. - Smoking has been banned in public places since 2007. - Legal age for buying tobacco products is now 18. - Coronary heart disease (CHD), not cancer, is the commonest cause of death related to smoking. - Smoking can cause high blood pressure. - Smoking just one cigarette can raise the heart rate. - Medical operations carry a higher risk for smokers. Effects on physical activity. - Smoking damages the cardiovascular system, in particular: - The heart - The oxygen-carrying capacity of the blood and ... - Blood vessels - This has negative effect on fitness, especially aerobic fitness, and often results in poorer performance. Nicotine. - Is a stimulant which raises alertness. - Nicotine is an addictive drug – the more people smoke, the harder they find it to stop. Alcohol Effects on general health and in sport. - Alcohol is banned in some sports, such as shooting or archery, where it may be used as a sedative (having calming effects). - Alcohol is also banned in sport where it is considered a safety risk, such as motor sports, because it slows down reaction times and impairs judgement. - Alcohol can cause extra urine to be produced, which increases the risk of dehydration. - Long term effects of Alcohol include a form of liver damage known as cirrhosis. Socially accepted drugs. - Those that may be prescribed by a doctor or which can be brought over the counter, such as paracetamol or aspirin, to treat medical conditions. Socially unaccepted drugs. - Are illegal and unacceptable to most people. These include: - heroin, - cocaine, - LSD, - amphetamines, - barbiturates, - cannabis and - ecstasy - All of these have negative effects and can be dangerous, in some cases leading to death. Past exam question (June 2011) Several different categories of performance enhancing drugs are listed in the table below. \| Anabolic steroids \| Beta blockers \| Diuretics \| \|-------------------\|---------------\|-----------\| \| Narcotic analgesics \| Stimulants \| Peptide hormones/EPO \| (a) Using this information, identify the relevant category of drug referred to in each of the following statements. (i) Long distance runners are more likely to use this class of drug than sprinters. (1) .................................................................................................................................. (ii) Weight lifters may use this class of drug to mask the pain of a torn muscle. (1) .................................................................................................................................. (iii) Archers may use this class of drug because of its calming effect to improve their accuracy. (1) .................................................................................................................................. (iv) Some performers will use this class of drug to mask the use of other types of drugs. (1) .................................................................................................................................. (b) All of these drugs have potentially harmful side effects. Explain why, despite the risks, some performers will still use them. (1) .................................................................................................................................. (c) Give an example of a possible harmful side effect of diuretics. (1) .................................................................................................................................. (Total for Question 8 = 6 marks) 8a (i) Peptide hormones/EPO 8a (ii) Narcotic analgesics Do not accept narcotic(s) 8a (iii) Beta blockers 8a (iv) Diuretics 8b Pressure/to win/wants to be the best/prize money/fame/improve performance/gain advantage/train harder (or longer)/gain outweighs risks / quicker recovery from injury/equiv Do not accept addictive / won't get caught 8c Any one from: Dehydration, Nausea/sickness, Kidney/liver failure/damage, Do not accept damage to organs / heart problems / death. 1.2.1: Physical activity and your healthy mind and body. Risk assessment and preventing injuries. Risk: a situation or activity involving exposure to danger. Most physical activities and sports have some sort of risk attached. Some activities carry higher risks than others, however risk can be minimised. ### Minimising risk. \| Warming up/cooling down \| Checking equipment and facilities \| Protective equipment and clothing \| Footwear \| \|-------------------------\|----------------------------------\|---------------------------------\|----------\| \| ▪ Warming muscles gradually helps to prevent injury. ▪ A cool down disperses lactic acid. Does not prevent injury but prevents soreness and aches. \| ▪ Organisers, officials and participants are responsible. ▪ Generally due to the environment – waterlogged pitch, icy court, insufficient lighting. \| ▪ Football – boots, shin pads. ▪ Hockey – shin pads, mouth guard, goalkeeper pads. ▪ Cricket - batsman helmet. ▪ Sailing-lifejacket, warm clothing-specially designed wet suits. ▪ Rising – hat. ▪ Jewellery should be removed/taped so as to prevent injuries to self and others. \| ▪ Helps performance- footballers have studs to provide more grip ▪ Provides support to bones muscles and joints ▪ Provides comfort. \| ### Balanced competition: To create a balanced and fair competition, following factors should be considered. \| Weight categories \| Mixed/single sex \| Age \| Handicap system \| \|-------------------\|------------------\|-----\|-----------------\| \| ▪ Equalises competition. ▪ Safety purposes. ▪ Boxing match competitors by their weight to protect them. ▪ Weightlifting – weight divisions. \| ▪ In most sports men play against men and women play against women. ▪ For safety – especially in contact sports-rugby and hockey. ▪ For fair competition – athletics and swimming. ▪ Racket sports – tennis, table tennis and badminton mixed doubles competitions. Allows clear opportunity for men and women to compete fairly in open competition. \| ▪ Competitions usually set by age. ▪ Talented performers sometimes play out of age group. ▪ Overuse injuries are frequent in young athletes. ▪ Age categorising does not guarantee competitors will be of equal height and weight. ▪ In other age categories, often have senior and veteran competitions. Generally for safety reasons. \| ▪ Balances competition. ▪ Used in golf. ▪ Ensures players play with players of equal/similar ability. ▪ Karate and judo have clear skill levels and players take part in competitions according to their ability. \| ### Playing to the rules of competition. - Allows fair competition. - Allows safety. - Allows games to flow. If rules are broken, participants punished-could mean a lifetime ban. - Professional fouls occur occasionally in sport – players deliberately act to stop or affect play. - Such behaviour goes against spirit of fair play. - Over aggression and professional fouls could cause serious injuries and threaten a player’s career. - Fines/bans in place for breaking rules and jeopardising ‘spirit of the game’. ### Physical readiness. - Complete a PAR-Q and medical examination if necessary. - Choosing activities that are suited to your fitness level and body type - Know and use the right techniques for your sport and training regularly - Follow the rules and play fairly. 1.2.2: A healthy active lifestyle and your cardiovascular system. The cardiovascular system during exercise. What happens to the cardiovascular system during exercise? \| Increased heart rate \| Increased blood pressure \| \|----------------------\|--------------------------\| \| - Exercise makes the body work harder, therefore muscles require more oxygen and the body needs more nutrients, such as glycogen, to function properly. - As oxygen and nutrients are carried by the blood to muscles, the heart works faster to pump the blood around the body. Therefore heart rate (bpm) increases. \| Blood pressure increases during exercise as more blood is pumped around the body, increasing the pressure on the blood vessels. \| Blood pressure. The heart makes two beating sounds. The first is called systole. The second is called diastole. \| Systolic blood pressure \| Diastolic blood pressure \| \|-------------------------\|---------------------------\| \| Pressure in the arteries as the heart contracts and forces blood through the aorta and into the body. This increases during activity as the body requires more blood. \| Pressure of blood during the relaxation phase between heart beats. \| Pulse pressure: The difference between systolic and diastolic blood pressure. Immediate physiological effects of exercise on the body. - Sweating starts and body requires fluids. The body can cope with a small rise in temperature but after this it will try to cool down → begin to sweat. Sweat is released from the skin and evaporates when it reaches the surface. In hot conditions – sweating increases, less urine is produced. The salt lost through sweating must be replaced to remain balanced otherwise cramp may occur. A lack of water and salt can result in fainting/collapsing. - Breathing becomes faster and deeper. Allows more oxygen into your lungs that can be transported by the blood around the body to the muscles. - Muscles begin to ache. Muscles need energy and oxygen to work. If not enough oxygen muscles will respire anaerobically → lactic acid is produced. - Body temperature increases. During exercise working muscles generate heat. Body temperature is regulated by heat radiating from the skin and water evaporating through sweat. Shivering produces heat to raise body temperature. 1.2.2: A healthy active lifestyle and your cardiovascular system. Regular exercise/long-term participation has many benefits. The most important is that the heart becomes more efficient. Other effects of regular exercise on the cardiovascular system. \| Effect \| Description \| \|-------------------------------\|-----------------------------------------------------------------------------\| \| Decreased resting heart rate \| Heart gets bigger and stronger with training therefore it supplies the same amount of blood with fewer beats. If it is beating fewer times, it is more efficient - less strain on the heart. \| \| Faster heart rate recovery \| The speed at which the heart returns to normal after exercise. This time is takes to return to resting levels will be faster. \| \| Increased stroke volume \| Stroke volumes increases as the heart becomes more efficient and stronger. Stroke volume increases at rest and work. \| \| Increased cardiac output \| Cardiac output is governed by heart rate and stroke volume which both change during exercise – therefore increasing cardiac output. Stroke volume x heart rate = cardiac output \| \| Reduced blood pressure \| Regular exercise can reduce blood pressure. This may link to weight loss as if you are overweight you are at risk of having high blood pressure. Factors that affect blood pressure include age, sex, muscular development, stress and tiredness. \| \| Healthy veins and arteries \| Fitness increases the number of capillaries within the heart muscles. It allows blood vessels to remain more flexible and efficient. This reduces the risk of coronary heart disease. \| Causes of heart disease include: - Hereditary conditions - Infections - Narrowing of the coronary arteries - High blood pressure - Smoking. Coronary heart disease (CHD) Heart disease causes more deaths in the developed world than any other disease. Past exam question (June 2012) 7 The following statements are effects of participation in exercise and physical activity on the cardiovascular system. State whether the effect is immediate or long term. Immediate or long term effect? (i) Increased heart rate ............................................................... (ii) Increased cardiac output ....................................................... (iii) Increased maximum cardiac output ...........................................(Total for Question 7 = 3 marks) 7(i) Immediate 7(ii) Immediate 7(iii) Long term Rest: The period of time allocated to recovery. Rest is essential to allow the body to recover and adapt. It allows the heart to grow in size and thickness and the number of capillaries to increase. Factors that may have a negative effect on the cardiovascular system and increase the risk of coronary heart disease. \| High cholesterol \| Cholesterol is a fatty substance carried in the blood by lipoproteins. \| \| • High density lipoprotein (HDL) contains more protein than fat and is often referred to as the ‘good cholesterol’. Carries cholesterol away from the arteries to the liver for removal from the body. Fruit and Vegetables are HDL rich. \| \| • Low Density Lipoprotein (LDL) consists mainly of fat and is known as the ‘bad cholesterol’. It can lead to a build up of plaque which restricts blood flow in the arteries. Blockages in vessels mean they have to work harder to pump blood around the body therefore increasing blood pressure. \| \| • High cholesterol can be caused by a diet high in LDL. \| \| • Cholesterol only becomes a problem when the level in the blood is too high. This leads to deposits in the vessels and heart problems. \| \| • It can increase the risk of CHD as well as narrowing of arteries and consequently heart attacks. \| \| Recreational drugs \| • Cigarettes raise the blood pressure as they release adrenaline which causes arteries to constrict and the heart to beat faster. \| \| • Tobacco smoke is a major risk factor of heart disease. \| \| • Smoking lowers HDL cholesterol (good cholesterol) levels and increases the tendency for blood to clot which can lead to heart attacks or strokes. \| \| • Alcohol in moderation it thought to increase HDL therefore in the long term can help lower blood pressure, HOWEVER too much alcohol and binge drinking can have serious adverse effects. \| \| • Prescription drugs can be taken to control blood pressure. Some prescription drugs taken for other illnesses may cause an increase in blood pressure therefore they may need to take additional medication to control blood pressure. \| \| Sedentary lifestyle and lack of exercise (hypokinetic disease) \| • Inactivity means the cardiovascular system does not receive the benefits of exercise. Sedentary living is also believed to be the main reason for increased obesity. \| \| Stress \| • The stress that may increase the risk of CV disease is different to the stress felt before taking an exam. \| \| • Negative stress builds up over time and can lead to an increase in blood pressure and elevated heart rate. It may also lead to depression and mood swings. \| Cardiovascular exercise and improvements in cardiovascular fitness can reduce the risk of coronary heart disease, improve the cardiovascular system and helps to reduce blood pressure. With training the heart muscle increases in size, thickness and strength, the chambers increase in volume and the whole heart gets bigger. This allows you to work harder for longer and less stress is placed on the heart. The functions of the respiratory system: - To bring oxygen into the body - To take carbon dioxide out of the body An efficient respiratory system allows more oxygen to reach the blood and consequently the muscles. Gaseous Exchange. - Air passes down the trachea and bronchi into the lungs. It travels through the bronchioles into the alveoli. - In the alveoli oxygen diffuses into the blood to be sent around the body. - At the same time, carbon dioxide from the body is released into the alveoli where it is exhaled. Oxygen debt. When the body works hard, it may need more oxygen than it can get. This is known as oxygen debt. This could occur at the end of a 400m race. How the respiratory system works. 1. When breathing in (inhaling) the intercostals muscles contract and lift the chest upwards and outwards. The diaphragm tightens and lowers. 2. This opens the lungs and creates a vacuum inside so oxygenated air can rush in through the nose and mouth. 3. Air passes through the 4. through one of the two bronchi into the left or right lung. 5. In the lung, passes through the many bronchioles.. 6. into some of the millions of tiny sacs called alveoli. The alveoli are surrounded by capillaries that carry blood. 7. Oxygen, in the alveoli passes into the blood. 8. Oxygenated blood is transported around the body. THE GASEOUS EXCHANGE. Inhaled and exhaled air. \| Inhale (air into the lungs) \| Exhale (air out of the lungs) \| \|-----------------------------\|-------------------------------\| \| Oxygen 20.95% \| Oxygen 16% \| \| Nitrogen 79% \| Nitrogen 79% \| \| Carbon dioxide 0.04% \| Carbon dioxide 4% \| \| Water vapour 0.01% \| Water vapour 1% \| - The body needs less oxygen at rest as muscles are not working so hard. - An average person breathes about 21 times a minute during rest. - More air is taken in with each breath during exercise as the muscles require more oxygen. - Regular exercise increases lung capacity and enables more oxygen to be taken in with each breath. Tidal volume and vital capacity help to estimate the efficiency of the respiratory system. \| Tidal Volume \| Vital capacity \| \|---------------\|----------------\| \| The amount of air inspired and expired with each normal breath at rest or during exercise. \| The greatest amount of air that can be made to pass into and out of the lungs by the most forceful inspiration and expiration. Normally this is about 4-5 litres. \| Past exam question (June 2011) 1(h) Which of the following is a long-term effect of participation in exercise and physical activity on the respiratory system? (1) A Increase in blood flow to the lungs B Increase in oxygen debt C Increase in vital capacity D Increase in breathing rate Past exam question (June 2010) 10. (a) Name the term being described in each of the following statements. (i) The number of times the heart beats each minute. ..................................................................................................................(1) (ii) The amount of air breathed in or out of the lungs in one breath. ..................................................................................................................(1) (iii) The volume of blood pumped out of the heart by each ventricle during one contraction. ..................................................................................................................(1) (b) Which two of the terms used in your answer to (a) combine to give cardiac output? ..................................................................................................................(1) 1(h) C 10a (i) heart rate 10a (ii) Tidal volume 10a (iii) Stroke volume 10b Stroke volume and heart rate. 1.2.3: A healthy active lifestyle and your respiratory system. Immediate and long-term effects of exercise on the respiratory system. \| Immediate and short-term effects of participation in exercise and physical activity on the respiratory system. \| \| --- \| \| Breathing quickens and deepens \| • However quickly the heart beats, it cannot carry enough oxygen if the oxygen is not reaching the lungs, therefore breathing is greatly affected by exercise. • The efficiency of breathing depends on how much oxygen can be removed from the air and the efficiency of the alveoli. The most important structures in oxygen uptake are the alveoli, these can be damaged, for example by smoking. \| \| Oxygen debt. \| • Oxygen used during anaerobic exercise often results in oxygen debt and is repaid through deep gasping breaths after the activity. • This allows as much oxygen as possible to be taken into the respiratory system whilst removing as much carbon dioxide as possible. Oxygen debt = The extra oxygen consumed during recovery from a period of strenuous physical activity, compared with the amount which would usually have been consumed over the same length of time at rest. \| Effects of regular participation in and long-term benefits of exercise and physical activity. \| Increased oxygen delivery \| • Increased oxygen delivery to the working muscles therefore the body will cope better during exercise. \| \| Carbon dioxide is removed more efficiently \| • Carbon dioxide is removed more efficiently allowing the body to cope with greater production of carbon dioxide during exercise. \| \| Vital capacity increases \| • Vital capacity increases as the lungs become more efficient. \| \| More alveoli \| • More alveoli are available for gaseous exchange – this means more oxygen can be absorbed by the capillaries and more carbon dioxide removed from the body. Therefore vo2 max (aerobic capacity) also increases. \| \| Increased number of capillaries \| • Increased number of capillaries surrounding the alveoli means more oxygen can get into the blood and carbon dioxide out of the blood. • Increased number of capillaries surrounding the alveoli means more oxygen can get into the blood and carbon dioxide out of the blood. \| The effects of smoking on the alveoli and gaseous exchange. • Smoking seriously affects the process of gaseous exchange in the lungs. • Smoke damages the lungs, especially the alveoli, making them less stretchy and therefore less efficient. • This means it is more difficult to get oxygen in and carbon dioxide out, therefore smokers may become short of breath. • This requires their hearts to work harder to get the oxygen their bodies need, consequently they feel tired. • A government ban on smoking in public places is attempting to tackle the problem. An efficient respiratory system aids the cardiovascular system. The respiratory system provides a constant supply of oxygen for the muscles and removes the waste product (carbon dioxide). This is why efficient cardiovascular and respiratory systems are so important to everyone! The are both vital to both health and performance in sport and physical activity. 1.2.4: A healthy active lifestyle and your muscular system. The muscular system. The muscular system – what does it do? - Causes movement through the contraction and relaxation of muscles. - Defines body shape and helps maintain posture. - Muscles can work voluntary (conscious control by the body) or involuntary (in the internal organs). Voluntary muscles. - These muscles cause movement. - They are consciously controlled. - They can be trained to work for longer without tiring. - We can improve the flexibility of these muscles to allow a greater range of movement. Muscles and movement. - Muscles are attached to bones by tendons and are made up of a number of muscle fibres. - Muscle fibres contract causing movement – they pull against the skeleton but cannot push. - Therefore muscles are arranged in antagonistic pairs – as one contracts the other relaxes. e.g. The biceps and triceps, the quadriceps and hamstrings. The muscle doing the work (contracting) and creating the movement is called the agonist. The muscle which is relaxing and letting the movement take place is called the antagonist. To flex the elbow, the bicep contracts and the tricep relaxes. To extend the elbow, the bicep relaxes and the tricep contracts. Biceps: agonist contracting muscle Triceps: antagonist relaxing muscle Biceps: antagonist relaxing muscle Triceps: agonist contracting muscle • The same applies in the leg to flex and extend the knee joint. • Flexion – hamstrings contract (agonist), quadriceps relax (antagonist). • Extension – quadriceps contract (agonist), hamstrings relax (antagonist). There are 11 muscles you need to know. \| Muscle \| Position in the Body \| Main Action \| \|-----------------\|-----------------------------------------------------------\|------------------------------------\| \| Trapezius \| In the centre of the chest at the back of the body, spreading up. \| Rotates the shoulders backwards. \| \| Latissimus Dorsi\| At the back of the body, either side of the chest. \| Rotates upper arm at the shoulders.\| \| Triceps \| At the top of each arm at the back. \| Extends the arms at the elbow. \| Front view Deltoids Pectorals Biceps Abdominals Quadriceps Back view Trapezius Triceps Latissimus Dorsi Gluteals Hamstrings Gastrocnemius \| Muscle \| Position in the body \| Main Action \| \|------------\|----------------------------------------------------------\|--------------------------------------------------\| \| Gluteals \| In the middle of the body at the back, forming the bottom.\| Extends the legs back at the hips. \| \| Hamstrings \| At the top of each leg at the back. \| Flexes the legs at the knees. \| \| Gastrocnemius \| At the bottom of each leg at the back. Also known as the calf muscles. \| Extends the ankle so you can stand on your toes. \| \| Muscle \| Position in the Body \| Main Action \| \|------------\|----------------------------------------------------------\|--------------------------------------------------\| \| Deltoids \| In the upper part of the body, covering the shoulders. \| Raise the arms in all directions at the shoulders.\| \| Biceps \| At the top of each arm at the front. \| Flexes the arms at the elbow. \| \| Quadriceps \| At the top of each leg at the front. \| Extends the legs at the knees. \| \| Muscle \| Position in the body \| Main Action \| \|------------\|----------------------------------------------------------\|--------------------------------------------------\| \| Pectorals \| In the upper part of the chest at the front. \| Raise the arms up, sideways and across the chest at the shoulders. \| \| Abdominals \| At the front of the body in the middle, just below the chest. \| Flexion and rotation of the spine so you can bend forwards. \| 1.2.4: A healthy active lifestyle and your muscular system. Exercising the muscular system. The immediate effects of exercise on the muscular system. \| Contract, lengthening and relaxing at an increased rate \| This is due to the muscles needing more fuel to function due to the body’s increased demand for oxygen and glycogen. Extra waste products are created as muscles are working harder than normal. \| \|--------------------------------------------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Lactic acid builds up \| If the demand for oxygen is too high and you are exercising anaerobically. • This will lead to aching muscles and may cause muscle cramp. \| How the muscles work. \| Isotonic contractions \| Muscle contraction that results in limb movement. • Muscle contraction that results in limb movement. • Muscles work in pairs to cause movement; one contracts and another relaxes. • E.g. When running, the hamstring contracts to lift the leg. The hamstring relaxes and quadriceps contracts to lower the leg. \| \|-----------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Isometric contractions\| Muscle contraction which results in increased tension but the length does not alter, for example when pressing against a stationary object. • Muscle contraction where the muscle length does not change. • E.g. In the plank position, at a rugby scrum, in a handstand. \| Long-term effects of participation in exercise and physical activity on the muscular system. Increase in muscle size - hypertrophy - Through applying progressive overload when training muscle fibres become damaged as they are pulled apart. - The body is able to rebuild the fibres over 48 hours making them stronger. - This causes hypertrophy and increased strength of muscles. - This will increase muscle strength and endurance and power (strength x speed). - This improves body posture, stronger ligaments (join bone to bone) and tendons (join muscle to bone) and may lower the risk of injury. Potential injuries to the muscular system Muscle atrophy - This occurs if strength training is stopped resulting in a loss of muscle mass and strength. - When sportspeople are injured they will experience muscle atrophy. Soft tissue injuries Tears, pulls and strains - These cause small muscle fibres to be torn from their attachment to a tendon. - During intense exercise muscle fibres contract and relax quickly which can cause the connective tissue and blood vessels inside them to be torn. - E.g. Footballers often pull their hamstrings due to the amount of time they are used in the game. RICE treatment is used for muscle strains. First 24-48 hours are crucial during muscle injuries and rest should continue. Prevention of muscular injuries Warm up Raises the heart rate and warms the muscles. It should begin with gentle exercise followed by stretches. Cool down Gradually bring heart rate back to normal and disperse any lactic acid. Gentle exercise followed by stretches. What is the skeletal system and what does it do? Movement - Bones meet to form joints. - Tendons attach bones to muscles enabling movements to occur. Protection - Protects the vital organs from injury. E.g. the cranium protects the brain. Support - Supports the body in a variety of positions giving the body shape. The skeleton acts as a framework for the body. 1.2.5: A healthy active lifestyle and your skeletal system. Joints and movement. The structure of joints. - A joint is a place where two or more bones meet. - The ends of the bones in a synovial joint are covered with a layer of thick cartilage – known as hyaline cartilage. This prevents friction, therefore pain and allows cushioning. - Surrounding a joint is a tough capsule, this produces synovial fluid to lubricate the joint. \| Hinge joints \| Ball and socket joints \| \|--------------\|------------------------\| \| The elbow joint \| • Allows the arm to flex and extend. • Biceps cause flexion of the arm. • Triceps cause extension of the arm. • E.g. bicep curl, tricep dips \| The shoulder joint \| • The ball-shaped head of the humerus fits into the socket of the shoulder. • Movements at the shoulder include flexion, extension, adduction, abduction and rotation as the head of the humerus rotates forwards/backwards. • E.g. bowling in cricket, swimming \| \| The knee joint \| • Allows the leg to flex and extend. • Hamstrings cause flexion of the leg. • Quadriceps cause extension of the leg. • The femur and tibia at the knee are held together by the cruciate ligaments – injuries often occur to these. • E.g. squats, leg press, jumping \| The hip joint \| \| ### 1.2.5: A healthy active lifestyle and your skeletal system. #### Exercise and the skeletal system. The effects of exercise and physical activity on bones. - Exercise helps bones to develop and become stronger. - Exercise increases bone density. Bones become heavier and stronger. - Ligaments and Tendons: become thicker and stronger. This increases flexibility and power in movement. - Bone continues to grow and strengthen until about age 18 therefore... - young people should avoid excessive weight training / long distance training as this may cause bones to grow unevenly. The importance of weight-bearing exercise. - Bones become lighter with age and their density and strength are gradually reduced. This can occur naturally (bone is lost) resulting in a weak skeleton with bones breaking easily. - Bones start to deteriorate at 35yrs of age. - The condition is known as Osteoporosis. - Exercise can delay the onset of Osteoporosis as can weight bearing exercises… running, tennis, aerobics, walking, and running. - Yoga is a good weight-bearing exercise as it also improves balance, this reduces risk of falling. --- Past exam question (June 2012) 10. The skeletal system plays an important role in allowing for a healthy, active lifestyle. Figure 5 shows the skeletal system of two basketball players. In the table below: - identify three functions of the skeletal system in use during physical activity (3) - give one example of how each function is used during a game of basketball. (3) \| Function of the skeletal system during physical activity \| Example of use during a basketball game \| \|--------------------------------------------------------\|---------------------------------------\| \| \| \| \| \| \| \| \| \| --- 10. Accept movement - Any relevant court movement e.g. dribbling the ball towards the basket (1) Do not accept example not linked to basketball e.g. running. Accept Support OR shape OR structure (1) Do not accept stability. Accept Protection (1) Accept Prevents damage to (vital) organs during play if collision with others OR protects brain if ball strikes the head (1) Do not accept example not linked to basketball. 1.2.5: A healthy active lifestyle and your skeletal system. Injuries to the skeletal system and the importance of diet. ### Fractures - A fracture is a broken OR cracked bone! - Symptoms: Pain, inability to move area, swelling or bruising or deformity. - Sometimes you can hear the bone break! \| Closed fractures \| Compound fractures \| Simple fracture \| Stress fracture \| \|------------------\|--------------------\|-----------------\|----------------\| \| The skin over the break isn’t damaged. \| The broken bone protrudes the skin (infection risk!) \| The bone is only part broken – along one line. Common in children. Green stick fractures. \| Overuse injury, by increasing intensity of exercise or changing the playing surface (grass to road for running for example), and poor fitting footwear. Repetitive activities on hard surfaces increase the risk of stress fractures. These fractures occur in weight bearing parts of the body (i.e. The lower leg). Osteoporosis is linked with stress fractures and eating disorders. \| ### Joint injuries \| Tennis and golfer’s elbow \| Dislocations \| Sprains \| Torn cartilage \| \|---------------------------\|--------------\|---------\|---------------\| \| Explanation: overuse injury to the tendons at elbow joints. Often caused by incorrect size grip. Tennis elbow- pain outside of elbow. Golfers elbow – pain inside of elbow. \| Explanation: when a bone is forced out of its normal position from a hard blow/fall causing the bones to displace. \| Explanation: a sprain is a damaged ligament (common example, a twisted ankle). Inverted or turned in ankles, pulling or tearing the ligament, stretching too far caused by twisting/ turning. \| Explanation: cartilage is a firm elastic substance found at the end of the bones of a synovial joint. Pivoting can cause a tear in the knee. \| \| Signs and symptoms: pain outside the elbow (tennis) or inside the elbow (golfers elbow). \| Signs and symptoms: swelling, deformity, pain, locked joint. \| Signs and symptoms: pain at the site, knee likely to be bent. \| ### Treatment for injuries R.I.C.E Limits swelling and provides pain relief in minor injuries. \| Rest \| Ice \| Compression \| Elevation \| \|------\|-----\|-------------\|-----------\| \| STOP! Playing or training. \| Reduces blood flow to the area, limits swelling and provides pain relief. \| Apply pressure to the ice pack. Limits swelling. \| Raise the injury and keep it raised. Reduces swelling. \| ### Diet and the skeletal system. Diet is essential for a strong, healthy skeletal system. - Balanced diet and calcium rich = increased growth and density - Vitamin D – essential to growth and maintenance of healthy bones and aids the absorption of calcium. - Smoking and too much alcohol are TOXIC to bones!	<urn:uuid:076a9e7a-546c-4f45-bb4f-39d49adbd15a>	CC-MAIN-2019-18	https://robertowenacademy-my.sharepoint.com/personal/admin_robertowenacademy_onmicrosoft_com/_layouts/15/download.aspx?guestaccesstoken=fy8Y0Ov3bvgB1TMVkQGwZPmRxYBEdJRiZERnWsJF1ko%3D&docid=085f3f2337a3848da82c9d10640664a99&rev=1	2019-04-18T11:16:33Z	crawl-data/CC-MAIN-2019-18/segments/1555578517558.8/warc/CC-MAIN-20190418101243-20190418123243-00405.warc.gz	540,237,955	17,039	eng_Latn	eng_Latn	0.973298	eng_Latn	0.997158	[ "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"...	true	rolmOCR	[ 198, 4381, 6353, 9320, 11693, 14533, 16436, 20887, 25000, 28201, 30102, 33178, 36239, 38513, 40896, 43839, 46741, 48705, 50923, 53420, 56657, 60029, 62359, 64916, 68095, 69462, 71905, 75091, 76699, 77475, 79285, 82615, 84301, 86764, 89539 ]	[ 2.765625, 4.1875 ]	2	0
Crests and Sags Student Activity Sheet Quantity: Flooding and Sight Distance The North Carolina Department of Transportation (NCDOT) Location and Surveys Unit provides many customer services including the geometric design of our highway system. There have been several reports of flooding on a particular portion of highway causing hydroplaning of vehicles. Additionally, on a different highway, there have been a record number of car accidents where drivers claim they could not see an object in the road. You have been tasked with the following: 1. To determine if the roadway drainage is placed appropriately on the first highway and what changes need to be made to decrease the number of hydroplaning vehicles, and 2. To determine if any changes need to be made to the second highway that would decrease the number of accidents claimed. Roads are designed with vertical curves to gently transition between the changes in elevation of the terrain. Vertical curves are the curves that go up and down through hills and valleys. “Sag” vertical curves are an area of concern for hydroplaning accidents due to standing water. Typically, NCDOT puts a drainage device at the low point of the sag. “Crest” vertical curves have their own problems in that drivers need to be able to stop in an appropriate amount of time if an object obstructs the road. Properly designed vertical curves consider the driver’s eye height and a desirable stopping sight distance to an obstacle in the road. Important Terminology - Station: 100 feet. - Projects start at station 0+00 - Stations are written as the number of hundreds + remaining. Ex: The first station is 1+00 and the second station would be written as 2+00. - If you are 11+62.5 stations from the start of a project, you are 1162.5 feet from the start of the project. - Slope: $\frac{\text{rise}}{\text{run}}$ (use feet for horizontal distance) Grade: \[ \frac{\text{rise}}{\text{run}} \times 100\% \] (use stations for horizontal distance) - 3% grade means for every 100 feet horizontal, the rise in the road is 3 feet vertically - 3% = .03, but using stations would be reported at a grade of 3 Preliminary Discussion Questions for Task 1: 1. After watching the launch video and completing the Desmos Activity, identify which picture represents a sag curve and which picture represents a crest curve. Explain your reasoning. 2. Given the three pictures below, provided by the NCDOT, which one do you believe would have more flooding associated? Explain what factors could cause flooding. 3. What factors should be taken into consideration so that there is minimal flooding? 4. Using the picture below, answer the following questions. a. What would the values of $G_1$ and $G_2$ represent? How would they affect the shape of the curve? b. What do you notice about the low point on the curve and the vertical point of intersection (VPI)? Why do you believe they are not the same? c. If L represents the horizontal length of the vertical curve, what do the vertical point of curvature (VPC) and the vertical point of tangency (VPT) represent? 5. In looking at the given figure in question 3, what type of function would represent the curve? 6. If the beginning grade is -4.1% and the ending grade is 2.6%, are you dealing with a “sag” curve or a “crest” curve? Explain your reasoning. 7. How would one determine the horizontal distance to the minimum or maximum elevation of the curve? Determine a generic formula to compute this value, labeled as $x_m$ in terms of $L$, $G_1$, and $G_2$, where $a = \frac{G_2 - G_1}{2L}$ in $Y = Y_{VPC} + G_1 x + ax^2$. Task 1 Questions: 8. You have a 400-foot vertical curve (horizontal width) with a VPI station at 14+24.08 and an elevation of 104.77 feet (vertical distance) provided the beginning grade is -5.1% and ending grade is 2.4%. a. Draw a picture of the scenario above listing all important information provided on your picture. b. Determine the vertical elevation for the VPC (y-intercept) using the equation of a line. c. Derive a curve elevation function, $Y = Y_{VPC} + G_1 x + ax^2$. Use $x$ in horizontal feet from the VPC and $y$ as the elevation above sea level. d. Either use what you know about the relationship between grades and stations to rewrite the function or derive a curve elevation function, $Y = Y_{VPC} + G_1 x + ax^2$ where $x$ in horizontal stations from the VPC and $y$ as the elevation above sea level. 9. Calculate elevations for stations using the station interval of 100 feet and starting with the first even station. (Hint: Even station would be 14 + 00 and odd station would be 15 +00) 10. Suppose in this scenario the stormwater drop is placed 1.4 stations from the VPC. Without making any computations, do you think this is the optimal placement for the roadway drainage? Explain. 11. If you answered question 5 with a no, where should the stormwater drop be placed for optimal roadway drainage? Determine the elevation for the appropriate storm drain placement. 12. During a hurricane event, the model predicts stormwater will rise to an elevation of 109.00 feet. Determine the interval, in stations, in which the roadway floods. 13. Why do you think the roadway will still flood even though the drain is at its optimal location for roadway drainage? What other factors may be contributing to the flooding issues? Preliminary Discussion Questions for Task 2: Note: $ G_1 = g_1 $ and $ G_2 = g_2 $. 14. Given the first figure below, what do the values of $ h_1 $ and $ h_2 $ represent? Note that these distances must be in feet. (Hint: Think about how $ h_1 $ relates to the car in front. The box in front of $ h_2 $ represents an object in the road.) \[ L = \frac{AS^2}{\left(\sqrt{2h_1} + \sqrt{2h_2}\right)^2} \] 15. Solve given $ A = \|G_2 - G_1\| $ is the absolute difference in tangent grades, when $ S < L $ for $ S $. How many formulas result? Can we eliminate one? Why or why not? 16. Without making any computations, what happens to the sight distance, $ S $, as the height of the object in the road gets larger? Explain your reasoning. 17. Explain how the driver’s height would affect the sight distance. Why do you believe the American Association of State Highway and Transportation Officials (AASHTO) sets their standard for the driver’s eye height to 3.5 feet? Task 2 Questions 18. The average height of a deer is between 21 inches and 42 inches tall. a. Without making any calculations, which deer height would give you the greatest sight distance? Explain your reasoning. b. Using AASHTO’s recommended value for driver’s eye height, determine the sight distance for a 750-foot vertical curve with a start grade of 2.0% and an end grade of -3.0% for the average shortest and tallest deer assuming $ S < L $. (Hint: Use the equation you found in number 15 and remember that when you are using grades your horizontal distance must be in stations and vertical distances are measured in feet.) 19. Is the assumption $S < L$ met for each case above? Write the inequality. $$S = 1.47V(2.5) + \frac{V^2}{30\left[0.347826 + \left(\frac{\|G\|}{100}\right)^2\right]}$$ 20. Given the stopping sight distance in feet is given by $$V$$ the design speed in miles per hour, $G$ is the grade (%), and the speed is currently set to 70 miles per hour on this stretch of road, answer the following: a. Compute the stopping sight distance with a grade going into the curve upwards of 2.0%. b. Compute the stopping sight distance with a grade going out of the curve downwards of 3.0%. c. How do the values in parts a and b relate to the sight distances found in question 18? d. Is the design speed appropriate for this stretch of road? Explain why or why not. 21. Would you recommend a new speed limit in this situation? If so, determine the new design speed for this situation using the following formula in problem 20. 22. Look at the graph of Length of Vertical Curve versus Algebraic difference in grades below. Does your recommended speed limit match what this graph suggests? If not, what error could have possibly happened causing a mismatch? 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Welcome to the National Museum of American Diplomacy (NMAD). While still under development, we are pleased to share a glimpse of what’s to come through our preview exhibit, Diplomacy Is Our Mission. Diplomacy Is Our Mission is about a shared commitment to service. It is about the people who have dedicated their lives to protect and strengthen our country by pursuing our national interests. From the founding of our nation to the global challenges of today, American diplomats, staff, and citizens have built bridges of cooperation and understanding around the world. Through the words, images, and artifacts of these diverse practitioners, Diplomacy Is Our Mission tells the often surprising story of how diplomacy has shaped and benefited our nation. Security Prosperity Democracy Development Four words loom large in this exhibit: security, prosperity, democracy, and development. Together, they capture the mission of the State Department and frame the stories found in each enclosure. These historic and contemporary stories highlight the efforts of U.S. diplomats and how they work with international partners to create a more stable world. Four Secretaries of State, spanning four centuries, invite you to discover why diplomacy matters. Four questions help guide you through this exhibit: - What is diplomacy? - Who are America’s diplomats? - How does diplomacy benefit our nation? - How does diplomacy benefit me? Visit each enclosure to find examples of diplomacy through stories, artifacts, and videos. Security How does an aid worker who provides medicine to combat an epidemic practice diplomacy? Or a Public Affairs Officer who works with artists and journalists? Find the graphic novel displayed: How do you think this information would help protect citizens in the United States? Le Virus Ebola! graphic novel (2014) Prosperity How do political, economic, and financial relationships facilitate international investment, trade, and entrepreneurship that benefit Americans? Find a medal coin in the case: Why would this event be commemorative? How did this visit contribute to a prosperous relationship between the United States and Japan? Japan delegation commemorative medallion (1860) Democracy How does the work of diplomacy expand responsive, transparent, and responsible governments that support a clean and healthy environment? Find the largest object in this enclosure: Which images in this space help you understand the need to study the air quality? How does placing an air quality monitor on the roof of the U.S. Embassy Beijing model democracy? L.A. County Fire Department fire helmet (2015) Development How does the work of diplomacy build collaboration with nations and communities to meet the needs of citizens through better access to health care, public safety, education, and economic opportunity? Find the hard-hat helmet: How is a firefighter a citizen diplomat? How does assisting in humanitarian crises benefit the United States? Air quality monitor (2008)	2a752c4a-973f-4081-8ec0-1b3e3e9a4641	CC-MAIN-2024-42	https://diplomacy.state.gov/wp-content/uploads/2022/10/Diplomacy-Is-Our-Mission-Highlights-Tour.pdf	2024-10-16T07:01:54+00:00	crawl-data/CC-MAIN-2024-42/segments/1727944595810.97/warc/CC-MAIN-20241016061231-20241016091231-00444.warc.gz	172,413,514	579	eng_Latn	eng_Latn	0.997313	eng_Latn	0.997638	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1547, 3043 ]	[ 3.046875 ]	1	0
RHODE ISLAND'S OCEAN AND COASTAL MAGAZINE 41°N WATER A PUBLICATION OF RHODE ISLAND SEA GRANT & THE COASTAL INSTITUTE AT THE UNIVERSITY OF RHODE ISLAND • A SEA GRANT INSTITUTION WATER EVERYWHERE A CENTURY HAS PASSED SINCE RESIDENTS OF SEVERAL VILLAGES in Scituate, Rhode Island, received notices that their properties were being condemned, and would be flooded, in order to create the Scituate Reservoir, a water supply that would provide for the needs of 60 percent of the state’s population. Author Maury Klein chronicles both the heartbreak of the families who lost homes, farms, businesses, and even family graves, as well as the pressing need to provide residents with a safe, adequate water supply. Today, as Hugh Markey writes, the prospect of altering the flow of water in Rhode Island’s rivers by removing decrepit dams evokes a visceral response from neighbors, who have strong connections to the ponds that these dams created decades, even centuries, ago. Though restoring river habitats and fish runs would provide ecological benefits, people have keen feelings about the waters they consider theirs. This issue of $41^\circ N$ considers water in some of the many ways it permeates our lives—as supplying a fundamental need for all living things, as a conduit for international trade, as a source of refreshment and recreation, and even as the hidden essence of a millennia-old fermented beverage. Drink it in, and as always, please let us know what you think. —MONICA ALLARD COX Editor SUBSCRIPTIONS TO $41^\circ N$ ARE FREE. Sign up online at 41Nmagazine.org or call 401-874-6800 Contents 2 FOLLOW THE FISH As waters warm, species are on the move by CHRIS BARRETT 8 REMOVE ALL OBSTRUCTIONS The long, slow road to restoring Rhode Island’s rivers by HUGH MARKEY 16 PLACE INVADERS Global shipping’s aquatic stowaways wreak havoc in local waters by MEREDITH HAAS 22 THE SCITUATE RESERVOIR A reminder of the price of progress by MAURY KLEIN 32 PASSING THE DNA TEST New testing method will quickly identify beach contamination—and its source by TIM FAULKNER 34 BREWING LIQUOR From water to beer by AARON MCKEE 40 TASTE OF A PLACE Water gives oysters unique “meroir” by SARAH SCHUMANN 44 THE CLIMATE CASINO Risk, Uncertainty, and Economics for a Warming World. By William Nordhaus. Reviewed by EMI UCHIDA Follow the Fish FISHING INDUSTRY, FISHERIES MANAGERS FOCUS ON TRACKING SPECIES SHIFTS DUE TO WARMING OCEAN WATERS by Chris Barrett Photographs by Michael Cevoli LIKE DETECTIVES FOLLOWING LEADS, FISHERMEN follow sea temperatures. The rise and fall of the ocean’s warmth offer clues to where fish hide. But rising average sea temperatures have made tracking and catching fish more complex. “Climate change is real, and it is real in the ocean,” says commercial fisherman Richard Fuka, who heads the R.I. Fishermen’s Alliance. “Fishermen are throwing their old logbooks out the window.” In his 2015 State of the Union address, President Barack Obama called climate change the greatest threat to future generations. The statement came four days after NASA reported that 2014 was the warmest year since 1880, and that average surface temperatures increased 0.8°C in that timeframe. NASA blamed the trend primarily on increased carbon dioxide and other human-driven emissions. For the world’s oceans, rising temperatures matter. The United Nations Intergovernmental Panel on Climate Change concluded with “high confidence” in 2014 that freshwater and saltwater fish are adjusting migration patterns in response to changing sea temperatures. Worse, some species face higher mortality rates and others could become extinct. “This is going to change things, no doubt,” says Fred Mattera, a retired fisherman who heads the Point Club, a Rhode Island-based fishing insurance cooperative. The United Nations report warned that climate change is already impacting the chemistry of the ocean, from the salt content to acidification. Areas with little oxygen are expanding in the tropical Atlantic, Pacific, and Indian oceans because warmer water contains less dissolved oxygen than colder water, which in turn limits where fish thrive. Coral cover that provides an important home for marine species has diminished and may be growing at a slower rate. In short, the entire ecosystem is transforming. “The change in temperature is changing the way the energy is processed in the food web,” says Jeremy Collie, a professor of oceanography and a fish expert at the University of Rhode Island Graduate School of Oceanography. “It’s tipping the balance from one species over another and results in there being winners and losers in the food web.” A study by Collie and his colleagues found between 1959 and 2005 an increase of 1.69°C (2.9°F) in Narragansett Bay. The same study showed shifts in the population of at least 24 species of fish. By measuring fish catches at stations in lower Narragansett Bay and Rhode Island Sound, researchers found a swing to pelagic (water-column) fish and squid from demersal (bottom-dwelling) fish. South of Whale Rock in Rhode Island Sound, URI researchers recorded more than a 100-fold drop in cunner. Red hake, longhorn sculpin, sea stars, and silver hake all experienced drops of more than 50 percent. Conversely, a more than 100-fold increase in butterfish, striped sea robin, and longfin squid, which prefer warmer waters, came along with the upswing in temperature. A shift in temperatures and species extends to the larger Gulf of Maine, the vast expanse of water between Cape Cod and Nova Scotia that many Northeast fishermen call home. Situated between two ecosystems—the colder North Atlantic and the warmer mid-Atlantic—rising temperatures threaten to push out the fish that prefer chillier temperatures. The Gulf of Maine Research Institute found that temperatures in the gulf are rising faster in recent years than they have over the past three decades. Comparing it against a global dataset, researchers discovered a worrying trend: over the past decade, waters in the gulf warmed faster than 99 percent of the world’s oceans. Kathy Mills, an associate research scientist at the institute, says that integrating knowledge of sea temperatures with fisheries policy is crucial to ensuring a sustainable fishing industry. “We’re starting to see ways in which thinking about temperature really could have some immediate effects on the science that guides fisheries management,” Mills says. Federal law requires regional fisheries management councils to implement policies—usually boiling down to catch limits—that rebuild stocks within a decade. To do that, scientists need to understand the mortality rates of species, and they are finding temperature—as well as fishing—affects that rate. Mills says temperature changes may stunt fish growth and small fish may lay fewer or less viable eggs. “I think we’re just starting to crack the surface of really understanding some of these changes and using them to look ahead to what things might look like in the future,” Mills says. Owners of party and charter fishing boats already have some idea what that future may look like. Twenty years ago they saw cod all but disappear from the region. Once a year-round industry that primarily chased cod, charter fishing had to change to a seasonal business that diversified among species. “We tend to be an innovative group of fishermen in Rhode Island, and we will adapt to whatever happens,” says Rick Bellavance, president of the 65-member Rhode Island Party and Charter Boat Association. Rhode Island Commercial Fishermen’s Association President Christopher Brown, who’s been fishing since 1976, agrees. “Everyone assumes that climate change is going to produce an infinite list of losers biologically, but I don’t see that being plausible,” he says. “It’s simply going to increase the stocks for some species.” If the public demands those species, fishermen will chase them. Brown says some in the industry grumble about spending money to purchase new nets or other equipment to catch a new species. However, the industry long ago learned it must stand ready to rapidly adjust in the face of tightening government regulations and the shifting taste buds of Americans, he says. But Bellavance and his commercial fishermen counterparts say they also need regulations to change with the changing sea temperatures. The National Oceanic and Atmospheric Administration (NOAA) is trying to do just that. NOAA collects the data on fish populations that serve as the basis for fisheries management policy. Under pressure from the fishing industry and public to refine its models, NOAA started examining how to incorporate temperature data into its formulas, says Jason Link, a top fisheries scientist at the agency. “We’re really taking a look at the effects of how temperature is changing in the ocean and how it relates to all of our trust species [the species NOAA is charged with overseeing], not only the groundfish but also protected species and even species that are ecologically important,” Link says. “The Northeast region was the first to pilot climate vulnerability analysis to see which species would be most vulnerable to temperature and other changes.” Scientists continue to compile the results of that analysis. In the meantime, Link says NOAA successfully factored climate change into its stock assessment of butterfish. A scientist in a New Jersey NOAA Fisheries Laboratory worked with university colleagues, commercial fishermen, and others to revise the assessment. The research played a role in the Mid-Atlantic Fishery Management Council’s decision to increase catch limits of the species. Link says all the regional councils will soon see assessments that account for temperature change. Christopher Brown, aboard his vessel Proud Mary, says that climate change “is simply going to increase the stocks for some species.” FUEL RETURN because it’s occurring throughout U.S. waters with varying consequences. For example, in the Gulf of Mexico, species attempting to escape warmer waters by moving north are stemmed by land. So instead they head to deeper or more western waters. In Alaska, melting sea ice changes the salinity in the water and shifts temperatures, putting some species at risk. “We need to step back and provide broader context and more regularly do more of these vulnerability analyses,” Link says. “Then we can begin to prioritize and develop mitigation strategies and emphasize how to respond to some of these changes that will be beyond our ability to control.” Implementing those strategies may be a challenge. More than three decades of fisheries management set catch limits and developed days-at-sea regulations that some fishermen complain ruin their livelihood. In the Northeast, an unsuccessful plan to rebuild the iconic cod stock left many fishermen skeptical of both government intervention and the science behind it. Brown says fishermen are willing to limit their hauls if it means protecting their long-term survival. “But as it is right now we have very little faith in the science” behind the catch limits set by the New England Fishery Management Council and its regional peers, he says. Any adjustment in quotas or days-at-sea regulations inevitably causes controversy. Few researchers think that climate change will mean the end of all fish, but Mills, from the research institute, worries a shift in species will introduce new questions about fairness. Currently, aforementioned regional fisheries councils enforce fisheries policies. Councils typically set catch limits and award licenses on a regional basis. Setting minimum mesh sizes is another fisheries management tactic intended to help rebuild stocks. When a species leaves the human-drawn regulatory zone, perhaps because of temperature changes, fishermen may not be allowed to follow them into the next zone. “It creates these really difficult questions about how you deal with fairness and equity,” Mills says. Should local councils allow in fishermen from outside their home regions? What about fish that transverse international boundaries or head into non-exclusive fishing zones? These are tough questions that regulators are just now considering in the face of species permanently moving. To try to answer those questions, the New England Fishery Management Council has hosted workshops with stakeholders and started discussing possible solutions internally. Still in the early stages of discussion, one possible solution is to reach compacts with its neighbor, the Mid-Atlantic Fishery Management Council, on regulations. Chris Kellogg, the council’s deputy director, says new information on climate change has also spurred the council to look at species management with a wider lens. The council “supports the research underway on the issue and is working on ways to use that information to evaluate changes that might be relevant to the fisheries it manages,” he says. “In the larger context, work continues on an ecosystem-based fisheries management program that will examine New England fisheries spatially across all fish species rather than on a single-species basis.” MILLIONS DEPEND ON THE OCEAN FOR FOOD For fishermen it’s big business. Rhode Island-imported vessels sold over $200 million in fish in 2011, according to a Cornell University study. Add on sales associated with fish imports, and the Ocean State sees a $763 million economic impact from the fishing industry. The same study said the state’s fishing industry employed nearly 7,000 people, and of those, about 2,500 are full or part-time fishermen. Nationally, commercial and recreational saltwater fishing produced nearly $200 billion in sales and supported 1.7 million jobs in 2012, according to NOAA. Worldwide, fisheries and aquaculture supported jobs for some 60 million people, according to the Food and Agriculture Organization of the United Nations (FAO). The issues, however, go beyond money, says Collie, the URI researcher. Fish are a major world food source. The FAO reported that fish consumption per capita rocketed to 42 pounds in 2012 from 22 pounds per person in the 1960s. Fish provided 17 percent of the world’s population intake of protein. For small coastal nations, fish provide protein for as much as 70 percent of the populace. The U.N. projects, with what it calls “high confidence,” that climate change will undermine food security, including the sustained productivity of fisheries. “There is this question about feeding people, Collie says. “Globally there are millions of people who depend on the ocean for food.” Remove all Obstructions THE LONG, SLOW ROAD TO RESTORING RHODE ISLAND’S RIVERS by Hugh Markey Photographs by Sal Mancini FOR THE HARDY SOULS WHO SURVIVED THE BRUTAL WINTERS OF COLONIAL New England, there was only one choice: tame the new land. Build farms, mills, and factories that would feed families and ensure that investors back in England would be repaid for the cost of sending settlers to the New World. And building meant changing the landscape, clearing woods, and bending rivers to the needs of the colonists. Water was needed to turn the massive granite stones that would grind the grain they had struggled to raise. Water was needed to power the machines and factories that would, in the years ahead, turn the land from a tiny, struggling colony to a mighty world power. Dams were built everywhere because there was work to be done, fortunes to be made, and surely there were more than enough plants, wildlife, and fish to compensate for any losses incurred by halting the natural flow of water. Whether that assumption was true or not, the building went on. And on. And as years turned into decades turned into centuries, the dams that provided such a vital link to colonial success fell out of use. New sources of power made the dams obsolete. Yet the dams remained, because communities didn’t consider it worth the bother and the expense to remove them, and what harm would they do? In the 21st century, it turns out that the answer to that question is simple: plenty. From source to sea Jim Turek, an official with NOAA’s Habitat Restoration division, says that even here, in the smallest state in the country, there are at least 800 dams still in existence, and “those are known ones.” Some still stand in the centers of towns, such as in Wakefield or West Warwick. Yet many others have been forgotten as their owners died off or moved away. “There are many others that are abandoned out in the Construction of the Slater Mill Dam in Pawtucket was completed in 1793, and marked the beginning of the American Industrial Revolution. The water flows over the dam, creating a powerful and dynamic scene. woods. I can pretty much guarantee that if you go for a walk in the woods somewhere, you’ll find an old decrepit dam.” These dams, along with poorly designed culverts, affect what’s known as hydrologic connectivity. According to Catherine Pringle, a research professor at the University of Georgia, hydrologic connectivity is “water-mediated transfer of matter, energy, and/or organisms within or between elements of the hydrologic cycle.” Artificial water impoundments change the way organic materials, from sediment to plants to fish, are distributed within a watershed. The trouble is, the trail leading to the ownership of those impoundments that inhibit hydrologic connectivity is often a murky one. Rachel Calabro, community organizer and advocate with Save The Bay, says there’s a term for these dams: orphans. “A lot of these dams are orphan dams. You go back through the records, and it’s unclear who owns it. (Because of the financial burden of maintaining them) the state doesn’t want to take them, the town doesn’t want to take them. The responsibility has to lie with somebody.” It is those dams, the tiny ones that turned mill wheels two centuries past, as well as those much larger ones around which cities and towns were built, that affect us today. Picture the 100-year floods of 2010, or Superstorm Sandy of 2012—two of the most significant weather events to hit Rhode Island in decades. In Charlestown alone, Sandy saw to it that there were only six houses in the whole town with lights on the night the storm struck. But the biggest impacts were from water. A report from the Wood-Pawcatuck Watershed Association (WPWA) says the three storms in March 2010 dumped over 16 inches of water on the state. Damage from Sandy was well into the tens of millions of dollars. That damage was due in part to the dams built so long ago, now obsolete but still obstructing rivers, still changing fish migration habits, and still causing floods. Those massive storms did prompt an influx of money from the federal government, which was intended not only to repair the damage the storms inflicted, but also to ameliorate the potential for future flooding. Flooding occurred, according to reports compiled in the aftermath of the two events, because dams that were no longer in use prevented the water that had poured into Rhode Island from being quickly carried downstream. Impoundments had created conditions that made ponds, and these ponds quickly overran their banks in the storms. With no way of moving the excess water, it inundated places like the Warwick Mall, which had to be closed for months after it was flooded by the nearby Pawtuxet River. “There’s a safety issue here,” says Rachel Calabro. “A lot of these dams are crumbling. They’re hundreds of years old. They’re way beyond their design life. They’re not being used for any active purpose; they’re just a safety hazard. Then the people who own them do not want to own them (because of costs involved in repairing them). The town or the city does not want to put the money into taking care of them. Everyone’s trying to pass the buck and pretend that it’s not their problem that the dam’s failing. In those cases, it’s often to everyone’s benefit that these dams are removed. Then you don’t have to worry about a catastrophic event (the dam failing), and you don’t have to worry about flooding. For the health of the river, it turns the river back to a river again, rather than being a pond.” Before that happens, though, there is the matter of establishing just who owns the dam. A fish ladder was constructed at Horseshoe Falls Dam in the Pawcatuck River to allow fish to migrate upstream. Calabro spent years involved with the Pawtuxet River dam removal project. Save The Bay had to determine just who would be affected by removing the dam, which meant laboriously wading through deeds that sometimes drew boundaries by landmarks no longer in existence. An 1870 deed instrumental in establishing the Pawtuxet River dam cites boundaries such as “the foundation wall of the Grist Mill, formerly standing thereon” and “the east side of a crib standing on an adjoining lot”, and another direction “following the thread or middle of the river, till it strikes the bridge.” Since the person or entity who owns the dam is likely to be held responsible for the costs involved in removing it, great care has to be taken in tracing ownership. Only once proper ownership is established will agencies move on to the next step: gathering public input on taking out that dam. Bass and flat water Then there is the issue of what some have called emotional constraints on removing the dams. “People like to go warm-water bass fishing, or they have nice memories of a seeing a tranquil pond, if you will. Because people have grown up along the impoundment or like going to the impoundment, those are more social challenges that you have to deal with, too,” said Turek. He uses a recent Wakefield dam modification as an example. “That pond in Wakefield had become more of an icon of the community. It’s difficult to convince people that ‘Hey, that icon is not as important as a fish passage or other ecological services involved with restoring it to what it was.’ Most organizations (like The Nature Conservancy, NOAA, Save The Bay and others) would much prefer removing the dam than having to build a fishway, but sometimes that’s just not practical.” Chris Fox, executive director of the WPWA, witnessed similar concerns several years ago, when the prospect of altering dams in the upper Pawcatuck River went for public comment. “There were rumors around that removing (one of) the (dams) was going to drain Worden Pond,” he said. “Of course, that simply wasn’t so, but that’s the kind of emotional reaction you have to deal with.” Save The Bay’s Calabro concurs: “We’re emotionally invested in these places, and we’re invested in the animals, but we’re also invested in the landscape. When we were working on the Pawtuxet dam removal, there were a lot of people who were talking about canoeing or taking out paddle boats on the river. We said, well, you’re not going to lose the flat water. It’s just that the flat water becomes narrower and a more natural river, where you get a more natural floodplain, rather than an impoundment.” Regarding the Pawtuxet, Calabro points to a May 24, 1924, Providence Journal story that states that, even back then, canoeists were concerned about water level changes resulting from the construction of the dam. After the Providence General Assembly created the Water Supply Board, canoeists got a clause inserted in the regulations that gave Providence the responsibility to maintain that depth. “There was an old timber dam at Pawtuxet Falls that was leaky and could easily break, so they took the opportunity to have a new watertight dam built at the expense of Providence, and not Cranston. Providence did not complain because the cost was fairly small overall.” “Forty shillings” Aside from emotional concerns, there are laws affecting the fate of Rhode Island dams. “Any dam more than 50 years old is potentially a historic feature through the National Historic Preservation Act of 1966,” says NOAA’s Turek. “If we’re going to take any federal action, we are required to coordinate with a historic preservation and/or tribal preservation society to determine whether there will be any adverse effects projected. We have to have a historical archaeologist do a preliminary survey on the sites.” Turek points out that this is yet another hurdle to overcome in the removal or modification process: “What dams aren’t more than 50 years old?” In some cases, the laws are simply outdated. Calabro cites a law against obstructing fish passage that dates back to October 1719. It was intended to “… remove all Obstructions made by Rivers, that prejudice the In-habitants, by stopping of Fish from going up the same … and whoever shall, build or erect and dam or Weir, across, or in any River, or draw any sein or net in the same, in a Town within the Colony, whereby fish in the accustomed course are hindered from going up the same … shall forfeit for every offence, the sum of Forty shillings.” According to Calabro, “The act was repealed --- The Hope Dam on the Pawtuxet River is a legacy of the manufacturing village of Hope that sprang up in Scituate in the 18th century. Waterfall, 1980s in 1780 for the Pawtuxet River, and was largely ignored elsewhere. The first dam and gristmill at Pawtuxet Falls was actually built in 1638 by Stephen Arnold and Zachary Rhodes. The first fishway in Rhode Island was built (into that) dam in 1874, but the dam was breached in 1899.” While the level of protection afforded fish in centuries past was spotty, the design of today’s dam modifications and removals, as well as the funding for them, places a great emphasis on native fish passage and restoration. Riverbank restoration Even with emotional and historical concerns attended to, there are other issues that need to be addressed before adjustments to the dams can be made. In some cases, the dams may be 200 years old, and the sediment behind them may contain toxins that have built up over the centuries. “We have a legacy sediment problem then. The question becomes, ‘What are we going to do with all this sediment?’” says Calabro. “Most of the time, the sediment is contaminated. In some cases, the sediment can just go downstream (provided it is deemed safe). Where it ends up can be an issue, because you don’t want to have some other area become silted. The sediment may need to be removed and placed somewhere else.” As the river shifts to a more natural state, the newly formed banks are initially barren. Plants are chosen both to replicate the former, natural state, and to play their role in restoring the overall environmental conditions. They shade the river, decreasing water temperatures and evaporation rates—important in light of climate change, Turek says. And when storms hit, “the vegetation cover (slows) the peak discharge. You have far fewer homes getting flooded. With climate change … there’s a greater frequency of peak discharges: more intense storms at more frequent intervals. We’re only going to see more of those. It will be more of a service to have these communities become more resilient,” he adds. Just add fish Once the dam is altered, the sediment issues are addressed, and the riparian changes have begun, there is one last item to complete the transformation—and often its role in acquiring funding for projects like these is the most influential. It is the restoration of fish. Species such as alewife, or blueback herring, while no longer listed as endangered, are still being actively reintroduced to freshwater habitat. That reintroduction means an infusion of federal funds into Rhode Island projects. Phil Edwards is a supervising fisheries biologist with the R.I. Department of Environmental Management (DEM), and is tasked with initiating and monitoring fish migration in situations where drastic changes have been made to the aquatic environment. In many cases, construction of dams meant that the anadromous fish population could not make the return migration to spawn that was essential to its life cycle. Fish like herring or shad may hatch in an upriver location. When they are ready, the fry make their way to salt water, where they will spend their time until reaching sexual maturity. “It takes 3 to 4 years before river herring return to a spawning area, and 4 to 5 for shad,” Edwards says. At that time, they follow their genetically programmed sense of direction to attempt to spawn in the same freshwater location in which they were born. If obstacles such as dams or outdated fishways interfere with that migration, few if any of them may survive to spawn. Modifying or removing a dam restores the environment to something approximating its original state, thereby allowing fish to move freely. Even before a dam removal takes place, according to Edwards, DEM may jumpstart the migration process by placing fry in the headwaters of that river. When the time comes for them to move to the sea, the seeded fry will have imprinted the region of their origin, which will encourage their successful return migration. From there, DEM tracks the program’s success using U.S. Fish and Wildlife staff or volunteers. “It’s basically asking the question, ‘Are fish using the new fishway?’” Edwards says, and includes measurements such as counting the number of fish sighted in a given location per hour. In the case of the Pawtuxet dam removal, DEM staff set out to use electrofishing in order to determine whether the fish that had been seeded in the headwaters above the dam several years earlier were returning to their spawning grounds. The process involves using a boat and a kind of backpack that a staffer uses to produce an electrical charge in the water. The charge temporarily stuns the fish, allowing them to be collected and monitored before being returned to the water. Similar techniques are used in parts of the Pawcatuck River as well. This monitoring seems to indicate that, once a dam alteration or removal takes place, anadromous fish that once populated the headwaters and rivers make a successful return. And while fish such as freshwater bass may be displaced by cooler, faster water, others will take their place. “When we remove warm water species, we often return cold water (species), such as brook trout,” Turek says. “We lose the natural riparian community in a dam, but when we take the dam out, we see the riparian community repairing itself.” Nature, or nature-like? The process of repairing 300 years’ worth of anthropogenic influence through dam removal or amendments will take years. Simply deciding on the best choice, given historical, emotional, and physical constraints is a constant source of conflict, according to Turek. “The preference is full dam removal. More commonly, though, will likely be hybrid sites, where we adjust a dam, but create a better design … with a notch big enough for fish to get through, along with a fishway down below the dam.” These choices rarely please everyone. “How do you look at hybrid projects? Are nature-like projects good or bad? Half of the people you ask will say they’re bad, because we can’t guarantee what will happen without removing the dam. But half will say that they’re good, because they’re a trade-off,” Turek says. WPWA’s Chris Fox agrees that perhaps the single biggest factor in restoring hydrologic connectivity is ensuring that the public understands the benefits of these changes. “WPWA’s job (in the Pawcatuck River dam changes) was to make sure everyone’s interests were represented.” That recognition that projects will address as many concerns as possible is perhaps the single biggest influence in any dam project’s success, according to Fox. “To get these projects done, you have to hang your hat on trust.” PLACE INVADERS by Meredith Haas Photographs by Michael Cevoli GLOBAL SHIPPING’S AQUATIC STOWAWAYS WREAK HAVOC IN LOCAL WATERS THE COBBLESTONES THAT LINE THE HISTORIC thoroughfare that is Thames Street in downtown Newport, Rhode Island, are remnants of the city’s seafaring past. Some were once used as ballast to stabilize large, seafaring vessels from Europe in the 1700s and 1800s, and today are evidence of a long-standing heritage of marine transportation and trade in Rhode Island. Today, there are about 22,000 ships, at any time, coming and going from New England waters. It’s not uncommon to see transatlantic cargo vessels and tankers delivering material goods and fuel to Newport or Providence, the second deepest port in the region and the energy hub for southern New England, as well as to the port of Davisville, the 7th largest auto importer in North America. Daily, 200-foot commercial tankers and bulk cargo carriers travel into Narragansett Bay delivering over 2,000 tons of petroleum, scrap metal, automobiles, food, and dry goods from all over the globe. But since the introduction of steel-hulled vessels about 120 years ago, ballast tanks filled with millions of gallons of seawater have replaced large stones to stabilize oceangoing vessels in transit by weighing down the vessel’s center of gravity. When the ships reach the shallower waters close to the destination port, they discharge some of that ballast water, and along with it, any tiny living things that stowed away for the voyage. Most of these organisms—ranging from crabs and fish to microscopic plants and pathogens—will fail to gain any foothold in their new environment, but those that do can end up radically changing the marine landscape and can mean disaster for the local environment, economy, and public health. “When the contents of Tokyo Harbor dump out in Narragansett Bay, most of it dies, but a small percentage lives,” says Kevin Cute, marine resource specialist for the R.I. Coastal Resources Management Council (CRMC), explaining that the local conditions may either be too hot, cold, or inhospitable for non-native species. “Most non-native species don’t survive, but when they’re successful, they’re famously successful.” Some of these newly introduced species are better equipped at competing for food and space than native species, and some are able to spawn for longer periods of time. Also, native predators often don’t recognize these new species as potential prey. Soon, these “invasive species take over critical habitat for native species,” Cute says. Aquatic invasive species (AIS) are one of the leading threats to biodiversity and to the world’s oceans, according to the International Maritime Organization (IMO), the United Nations’ agency responsible for improving maritime safety and preventing pollution from ships. The zebra mussel, native to Russia and introduced to North America in 1988 via a transatlantic freighter, is one of the most well-known invasive species for having spread to all five Great Lakes within 10 years of its introduction, causing about $5 billion in damage to harbors, waterways, fisheries, recreation and water treatment systems according to the U.S. Fish and Wildlife Service. This prolific species out-competes native species and attaches to manmade structures, particularly pipelines, impeding water movement through hydroelectric turbines and intake structures for drinking water and irrigation systems. Although they have not been documented in Rhode Island, zebra mussels are a species of concern because they are found in the Connecticut side of the Housatonic watershed and near the Massachusetts border, and are expected to invade every freshwater habitat in the nation within the next 20 years. The primary threat for spreading zebra mussels in Rhode Island is now the recreational boater, according to the R.I. Department of Environmental Management. Additional studies suggest that other invasive mollusks cost the U.S. more than $6 billion per year in environmental damages and losses, while some estimate a $120 billion financial loss every year in the United States alone due to “bio-invasions.” For Rhode Island, the most problematic invasives thus far, which were introduced directly by ballast water in state waters or in neighboring waters, include the European Green Crab, the Asian Shore Crab, the Chinese Mitten Crab, several types of colonial tunicates, and the Oriental Grass Shrimp, according to Cute. Colonial tunicates “are really impacting eelgrass, which is scary,” Cute says. These marine invertebrates, also known as sea squirts, wreak havoc on shellfish and eelgrass beds by growing rapidly to form colonies of hundreds of organisms that spread like mats, engulfing their surroundings. They don’t directly kill shellfish or eelgrass, which provides essential nursery habitat for healthy fisheries, but they can block out sunlight and out-compete for vital oxygen and nutrient resources, changing the entire ecosystem. Squatter rights do not apply The European green crab is one of the most successful coastal invaders, and has established itself in coastal habitats on the East and West coasts of the U.S. It’s been over two centuries since the green crab ventured from Newfoundland waters to establish itself on five continents. With an epic appetite—able to consume 40 clams in a day—these 2 to 4 inch critters destroy eelgrass beds and shellfish populations, and have been implicated in the destruction of the soft-shell clam fisheries in New England, according to the U.S. Geological Survey. It is estimated that between 1997 and 2005, East Coast shellfishermen lost between 67.5 and 77 million pounds of quahogs, soft-shell clams, blue mussels, and bay scallops to green crab predation every year, according to the U.S. Environmental Protection Agency (EPA). Even though the European green crab has been taking up residence in local waters since the mid-1800s, squatter rights do not apply. “Invasions are invasions, no matter how long ago they occurred,” said James Carlton, the world’s leading expert on aquatic invasive species and professor emeritus at Williams College, at a 2012 aquatic invasive species conference held by CRMC. “Invasive species do not become native or naturalized, even after hundreds of years. An understanding of ‘historical invasions’ is critical for interpreting community and ecosystem history.” In other words, says Niels Hobbs, a Ph.D. student at the University of Rhode Island studying the impacts of invasive species, it’s important to see how the morphology of native species changes in response, as well as the environment as a whole, so when another new species does arrive, “we have a better idea of what to expect, and how to better manage those impacts.” “We need to keep a fairly fine finger on the pulse of change in biodiversity,” says Carlton, whose recent work has taken him from Maine to Long Island Sound surveying ports, docks, harbors, and marinas to obtain a baseline of current invasives. He says the “hope” of the survey team is not to find anything new, but he adds that if they do, they must study the new species, its distribution throughout the area, and its impact on native species. About one to two new species are discovered in Rhode Island waters each year, according to Cute, who says it’s difficult to know when they were introduced since the state only started a volunteer monitoring program in 2009 at docks located at five sites: Save The Bay in Providence, Allen Harbor, Point Judith Marina, East Bay Yachting Center, and the Fort Adams Boat Basin. “These floating docks are excellent proxy habitats and are the foundation of our understanding of invasive species in the bay,” says Cute, explaining that one of the main purposes of the monitoring program is to determine whether these species are spreading in Narragansett Bay. “We need volunteers to find that answer.” Globe hopping While many non-native species are beyond eradicating, efforts are being made to control current populations and prevent the arrival of new species. Understanding how these species arrive is the most crucial part, says Carlton. In addition to ballast water, invasive hitchhikers have many means of transportation to local waters, from aquarium and ornamental trades to aquaculture and recreational boating, as well as expanding ranges due to climate change. But ballast water management has been given greater attention in recent decades because of the sheer volume—more than 2 million gallons of ballast water (equivalent to three Olympic-sized swimming pools) are released in U.S. waters every hour—that is 555 gallons a second—according to the Narragansett Bay Research Reserve. Currently, mid-ocean (200 miles out from shore) ballast water exchange is the only internationally accepted, and required, practice. This involves either overflowing the tanks or emptying and flushing them with mid-ocean water taken from at least 200 meters deep. If done correctly, this can eliminate nearly 99 percent of the biological content. However, this process can be dangerous and ineffective in inclement weather and rough seas. Other factors impacting the effectiveness of mid-ocean exchange include equipment failure and biota living in sediments that accumulate in ballast tanks that may not get flushed out. Onboard alternative treatment systems that either use chlorine or UV light to render organisms harmless are encouraged for this reason. But even now, when ships are required to dump and exchange their ballast water out in the open ocean to rid themselves of potentially invasive species, the spread of invasives continues to grow. This is because in a new globalized economy, shipping accounts for 90 percent of the world trade. “It’s Russian roulette,” Hobbs says, explaining that increased commerce ups the odds on invasive species establishing themselves. “It’s stacking the deck in favor of more successful species.” Since 2012, all oceangoing freighters entering American waters are required by the U.S. Coast Guard to install onboard treatment systems that filter and disinfect their ballast water. This final ruling sets the upper limit for allowable concentrations of organisms in ballast water depending on species type and size, as well as vessel size and design. However, there are currently no treatment systems that meet the Coast Guard’s standards, says Gavin Black, legal counsel for Moran Shipping, based in Providence, explaining that there are procedures for vessels to receive a “temporary pass,” if outfitted to international standards, which have yet to be formally instituted. While Carlton admits current regulations and technology haven’t “nailed the lid” on the introduction of invasive species from ballast water, he believes that other factors, such as biofouling (where organisms attach to the hull of the ship), climate change, and other vectors beyond shipping are contributing to an increase of invasive species. With global climate change, Carlton says, Rhode Island can also expect to see southern species crop up in Narragansett Bay in a “Chesapeake [Bay] invasion.” “We have to know how they’re getting here,” he says, explaining that understanding all the ways in which invasive species are transported is crucial for management. “The real question is, is it preventable or inextricable?” And if we can’t control invasions, we’ll have to adapt, says Cute. And how we adapt will be based on what we know ecologically about these species, which in many cases is nil. The Scituate Reservoir: A Reminder of the Price of Progress by Maury Klein Aerial photographs by John Supancic Although she lived to be 94, “Gramma” Helen O. Larson never forgot her roots in a small village that ceased to exist when she was still a child. She was born in 1910 in Rockland, one of several mill villages that were a part of Scituate, Rhode Island. It happened to be among a handful of those villages doomed to be dismantled and submerged beneath the Scituate Reservoir. Every building in those unlucky villages was demolished and all the people who lived there had to move elsewhere. Throughout her long life Helen Larson took to writing poems. She did her first one on the school blackboard at the age of 12 even as workers had begun tearing down the building, and she penned her last one only two days before her death. While her poems roamed across the range of her experience, many of them looked back to the world of her childhood that had vanished so abruptly. One of them, titled “The Scituate Reservoir,” began this way: “The land was condemned the people were told Everyone felt sorry for the folks who were old People in Providence needed clean water to drink The city bought five villages; people had to sign with pen and ink Some folks were born there, some lived there for years They just couldn’t seem to shake off their tears . . .” Aerial view of a dam with a small building on top, surrounded by water and land. THE PROBLEM OF WATER SUPPLY IS AS OLD AS CIVILIZATION ITSELF Sorrow and nostalgia echo repeatedly throughout this and other poems Larson wrote about the lost world of Rockland and its neighboring villages. She was hardly alone in these feelings. The experience left many, if not most, of these displaced persons embittered for the rest of their lives. What was it about a reservoir that was important enough to wipe their homes and their past from the face of the earth? Anyone who played Monopoly as a child will remember the Water Works as one of the utilities. Compared to other, grander properties it was cheap, but in the real world of growing cities, nothing was more crucial than the water supply. Peruse a map of these United States and you will find some body of water adjacent or close to every large city. Apart from being a necessity of life, water was needed for many types of business, for sanitation, and for fighting the most dreaded scourge of city life: fires. Individuals or groups might dig a well or two to provide for their needs, but the demands of expanding urban populations far exceeded that approach. When Providence was founded in 1636 on the east bank of the Providence River, its residents relied at first on private wells. More than a century of growth led to the realization that some sort of central water supply was needed. A fountain society was created in 1773 to provide water for the town through a network of underground hollowed out logs. In May of 2014, a crew installing drainage pipes at Richmond Street unearthed the remnant of one such log. Like other cities, Providence soon found it necessary to come up with a broader program to meet its soaring demand for water, not only for personal needs but for factories, mills, other businesses, sewage disposal, and firefighting. The problem of water supply is as old as civilization itself. Ancient Crete used underground clay pipes for water supply and sanitation. The Romans became famous for their sophisticated aqueducts that carried fresh water long distances to the city. Both the Greeks and the Romans had forms of indoor plumbing. Beginning in the 18th century, London obtained water from a number of private waterworks companies. In this country, Philadelphia pioneered in urban water systems with the Fairmount Water Works, built on the Schuylkill River between 1812 and 1815, and augmented by the Fairmount Dam in 1822. New York City completed its massive Croton Distributing Reservoir in 1842. Located at Fifth Avenue and 42nd Street, the present site of the New York Public Library, the reservoir created a 4-acre lake holding 20 million gallons of water within 25-foot-thick granite walls 50 feet high. A promenade circling the top of the reservoir became a popular place for strolls with a view. Smaller cities faced the same problem of assuring a reliable water supply. As early as 1797, Portsmouth, N.H., incorporated its first public water system, the Portsmouth Aqueduct, which carried water 2.5 miles through wooden pipes to the town. Many of the water companies were privately owned and operated in the 19th century, but several factors led to a growing trend toward the creation of public facilities. The sheer scale of urban growth overwhelmed the ability of small, scattered private companies to keep pace with demand. An increase in the number of utilities—gas, electric, streetcars—and the large fortunes made from them led to a clamor for public ownership to keep rates reasonable. Most important, progress in discovering how certain diseases were transmitted led to the realization that entire communities could be devastated by contaminated water supplies. This insight spurred both state and federal officials to seek ways of monitoring the purity of water systems as well as ensuring a reliable supply. In many cities, Providence included, the construction of public water systems faced stiff resistance from taxpayers slow to grasp the need but quick to see the expense. In March 1853, the City Council appointed a committee to look into and report on the matter of a suitable public water supply for Providence. The committee responded with a recommendation that the city take water from the Ten Mile River in East Providence. The council dutifully authorized the acquisition of the necessary lands and rights only to have voters reject the proposition. During the next 15 years, five separate committees submitted six different reports urging action, without results. The final report in 1868 stressed the need for an abundant water supply to develop and protect the city. On February 15, 1869, when the question went before the voters for the fourth time, they finally approved taking water for Providence from the Pawtuxet River. Construction began in the spring of 1870 on the first facility, which drew water from the Pawtuxet River at Pettaconsett in Cranston. On December 1 of the following year, water began flowing through the first service pipe. For more than 30 years, the water was pumped directly from the river and into the system without any attempt to purify it. The notion of cleaning the water was hardly new; the Greeks and Romans practiced certain filtering techniques such as settling, running it through sand, and storing it in copper pots even though they knew nothing of the scientific basis for doing so. Not until 1906 did Providence install its first slow sand filter water purification system. Once completed, the filters treated water drawn from the river, after which it was pumped to the Sockanosset open distribution reservoir, located in what is now the Glen Hope High School in Providence. The Hope Reservoir had a capacity of 76 million gallons and pumped water to the city’s system and to yet another storage facility, the Fruit Hill Reservoir in North Providence, situated on the site occupied today by Our Lady of Fatima Hospital. One key function of the Fruit Hill Reservoir was to furnish water for the special fire service that protected the business district and the congested Woods Development of Cranston. This reservoir held 55 million gallons and moved water by gravity to a second facility that stood on the ground now occupied by the manufacturing district where fire was always a threat. Although owned by the city of Providence, the system supplied water to North Providence, Cranston, Warwick, and Johnston as well. Impressive as this distribution system seemed at the time, the growth of Providence and surrounding communities strained it by 1910. Increased demand raised concerns that the flow of the Pettaconsett River This aerial view shows the Providence Water Supply Board’s Philip J. Holton Water Purification Plant with the Scituate Reservoir beyond. was inadequate. During dry spells, when its output could not meet demand, the shortfall was covered by drawing water stored in small reservoirs owned by upstream mill companies. Another problem complicated the search: The Pawtuxet River over the years had grown increasingly polluted from a rising level of sewage and industrial pollutants in the ground water system as well as the river itself. Across the nation, nearly every city confronted this same problem as their sources of water suffered contamination. In 1901, Providence became only the third city to build a sewage treatment plant, but the Fields Point facility was soon overtaxed. Convinced that these problems would only grow worse, the City Council in 1913 appointed another committee to explore ways of developing a larger, safer, and more reliable water supply. Once again the issue became a matter of scale. The larger and more industrialized grew Providence and its surrounding communities, the larger and more expensive became the resources needed to serve it. Unlike some cities in larger states, Providence could not pipe water in from distant parts of the state. It had only a network of rivers already tapped by mills as well as by towns. Nor could it easily expand the existing distribution system. These and other limitations imposed on the committee a need to devise some broader and more original approach to the problem. From this thinking emerged a daring and bitterly controversial plan to solve the water shortage by creating a major reservoir within the state to assure a continuous supply of water. To do this required not only undertaking a costly and enormous construction project but also acquiring a large parcel of land on the most suitable river to dam and transform into a good-sized lake. In a state as small as Rhode Island it was highly likely that such land would already be occupied. It would have to be acquired by eminent domain, a legal process older than the nation itself. Eminent domain gave the government, federal or state, the right to seize land deemed necessary for some public use provided that it paid fair compensation for it. Although uses of the process varied widely, in the past it had been used primarily for such purposes as government buildings, roads, railroads, military facilities, and utilities. Applying it to something as large as a reservoir could not help but generate strong opposition. In most cases the taking of someone’s private property affected a small number of people at most; a reservoir, depending on where it was located, could impact whole villages. Between 1827 and 1853, private interests in Smithfield had created three reservoirs covering about 566 acres to increase waterpower for mills. The bill to create what became the Scituate Reservoir called for the taking of 14,800 acres, or 38 percent of the town of Scituate. Nevertheless, on April 21, 1915, the General Assembly approved it, and condemnation notices began going out that year. The town of Scituate had deep roots going back to its founding in 1710. Like many other Rhode Island towns, it contained a cluster of smaller villages, most of them built around mills or manufacturing companies. The reservoir project required the condemning of 1,195 buildings, including 375 houses, seven schools, six churches, six mills, 30 dairy farms, 11 ice houses, post offices, the Providence and Danielson electric trolley system, and 36 miles of road. Roughly 1,600 people would be displaced. The small villages of Kent, Richmond, Rockland, South Scituate, Ashland, Saundersville, and Ponaganset would disappear under water along with parts of North Scituate and Clayville. Residents whose roots traced back generations in these hamlets would see their homes and heritage vanish forever. Cemeteries would also be affected. Most graves would be relocated outside the reservoir area; others would simply be covered by the water. No concept of fair compensation could calculate the value of what Abraham Lincoln called “the mystic chords of memory.” Who could measure the sentiments attached to homes where past generations had often been born and died, or to the land itself, let alone the family graveyard? News of what was to come devastated residents in the doomed villages. Rockland arose when the Rockland Mill was built in 1812 along a branch of the Ponaganset River. Two other cotton mills were established in the village, along with several small businesses and later the powerhouse of the Providence and Danielson trolley line. Richmond, the largest village, had four mills, tenements that housed 600 workers, a town hall, and a school. All of it and more had to be demolished. Prior to the start of work, the Providence Water Supply Board hired a photographer, John R. Hess, to capture on film all of the structures in the proposed area of the reservoir before they were dismantled. Hess did his job well, leaving behind a visual historical record of the lost world of these villages. Some of the photographs have been reproduced in a series of short books by Raymond A. Wolf dealing with the villages and the coming of the reservoir. The condemnation notices confused people in every village. One farmer went to court in Providence to fight his eviction but lost. He came home, told his daughter they had to move, then went out to the barn and hanged himself. Another farmer slit his throat rather than leave his home. One local claimed to have documented eight suicides among the residents of the condemned villages. Still another family named Knight sold their two houses, two barns, sawmill, and ice house on 406 acres to Providence for $12,150 and proceeded to burn one of the family homes down themselves. Other properties, especially commercial buildings, were auctioned off cheaply to whoever wanted the materials. The trolley tracks were taken up, the electric power lines removed, and mill machinery carted away to other mills before the buildings were torn down. To create the reservoir, a mostly earthen dam was constructed across the Pawtuxet River on the site of Kent village. Known at first as the Kent Dam, it was later renamed the Gainer Dam after Joseph H. Gainer, the Providence mayor who presided over the project. The dam stood a hundred feet high and stretched about 3,200 feet. Once the dam had been completed, all the buildings had been destroyed or removed, the people had packed up and gone elsewhere, and as many graves as possible relocated on higher ground, water was released into the site on November 10, 1925. It took nearly a year to fill the reservoir with water that averaged 32 feet in depth and reached a maximum of 87 feet at its deepest point. The reservoir has a capacity of 39 billion gallons and covers a surface area of 5.3 miles. The largest freshwater body in the state, it cost $20 million to build and drains about 94 square miles of land. Over time some 7 million trees were planted around the watershed. An aqueduct fed water from the reservoir to a treatment plant that went into service on September 30, 1926. The original pipe was 90 inches wide and traveled 4.5 miles to Cranston, including 3.3 miles of tunnel. Not until the 1970s was a second aqueduct built, this one 9.5 miles long with a 102-inch pipe. Flow from the source proceeded entirely by gravity, FOCUS ON WATER At periods of low water, the Scituate Reservoir reveals remnants of the stone walls, mills, and other structures from the villages that were submerged to provide water to 60 percent of Rhode Island’s population. The ruins of the old mill at the mouth of the river. The mill was destroyed by fire in 1940. and delivery within the distribution system occurred 75 percent by gravity and only 25 percent by pumping. In supplying drinking water to more than 60 percent of Rhode Island’s population, it remains an indispensable source of a precious commodity that is too often taken for granted. The Scituate Reservoir may also have played an important role as a precedent for a later, much grander project. In 1933, Congress passed an act creating the Tennessee Valley Authority (TVA), which undertook to transform a blighted section of the Southeast with a series of dams for flood control, electric power, recreational facilities, and an overall transformation of one of the most economically backward regions of the nation. TVA built eight dams and acquired an existing one. The first of these, the Norris Dam, was begun in the fall of 1933 and completed three years later. For that dam alone, TVA acquired 144,913 acres of land, relocated some 2,899 families, and “impacted” about 5,000 graves, meaning that some were moved and others submerged. In all, construction of the eight dams created 26 reservoirs that required relocation of 15,435 families and the removal of at least one entire small town. The scale of TVA dwarfed that of the Rhode Island experience, but the Scituate Reservoir was an early pioneer in a process that would be repeated elsewhere as critical needs for water and flood control arose. Like the Scituate Reservoir, the TVA projects aroused bitter controversy and in some cases dogged resistance from those being forced from their ancestral lands. For them, as for their peers in Rhode Island, the price of progress proved not only high but uneven. The concept of the “greater good for the greater number” may have been hard to swallow for the dispossessed, but few people care to imagine what Rhode Island’s water supply situation would be today without the Scituate Reservoir. Still, it is worth remembering the last lines of Helen Larson’s poem cited at the beginning of this piece, if only to remind us of the price some paid for progress: “One by one each family moving away Friends and neighbors moved far apart I go back now and then, the foundations are still there I turn around and walk away, in my heart a silent prayer We all know the reservoir has been there many years And I still believe it was filled with the people’s tears” Passing the DNA test New testing method will quickly identify beach contamination—and its source by Tim Faulkner Aerial photograph by John Supancic BEACH CLOSURES ARE DECLINING across Narragansett Bay, a trend that shows pollution-control measures are working. But is more testing needed to ensure beaches are truly safe? In 2014, beach closures in Rhode Island hit a record low of 52 days, down from a high of 503 days in 2000. This improvement is occurring as the average number of rainy days per summer steadily increases. Rain produces runoff, which carries pollutants—specifically of concern is E. Coli—across streets and parking lots, through storm drains, and into waterways and beaches where they can make swimmers sick. “Anything on the pavement just washes right off every time it rains,” says Amie Parris, beach coordinator for the R.I. Department of Health. Beach closures harm tourism as well as reduce opportunities for recreation and just cooling off, especially for urban residents seeking to escape the city heat. Efforts to collect and treat runoff have paid off in the Providence area through a public works project to clean up the stormwater discharge flowing into upper Narragansett Bay. Since 2008, the $467 million combined-sewer-overflow, or cso, project has diverted billions of gallons of untreated waste and stormwater from the bay and reduced closures at public beaches. Run by the Narragansett Bay Commission—the sewage treatment agency for 10 Rhode Island cities and towns—the project is funded by the commission’s 350,000 ratepayers. On a smaller scale, new stormwater containment and treatment systems at problematic beaches in Newport and Bristol have also increased swimming days during the summer. Closures are down at Easton’s Beach and the Atlantic Beach Club after Newport invested $6 million in an ultraviolet disinfection system that cleans runoff from nearby Easton’s Pond. Closures at Bristol Town Beach went to zero in 2014 after innovative retention and filtration alterations were made to storm drains and a public parking lot. The steep decline in closures is the result of targeting a single category of pollutants. Current testing in Rhode Island and at beaches across the country targets enterococci, bacteria that show the presence of fecal contamination. Fecal bacteria can afflict beachgoers with dysentery, hepatitis, and respiratory illnesses, among several waterborne health issues. The test, however, does not reveal the source of the bacteria, such as whether the contamination emanated from leaky septic systems or Canada geese, pets, or farm animals. Identifying the source of pollution, which can be done with DNA-based tests, advances corrective action upstream from the coast and ultimately leads to cleaner beaches. Environmental groups such as the Natural Resources Defense Council have called for improved testing, a plea that was answered in 2014 when the Environmental Protection Agency (EPA)—which has also established new guidelines that set a more stringent standard for contamination levels—approved the use of the quantitative polymerase chain reaction (qPCR) test. The new test uses DNA tracking and delivers results in a few hours instead of the current 24-hour wait needed in tests done by the Department of Health (DOH). According to DOH, this method may also serve as a tool to find and eradicate sources of contamination as they are occurring. The DOH is working to adopt the new EPA test and testing standards, but in the meantime, the existing slower test potentially exposes beachgoers to contaminants as they wait for test results. The delay also keeps people off beaches even after the harmful bacteria may have dissipated. Thanks to ultraviolet disinfection, closures at Easton’s Beach, above, have been reduced. The red seaweed in the photo is not, as it is sometimes called locally, “red tide,” and is harmless. The DOH oversees the testing and monitoring of Rhode Island’s 69 permitted fresh and saltwater beaches. Testing is done between once and five times per week, with more tests occurring at pollution-prone sites. In all, some 1,500 to 1,600 tests are performed each year between Memorial Day and Labor Day, a timeframe established by the EPA, which funds the monitoring programs and sets the season to 92 days for permitted beaches across the country. While the beaches remain open to the public, beachgoers swim at their own risk after Labor Day. John Torgan, director of Ocean and Coastal Conservation for the Nature Conservancy in Rhode Island, says that Narragansett Bay and Rhode Island’s beaches are significantly cleaner and healthier today than just a few years ago. Upper Narragansett Bay has improved so much in recent years that work is underway to open a public beach at Sabin Point in East Providence. “That’s something I never thought I’d see in my lifetime,” Torgan says. Torgan noted that the most critical part of beach monitoring is gathering data. Although he occasionally hears that closures harm a beach’s reputation with tourists, he says the information learned from testing helps find and stop pollution and ultimately keeps the water cleaner and healthier. In the long term, the state’s natural places and economy see the greatest benefit. Twenty years ago, he says, Rhode Island beaches were much worse off, and testing occurred only once a year at the start of the summer. Today, he says the testing is safe, sensible, and effective. “We’ve made really dramatic strides in the way we test and report on swimming water quality in Narragansett Bay,” he says. “Let’s recognize the monumental progress we’ve made to reclaim these public waters.” BREWING LIQUOR From Water to Beer by Aaron McKee Photographs by Jesse Burke When brewing beer, there are four basic ingredients that are essential: water, malt (or cereal grain), yeast and hops. Modern conveniences have made obtaining these four ingredients wonderfully easy. All one has to do is go online and hundreds of types of malts and grains, hops, or yeast, can be purchased for small batches and large-scale brewing alike. How then, do brewers select the water that they will be using? Does it matter? Well, the average beer is conventionally understood to be composed of about 95 percent water. Such would include lighter styles, such as pale and amber lagers, German Kölsches, or the trendy session India pale ales (IPAs), which are notably low in alcohol by volume and body—the latter a catch-all term to informally refer to how a beverage feels in the mouth as it is being consumed. For a beer that may be considered light bodied, this 95 percent figure holds up well. Obviously, a beer that is 10 percent alcohol by volume cannot be more than 90 percent water, and more accurately would have to be a bit less than that in order to account for the substances within that make it, well, beer. Fundamentally, water is the main ingredient in beer, yet it is the easiest ingredient to overlook for its significance, utility, and overall effect on the finished beverage. Your average beer enthusiast or critic, when reviewing a beer, will likely omit any description of the water, known as brewing liquor, while sometimes yammering endlessly about the aromas of its hops or the depths and complexity of its malts. Water is tacitly assumed to rarely directly affect the taste of a good beer, so why bother discussing it in a review? In truth, the composition of the water used during brewing has a substantial and underappreciated effect on the finished brew. A novice brewer will tend to stick to the basics, brewing styles of beer that do not require the water to be of a specific chemical composition. Homebrew kits that can be purchased from a local brewing supply shop often contain malt extracts that simplify the brewing process and allow for a more diverse range of water compositions. The downside is that a very simple beer will be the result, with little defining personality of its own. Another method, certainly involving a degree of resignation, is to treat the available water sources for brewing as a vintner would terroir. After acquiring and assessing a water quality report for the locality, the brewer then only brews styles of beer that are agreeable to the composition of the water available. This is a self-limiting way to go about brewing. Unlike terroir, which even if possible to alter would result in immense community backlash, water can be adjusted to better suit the brewing process. Beyond this, a skilled brewer or chemist can adjust the composition of water to mimic the waters found in regions of the world famous for particular styles. Aaren Simoncini of Beer’d Brewing Company recognizes that the mineral content of his water source changes with the seasons. A.J. DELANGE NOTES IN WATER: A Comprehensive Guide for Brewers If a brewer finds a particular malt to have too much protein, or a yeast strain to throw too much diacetyl [a slick, buttery compound, avoided in most beer styles] or a hop variety to be too low in geraniol [a compound that produces a rose-like floral flavor and aroma], there isn’t much he can do about it other than select different materials, or dilute or augment with materials that have more or less of the desired properties. Water is quite different. While the brewer cannot easily obtain water from a different source, what’s available can be modified. In fact, he must do exactly that if he wants to make excellent beers free from the limitations of the terroir school. (xix) Brewing beer has come a long way in its over 5,000-year history. For a majority of that time, brewers were limited to the malts, hops, and water available in regions of relative proximity to where they brewed. Forget yeast—no one knew about that until Louis Pasteur discovered fermentation in 1857. Due to these geographic and economic restrictions, the water sources around a given brewery had a much more defining role on what qualities its beers would have, and which styles could be brewed. This has lead to some interesting historical styles, some of which require specific water compositions to brew, and even a few whose flavor is in part characterized by the type of water that is used. It is important to emphasize that water that tastes good by itself is not necessarily appropriate for brewing beer. Throughout the brew, the water that is used will be undergoing chemical and mechanical changes. Water interacts and exchanges ions within the mash—the hot-water-saturated grain whose enzymes convert complex starches into more simple sugars, ideal for fermentation. Calcium, magnesium, and zinc are important nutrients for yeast, aiding its metabolism, and are important parts of a beer’s water profile. The final product is, in part, a result of these interactions, so water is selected or altered to suit the types of malts used and promote the health of the microorganisms (usually yeast, but several species of bacteria are also used in some styles of beer) that are metabolizing the sugars in the wort, which is the sugar-rich liquid derived from the mash that goes on to be fermented. Hops do not stand alone either; mineral composition in water will affect a number of their properties as well. Therefore, a beer of excellence will come about by catering the water to these needs, not to the ideal taste of water as consumed apart. A wise first step to proper water usage during brewing is to acquire a water quality report from the municipality that is home to the brewery and its water source. These reports provide a rundown of the mineral content of the local water as it is being drawn from its source, and will indicate to the brewer what adjustments need to be made before the water can be utilized for the brew. Water precipitates, and then spends time as surface water in lakes, reservoirs, and rivers before seeping below and becoming groundwater in wells and aquifers. Through this process the chemical composition is defined. As surface water drains down into deeper geological layers, different localities will impart lower or higher concentrations of minerals. For example, the city of Pilsen, from which the pilsner beer style originates, is famous for its soft water, meaning that it is lower in mineral content. Also low is the water’s alkalinity, as well as its sulphate content. While the pH of the water itself is not directly relevant, it is very important in the mash for the conversion of starches into simple, easily fermentable sugars. Generally, most beers are benefited by a slightly acidic mash pH, while most municipal water sources have a pH that is ever so slightly alkaline. Using water with an inappropriate pH will affect fermentation, resulting in a beer that is at best not true to its style, and at worst tastes terrible. The low alkalinity of Pilsen water blends with traditional pilsner base malts (base malts are those with easily accessible sugars, contrasted with specialty malts) creating a soft mouthfeel and the bread-like maltiness characteristic of a delicious pilsner. Pilsen water’s lower sulphate content keeps the bitterness from the hops in check, balancing the famed lager without removing its noble hop aroma. Using water more acidic in its nature will result in a different product than a traditional pilsner-style beer. In sharp contrast, Burton-on-Trent, which celebrated a thousand years of brewing history in 2002, is famous for its very rich and extremely hard water. This is owed to high levels of calcium and magnesium sulfates, which come from the gypsum-rich geology below. Hard water is often desired in brewing, so much so that the term “Burtonization” was coined to refer to adding calcium sulfate to improve water’s suitability for brewing. Calcium and magnesium sulfates are among the most desirable minerals in brewing, providing essential nutrients for yeast, increasing hop utilization rate, and assisting in the removal of unwanted proteins from the grain. Burtonization is a common process in the making of the now popular and ubiquitous pale ale and IPA styles, which are brewed around the world from water sources quite divergent from those of Burton-on-Trent. With plenty of sulphates in the water, both hop bitterness and aroma are made assertive and drying, exemplary of these styles of beer. Hot water is run over the grain, in a process called sparging, to extract the sweet liquid, called wort, that will be fermented into beer. THE RIGHT WATER CAN BE THE DIFFERENCE Eric Heupel takes a scientific approach to home brewing. If our next stop on our brewing liquor tour was Dublin, we have the ideal contrast to Pilsen water. Famous for Guinness, the world’s most widely known dry Irish stout, Dublin’s water is known for its high bicarbonate levels. The malts of a stout are more acidic, and the high bicarbonate levels lower the mash pH by acting as a buffer, preventing the natural acidity of the dark malts from becoming overbearing. Assuming the water used has not been adjusted artificially by the brewer, Pilsen water makes an undesirable stout, and likewise Dublin water does not make an enjoyable pilsner. In modern times, traditional styles of beer such as those mentioned are brewed around the world, owing to water treatment methods that allow the mineral content of water to be altered to suit the needs of the style. If a water source requires additional minerals, the necessary additives can be dissolved into the brew easily enough, though this convenience is not necessarily a brewer’s panacea. Often the addition of one mineral necessitates that another be removed, so technologies such as reverse osmosis, which strips almost all ions from water, are employed to create a blank canvas from which to develop a brewing composition from scratch. At Beer’d Brewing Company, located in Stonington, Connecticut, Aaren Simoncini, brewmaster and co-owner, keeps tabs on seasonal fluctuations that occur from his water source, which is a reservoir in Mystic, Connecticut, maintained by Aquarion Water Company. “I’m in touch with them on a quarterly basis at this point, because I know that there’s a seasonal swing,” Simoncini says, IPA in hand. Some of the most common causes of these swings include spring rains and melting snow, which dilute mineral concentrations in the reservoir. Since reservoirs are a surface water source, such seasonal shifts occur more drastically than with underground sources such as aquifers and wells. If the mineral content is diluted, more will have to be added by the brewers to stay precise with a particular beer’s water profile. Water during dry summer months or drought is the opposite, resulting in less required adjustment of the brewing liquor. In the autumn, leaves falling and finding their way into the water are also a concern. As Simoncini says, “dead leaves or debris in the reservoir will change the output.” The influx of decaying vegetation typically increases the acidity of the water in the Aquarion reservoir, and therefore during this period more minerals that act as pH buffers, such as bicarbonates, are required to prevent the mash pH from dropping too low. Utility companies like Aquarion mainly concern themselves with the public safety of the water they manage, including microbial contamination and toxic compounds, such as lead or nitrates. The treatments they make to their water generally cover these necessities only, meaning it’s up to the savvy brewer to keep tabs on such seasonal fluctuations to ensure a stable product. IPAs and double IPAs are the forte of Beer’d, with a majority of their nearly 60 beer recipes being innovative variations and explorations of the style. For each beer that is brewed, the water build is catered specifically to that recipe. As Simoncini explains, “Sometimes I want to accentuate some maltiness, sometimes I want to accentuate a bright, bitter beer. Or with hops, I really need to build up the sulphates. When developing a recipe, you’re not finishing the paragraph if you don’t go ahead and build a water profile for that particular beer.” Luckily both for Simoncini and talented home brewer Eric Heupel, the water provided by Aquarion is very soft, so brewers can simply add chemicals rather than undergoing the extra step of reverse osmosis. Brewing in Mystic, Heupel, a Ph.D. candidate in oceanography at University of Connecticut’s Avery Point campus, uses the same water source as Beer’d Brewing Company. Though the two brewers have never collaborated, their general ideas on brewing water for IPAs are strikingly similar. “I add a lot of calcium chloride—I really like calcium chloride versus gypsum [calcium sulphate] to get that calcium content,” says Simoncini, “I add Epsom salt [magnesium sulphate] very lightly to get the sulphates up, but keep them less than 100 [parts per million] so the bitterness doesn’t become cloying or metallic.” For Heupel, the balance of ions in his IPAs is of equal concern, as he notes that “chloride generally accentuates maltiness, and sulphates bitterness.” For an IPA that he wants to have more balance between the hop and malt flavors, he says he prefers “chlorides and sulphates in the 1:1 to 1:1.5 range.” However, Heupel also likes to make a “hop monster of a beer.” For this double IPA he has a different ratio for these ions in mind, changing the chloride–sulphate balance to 1:4. “This seriously accentuates hop bitterness and dries the beer out as well,” he says. This look at the importance of water to the brewing of beer is truly only a taste. Many more minerals and ions can be found in water as it moves through the hydrologic cycle at various scales, from global processes to the specific localities known for unique water compositions. Many brewers today, especially those in the craft beer movement, are hybridizing existing beer styles, or creating unique brews whose styles are inchoate and yet to be officially defined. With such nuance brings water builds that are unique to the brewer instead of a particular region. Conceivable is the notion that in contemporary brewing, the water composition in a boundary-pushing ale or lager might not naturally exist anywhere on the planet. Furthermore, environmental changes, whether caused by human activity or otherwise, eventually alter the chemical composition of a water source over time. Such changes must be taken into account, or suddenly a subsequent batch of the same beer will not be consistent with prior times it was brewed. As chemically complex as brewing liquor can seem, it is far outweighed by the innumerable organic and inorganic compounds from which grains, hops, and yeast are respectively made. When it comes down to it, in terms of chemistry, water is the most malleable of beer’s four main ingredients. With the right research, keen application of the other three brewing elements, and a bit of math, the right water can be the difference between an acceptable beer and one of world class. TASTE OF A PLACE: WATER GIVES OYSTERS UNIQUE “MEROIR” This story is excerpted from the forthcoming Rhode Island Shellfish: An Ecological History. Contact email@example.com to be alerted when it is available. by Sarah Schumann Photographs by Angel Tucker “More than any other food, oysters taste like the place they come from,” writes author Rowan Jacobson in his connoisseur’s guide Geography of Oysters. “While they are creatures of the sea, they draw their unique characteristics from the land and how it affects their home waters … Think of an oyster as a lens, its concave shell focusing everything that is unique about a particular body of water into a morsel of flesh.” The unique taste of an oyster is called its “meroir.” A takeoff on the viticulturist’s “terroir”—the characteristic taste of a wine imparted by the soil, climate, and topography in which its grapes are grown—the meroir of an oyster derives from the sediments, algae, and salinity of the location in pond or bay where an oyster is raised. Rhode Island’s oyster meroirs are considered among the best: According to Geography of Oysters, “Some of the most savory oysters in the world come from a geographical arc running from the eastern end of Long Island, along the ragged Rhode Island coast, to Block Island, Cuttyhunk, and Martha’s Vineyard: the line marking the terminal moraine of the most recent glacier. Along that arc, mineral-rich waters produce salty oysters with unparalleled stone and iron flavors.” MATUNUCK OYSTER FARM Farmer: Perry Raso Location: Potter Pond Meroir: Crisp, briny, with a sweet finish The 7-acre Matunuck Oyster Farm, with its associated Matunuck Oyster Bar restaurant, has played a big role in putting Rhode Island oysters on the map. Owner Perry Raso not only produces a very popular oyster, he has also made his farm a center for education and ecotourism, inviting the public to see, touch, and taste his oysters while taking in the experience of Potter Pond. Like many oyster growers, Raso got his start in wild-harvest shellfisheries, diving for steamers and littlenecks in Point Judith Pond. But after completing a degree in aquaculture and fisheries at URI, he decided to try something new, and he leased a 1-acre aquaculture site in Potter Pond. That small beginning didn’t last long. “The 1-acre farm that I started in 2002 expanded to 3 acres and then to 7 acres,” Raso recalls. “In 2006, the farm was producing a lot of oysters and I was selling them to Boston and New York, and I wanted to ensure a future for the farm. I was running the business out of a section of a rental house in a nice neighborhood. I had a couple of employees and a lot of gear. It wasn’t a sustainable way of continuing my business. “So I purchased a run-down restaurant that was shut down for a couple of years, because it was the only commercial dock on the pond. I figured I’d open the restaurant with the farm-to-plate theme … From that 1-acre farm with one student employee, now 11 years later, there are 12 people on the oyster farm, the vegetable farm has six employees, and depending on the time of year, the restaurant has between 150 and 250 employees.” In addition to greeting guests at the restaurant, Raso connects with the public through farmers’ markets, events, and educational workshops at the farm. “Open air markets like farmers markets have been a great way to connect with the customers. Community events are a great way to get our name out there, and a great way to keep it out there. We also sell juvenile oyster seed and take part in restoration projects. And agritourism … It’s a way to foster acceptance of the business. It’s also a way to create revenue and spread the good word about shellfish.” RHODE ISLAND’S OYSTER MEROIRS ARE AMONG THE BEST ROME POINT OYSTER FARM Farmer: Billy and Russell Blank Location: West Passage, Narragansett Bay Meroir: Saltier than the ones grown in Salt Pond Billy and Russell Blank have spent their whole lives on the water, starting with quahog diving and lobstering. In the early 2000s, they were facing some tough choices. While they loved quahogging, the price for quahogs was sluggish—and meanwhile, their lobster catch was declining. “We needed to do something,” says Billy Blank. “And then aquaculture came along. We watched [quahogger and early aquaculturist] Lou Ricciarelli. For about three or four years we watched him. And it looked promising.” Ricciarelli was an early pioneer in growing oysters using modern methods, and is widely considered to have been ahead of the curve. His untimely death in a diving accident in 2009 was keenly felt throughout both the wild-harvest and aquaculture industries. “Unfortunately, he didn’t get to see the whole thing turn into what it’s starting to turn into,” laments Blank. By that time, the Blank brothers had already followed in Ricciarelli’s footsteps, setting up an oyster lease off Rome Point, in North Kingstown. “We started with $10,000 between us,” remembers Billy Blank. “We sold our lobster gear, most of it. Ten years ago, 10 grand. And without the boats and the trucks, I’m gonna say we’re probably now sitting on close to half a million in total equity. We probably have over a thousand cages.” Although the brothers continue to harvest wild quahogs in their spare time, aquaculture has proven to be the right decision for them, Billy Blank says. “The quahogging industry as a whole hasn’t progressed with the times. We do it because it’s a beautiful job out there. It keeps you in shape. The freedom. But you still got to pay the bills at the end of the day. If you want to have a house, if you want to have a retirement, if you want to have a truck, you have to keep money coming in. I think this [aquaculture] is the wave of the future, because we’re the middleman … We harvest them and sell them directly to the co-op. So we get to decide how much we’re going to get for them.” EAST BEACH OYSTER COMPANY Farmer: Nick Papa Location: Ninigret Pond Meroir: Freshwater springs in the pond add a sweetness to the flavor Nick Papa grew up in the Warwick quahogging community, but he found his own destiny in oyster growing. “My dad was a shellfisherman for his profession,” says Papa. “I started going with him, and he would pay me a couple bucks to sort and count all of his clams. Being out there so regularly, I always wanted to see if I could do it myself. Finally I talked my dad into letting me take his boat out, and the experience when I did was pretty special, being out there and being in charge of myself and working. The bay is just so special, I almost got addicted to being out on the bay … I couldn’t imagine being away from it. But I could see the ups and downs of the quahogging industry itself. “Somehow I ended up moving my boat from Warwick to Wickford, and I met the Blank brothers and Lou Ricciarelli. They always offered to show me what they were doing with the oysters. It was pretty different from quahogging, where no one will tell you anything about what they’re doing. So I decided to try it out. I figured it would be more consistent, that you wouldn’t have to sell them if the price was low. And since it’s so sustainable, and it’s good for the environment, I couldn’t help but to give it a shot.” Papa eventually took out a lease in Ninigret Pond and started the East Beach Oyster Company. The location was close enough to his grandparents’ house on the pond to feel familiar, yet far enough away from Warwick and Wickford to escape the skeptical glances of Papa’s quahogger friends. “There were some heated debates about aquaculture when I was younger, so I kind of kept it to myself that I was even trying it,” Papa admits. “Because it’s still kind of a bad word to a lot of the quahoggers.” His quahogger father was not opposed to the project on ideological grounds, Papa notes. “He just thought it would be a lot of work. And since I didn’t know much about it, I wasn’t doing it efficiently at the time, so at the beginning it was quite a struggle. So my dad was on the fence for quite a while.” Since then, Papa’s father has started working side by side with him on the 3-acre oyster farm. In fact, Papa says, “Most of the quahoggers were pretty positive about it after they found out what I was doing.” Ultimately, Papa finds he can satisfy his addiction to being on the water just as well on the oyster farm as on his old quahog boat. “It is special for the obvious facts of the beauty of your surroundings. Sometimes you might work right through a sunset, you might see the most beautiful sunset of the year. It’s part of my lifelong goal of just trying to spend time outdoors. I enjoy all of the weather types. There’s something special about all of those conditions: the rainy windy days, or when it’s snowing, or when it’s springtime and you can hear the thunder. There’s a fondness to the memory, I guess.” ISLAND PARK OYSTERS Farmer: Dave McGhie Location: The Cove, Portsmouth Meroir: It reminds people of that taste you get in your mouth when you’re swimming Dave McGhie started oyster farming after being inspired by Roger Williams University associate professor Dale Leavitt’s community class in practical shellfish farming. He was contemplating applying for a lease site at some point in the future, when all of a sudden, opportunity knocked. “I heard about a lease that was up for sale because a fellow had passed away, unfortunately,” says McGhie. “But we ended up helping the widow out by buying the lease. That happened in May 2013. So we bought the lease with some oysters there at the farm, not knowing how many, and we bought some gear.” McGhie has worked on boats his whole life, including a stint as a quahogger in the early 1990s. But oyster biology was entirely new to him. “The oysters were a learning curve,” he admits. “I’m sure we’ve killed some oysters … They grow way faster than you think, and you never have enough gear.” Having worked previously in wild-harvest fisheries, McGhie was initially surprised at the level of cooperation among growers throughout Rhode Island. “Commercial fishermen, they don’t help you much,” McGhie explains. “And aquaculturists will go out of their way to help you. Guys have invited me to their sites, and I’ve visited their farms, and done some upweller work with other guys. I think they realize, if someone gets sick from an oyster in Rhode Island, they’re not getting sick from an oyster from Dave McGhie’s farm, they’re getting sick from a Rhode Island oyster. There’s no distinction between my farm and anyone else’s farm. I think they realize that the industry is only as strong as the weakest guy. And there’s enough market share right now that you don’t have to cut each other’s throats.” Island Park Oysters are grown in a 2.4-acre lease in the water body known as “The Cove” at the northern tip of Portsmouth. The farm is in shallow water, accessible by walking in waders at low tide. The location is part of the draw for McGhie. “There’s been days when I’ve been out there and the horseflies are the size of helicopters, and the sun was beating down, and there was no wind, and you’re sweating. It is a farm, and that’s a four-letter word. And sometimes it really is farm work. And there’s been other days, when you go out in October, and it’s just beautiful, and the ospreys are hunting around, and it’s just the greatest thing. The air has that smell of marsh and salt air, and it’s just perfect. There’s probably more of the horsefly-biting days than those other days! But there’s enough of those nice days to keep you going back.” The year 2015 is a critical year for climate change policy. Leaders, negotiators, nonprofits, and other stakeholders from most nations in the world will gather in Paris for the United Nations Climate Change Conference (COP21) to establish a binding and universal agreement on climate—a post-Kyoto Protocol agreement. The nations are charged with a decision so important that what will be agreed upon will have implications for generations to come. What makes it difficult to agree on climate change policy are the vast uncertainties: How fast will the world economy grow? What technologies will be available to reduce greenhouse gases? These questions are difficult for any economist or energy technology expert to forecast. Perspectives on these questions are largely what drive the divergent estimates of CO$_2$ emissions across simulation models from scientists all over the world, leading to a wide range in the predicted increase in the planet’s temperature. The decisions this year by global leaders need to be made in a world of deep uncertainty. Can society wait to resolve the uncertainties before we act? William Nordhaus, in his most recent book on climate change, brings together the best available scientific and economic evidence to answer the fundamental questions about climate change policy and concludes that global society needs to take immediate actions based on the best science and choose cost-effective policies. While there have been several books on the science behind climate change, this book fills in a significant gap dealing with the societal aspects of climate change—why climate change is an economic problem, the economic costs and damage, comparison of policies to slow change, and international spillovers and bargaining. Nordhaus, a professor of economics at Yale University, is arguably the most well-known economist working on climate change and has made significant contributions. He is a pioneer in the development of integrated economic and scientific models to determine the most efficient (least costly) ways for coping with climate change, known as the DICE and RICE models. These models have been used in cost-benefit analyses of climate mitigation strategies in prestigious reports such as that of the United Nations. Interestingly, Nordhaus has been critical of the well-known Stern Review, which called for immediate, bold actions on climate change. In this book, he attempts to offer scientific and economic arguments in detail for why, when, and how of climate change policy. Nordhaus’s logic and policy conclusions are clear and persuasive. The book starts by surveying the current science of global warming and concludes that the planet will experience warming greater than it has seen for more than a half-million years. It then analyzes the potential impacts from climate change on different sectors of the economy and concludes that the impact will be costly and grave for human and natural systems that are “unmanaged” in low-income and tropical regions, including rain-fed agriculture, seasonal snow packs, coastal communities, river runoff, and natural ecosystems. In contrast, “highly managed” sectors in developed economies, including irrigated and modernized agriculture, are likely to adapt to climate change at low cost. These macro-level conclusions are courageous since there will be winners and losers even within the highly managed sectors and firms. However, it offers a broad-brush rule of thumb when societies need to prioritize in allocating limited resources for adaptation. Nordhaus alerts the readers to “tipping points,” which can lead to sudden or irreversible changes at a large scale that humans cannot manage with existing technologies. Nothing novel here. The highlight of the book is in much of its second half, when Nordhaus digs deeply into the essential questions of climate policy—how much, how fast, and how costly. Nordhaus argues, and concludes convincingly, that we need to adopt policies targeting around +2 degrees Celsius. More importantly, to do so, we must raise the price of carbon and other greenhouse gas emissions. Higher prices become an incentive for consumers to prefer low-carbon goods, for producers to curb emissions, and for entrepreneurs to develop low-carbon technologies—leading to a low-carbon economy. Nordhaus compares carbon tax and cap-and-trade to other existing and more politically palatable programs—including a gas tax, tighter auto standards, and weatherization tax credits—and shows that raising the price of carbon through a carbon tax and cap-and-trade are by far the most cost-effective among those policies. The last few chapters discuss climate politics: denial of science among U.S leaders and ignorance of the public, society’s sensitivity to any taxes, nationalism, and free-riding—whereby some countries benefit from others’ mitigation efforts but don’t do their perceived fair share—being the obstacles to international agreement. He emphasizes that most nations must be part of the agreement for it to succeed. While this has been said by others before, Nordhaus’s suggestion of using trade sanctions as penalty for free-riding or neglecting climate agreements is interesting. In this critical year for international climate policy, this book may be worthwhile for anyone who desires a practical and in-depth understanding of the economics of climate change. Nordhaus covers the key concepts of economics related to climate change and policy, and does so in language clear enough for non-economists but also with enough details to give a wide range of readers food for thought. 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Covid-19 dealt a heavy blow around the globe in 2020 into 2021, affecting everyone but especially the most vulnerable members in society. In Vietnam, those most vulnerable populations are disadvantaged children and HIV-infected children, many of whom live in seven orphanages served by Pearl S. Buck International Vietnam (PSBIV). They are always in need of help, but after the effects of this global pandemic, now more so than ever. Knowing the importance of maintaining the physical well-being of the children, PSBIV provided 2,160 bottles of yogurt and fresh milk for 520 children in the orphanages; this was made possible thanks to the generous support of child sponsors and project donors. The children were all so grateful for the milk, which not only provided nutrition for their daily meals but also strengthened their immune systems. The support of child sponsors and donors also allowed PSBIV to be able to provide the necessary learning tools to the children in the orphanages to ensure they were prepared with adequate school supplies. These essential school supplies made children excited and motivated, which certainly helped them enhance their academic achievement. In addition, while under long periods of quarantine at home and while schools were closed, children were provided with interesting books to entertain them and broaden their knowledge. Finally, to ensure the children were living and learning in a safe and clean environment, PSBIV provided the orphanages with mouthwash, hand soap, disinfectant, and home cleaning solutions. The hope is that all these measures, made possible by the generosity of Pearl S. Buck International supporters, have ensured that the children stay healthy, study and play well, and make progress during these tough times of the Covid-19 pandemic. None of this would have been possible without the significant contributions of the housemothers and staff to the care and well-being of the children and the support of their physical and mental development. In addition to their devotion, ensuring the health and safety of these vulnerable children would have been impossible without the endless love and great support of PSBI child sponsors and donors. Your spiritual and financial help for these children allows them to thrive under normal circumstances and has made all the difference in the world during the ongoing Covid-19 crisis in Vietnam, where everyone, but especially vulnerable children, still face the threat of food scarcity, a shortage of supplies, inflation, and continued quarantines and school closures. With the significant contribution of donors, sponsors and orphanage caretakers, PSBIV believes that all the children will continue to develop well and live in a safe and healthy environment. 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With the very limited funding provided by the government to cover 3 meals per day and many other expenses, eye examinations are considered “luxury goods” and therefore, the vast majority of their children have not received any eye exam and treatment. Pearl S. Buck Foundation Philippines is hoping to fund a sex education program for the adolescents and young adults they serve in Angeles City, where the sex trade runs rampant and these young people are at risk of being lured by the false promises of money and a better life. In addition, this population is trending in general toward early engagement in physical relationships. The Philippines has the highest teenage pregnancy rate in Southeast Asia, and PSBFP hopes this program will help the teens and young adults understand, be aware of, and protect their sexuality and reproductive systems. 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The effects of explicit pronunciation teaching at University of Quintana Roo. TESIS Para obtener el grado de LICENCIADO EN LENGUA INGLESA Presenta Alberto Orlando Puc Medina Director de Tesis Dra. Edith Hernández Méndez Chetumal, Quintana Roo, México, abril de 2013. Tesis elaborada bajo la supervisión del comité de Tesis del programa de Licenciatura y aprobada como requisito para obtener el grado de: LICENCIADO EN LENGUA INGLESA COMITÉ DE TESIS Director: ________________________________ Dra. Edith Hernández Méndez Asesor : ________________________________ M.C. Alessio Zanier Visintin Asesor:: ________________________________ M.A. Magnolia Negrete Cetina Chetumal, Quintana Roo, México, abril de 2013 Dedicated to the Memory of My Father Manuel Puc Balam And My Brother Luis Ariel Carrillo Medina. & To My Mother, Brother and Sisters. Acknowledgements This study was made possible through God allowance in first place and for that I want to say thank you. Secondly, I would like to thank my parents, Manuel Puc Balam and Isabel Medina Chi, for all their wholehearted support as well as my brothers and sisters’. Even though, my father, Manuel Puc Balam, is not here anymore, I am completely sure that he is by my side and he will always be. Thank you dad for all those life lessons and all that time invested in my education not only at school but at home too together with my lovely mother Isabel Medina Chi. I thank God for giving me such a great man as my father and such a wonderful woman as my mother on Earth. I would also like to thank Ph.D. Edith Hernández Méndez for all her patience, support and advice during this research as well as to M.C. Alessio Zanier Visintin who was an important part of this research together with M.A. Magnolia Negrete Zetina. This study could have never been possible without your guidance and time given up in order to help me. It was a real pleasure to work with you Professors. Finally, I would like to thank all the students who took part in this research and allowed me to carry it out. # TABLE OF CONTENTS \| Content \| Page \| \|----------------------------------------------\|------\| \| Acknowledgements \| ii \| \| TABLE OF CONTENTS \| iii \| \| LIST OF TABLES \| v \| \| LIST OF FIGURES \| vi \| \| CHAPTER I \| 1 \| \| 1 Introduction \| 1 \| \| 1.1 General Objective \| 7 \| \| 1.2 Specific Objectives \| 7 \| \| 1.3 Hypothesis \| 8 \| \| 1.4 Literature Review \| 9 \| \| CHAPTER II \| 21 \| \| 2 Method \| 21 \| \| 2.1 Subjects \| 22 \| \| 2.2 Procedures \| 22 \| \| 2.3 Teaching \| 23 \| \| 2.4 Tests \| 24 \| \| 2.5 Data Analysis \| 25 \| \| CHAPTER III \| 26 \| \| 3 Theoretical Framework \| 26 \| \| 3.1 Pronunciation \| 26 \| \| 3.2 Pronunciation through the History of ESL Methodology \| 27 \| \| 3.2.1 Grammar Translation Method (GTM) \| 27 \| \| 3.2.2 Direct Method (DM) \| 29 \| \| 3.2.3 Audio Lingual Method (ALM). \| 32 \| \| 3.3 Interpretation of Pronunciation \| 34 \| \| 3.4 Correction in Foreign Language Teaching \| 36 \| \| 3.4.1 Innatists’ Theory \| 37 \| \| 3.4.2 Cognitivists’ Theory \| 37 \| \| 3.5 Why Teaching Pronunciation? \| 39 \| \| 3.6 Factors that Affect Pronunciation Teaching \| 41 \| 3.7 The Importance of Teaching Pronunciation. ................................................................. 46 3.8 Approaches and Techniques for Teaching Pronunciation ........................................... 47 3.8.1 Top –Down and Bottom –Up Approaches .......................................................... 48 3.8.2 Segregated-Skills Approach ............................................................................. 49 3.8.3 Integrated Approach ....................................................................................... 50 3.9 Techniques and Exercises. ......................................................................................... 51 CHAPTER IV ...................................................................................................................... 55 4 Findings and Discussion ................................................................................................. 55 4.1 Findings .................................................................................................................. 55 4.2 Pre-Test /ð/ and /θ/. .............................................................................................. 56 4.3 First Test /ð/ and /θ/. ............................................................................................ 61 4.4 Second Test /ð/ and /θ/. ....................................................................................... 68 4.5 Post Test /ð/ and /θ/. ............................................................................................ 75 4.6 Pre-Test /v/. .......................................................................................................... 81 4.7 Test /v/ .................................................................................................................. 82 4.8 Post-Test /v/ .......................................................................................................... 86 4.9 Pre-Test /p/. .......................................................................................................... 90 4.10 Test /p/. ............................................................................................................... 94 4.11 Post Test /p/. ...................................................................................................... 98 CHAPTER V ...................................................................................................................... 103 5 Conclusions .................................................................................................................. 103 References ....................................................................................................................... 106 Appendix .......................................................................................................................... 111 # LIST OF TABLES \| Table \| Page \| \|----------------------------------------------------------------------\|------\| \| Table 1: Control Group /ð/ Pre-test results. \| 57 \| \| Table 2: Experimental Group /ð/ Pre-test Results. \| 59 \| \| Table 3: control group /ð/ Fist test results. \| 62 \| \| Table 4: Experimental Group /ð/ First test results. \| 63 \| \| Table 5: Control Group /θ/ First test results. \| 65 \| \| Table 6: Experimental Group /θ/ First test results. \| 66 \| \| Table 7: Control group /ð/ Second test results. \| 68 \| \| Table 8: Experimental group /ð/ Second test results. \| 70 \| \| Table 9: Control group /θ/ Second test results. \| 72 \| \| Table 10: Experimental group /θ/ Second test results. \| 73 \| \| Table 11: Control group /ð/ Post-test results. \| 75 \| \| Table 12: Experimental group /ð/ Post-test results. \| 76 \| \| Table 13: Control group /ð/ Post-test results. \| 78 \| \| Table 14: Experimental group /ð/ Post-test results. \| 79 \| \| Table 15: Control group /v/ Test results. \| 83 \| \| Table 16: Experimental group /v/ Test results. \| 84 \| \| Table 17: Control group /v/ Post-test result. \| 87 \| \| Table 18: Experimental group /v/ Post-test results. \| 88 \| \| Table 19: Control group /p/ Pre-test results. \| 91 \| \| Table 20: Experimental group /p/ Pre-test results. \| 92 \| \| Table 21: Control group /p/ Test Results. \| 94 \| \| Table 22: Experimental /p/ Test results. \| 96 \| \| Table 23: Control group /p/ Post-test results. \| 99 \| \| Table 24: Experimental group /p/ Post-test results. \| 100 \| LIST OF FIGURES Figure I: Pre-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. ................................................................................................................................. 60 Figure II: First Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. ................................................................................................................................. 64 Figure III: First Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /θ/ phoneme. ................................................................................................................................. 67 Figure IV: Second Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. ................................................................................................................................. 71 Figure V: Second Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /θ/ phoneme. ................................................................................................................................. 74 Figure VI: Post Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. ................................................................................................................................. 78 Figure VII: Post Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /θ/ phoneme. ................................................................................................................................. 80 Figure VIII: First Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /v/ phoneme. ................................................................................................................................. 86 Figure IX: Post-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /v/ phoneme. ................................................................................................................................. 90 Figure X: Pre-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /p/ phoneme. ................................................................................................................................. 94 Figure XI: First test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /p/ phoneme. ................................................................................................................................. 97 Figure XII: Post-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /p/ phoneme. ................................................................................................................................. 102 CHAPTER I 1 Introduction During my studies in the English Language Program at Universidad de Quintana Roo (UQROO), I witnessed many cases of pronunciation mistakes and poor oral proficiency on behalf of my classmates even when we were students of the final semesters. It is important to bear in mind that the English Language Program at UQROO is training students to become future English language teachers and, as a consequence, these students must graduate from the program with a really high proficiency in all the language skills (reading, writing, speaking and listening). The limited number of techniques which are used, the reluctance to teach pronunciation, and to acknowledge pronunciation as a sub-skill can be affecting the oral proficiency of the students, as is suggested by Dalton (2000), and it seems to happen in the English Language Program at UQROO. Most of the English teachers in the English Language Program at UQROO lack of techniques to teach this sub-skill and do not consider pronunciation as a very important part in their classes, as Hernandez (2009) shows. As a result we can observe students’ poor performances during the major and after graduating. Additionally, in order to get their degree, students have to take the CAE (Certificate in Advanced English) which is a Cambridge University examination. This exam includes British pronunciation with which most of the students are not familiar, as is shown in the research carried out by Borges, Heffington, Marín, and Macola (2009). In their study they worked with students from the same institution I’m working with, University of Quintana Roo. The participants were from the first three semesters and they were given two different types of exam, the PET (Preliminary English Test) and the TOEFL (Test of English as a Foreign Language). In this study the participants showed a poor performance in the PET examination which, as the CAE, is a Cambridge examination and it includes British English as well as British pronunciation. The participants showed a better performance in the TOEFL examination but the authors found out that “the fact that students are not exposed to the British accent during the first three courses could lead to poor comprehension in the listening section.” (p.655). Therefore, due to the fact that in the English Language Program at Universidad de Quintana Roo the only subject matter to work on this sub-skill is Phonetics and Phonology in the seventh semester and students do not receive any input on that skill nor any well prepared class about pronunciation before, the English Language Program students at UQROO face serious problems to get to the CAE level and overall, this lack of exposure makes the listening part in the Cambridge examinations the hardest one for most of the students, which has led to a high rate of failure. This research intends to investigate the effects of the use of strategies and techniques in pronunciation teaching in an English language teaching program. Teaching pronunciation affects students’ proficiency. However, this area has been abandoned and not explored for many years, as is stated by Couper (2006) and Morley (1991) notwithstanding its huge importance. In this thesis I am focusing on pronunciation which, although some scholars do not consider it a skill but a sub-skill, is extremely important at the time of communicating orally, so that when these new professors share their knowledge with children, adults or pupils in general, they could have the certainty of endowing their students with a very good quality tool. A good pronunciation increases the recognition of having a good level of knowledge of English, including all the skills, and it also provides a higher rate of probability of being employed at the time of applying for a job: the most important point to remember and to always keep in mind is that teachers are models for children, or students in general, and they tend to imitate teachers. In recent decades, there has been a debate about the most appropriate form of teaching a second or foreign language. The debate has been among several authors like (Chomsky, 1975; Gass, 1988, 1990, 1991; Krashen, 1982; Ellis, 1991; Schmidt, 1990, 1994; Larson and Smalley, 1984). Some (Innatists) authors like Krashen (1982, 1985), Ellis (1991), Cook (1991) Schwartz (1993), and Carroll, (1996) follow Chomsky’s theory which is about not correcting the learners and letting them correct themselves when learning their first language. In short, Chomsky advocates an implicit learning process theory which means to avoid explicit correction of the errors made by the learners, which the previously mentioned authors decided to transfer to second language acquisition. On the other hand, some other authors (cognitivists) like Schmidt, 1990, 1994; Gass, 1988, 1990, 1991, Varonis, 1991; Bley-Vroman, 1986, 1989; Ohta, 2001) among others, disagree with this theory stated by Chomsky (1975) and they suggest that there must be explicit error correction in order to help the learners improve their skills in the language. acquisition process. Another good reason to explicitly correct the errors is to avoid fossilization, which usually appear in the long term as a result of the lack of corrective feedback since the beginning of learning a language. The explicit teaching of pronunciation has been neglected for many years and it still is, although there is some research about this problem which suggests the importance of considering pronunciation as an essential part of the language learning process, just as grammar is. These studies have been carried out mainly by foreign authors. Here in Mexico there is a complete lack of interest or at least a minimum interest to work on this problem compared with other countries, which reflects the need for increasing the researching, and what is more, the working on solutions for this problem. Some authors like Carruthers (1987), Cuenca (1998), Chela-Flores (2001), consider pronunciation as an essential part of the teaching process and enhance the importance of teaching pronunciation just as the other skills, because these authors emphasize that pronunciation affects the message and not only that but also plays a part when reading, and writing. For example: when reading, people tend to do it aloud or in silence, but in any case people recreate the situation in their minds and they give sense to it. This means that they apply the correct pronunciation to the story in order to understand it, which also happens in a similar way when writing. Usually, when people are writing and have problems to write a word, they say the word in order to remember the way it is written, but it is important to bear in mind that there are words which sound very similar, and a phoneme makes the difference and here it is when people apply their skills and by using the correct pronunciation, they are able to find out the correct spelling of the word. Listening and speaking are both involved during a conversation, and so is pronunciation, because the speaker has to pronounce correctly for the receiver to get the correct message. So if the speaker mispronounces a word, the meaning of the message can be modified and the listener can get confused or receive the message but with a rude meaning and that can create problems and misunderstandings. Pronunciation takes part in all these areas and if it were taught as a high-priority subject, it would increase all the skills’ proficiency of the students and at the same time would provide better teachers. The above mentioned reasons made me decide to conduct this research in order to discuss the importance of pronunciation as an essential skill, and to make some suggestions regarding the teaching of pronunciation. This research intends to provide a view of the importance of pronunciation and since the English Language Program students at UQROO will receive the appropriate instruction covering pronunciation while they study in this institution, there will be an improvement in the UQROO students’ performances. Also, this research will offer some techniques and strategies to the teachers at UQROO in order to teach pronunciation and by making use of these techniques their classes will be enriched with the teaching of pronunciation; at the same time it will enrich the students’ language learning process. Enclosing all the facts mentioned before and with the intention of improving the syllabus of the English Language Program at Universidad de Quintana Roo I chose to work on this topic “The Effects of Explicit Pronunciation Teaching at University of Quintana Roo” and the goal and purpose of this research is to prove the importance of this skill, and to offer some alternatives to complement the syllabus of the English Language Program at UQROO, which will bring about an improvement in the students’ learning process; furthermore, all their skills will improve considerably. 1.1 General Objective - To demonstrate that the explicit teaching of pronunciation does have a positive effect on the oral production of EFL students. 1.2 Specific Objectives - To apply teaching pronunciation techniques and strategies explicitly in one introductory level group of the English Language Program at UQROO (experimental group) during one semester and observe another introductory level group of the English Language Program (control group). - To analyze the effects of the explicit pronunciation instruction throughout the learners’ oral production in post-tests and compare the results with the control group to see the effects on both of them. 1.3 Hypothesis - The explicit teaching of pronunciation affects categorically and positively the learner’s oral production. 1.4 Literature Review Recent research in English Language Teaching (ELT) has found that teaching pronunciation is a neglected aspect of English teaching in general. Pronunciation is not a high-priority goal and this carries a lot of consequences because, nowadays, people are not aware of the importance and the essential role that pronunciation plays in our daily lives and of course in second or foreign language learning. Larson and Smalley (1984), Gass and Schachter (1989), O’Malley and Chamot (1990), Morley (1991), Dalton (1997), Munro and Derwing (1999), and Romero (2004) clearly state the important role that pronunciation plays at the time of communicating. The poor development of this skill can end up with a breakdown in communication. Additionally, these authors concur with the idea of pronunciation as the trigger for successful communication and grammar use. Another researcher promoting the importance of pronunciation and its teaching is Schmidt (2006), who conducted a research with two high school German groups, one experimental and one control group. Schmidt expected to prove that the instructed teaching generates better results. The instrument to analyze the data recordings was a century concept digital speaker connected to a laptop. The recordings were not analyzed by the researcher but by some native German speakers. Among the activities developed were a read-aloud task and minimal pair exercises. The researcher collected one writing per month per student, four months into the course the researcher recorded students’ utterances, which would later be analyzed by native German speakers, and finally at the end of the course the researcher administered a minimal pair distinguish exercise. The utterances recordings were rated in a scale from 1 to 4 (being 1 native-like pronunciation, 2 close to native-like pronunciation, 3 not native like pronunciation and 4 definitely not native-like pronunciation). The results showed that in the first test the experimental group had a better performance than the control group in the utterance of four sentences containing several unfamiliar words for them. The results in the second test showed an equal oral performance of both groups. The third test showed a better oral performance of the experimental group than the control group. This test was about vowels and participants had to identify different body parts in singular and plural. The results obtained in the fourth and last test showed an average performance of the experimental group when reading an unknown text according to the scale rating but it showed a better performance of the experimental group as compared with the control one. Schmidt (2006) concluded that instructional (explicit) teaching provides a better improvement in students’ oral production, improving their pronunciation and perception of German as a second language, in this case. McCracken (2009), following the same path of phonemic awareness and the importance of teaching pronunciation as Schmidt (2006), and Sardegna (2009), conducted a study about the effectiveness of exposing students to funny, motivational lessons and sounds and word construction classes in order to make students aware about pronunciation. McCracken’s research (2009) was developed in kinder garden classrooms. The participants in this research were three English learners, two of them Chinese and the other one Arab. The study was intended to explore the effectiveness of the use of sound blending, segmenting, and rhyming in a small group while teaching them literacy skills. This research showed that “phonemic awareness is an often overlooked but valuable tool in developing early reading skills” as McCracken (2009) declares. This research demonstrates the positive effect produced on the children after the treatment. It was proved that they can distinguish the sound patterns and react according to it, and this, even though the research was carried out with children, clearly demonstrates that the explicit teaching of pronunciation or sound patterns, as in this case, enhances production accuracy. Now, considering this research, it can be applied to young or adult learners and still get positive results. The research lasted three months and classes prepared for six weeks were developed implementing visual aids, interaction, as well as kinesthetic strategies. The class was arranged to be in a private room for a small group and, as they were very polite and gentle, during the classes they were asked to help each other when necessary. In order to collect data, student work and achievement data, attitude data, and in-process data, a writer’s workshop, a parent survey, and observation notes were necessary as well as post interviews to the parents in order to find out the results of the phonemic awareness intervention what concluded in a significant improvement at the end of the course and the research. The results showed the effectiveness of the strategies and techniques applied as well as the improvement of the three students and according to the researcher’s comments, the students showed an improvement in pronunciation and many other areas. Subject 1 and 2 showed improvements in phoneme pronunciation and blending and usage respectively. Subject 3 showed such improvement as the previous subjects but in a different way due to the fact that this subject showed problems with attitude, which resulted in a hard work process which in the end resulted to be the highest achievement as the researcher mentions. The data presented above support the importance and positive effect of explicit pronunciation teaching; in this case the researcher worked with phonics and found out that the explicit teaching caused a considerable improvement in students’ pronunciation skills as well as in their reading interests but this information also proves that explicit pronunciation teaching can be applied to very young learners and it does have a positive effect, concurs with previous research and supports the effectiveness of explicit pronunciation teaching. Another study which confirms what Schmidt (2006) proved was carried out by Sardegna (2009) in order to find out if empowering students with pronunciation strategies could result in a better development in and outside the classroom. This researcher found that the effects were positive in the short and long terms. The research was developed in an ESL group at an American university following an instructional model, Dickerson’s, in order to improve students’ performance in and outside the classroom. The purpose of this research was to find out the effects of the techniques applied during the experiment in the short and the long term according to the participants’ progress. It was a research with an experimental design and considered a longitudinal study due to the fact that data were collected more than three times during a period of time and those data were collected from eight ESL groups. The researcher carried out an eight-month course, this course lasted for three years and the number of participants was 39, aged 22-47 and 16 of them were females and 23 were males. These participants were evaluated before the treatment and during it for five months but also nine months after the course and during three years; the purpose of doing it is to ratify her beliefs about the effectiveness of teaching pronunciation. Sardegna (2009) selected her own evaluating material for the research and the recordings were carried out in an English lab. It is necessary to mention that this research was developed by working on eight ESL groups and the teaching methodology focused on becoming self-sufficient participants by providing some specific techniques like: Oral practice out of classes (Cognitive Strategies), Speech monitoring (Metacognitive Strategies), Comparing performances with other models (Cognitive Strategies), Making changes to match those models (Cognitive Strategies) and Practicing changes aloud (Cognitive Strategies). It counted with one pre-test and three post tests applied after certain time after the course’s end. The results were showed through tables and the basis line and the improvements were compared. Participants showed a better performance in primary stress, construction stress and word stress. This shows the effectiveness of the techniques and strategies applied. Sardegna (2009) proved her long-term effectiveness instructions belief. The intensive instruction had a positive effect on students’ development at the time of reading, getting results even after the treatment and always improving a little bit more through the years and according to the author’s work it showed a significant progress, in a slow way at a certain stage compared with the previous results, but it did show the improvement in the performance of students at the time of reading, which after all ratifies the previous authors’ statements. The researcher concluded this study by making emphasis on the improvements which occurred significantly throughout the time of researching. In addition, the researcher explains that in the process of improvement, each area, such as primary stress, construction stress, and word stress, suffered positive changes which gave as a result a gradually better performance of the participants during the tests, and this could be observed at the end of the research in the result tables. Another researcher that supports pronunciation instruction and concurs with the previous research presented above is Couper (2006), who developed a research about the effectiveness of pronunciation teaching with the intention of finding out the immediate effect of instruction on specific forms of second language pronunciation. This author aimed at providing evidence to support Courper’s (2003) statements about the positive effectiveness of explicit pronunciation teaching. For this research there was a variety in language in the participants, due to the fact that some of them were Chinese, others Korean and some others spoke different non-East Asian languages. This research intended to find out the effects of pronunciation instruction on two groups, the experimental and the baseline group, as the researcher decided to name the control group due to its convenience for this research, and it focused on just one aspect of pronunciation to make the pronunciation change measurement easier, that is epenthesis and absence. This research included a general diagnostic test, which was given to the participants before any treatment in order to determine the most suitable area (Listening or Speaking) to work and focus on during the experiment, and at the end of the semester the participants sat this test again. A test with specific purpose on epenthesis and absence was also given three times to the participants after short teaching sessions along the semester. It is worth mentioning that speaking tests provided the most reliable data, what caused that the research focused on them. Both the experimental and baseline (control group) groups sat the general diagnostic and speaking test but only the experimental group sat the specific purpose tests. The researcher based the data analysis only on the tests collected from those participants who sat all of them. According to the author, the results show that the baseline data showed a slight error rate change of 0.7% in relation with the Specific Purpose Test, meanwhile the treatment group showed a huge error rate change of 14.4%, which means that the treatment group got more benefits and improved their oral production proficiency. Additionally, the treatment group showed significant change in the General Diagnostic Test with a 6.4% difference which compared with the baseline error rate percentage is much better due to the fact that the baseline group showed a slight difference in percentage of 0.2%. Couper (2006) found out that it was not easy to draw conclusions about instruction on perception due to the fact that the subjects showed more problems with the listening tasks. Couper (2006; 57) claims that “it may be that it is more difficult to change perception than to change production” and he also states that learners can apply the sound patterns acquired to the speaking skill but may be they will be not able to apply that knowledge to the listening skill. Furthermore, Couper (2006), due to the deficiencies found in the teaching approach suggests that the explanations given about the syllables were not understood at all and the activities used for practicing did not involve communication, which led him to state that “in the future I would like to devise ways to make this more communicative and interesting” Couper (2006; 59). To conclude, it can be mentioned that Couper (2006) ended up with some problems due to the fact that the focus of the research was on listening and the activities and explanations implemented were not successful as expected but in the end Couper (2006) realized that perception and production are completely different. He also found that pronunciation instruction does have a positive effect on the subjects but the learners were not able to apply their knowledge to the perception aspect (listening skill). Empirical evidence in the research, aiming at the creation of a framework looking for the integration of pronunciation instruction to the syllabus, is what Couper (2006) also provides with this research, what after all, supports the previous researchers’ assertions, that is the positive effect of explicit pronunciation teaching. He also provides evidence to suggest the inclusion of pronunciation teaching in the syllabus. O’Brien (2004) mentions that motivation and personal interest in improving pronunciation, coming from the student, result in a significant improvement. In his research carried out with learners of German, a great improvement was achieved and the learners could notice that. The evaluators focused more on prosody than on isolated phonemes in order to identify if the students’ pronunciation could be considered as a native-like pronunciation or at least as near to the native-like as possible. The goal was achieved and it was proved that a non-native speaker can acquire an almost native speaker pronunciation and in a conversation the difference between native and non-native pronunciation is practically not perceived. So, as proved in the research carried out by O’Brien (2004), teachers must focus on prosody more than on isolated phonemes due to the fact that when speaking the process developed is a conjunction of those isolated phonemes which can get a different pronunciation because of the context and the words in it. Ueno (1995) conducted a research with Japanese English major students implementing the American English pronunciation. This research was developed with the intention of finding out which is more effective, the Suprasegmental Oriented Pronunciation Teaching Approach or the Segmental Oriented Pronunciation Teaching Approach. This author also supports the above authors’ proposal of including pronunciation into a language curriculum because as Ueno (1995) mentions, pronunciation “facilitates listening comprehension ability.” Ueno (1995) compares the two approaches and tries to identify which one can generate the most positive effect on the subjects’ pronunciation as well as on their listening comprehension in English. The first approach is the Suprasegmental Oriented Pronunciation Teaching approach or Supra-OPT as is abbreviated by the researcher. In this case the researchers intend to expose the subjects to suprasegmental aspects which means that the learners must be aware of the stress, intonation and rhythm contained not in isolated phonemes but in complete sentences. Moreover, Ueno (1995) expected the subjects to be able to identify the number of syllables contained in the words as well as the meaning of the sentence, and in order to do the latter, subjects would have to be aware and pay attention to the stress, rhythm and intonation of the sentences. The second approach is the Segmental Oriented Pronunciation Teaching approach or Seg-OPT as is abbreviated by the researcher. In this case Ueno’s (1995: 6) intention is “to enable the students to articulate and discriminate individual sounds of English” (vowels and consonant sounds). In order to measure the subjects’ development and improvement during the experiment, six tests were needed. These tests were linked to the approach and area to be evaluated as Ueno (1995; 45, 46) explains. All the second semester groups were administered the six tests on two occasions, at the beginning and at the end of the experiment. To grade the tests number 2, 4 and 6 two native speakers of American English took part in the research. Also for the test number 4 the grading native speaker had to write the word that was heard. For tests 2 and 6 two different Pronunciation thermometers were implemented. For the analysis of the data a Multivariate Analysis of Variance (MANOVA) was needed and to reanalyse the data, an Analysis of Variance (ANOVA) was needed too, as well as a Scheffé test which was applied at the end. This analysis showed very few significant differences between the two groups; however, the Suprasegmental Oriented Pronunciation Teaching group improved more in reception than the Segmental Oriented Pronunciation Teaching group. Ueno (1995) declares two possible reasons for the poor statistical difference identified in the research. Firstly, the accent of the American native speaker could have affected the results (considering geographical place accents). Secondly, the fact that some students could be more familiarized with a British accent than with an American accent, which would not be a surprise if it is considered that in Shion Junior College English classes with a British accent are much more common. To conclude, it is important to mention that the slight or lack of difference between the two approaches do not allow the researcher to find out which one could benefit learners the most in the pronunciation skills; however, Ueno (1995) suggests the application of the two approaches together. “A combination of these two approaches must be preferable” Ueno (1995; preface, vi) With all the studies presented above, the effectiveness of pronunciation teaching can now be understood. In some of the previous studies an obvious positive effect was found; in others, it was not that significant but it still caused a positive effect, so as a conclusion we can state that pronunciation teaching is becoming popular among the researchers due to the fact that they consider this skill as an essential part in the communicative process. The oral message can be positively or negatively affected in the transmission, depending on the oral proficiency of the speaker, but certainly the listener will have to pay attention and be aware of the sounds’ patterns in order to get the message too. Results from the studies previously presented let us know the benefits that could be experienced by present students who are seeking to master their English if we could consider pronunciation teaching in language classes and even more if we make it part of the syllabus. Many studies related to the effectiveness of pronunciation and sound patterns have been developed around the world showing in many ways the necessity to work on this area. and the positive effectiveness that explicit pronunciation teaching causes on English learners’ oral proficiency; however, Mexico is lagging behind due to the fact that this area has not been exploited, as was observed during the development of the literature review. In this chapter, the importance of pronunciation teaching was presented and supported by some authors. In the following chapter, the theories and theorists that promote the teaching of pronunciation in an integral way as well as the importance and positive effect that it has in English learners’ communicative proficiency are presented. CHAPTER II 2 Method This experiment is considered quasi experimental due to the fact that it covered the characteristics of a quasi-experimental research. First of all, the groups had already been set with the subjects before they were selected for the research. This means that the researcher had no idea about the number of the subjects or any information about the group until they were chosen and met for the first time. For this research two groups were randomly chosen but the subjects had already been assigned without the researcher participation. Both groups, the experimental and the control ones, shared characteristics. Both of them were of the same generation, the same area (English Language Teaching Program) and both of them were beginners. These characteristics named this experiment as a quasi-experimental research according to Sampieri (1991). Moreover, this research involved a pre-test and a post-test. The former one allowed the researcher to have evidence about the initial state or level of the subjects in both the experimental and control groups. The post-test allowed the researcher to know its effects on the students’ development throughout the experiment and see if the techniques applied had a positive or negative effect on the subjects. The classification of longitudinal design was attached to this quasi-experimental research for having determined the experimental and control group randomly and not having interfered in the subjects’ assignation to the groups. The subjects’ evolution or change was analysed in order to determine if there is a positive or negative effect on the subjects’ evolution all along the experiment. The data analysed were collected after a specific time of treatment. These are the reason why the experiment is considered longitudinal and quasi experimental according to Sampieri (1991). 2.1 Subjects In order to develop this longitudinal, experimental research the first semester groups were selected for being at the introductory level of English in the English Language Program at UQROO. Two groups were selected randomly, one of them was the experimental group and the other one was the control group. Introductory level of English (or first semester groups) were decided to work with because as beginners it would be easier to eradicate those pronunciation problems, work with them appropriately and to show that pronunciation can be taught since starting to learn a foreign language. 2.2 Procedures One of the very first steps, and a very important one, was to select the material I was going to need. Firstly, I needed to use some exercises from Kelly (2000). It was an excellent idea to use this book because it provided me with the necessary tools (exercises, explanations and definitions of certain words with examples) as well as Dalton and Seidlhofer (1994). Also, after checking and considering other books I decided to make use of Fry (1997). This book provided a large amount of phonics patterns to teach the participants the clear difference among words that can be pronounced almost or totally equally. The sessions were divided in two hours once a week. During these hours the participants were in a normal class and the teacher (the researcher) taught the topic. The exercises and units of the book in question were covered as planned but I applied the selected techniques and exercises to teach pronunciation according to the topic of the day. The participants were tested every three and four sessions (as explained later) during their partial and final exam. 2.3 Teaching By researching and considering some books I decided to select those which would help me to provide students with a clear idea of what pronunciation is, as well as to make them practice with some exercises about word stress, intonation (in an isolated way and in context, that is in sentences), also I chose some exercises about minimal pairs and, of course, discrimination which definitely helped them to identify the different sounds patterns, the similar sounds of certain words and to use those sounds recognition to improve their oral production through a mix of both Top-Down and Bottom-Up approaches. The very first class, all the participants recorded themselves reading the “Abortion Pill” text: this was the pre-test, before any treatment. After that, I analysed those recordings in order to find out the existing problems in the group and to consider them at the time of planning my sessions. During three weeks I treated the participants by giving them some basic concepts like what a phoneme is as well as an allophone, word stress, intonation, pitch, minimal pairs and sound patterns. All these activities were done while giving a normal class, teaching the topic in turn but integrating pronunciation to it. The next step was to expose the participants to sounds and explain to them the way they must be pronounced, so that the participants could receive that input, firstly, using a CD player and some listening exercises with American accent but showing the difference between American and British accents. This means that I taught the participants the way words were pronounced with a British accent too, and then worked with them using handouts with minimal pair and discrimination exercises, with the purpose of making them start identifying the sound patterns. 2.4 Tests In order to collect data and evaluate participants I made use of a recorder and a reading titled “Abortion Pill” and the recording of their partial and final exam so that, those results could be analysed with the purpose of measuring participants’ improvement. The process of exposure and techniques application was carried out for one semester but after the three sessions, the participants were tested and after it, they were tested in three sessions again. The teacher continued with the exposition and treatment for four weeks and then participants were tested once again. Three sessions later they were tested again and finally at the end of the semester, which was three sessions after the last test. The participants’ improvement was tested through recordings, as mentioned before, to store their oral productions and analyse them, also through dictation and discrimination exercises. During those tests the participants were exposed to exercises made up of conversations, handouts and listening exercises, everything always linked to the topic in question according to the syllabus. Both the experimental and control group were tested the same day, using the same exercises. At the end of the semester, I had stored five recordings per each participant and the analysis of those recordings showed the effectiveness of the strategies and techniques used as well as their progress. 2.5 Data Analysis To continue with the research, the recordings of the two groups were analysed, and the results were compared in a chart, showing the way they were at the beginning, the errors they made, and the progress of each group through the course. It is necessary to mention that the errors I focused on were the phonemes /ð/, /θ/, /v/ and /p/. The mistakes that were considered as true mistakes were those which the participants made without noticing them. If the participants made a mistake and immediately corrected themselves, it was not considered as an error but as a kind of improvement for gaining consciousness of their problem. Noticing the wrong pronunciation and correcting it consciously displayed some improvement due to the fact that the participants were aware of their pronunciation errors since the beginning and made use of the exercises done in classes about pronunciation to fix those mistakes. By doing this, the improvements in pronunciation proficiency in their oral production were found out at the end of the semester: there was a change between the very first recording, which was before any treatment, and the last one, after the whole treatment, and I presented that improvement through a visual result, the chart, and audio results, through their recordings. CHAPTER III 3 Theoretical Framework In former chapters, studies about Second and Foreign Language Teaching were presented to provide evidence about the existing problems and to show how neglected pronunciation is, in order to be aware of it and look for solutions. This chapter complements the former information presented by defining pronunciation and describing the role of pronunciation through the history of English as a Second Language (ESL). These topics are the main points covered in this chapter as well as correction of pronunciation, the affecting factors in pronunciation teaching, some approaches and techniques that provide an idea about how to teach pronunciation and the importance of teaching it. At the end of this chapter there is a summarising list of very useful sample exercises as well as some techniques to teach pronunciation. 3.1 Pronunciation Pronunciation is defined by Poch (2006) as all about the sounds patterns and the errors or changes suffered due to the context in a language. It means that each phoneme can be affected in context and changed, and it could add a different meaning, in certain cases, to the message if it were not appropriately pronounced, and this could cause unintelligibility during a communicative process. This definition highlights the importance of pronunciation in an utterance and as a result in the message itself. The term pronunciation can differ among people’s conceptions about pronunciation, for example some people think that teaching pronunciation is just a matter of correcting a wrongly pronounced word spontaneously. For this thesis, the definition by Poch’s (2006) will be considered as it concurs with the definition of pronunciation, which is not merely casual correction but the inclusion of it and making it part of the daily class in order to allow learners realise about their mistakes and work on them so that they enhance their oral proficiency level and, most importantly, avoid fossilization. 3.2 Pronunciation through the History of ESL Methodology This chapter presents the different methods of teaching English as a second language (ESL) and foreign language (EFL) at the time in which they appeared and were implemented and also how these ESL and EFL acquisition theories came up through the years as well as the methods that were needed to use those theories. It was in the 40’s when many theorists came up with different proposals about the ESL teaching method. According to T. Roger, theory can be understood as “the notion of a systematic set of teaching practices based on a particular theory of language and language learning…” (Roger, paragraph 1) as it is mentioned in Taber (2006). 3.2.1 Grammar Translation Method (GTM) The Grammar Translation Method (GTM) is the very first and the most ancient method. This method appeared in the nineteenth century more precisely in the 40’s. It became very popular and lasted for many years due to its simplicity. The reason is that the target language was taught using the learners’ mother tongue, so this avoided possible misconceptions or problems due to the code in use. Another reason to keep using this method is that it included the lowest speaking process and students were not exposed to any kind of speaking interaction, they focused on learning lists of isolated vocabulary words and not taking into account other skills like speaking, listening and of course pronunciation. According to Taber (2006), the only problem in a GTM classroom is boredom, as it included no interaction at all and no activities where movements were needed. The structure of a typical GTM class may start by the instructor presenting the new verbs, continuing with the explanation of a grammatical structure related to the topic and then the instructor would hand in some exercises so that students could practice the new vocabulary and grammar structure through fill in exercises. Other characteristics of the GTM are the translation of literary passages into the mother tongue as well as identifying antonyms and synonyms, carrying out vocabulary drills, memorizing vocabulary lists, creating sentences with the new vocabulary words, and writing compositions in the target language. As can be seen most of the above mentioned work is written, not including drills. According to Taber (2006), the GTM is still used nowadays not only in Americas’ classrooms but also throughout Europe and Asia. Certainly this method exposes the learner to a very large number of vocabulary and structures in context. This can absolutely help the learner to enhance his or her vocabulary resources and also improve his or her translation skills. However, learners tend to base their knowledge on memorizing words and fill in the blank exercises, which results in a clash when they face a different method or a more creative one where they are expected to work and find out the grammar structures by themselves and search throughout the learning process. This results in uncertainty because this method is very antique and not only that, this method is very simple and does not offer an opportunity for the learners to interact with real people in real life situations. To sum up this method, Taber (2006) states that the base for GTM is “habit formation via repetition and reinforcement” (Paragraph 6). In other words this is a behaviorist method according to this author. This means that the learners’ knowledge is totally based on receiving the information given by an instructor and reinforced throughout drillings or fill in the blank exercises but not through personal analysis or research. As we can notice, in this method, pronunciation was not encountered at all. The GTM gave no place to pronunciation or any other skill but grammar, due to the fact that pronunciation was not considered a skill and as a consequence it was put aside, rejecting one of the most important skills at the time of communicating. This clearly shows us how limited GTM is, and how questionable it is to be used nowadays, if the main objective is to prepare people to face daily life situation for communication, not only in a written way but also developing the other skills: reading, listening and speaking at an equal proficiency level, which of course includes a high level of pronunciation. 3.2.2 Direct Method (DM) Almost getting to the end of the 1800’s a revolution of language learning and theorists took place due to the limits of the GTM and this revolution gave as a result the Direct Method (DM) appearance. According to Taber (2006), DM became very popular in Europe and the United States, during the first quarter of the twentieth century. This method goes the other way around with respect to the GTM. This DM was based on language oral exposure. In this method the learner received the greatest possible exposure to the target oral language as the priority was to communicate (interact with other people). The learner was intended to learn in the same way as a child acquires the mother tongue. Gouin (1880) tried to learn German throughout a GTM method during the nineteenth century, as Taber (2006) mentions, but after his failure and return home he found in his three year old nephew that it is better to expose the subject to the target language in a natural environment and in this way the learner will receive instructions in a natural way, like, for example, opening a window and expressing the action not only by doing it but also by saying it. Berlitz (1906), a nineteenth century linguist too, following the steps of Gouin (1880), decided to immerse the subjects in the target language as much as possible avoiding any grammar explanation and only using the target language as was seen in the child’s first language acquisition. A reading aloud, maybe a dialog, is a common starting for a DM class. In this activity learners take turns to learn and in this way they practice their speaking and not only that but also it will be a very good exercise to work on comprehension. To continue, the instructor can come to read aloud the dialog for the students but this time the students will have three opportunities to write it all down and, after that, read what they wrote. This was done with the intention of integrating the listening, reading and writing skills and even comprehension. This method makes the learners work on their own to improve their oral skills and at the same time provides confidence to talk, which means, to interact in a set conversation in a near future. It was during the first part of the twentieth century when the DM became very popular in Europe and the United States. Its proposals of techniques for ESL got a very good recognition and it was implemented in private schools with small groups showing a favorable result in learners’ development; however, due to the size of the groups it was a problem to implement this method in public schools, and this can be considered as a disadvantage. This group size problem as well as the reliance on the teachers’ ability and fluency in the target language for the classes gave as a result a breakdown and this allowed the GTM to arise once again. The prevailing certainty of the techniques as well as the poor reliance on the teacher’s abilities and fluency in the target language resulted in The Grammar Translation Method resurrection. GTM, as was said before, was considered simple and no problems were found if it had to be taught in the learners’ native language as Taber (2006) mentions. That is why we can see how GTM survived and took power again. Its simplicity is what made people rely on it but DM was not totally at fault. First of all the DM provided a more complete use of the skills in class, which would allow a wider improvement in the learners’ skills, besides, if we look at the Language Teaching Process (LTP) at length we can realize that the purpose of teaching a language in the English Language Teaching Major at the University of Quintana Roo is to allow the learners to perform successfully in a conversation and more than that in any daily communicative life situation they could face in the real world. The DM provided students with the opportunity to be in a set conversation, but it was based on real life and that interaction made students speak, listen, understand and through all this carry out the communicative process. In this way students could also work on their pronunciation, due to the fact that the teacher, with a very good proficiency in the language in question, was there to correct them if needed. That is why DM had close resemblance to what appeared in the 80’s and is known as communicative approach; nevertheless, even when this method provides learners with a wide exposure to the oral language it is still missing something very important, that makes this DM incomplete. The problem is that those pronunciation mistakes were corrected in a spontaneous way. Pronunciation was not taught explicitly, which means that no DM class was prepared to take into account the pronunciation part. 3.2.3 Audio Lingual Method (ALM). According to Taber (2006), this method was, at the beginning, known as the Army Method because it was adopted by the military after realizing that most of the Americans were monolingual in World War II years. As the purpose of teaching a language is to provide the learners tools to communicate effectively, and after realizing that the GTM was not intended to achieve that goal, a new method came up, the Audio Lingual Method (ALM). This method was intended, according to Taber (2006) as a “purely behaviorist approach to language teaching” (Paragraph 14) and, just like the DM, this method was concerned about preparing the learners to face real life situations and be able to make use of the language in question, the target language (TL). The difference between the DM and the ALM is that the latter one implemented more speaking practice. The learners were exposed to extensive conversation sessions, which provided much more confidence to the students and of course developed more fluency and comprehension at the time of speaking. A common class for this method included a ten minutes drill periods including exercises like reading a dialog and memorizing it. The following step in the class was that the instructor compared a grammar point in both the native and the target language, so that students analyzed and processed the information and understood it. One very important point in here is that even when the instructions and explanations were given by the instructor in the learners’ native language, they were not allowed to use it, instead of that, they could only use the target language to communicate among them and this was followed by more drilling exercises like: repetition, substitution and chains; however, it is necessary to mention that in the ALM all the TL vocabulary was presented and learnt in context which is a characteristic that both DM and ALM share. In this method pronunciation was practiced more than in the DM, because the students practiced more and for longer periods the speaking part. The ALM allowed the learners to develop their pronunciation skills too, since the purpose of this method was to generate the highest proficiency in students to carry out a conversation in real life situations successfully. Taber (2006) adds that “ALM focuses on the surface forms of language and rote learning” (Paragraph 16). This statement tells us that even those learners who are very good at memorizing, and actually do great memorizing in the class, may not necessary have a good performance in the practice, which affects their TL proficiency. This would lead them to a limited performance in an oral communicative life situation, and that is why we must endow learners with the sufficient skill development to have a great performance in real life situations. Pronunciation would facilitate communication and allow them to avoid misunderstandings while communicating. As we saw above, having a good performance in a GTM class does not implies a good performance when facing a real life conversation, what clearly shows that pronunciation is a fundamental part to be certainly considered in the syllabus of a Language Teaching programme, even more if we refer to the English Language Teaching Programme at the University of Quintana Roo. Additionally, it is necessary to mention that most of the time the language learning process faces some difficulties, for example: the method used in the current teacher’s formation comes to take part in the present, which means that if the teacher was instructed with a GTM, the very GTM is now being implemented by him or her in his or her way of teaching. This comes to be the prevalence of that method of the past even when the teacher lives now in an era of communicative approaches. As was mentioned previously, there is a high probability that the current way of instruction that learners receive today remain in the future, and so we must provide the learners with the most accurate instruction and tools to have an excellent performance in the future when they come to be in the role of a teacher and hold in their hands the education of a group of people who rely on them. 3.3 Interpretation of Pronunciation As it was mentioned above, and as we can see in Taber (2006), sometimes the language teaching process faces some problems like the prevalence of a method used in the past to teach, which has already been displaced somehow by a recent method or approach. As a result difficulties also appear in the teaching process of pronunciation. There exist some misconceptions about pronunciation teaching. For example, people tend to believe that a simple spontaneous error correction in the class can be considered as teaching pronunciation. Others differ with this concept. Listerri (2003) provides a clearer view of what teaching pronunciation means and the three common interpretations that people tend to have in relation to teaching pronunciation. These three interpretations are explained in the following lines. The first interpretation that Listerri (2003) declares is teaching phonetics. According to this author, sometimes it is believed that when we talk about teaching pronunciation we refer to a specialized course which includes definitions and a detailed knowledge about the segmental and suprasegmental elements of the target language; however, this type of teaching specially occurs in a language teaching program where the students must be exposed to as many language aspects as possible, since the purpose of the program is to create future language teachers. On the other hand, there is another interpretation: phonetic correction. This interpretation is all about correcting spontaneous pronunciation errors detected while students speak. What Listerri explains is that it is wrongly believed that teaching pronunciation is just a matter of correcting casually identified oral errors. This misconception leads people to lose interest about the importance of teaching pronunciation because by attaching this false meaning to pronunciation teaching it comes to be considered as worthless. This interpretation just sees pronunciation teaching as a matter of detecting oral errors and correcting them, what in the end comes to become into another error. Finally we run into the third interpretation according to Listerri. This interpretation is known as pronunciation teaching, and it is referred to the explicit teaching of pronunciation. It would include a well prepared and organized course making use of exercises to practice and leading students to master their pronunciation skills. A course of this kind must definitely include the theoretical part too; this means concepts about pronunciation and what it refers to, but not in a formal way as is expected in a phonetics course. It should also include aspects stated by the program syllabus which definitely lead to develop the students’ skills. That is why pronunciation teaching must be considered at the time of teaching an English lesson, considering the practice of intonation, stress and rhythm that could be faced in the class. Making it part of the teaching process does not necessarily include the concepts and the whole theory but the practice of it. This would definitely enhance the learners’ oral proficiency gradually if it is implemented from the beginning. 3.4 Correction in Foreign Language Teaching In the following lines the discussion of a topic with the closest relation to the explicit teaching of pronunciation, Corrective Feedback, is developed. We will understand corrective feedback as it is defined by Lightbown and Spada (1999), that is “any indication to the learners that their use of the target language is incorrect” and since pronunciation teaching is closely related to corrective feedback we are going to follow this definition. Pronunciation must go hand in hand with correction because by correcting we provide learners with the opportunity to see their weaknesses and work on them. This will definitely lead us to a reduction in fossilization rates and provide a gradual improvement in oral proficiency. Over the last decades, there has been an increasing interest in highlighting the importance of feedback during the process of language acquisition that resulted in a clash between Innatists and Cognitivists. On one hand, the innatists’ statements about first language acquisition were taken by methodologists as Krashen (1982, 1985) Ellis (1991), among others, and applied to the second language teaching process. These ideas maintain that a second language must be taught the same way the mother tongue was acquired, following Chomsky’s statements (1975) about L1 acquisition; on the other hand, cognitivists agreed with this statement but suggest that L2 must also be taught providing corrective feedback. They propose an explicit way of teaching. 3.4.1 Innatists’ Theory After analyzing Chomsky’s suggestions (1975) about the L1 acquisition process, authors like Krashen (1982, 1985), Ellis (1991), Cook (1991) Schwartz (1993), and Carroll (1996) decided to adopt and follow those principles. Chomsky (1975) states that first language acquisition (L1) occurs in a natural way, where correction does not take any part at all. Innatism followers took Chomsky’s proposals and implemented them in second language learning (L2). In this process learners are encouraged to correct themselves, find out and analyze L2 structural differences with L1. The learning process will be developed through steps and these steps will naturally appear since it is a natural capability that humans have. 3.4.2 Cognitivists’ Theory Cognitivists authors agree about the Second Language Acquisition (SLA) process, which follows the principles of the First Language Acquisition (L1) that Chomsky (1975) suggests. They also propose explicit teaching and correction. That would cause a better impact in learners’ learning. Authors like Schmidt (1990, 1994), Gass (1988, 1990, 1991), Varonis (1991), Bley-Vroman (1986, 1989), and Ohta (2010), realised that there is a world of difference between the first language (L1) and the second language (L2) processes of learning and disagree with the innatists’ previous assertion and propose that an explicit teaching can lead to a faster improvement in oral proficiency and provide tools to boost the learners’ confidence in a conversation. Hernández, Gómez & Jiménez (2010, p. 257) rephrase Long (1996), as follows “referring to SLA, Long claims that negative evidence is essential for L2 acquisition, especially among adolescent and adult L2 learners.” This supports the cognitivists’ statement about the efficiency of corrective feedback. Also, it is important to mention that during the 1990’s many hypothesis and models were developed and one of the most salient, according to Hernández et al (2010), is the Interactionist Model, which was advanced by Long (1996, 1998). Long declares in this model, that noticing is very important in the L2 acquisition process due to the fact that in order to understand the message or instruction, the learner has to pay attention and be aware of what is going on. By noticing, the learner is being conscious about the process and it means that corrective feedback works efficiently as a facilitator of the L2 learning process. This is supported by Schmidt (1990) who argues that attention is essential in the learning process because it will allow consciousness to occur and let new items come about in the learning process. “Subliminal language learning is impossible, and that intake is what learners consciously notice. This requirement of noticing is meant to apply equally to all aspects of language” Schmidt (1990: 149). Schmidt (1994) also mentions that during the learning process it is not necessary to have a positive attitude to learn but to pay attention and process the materials and explanations that will guide the learner to develop the comprehensive skills so that afterwards the learner figures it out and understands the information. Ellis (1991) states that the acquisition process occurs in three steps: noticing, comparing, and integrating. What is supported by Schmidt & Frota (1986), Gass (1988, 1990, 1991), Gass & Varonis (1991) Schmidt (1990, 1994). What is more, they add that it is impossible to acquire an L2 implicitly. In addition, in order for learners to acquire a new language it is necessary a certain level of consciousness. Learners must pay attention to the explanation and by doing this they will be able to notice the differences between their L1 and their L2. Ohta (2001) agrees with Bley-Vroman (1986, 1989) when stating that consciousness will allow learners to be in a position to generate hypotheses about the learning process and at the same time reformulate those hypothesis if it were the case and corrective feedback is what makes it happen. Hernández et al (2010, p. 260) mentions “counter evidence to the effectiveness of solely meaning-focused instruction as the leaner’s interlanguage is grammatically inaccurate even after years of exposure to the L2.” These statements provide us with a clearer view of the importance of the corrective feedback in Second Language Acquisition as well as in Foreign Language Acquisition process, which not many authors agree with, but the importance of corrective feedback is evident. Definitely, there is a disagreement between the innatists and cognitivists scholars, but all the information presented above let us appreciate how these authors provide evidence about the importance of pronunciation teaching and moreover, this evidence endorses the need for teaching pronunciation to those future teachers that are now receiving training to become, in a near future, English language teachers, as is the case of the students in the English Language Program at the Universidad de Quintana Roo. 3.5 Why Teaching Pronunciation? The authors mentioned above maintain and support the importance of pronunciation teaching and its consideration as a skill to be included in the class; however, as previously stated, pronunciation teaching does play an important role in the language learning process. and of course, it must be included and taught in English as a Second Language (ESL) and English as a Foreign Language (EFL) programs, especially if we are talking about a program that trains future teachers, who will be at the front of a class and will be language users models to their students. Students in Mexico, most of the time, consider their teachers as the boss in the classroom and a model. They tend to imitate the language teacher in order to be like him, in certain aspects like their way of speaking, and very important of course, the teacher is the first model they have to listen to, which will cause an impact due to the fact that the first impressions are never forgotten as Hernández and Murrieta (2009) and Listerri (2003) state. By including pronunciation teaching in the classroom, teachers do not only reinforce the other skills but also ensure that those students will expand their knowledge enhancing their language knowledge with a high level of proficiency in pronunciation what will definitely improve the communication, because it will reduce the possibility of misunderstandings at the time of conveying a message and this will absolutely increase the rate of proficiency in language orally and in all the other skills. Pronunciation is a skill which must be part of the fundamental and essential skills to be developed during the learning process, although some authors do not consider it a skill, not even a sub skill. O’Malley and Chamot (1990) consider perception of comprehension and production as intimated linked. This means, for example, that the intonation speakers give to the utterances produced is the meaning the listener is going to attach to the information received, which supports the claim that pronunciation is very important at the time of speaking: sometimes speaking can look limited due to the poor proficiency acquired and as a result of this the communication process breaks down and does not work. González (2004) shares the same ideas of the authors above, since he states that pronunciation is of extreme importance to communicate and sees it as the trigger for a good communication, because in the communicative process the correct pronunciation could allow or not to transmit the message accurately and of course it will also determine if the receiver gets the correct message or not. That is why pronunciation must be taught as the other skills and not put aside as if it were not a matter of importance. With all the authors’ assertions above, the role of pronunciation in the communicative process and also the importance of its teaching are now clear. It is clear now that there is a vast collection of researches and that people around the world are interested and aware of the pronunciation importance; however, pronunciation is still overlooked and not given the importance it deserves. 3.6 Factors that Affect Pronunciation Teaching Hernández and Murrieta (2009) in their work provide an extensive and well sustained list of very important factors that affect pronunciation teaching, which must be taken into consideration at the time of teaching, and due to their relevance I decided to make a brief explanation about what they refer to in their work. It is easy to come to mistakes and failure while preparing a pronunciation course if the general and particular objectives of that course are not clear for the teacher or instructor. It is extremely important to always bear in mind that the interests of a group of students in the field of tourism or environment are not the same as those of a group of people that are just seeking to learn the language to get a job in the tourist sector. That is why having the course objectives and the objectives of teaching pronunciation clear allows the teacher or instructor to develop the course in an appropriate way so that in the end the pronunciation teaching can be integrated into the language learning process. Another very important factor these authors highlight is the accent or model of language to be taught. Most of the time the English as a Foreign Language (EFL) program is based on one particular accent and so is the instructional material used in the course. That is why it is important to reflect about the accent that is going to be used all along the course so that there is a bond between the EFL course book, all the material that is going to be used and the pronunciation teaching patterns. According to Hernández and Murrieta (2009) most of the time American and British dialects are used as well as a standard language. Astonishingly, most of the time the majority of the students tend to rely enormously on a native speaker rather than on a non native speaker to be corrected in their speech, grammar, pronunciation or any linguistic aspect, and this mistaken belief prevents teaching pronunciation. Others believe that even a non native speaker can acquire a native like pronunciation, the only things not to forget are the affecting factors but those affecting factors are just restrictive at a certain point due to the fact that learners face them differently. Now, this misconception occurs due to the fact that many people think that native speakers can distinguish the minimum differences of pronunciation while speaking and also that because of being native speakers they have a better accent or intonation when pronouncing words. However, Gass and Schachter (1989: 248) mention “phonemes alone do not account for the perception of native speakers. Likewise, there is no reason to assume that a learner base his or her perception on phonemes alone.” This means that a language is not only based on phonemes but also on suprasegmental aspects as Hernández and Murrieta (2009) suggest too, and it does not matter if we are not native speakers of English, we can acquire a native-like pronunciation of the language in question but we have to be exposed to an explicit pronunciation teaching so that we get the basis and tools to improve this skill and, what is more, non-native speakers’ abilities cannot be brought into discredit just for not being native. According to Hernández and Murrieta (2009), generally, at the time of choosing a language model, social and cultural aspects intervene. In Mexico, particularly, American English accent would be expected as the one chosen for the EFL programmes due to the influence in culture and the close relations between the two countries; nevertheless, as Hernández and Murrieta (2009) mention, the British accent has gained a lot of prestige and value through the years, mainly because of the support generated by the British Council in Mexico, through the international certifications of English levels, and all over the world. This prestige provides British accent popularity and preference in certain cases. Another affective factor mentioned by Hernández and Murrieta (2009) is something that seems to be forgotten in certain cases. They state that it is a fact that students do not take part at the time of selecting a language model, which could not be a problem in itself, but the problem is that the responsible or people in charge for doing it do not analyze the language model contained in the material selected and, to make the matter worse, sometimes the requirements and examinations do not match with the language model taught all along the course, and this is definitely one very important problem due to the fact that if there is not a sequence and continuation with the selected language model, there would be definitely a bad result. Carrying the same importance as the previous affecting factors, students’ age is not a topic to be put aside. In fact, students’ age is one of the most important factors to be considered at the time of planning a course or a daily class. Students’ age as well as their interests and social background are important because they affect the students’ development and also the class development, as Hernández and Murrieta (2009) claim. Lenneberg (1964) claims that the language learning process has a deadline and if the language learning process is not carried out before that time then it would be impossible or definitely would present serious imperfections in language. This Critical Period hypothesis became a topic for discussion since its presentation by Lenneberg in the 60’s. The Critical Period Hypothesis was firstly proposed by Montreal neurologist Wilder Penfield and Lamar Roberts (1959) but it was popularized during the 60’s by Lenneberg. This hypothesis remains controversial due to the fact that this author maintains in his theory that a child must acquire a language before the puberty and if it does not happen, then, the child will certainly present language restrictions and definitely show some language imperfections affecting, of course, the fluency and pronunciation proficiency. As evidence of this hypothesis, there is the case Genie, best known as “The Wild Child”. This particular case is well known because this little girl had been isolated since she was born. Her father, who had judged her as retarded since she was born, took the decision to put her in an isolated room, depriving her of any language contact. This caused that the girl had no way to communicate, since she had no language contact at all at least not for thirteen years, which was her age when she was found in her home. Genie’s case provided the opportunity to test Lenneberg hypothesis. And during the learning process, after the natural period for learning mentioned by Lenneberg, although Genie was not able to acquire a language completely, she did show improvements but carrying a lot of imperfections. In English as a Second Language (ESL) area, this has also been discussed and in this area we can find the explicit problems that occur in adult students that cannot seek to master their skills due to their age; however, we can find in Moyer (1999); Bongaerts et al., (1995) and Young-Scholten, (2002) that motivation and personal interests do affect students’ development and as a consequence it can lead to a higher level of proficiency in their skills including pronunciation, making it closer to a native’s one. Age can certainly be an affecting factor in learners’ development but it also shows that encouragement and motivation can cause the opposite and lead students’ to a greater development as well as a better personal satisfaction that will, at the same time, provide students with self motivation. Certainly it is not the same to teach children than to teach adolescents or adults, but it is also true that motivation plays an important role in the learning process. 3.7 The Importance of Teaching Pronunciation. There are many reasons to take pronunciation to the classroom as well as experimental evidence provided by well-known authors. These reasons are basically the effectiveness of communication, the several theories proposed, the students’ attitudes and interests and the beliefs or perceptions about a foreign language learning-teaching process, according to Hernández and Murrieta (2009). The students’ willingness is the most important, although it is not the only aspect to take into account. Kelly (2000) suggests that the pronunciation mistakes and errors occurred in the classroom have an impact on the communication process and it is important to see those pronunciation errors and the effects they cause as the way to achieve a successful communication process. It is astonishing how neglected pronunciation teaching is, even though its importance is recognized by many people. Celce-Murcia (1996) suggests that a group of people which must definitely receive the pronunciation instruction is that of the future teachers of language. This group of people must acquire as high proficiency as possible due to the fact that these people’s knowledge and skill will one day be shared and this process will take place in an oral way, what means that those learners that are nowadays in the English Language Teaching Program must receive pronunciation teaching. In a similar vein, González (2004) states that pronunciation is of extreme importance to communicate and sees it as the trigger for a good communication, because the correct pronunciation could allow or not to transmit the message accurately and, of course, it will also determine if the receiver gets the correct message or not. That is why pronunciation must be taught as the other skills and not put aside as if it were not a matter of importance. 3.8 Approaches and Techniques for Teaching Pronunciation After having a look at the affecting factors, it is time to go throughout the ways of teaching. In the following lines information about the approaches and techniques for teaching pronunciation is presented. The noticeable lack of knowledge coming from the teachers or instructors of an ESL or EFL programme gives as a result a neglected pronunciation teaching, as it is mentioned by Dalton, 2000; Wei, 2006; Jenkins & Setter, 2005; Kelly, 2000 cited by Hernández and Murrieta (2009). The material design used in the classroom also affects pronunciation teaching. There must be a link between the material, (books, recordings, and exams) and the instructor’s accent in order to achieve the goal. This means that if the final test includes British accent, the instructors must keep in mind that information and instruct the learners with the same accent all along the major. Even more if at the end of the major, the participants have a test requiring British accent knowledge as it is the case in the English Language Program at UQROO. Hernández and Murrieta (2009) also suggest that the difficulty rate, the techniques used and the approach selection is what makes English teachers or instructors not to provide teaching pronunciation the appropriate importance even though they do believe in its importance for communication. In addition, some of those English teachers or instructors tend to pay attention to just some isolated words and correct occasionally, some others work on suprasegmental aspects but not in a deep way. Learning second language phonology requires more than just accurate segmental aspects production. The learner does have to focus on segmental aspects, but also on suprasegmental aspects because the learning process of pronunciation embraces isolated and in context sound patterns, intonation, rhythm, and the accent, as we can see in Gass and Schachter (1989). Learning pronunciation means that “One must also gain knowledge of allowable and disallowable sequences, phonetic detail of and so forth” (Gass and Schachter, 1989: 239) 3.8.1 Top –Down and Bottom –Up Approaches The approaches for teaching pronunciation at a classroom setting can be generally classified as the Top-Down and Bottom-Up perspectives. The former endows priority to suprasegmental aspects. This means that the intonation, stress and rhythm are taught firstly, as it is stated by Levis (2005). Hernández and Murrieta (2009) mention that the Top-down perspective is preferred in many schools due to fact that it goes hand in hand with an integrated approach since both of them are oriented to the communicative approach. The Bottom-Up perspective is more oriented to the segmental aspects. In this approach it is considered that the priority must lay on isolated word pronunciation, as in isolated phonemes and phonetic concepts more than on intonation, stress or words in context. This approach comes to prove and support O’Brien’s (2004) results and to teach students how the intonation and stress in a statement can abruptly change the meaning of it. Instead of giving a sense of apology, suggestion or request, among others, it could be considered as a command, for example. That is why the intonation, rhythm and stress take a very important role when speaking. 3.8.2 Segregated-Skills Approach A segregated-skill instruction can easily be observed in a traditional ESL or EFL program. The segregated approach works with all the abilities but in a separate way as we can see in Oxford (2001). Working with the skills: reading, writing, listening and speaking, separately will lead the learner to master all the skills, as Oxford (2001) rephrases Mohan (1986). Apparently the best way to master all the skills and to successfully acquire knowledge is through this segregated approach. The reason to work on the skills separately is the belief of focusing on one skill at a time in order to pay attention exclusively to the skill in question and to develop it accurately. Oxford (2001) mentions that the best way to accurately develop all the skills is throughout the segregated-skills approach since it could be easy for the learner to get distracted if the skills were taught in an integrated way. So, if pronunciation were taught under this approach, it would be, for sure, in an isolated way as the rest of the skills. This means that pronunciation would not be taught together with reading, writing or listening because these skills could be a distractor for the learners, as Hernández and Murrieta (2009) mention. Oxford (2001) suggests that even in a class based on a segregated approach, the instructor has to give instructions and all the directions in the target language, what will end up with the implementation of another skill like listening and speaking even though the focus is on one particular skill. For example, if the focus skill is reading, before the activity starts, the teacher has to give the instructions of what he or she wants the students to do, and those instructions are given in the target language. As a result, the students have to listen, understand and carry out the instructions, this means that listening would be included even when it was not planned to do so. The author also suggests that the same situation happens with the textbooks. It does not matter if the focus of attention is on one particular skill; it includes other skills without noticing. 3.8.3 Integrated Approach As it was mentioned above, the segregated approach focuses on just one skill at a time in order to not create a confusing situation for the learners. Now, the integrated approach goes the other way around. This approach suggests an integration of all the skills in order to enhance the skills involved with communication, which are: reading, writing, listening and speaking. All those skills take part in a communicative situation and that is the best reason to link them at the time of learning. Pronunciation is a skill too, and it must be integrated and taught with the same enthusiasm as the other skills. We must not forget that in the language learning process, teaching pronunciation interlinked with grammar and vocabulary gives as a result the reinforcement of the language as Chela-Flores (2001) mentions. Hernández and Murrieta (2009) suggest that the implementation of this approach, including pronunciation, in a beginner’s class should not represent a problem if it were taught since the beginning of the course and using the vocabulary seen in class in order to follow the context and grammar structures too. Oxford (2001) agrees with this conception and suggests that pronunciation, in this integral method, becomes a way to use the language, which definitely guarantees success in the communicative process. To sum up, it is not easy to select one approach to apply. It definitely affects the whole course and the results in the students’ progress at the end of this course but after presenting and analysing the information above, it can be stated that the integrated approach would be the most appropriate one due to the fact that this approach includes all the skills when teaching a lesson and does not make differences among them. The integrated approach allows to include pronunciation and make it part of the language as well as to prevent the English teacher or instructor from not having enough time to cover all the skills, focus the lessons just on advanced or intermediate students, or not being conscious about the close relation between pronunciation and the successful oral-auditory communication, as stated by Hernández and Murrieta (2009). Keys (2000) proposes an integral development of the classes, that means that pronunciation must be taught together with the rest of the normal class, linking the vocabulary and grammatical structures seen with pronunciation, not separately. Therefore there is the need of teaching pronunciation and an integral approach seems a suitable one due to the link among all the skills and the goals in an EFL teaching training program. 3.9 Techniques and Exercises. A proposal of some very interesting techniques about teaching pronunciation is made by Dalton (1997). This author proposes two types of exercises. In the first one he refers to expose the subjects to a discrimination exercise where the subjects have to show their ability to recognise, to retain and to discriminate which words contain long vowel sounds and which ones contain short vowel sounds as follows. The purpose of this exercise is that the subjects have to identify the numbers 0-3-8 and 9 as those which contain long vowel sounds and the rest contain short vowel sounds. The second exercise proposed by this author involves giving and carrying out instructions what, at the same time, involves a more natural environment than the first exercise but it is important to mention that this exercise was designed for a multilingual class although it can still be applied to a monolingual class as Dalton (1997) states. In this exercise the teacher or instructor must firstly make a list of the problems found in the class and then focus the instructions on those problems. The list example proposed by Dalton (1997) comes next. 1. Draw a sheep on the board. (Spanish speakers often draw a ship). 2. Write the letter "P" above the sheep. (Arabic speakers often write "B"). 3. Use the "P" as the start of the word "pleasant" and write the word (Japanese speakers often write "present"). 4. Write "light" next to pleasant. (Japanese speakers often write "right"). 5. Draw a mouse next to the word "light". (Spanish and Japanese speakers often draw a mouth) 6. Draw a pear next to the mouse. (Arabic speakers often draw a bear) Other examples can be added. The purpose of this exercise is to expose students to their own problems so that they can start figuring them out little by little and start correcting themselves throughout the practice. This exercise implies a more natural environment due to the fact that in real life the learners do give instructions as well as they carry them out and this practice comes together with the communicative approach in a natural way suggested by the author. Hernández and Murrieta (2009) and Larsen-Freeman (2000) summarise some techniques for teaching pronunciation as follows. Production Activities - Pronunciation of isolated words and sounds. - Listening and writing the word in question on the board or notebook - Explanation of the production of sounds. - Listening and repeating the word with the sound in question. For example: bean, heel, meal, peel, sheep, cheap. - Pronouncing minimal pair sentences (with context) for example: Please SIT in this SEAT. These shoes should FIT your FEET. Do you STILL STEAL? He lost the LEAD/LID. FEEL/ FILL this bag. - Tongue twisters. For example: Peter Piper picked a peck of pickled peppers. Did Peter Piper pick a peck of pickled peppers? If Peter Piper picked a peck of pickled peppers. Where’s the peck of pickled peppers Peter Piper picked? - Minimal pairs Minimal pairs are referred to those pair of words that just differ in one phoneme. For example: ship / sheep or /pelpə/ y /pepə/, according to Larsen-Freeman (2000). This technique is very helpful for students and the use of this technique lets the instructor realise and work on those sounds problems that the students are facing as it is suggested by Hernández and Murrieta (2009). Some of the activities would be: 1. Phoneme Discrimination: Ex. Tick the words which have the sound /p/: receipt pet photo psychology cap 2. Sound Discrimination: Ex: How many times do you hear /eɪ/? Underline each one you hear: Pepper paper letter later pen pain we wait get gate late let 3. Sound contrast and repetition (coral or individual): Ex. Pass me the pepper and the paper. I’ll post the letter later. They won’t let us in if we’re late. 4. Odd one sound Discrimination: ex. Cart class heart learn smart part The instrument which will help this research to find out the pronunciation problems that the students are facing will be the recording. According to Seidlhofer (2001), recording students in the target language comes to be very beneficial and appropriate either individually or in groups. CHAPTER IV 4 Findings and Discussion In the previous chapters the scholars that highlight the lack of attention paid to pronunciation teaching were presented as well as the importance of teaching pronunciation. In addition, studies that support and show the efficiency and positive effects that explicit teaching of pronunciation has on the learners’ oral proficiency, supports the intention of this research, which is to provide evidence of the importance and positive effect that explicit pronunciation teaching has on the learners. 4.1 Findings In this chapter the results obtained from explicit pronunciation teaching techniques and strategies used in this research are presented as well as how those techniques affected the subjects and the differences of the initial level and the level at the end of the experiment carried out with the subjects’ oral proficiency. It is important to highlight that the target sounds for this study were the phonemes /ð/, /θ/, /v/ and /p/. I listened to every recording looking for errors made by the participants at the time of pronouncing words like: this, that, with, people, is, has, because, think, just to mention some of them. By doing this I realized if the participants were benefited in their oral proficiency or not at the end of the course and the rate of that progress. It is also necessary to point out that grammar was not taken into account, which means that if the participants showed grammatical errors, these errors were not considered for the analysis as well as those mistakes corrected immediately. What is more, that correction would mean an improvement coming from the participants as an example of awareness of the errors they made, as Kelly (2000) maintains. In order to get a percentage of positive or negative incidences, it was necessary to firstly get the total of possible attempts for the words, which was represented as Incidence Rate for each positive and negative, separately. N is considered as the sum of both, positive and negative, incidences and Global Percentage comes to be the results presented in a percentage unit. In order to get the incidence rate, the N and of course the global percentage, those participants who did not present any positive or negative attempts were simply not considered for the numbers and are presented as (-). Firstly, the pre-test’s results obtained are shown in table 1 in a percentage chart. The chart shows the number of attempts for each participant as well as the corresponding percentage the very first time they were recorded without any treatment. This information is found in every single table presented. Secondly, the changes observed in the participants’ oral proficiency in each of the four different tests administered during the treatment after every two weeks are presented in separated charts. This allows us to see the gradual improvement obtained during this research and to compare the initial oral proficiency level of the subjects and the final level obtained after the whole treatment. 4.2 Pre-Test /ð/and /θ/. The pre-test was administered the very first time I met the subjects and both, the experimental and control group were told what my purpose on this research was and what I planned to do with them all along the semester. The subjects were handed in a reading called “Abortion Pill”, which contains words with the target phonemes /ð/and /θ/, /v/ and /p/ sounds. Results of this Pre-test are broken down into “Good” and “Bad” for the control group, which means that every single participant showed good and bad pronunciation errors; however, some others did not show any of the possible attempts. Table 1: Control Group /ð/ Pre-Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|------------------------------------\| \| 1st \| 0 \| 21 \| \| 2nd \| 7 \| 18 \| \| 3rd \| 1 \| 20 \| \| 4th \| 8 \| 13 \| \| 5th \| 6 \| 15 \| \| 6th \| 9 \| 12 \| \| 7th \| 3 \| 18 \| \| 8th \| 5 \| 16 \| \| 9th \| 0 \| 21 \| \| 10th \| 0 \| 21 \| \| 11th \| 7 \| 14 \| \| 12th \| 2 \| 19 \| \| 13th \| 0 \| 21 \| \| 14th \| 0 \| 21 \| \| 15th \| 8 \| 13 \| \| 16th \| 5 \| 16 \| \| Incidence rate \| 61 \| 279 \| \| N \| \| 340 \| \| Global percentage \| 17.9% \| 82% \| As we can observe in the first table, it is clear that the participants of the Control Group do not have the awareness of the existing English phonemes or the participants know about the phonemes but a misconception is taking place at the time of speaking and as a result they do not pronounce the phoneme /ð/ correctly in words like that, this, the, they, without and another. Even though the participants seem to do not have consciousness or certainty about these phonemes pronunciation, they, occasionally, apply the correct pronunciation to some words like: the, this, that, due to the fact that in Spanish there is an allophone of the phoneme /d/, which is an interdental voiced /ð/ and can occur mainly in intervocalic position or at the end of words, but never in initial position. This could lead to positive transfer in words such as mother, father, and brother, where /ð/ is in intervocalic position; what is more, the participants could be having a problem to internalize the knowledge, this means that the participants may be producing effectively during the practice but during the tests they seem to have a lack of automation to utter the phonemes correctly. Eventually the participants would show the expected automation at the time of speaking but for now it could be a little bit harder for them. Additionally, there is a noticeable difference among the participants. Some of them seem to have certain level of awareness and accuracy at the time of uttering the /ð/ sound. Participant number 6 showed a 42.8% for good pronunciation what is considerably good, even more, due to the fact that this was just the pre-test. Some other participants showed accuracy around 30%. This means that some of the participants from the control group could have been endowed with the appropriate instruction in another English course they could have taken or could be coursing. On the other hand, we have the following table showing the results of the experimental group pre-test. Table 2: Experimental Group /ð/ Pre-Test Results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1st \| 1 \| 4.7% \| 20 \| 95.2% \| \| 2nd \| 1 \| 4.7% \| 20 \| 95.2% \| \| 3rd \| 4 \| 19.0% \| 17 \| 80.9% \| \| 4th \| 1 \| 4.7% \| 20 \| 95.2% \| \| 5th \| 2 \| 9.5% \| 19 \| 90.4% \| \| 6th \| 3 \| 14.2% \| 18 \| 85.7% \| \| 7th \| 1 \| 4.7% \| 20 \| 95.2% \| \| 8th \| 2 \| 9.5% \| 19 \| 90.4% \| \| 9th \| 0 \| 0% \| 21 \| 100% \| \| 10th \| 0 \| 0% \| 21 \| 100% \| \| 11th \| 0 \| 0% \| 21 \| 100% \| \| 12th \| 0 \| 0% \| 21 \| 100% \| \| 13th \| 0 \| 0% \| 21 \| 100% \| \| 14th \| 4 \| 19.0% \| 17 \| 80.9% \| \| 15th \| 2 \| 9.5% \| 19 \| 90.4% \| \| 16th \| 0 \| 0% \| 21 \| 100% \| \| 17th \| 0 \| 0% \| 21 \| 100% \| \| 18th \| 0 \| 0% \| 21 \| 100% \| \| 19th \| 0 \| 0% \| 21 \| 100% \| \| 20th \| 1 \| 4.7% \| 20 \| 95.2% \| Incidence rate \| N \| 420 \| \|--------------\|--------------------------------------\| \| Global Percentage \| 5.2% \| 94.7% \| In table 2, the experimental group participants seem to have problems at the time of uttering the phoneme /ð/ in this pre-test. As this was the first time they were recorded and they did not receive any previous treatment, it was not surprising that they had a poor development; however, as the phoneme /ð/ should be familiar for the participants, they were expected to show a better performance due to the fact that in their first language repertoire (L1) there is the allophone /d/ which is similar to the /ð/ phoneme. That is the reason why some of the participants showed a slight percentage of good pronunciation. This could be, once again, attributed to the positive transfer from Spanish, their L1. Comparing the results, it is evident that at the beginning of the research the control group presented a better performance with the /ð/ phoneme with a difference of 13% in contrast with the experimental group, as we can observe in figure I. ![Figure I: Pre-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme.](image) The tables and figures already presented lead us to a clear deficiency in the pronunciation matter coming from the participants, who were in a basic level of English in the English Language Teaching Major. This is, as a matter of fact, a crucial aspect to consider so that these participants are expected to be teachers in a near future and as authors like O’Malley and Chamot (1990) and Gonzalez (2004) support the statement that pronunciation is to be considered as a skill and must be inducted in every day classes, even more if the subjects in question are being prepared to actually teach. These authors support the idea of including pronunciation in daily classes since the beginning of the program in order to provide the subjects tools which will definitely affect positively and gradually their oral production proficiency. Another target phoneme in the treatment was /θ/, which in this case showed a 100% percent of deficiency in the participants’ oral production. Both groups, control and experimental, failed at the time of uttering the phoneme /θ/. The participants from the control group had an N of 96 and 6 attempts individually; however, none of the participants had a good performance pronouncing theta. If we compare the /θ/ results with the ones of the /ð/ phoneme from both the control and experimental group, we can see how participants of both groups had a better performance with the /ð/ sound than with /θ/. This is basically the result of a slight advantage with the familiar to some extent eth phoneme and the apparently strange /θ/ phoneme for the participants. This comes up in a severe problem for the participants because it would require a lot of practice in order to have some improvement with the phoneme in question. 4.3 First Test /ð/ and /θ/. The first test took place after two weeks of treatment. During this first test, the subjects were recorded during their oral exam which is part of the course. In this exam, topics like weather vocabulary and present continuous tense were evaluated and for this research the target phonemes /ð/ and /θ/, sounds in words like their – the – this – that – they – other and there, were considered. There was a total of sixteen subjects for this first test in the control group. Table 3 shows the results for this group. Table 3: control group /ð/ Fist Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|------------------------------------\| \| 1 \| 1 \| 25% \| \| 2 \| 1 \| 16.6% \| \| 3 \| 0 \| 0% \| \| 4 \| 1 \| 20% \| \| 5 \| 0 \| 0% \| \| 6 \| 2 \| 14.2% \| \| 7 \| 0 \| 0% \| \| 8 \| 2 \| 25% \| \| 9 \| 0 \| 0% \| \| 10 \| - \| - \| \| 11 \| 0 \| 0% \| \| 12 \| 1 \| 11.1% \| \| 13 \| 0 \| 0% \| \| 14 \| 0 \| 0% \| \| 15 \| 1 \| 10% \| \| 16 \| 6 \| 60% \| \| Incidence rate \| 15 \| 92 \| \|----------------\|----\|----\| \| N \| 107\| \| \| Global Percentage \| 14% \| 85.9% \| In this table (table 3) it is noticeable that there is a decrease of a 4% in the good production of the /ð/ phoneme for the control group which comes to be interesting due to the fact that this group is not taking any treatment and the result displayed in table 3 could be the lack of instruction in the pronunciation area. Before administering the first test to the experimental group, some exercises were implemented to make the participants practice and become aware of the correct pronunciation of the phonemes in question. Exercises about discrimination and giving and carrying out instructions helped a lot the subjects to realize that there are some differences between words that seem to be equal and they start getting conscious about that. In some exercises the participants had to identify the odd words, those words which contained a different sound to the rest of the words, for example: go-so-no-do. Also the participants worked with many discrimination exercises, choosing from a list of different words the ones containing the phoneme /p/ and /r:/ without putting aside the /ð/ or /θ/ sounds. (ex. ship – sheep, paper – pepper, this – think, those - with). In table 4 we can see how the participants showed certain improvement with relation to the pre-test administered at the beginning. Table 4: Experimental Group /ð/ First Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 3 \| 1 \| \| 2 \| 3 \| 5 \| \| 3 \| 3 \| 4 \| \| 4 \| 0 \| 1 \| \| 5 \| 2 \| 6 \| \| 6 \| 0 \| 9 \| \| 7 \| 1 \| 8 \| \| 8 \| 0 \| 11 \| \| 9 \| 2 \| 17 \| \| 10 \| 0 \| 5 \| \| 11 \| 0 \| 5 \| \| 12 \| 0 \| 7 \| \| 13 \| 0 \| 3 \| \| 14 \| 0 \| 5 \| \| 15 \| 2 \| 11 \| \| 16 \| 0 \| 1 \| \| 17 \| 0 \| 3 \| \| 18 \| 0 \| 9 \| \| 19 \| 0 \| 7 \| \| 20 \| 1 \| 5 \| \| Incidence rate \| 17 \| 123 \| \| N \| 140 \| \| \| Global Percentage \| 12.1% \| 87.8% \| As we can see in table 4 there is an improvement of a 6.91% which basically doubles of percentage reached for the experimental group in the pre-test. The relevance of the effectiveness of the exercises implemented during the past two weeks comes to show the expected results and confirm the positive effect that teaching pronunciation causes to the participants’ oral production throughout error correction in those past weeks as it is stated by Kelly (2000). This author states the importance of the errors in the classroom. Kelly highlights how errors come to turn into a progress after a certain period of time and that progress will lead the subjects to enhance their oral production what at the same time confirms the effectiveness of teaching pronunciation in an explicit way. Notwithstanding the 6.9% of improvement achieved in this test, there is still a huge gap to fill in between the good and bad pronunciation of the /ð/ phoneme. We can clearly observe a 76% of difference over the good pronunciation of the /ð/ sound for the experimental group. The wide range deficiency in relation to the good pronunciation is evident and this could mean that the techniques and exercises implemented where not as suitable as expected or, what is more, the time implemented between the pre-test and the first test was not enough. In figure II we can see the percentage differences between the Good and Bad pronunciation of the /ð/ phoneme in both groups Figure II: First Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. As it is observable in figure II, the control group shows a slight advantage in percentage with a 14% of good pronunciation against a 12% from the experimental group. The latter showed an 88% corresponding to the bad pronunciation of the eth phoneme; meanwhile the control group displayed an 86% in bad pronunciation. However, the control group experienced a decrease of a 4% with relation to the pre-test; meanwhile the experimental group showed a betterment of a 7% with relation to the pre-test. Although this is not a considerable improvement, it is relevant to mention that the experimental group is gaining accuracy with a long treatment, perhaps the poor betterment could have been the result of the lack of time to implement the techniques and exercises in order to provide the participants much more practice. The existing difference between the control and experimental group attaches a better performance for the control group after this first test. Now, regarding the theta sound, the positive results obtained from the control group seem to be rising up. In the first test, the control group participants showed a slight improvement from a 0%, in the pre-test, to a 5%, in this first test, which is good for the participants because it proves that even though I was not working with them, they were being prompted to work on the pronunciation area as we can see in table 5. Table 5: Control Group /θ/ First Test results. \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 0 \| 0% \| \| 2 \| 0 \| 0% \| \| 3 \| 0 \| 0% \| \| 4 \| 0 \| 0% \| \| 5 \| - \| - \| \| 6 \| 0 \| 0% \| \| 7 \| 0 \| 0% \| In table 5 we can observe a minimum betterment. Actually, this result could have been the consequence of the avoidance of the /θ/ phoneme for 8 out of 16 participants at the time of speaking. These omissions could probably have contributed with a positive percentage for the good pronunciation part; however, the fact that half of the participants who did have the corresponding test, had no attempts in relation to the /θ/ sound ended up with the poor result observed in table 5. On the other hand, the experimental group also had a slight improvement in the first test as we can observe in table 6. This means that the exercises implemented during the past two weeks had a positive impact on the subjects’ oral production. Table 6: Experimental Group /θ/ First Test results. \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| - \| - \| \| 2 \| - \| - \| \| 3 \| - \| - \| \| 4 \| 0 \| 0% \| 1 \| 100% \| \| 5 \| 0 \| 0% \| 1 \| 100% \| \| 6 \| - \| - \| \| 7 \| - \| - \| \| 8 \| 0 \| 0% \| 1 \| 100% \| \| 9 \| 0 \| 0% \| 2 \| 100% \| \| 10 \| - \| - \| \| 11 \| 0 \| 0% \| 1 \| 100% \| According to these results, the experimental group is presenting more progress than the control group with a 10% of improvement in good pronunciation. It is true that even in the experimental group there are some participants who did not register words containing the /θ/ sound; however, if we pay attention to table 6, the number of participants who did not use the /θ/ sound during the test is 12 out of 20 participants. These numbers let us see that only the 30% of the participants used the /θ/ sound and even with these numbers, the experimental group had a better performance than the control group as we can see in figure III. Figure III: First Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /θ/ phoneme. Figure III shows that the experimental group had a better performance in the /θ/ first test in comparison with the control group. The two week time could be playing a critical role for the slight improvement, in the case of the experimental group. For the control group, the slight improvement seems to be the result of the absence of an explicit pronunciation instruction. As it was mentioned before, both groups present a problem because the majority of the participants are not using the /θ/ phoneme at all; nevertheless, the experimental group participants had a better performance considering that there were 9 attempts in bad pronunciation, plus 1 attempt in good pronunciation for the experimental group; meanwhile there were 19 attempts in bad pronunciation, plus 1 attempt in good pronunciation for the control group. This clearly shows a less number of incidences for the experimental group, what can be taken as an improvement considering that in the pre-test there was a total of 100% in bad pronunciation and 120 attempts. 4.4 Second Test /ð/ and /θ/. After two more weeks both groups were tested again. The procedure was the same. The subjects sat the second exam corresponding to the course. This time the number of participants in the control group was twenty. It is important to mention that some of the participants did not take the first tests, which can cause variations in the results. Table 7: Control group /ð/ Second Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 0 \| 9 \| \| 2 \| 1 \| 15 \| \| 3 \| 1 \| 1 \| \| 4 \| 0 \| 12 \| \| 5 \| 3 \| 5 \| \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 0% \| 100% \| \| 2 \| 6.2% \| 93.7% \| \| 3 \| 50% \| 50% \| \| 4 \| 0% \| 100% \| \| 5 \| 37.5% \| 62.5% \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\| \| 6 \| 1 \| 9% \| 10 \| 90.9% \| \| 7 \| 0 \| 0% \| 4 \| 100% \| \| 8 \| 0 \| 0% \| 13 \| 100% \| \| 9 \| 0 \| 0% \| 8 \| 100% \| \| 10\| 0 \| 0% \| 13 \| 100% \| \| 11\| 0 \| 0% \| 9 \| 100% \| \| 12\| 0 \| 0% \| 6 \| 100% \| \| 13\| 0 \| 0% \| 8 \| 100% \| \| 14\| 0 \| 0% \| 11 \| 100% \| \| 15\| 0 \| 0% \| 9 \| 100% \| \| 16\| 1 \| 6.2% \| 15 \| 93.7% \| \| 17\| 0 \| 0% \| 3 \| 100% \| \| 18\| 0 \| 0% \| 15 \| 100% \| \| 19\| 0 \| 0% \| 17 \| 100% \| \| 20\| 0 \| 0% \| 1 \| 100% \| Incidence rate \| \| \| \|---\|---\| \| 7 \| 184 \| N \| \| \|---\| \| 191 \| Global Percentage \| \| \| \|---\|---\| \| 3.6% \| 96.3% \| In table 7, the increase in the incidence rate is noticeable; however, as we can see, the rate of improvement was affected and fell to a 3.6% when in the previous test the group gave a 14% of good pronunciation. Rarely the percentage rate fell down even though the participant number 5, who was recorded for the first time, had a better performance than the rest of the participants achieving 3 good attempts and 5 bad attempts; meanwhile, some of the other participants only got one good attempt and some others got cero but for the bad attempts the majority did over 10. On the contrary, after other two weeks of training, working with coral repetition exercises, listening, discrimination, reading and acting out and including practice in class with peer correction, the experimental group was able to certainly identify and use correctly the /θ/ sound, including the two new subjects who had not been recorded previously. Findings about this group are shown in table 8. Table 8: Experimental group /ð/ Second Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|------------------------------------\| \| 1 \| 1 \| 20% \| \| 2 \| 1 \| 100% \| \| 3 \| 2 \| 100% \| \| 4 \| 4 \| 100% \| \| 5 \| 3 \| 100% \| \| 6 \| 1 \| 100% \| \| 7 \| 0 \| 0% \| \| 8 \| 1 \| 100% \| \| 9 \| - \| - \| \| 10 \| - \| - \| \| 11 \| 2 \| 25% \| \| 12 \| 2 \| 66.6% \| \| 13 \| - \| - \| \| 14 \| - \| - \| \| 15 \| 2 \| 100% \| \| 16 \| 1 \| 100% \| \| 17 \| - \| - \| \| 18 \| 1 \| 100% \| \| 19 \| - \| - \| \| 20 \| 1 \| 100% \| \| 21 \| 2 \| 50% \| \| 22 \| 4 \| 100% \| Incidence rate \| \| 28 \| 14 \| \|----------------\|----\|----\| \| N \| \| \| \|----------------\|----\|----\| \| Global Percentage \| 66.6% \| 33.3% \| In table 8, it is observable the change in progress, having 28 incidence rates for good pronunciation and only 14 incidences for bad pronunciation. This definitely entails a positive impact as a result of the exercises carried on the classes on the subjects’ oral production. Furthermore, the contrast in the good and bad pronunciation global percentage is evident, although that there still are some participants who are not using the /ð/ phoneme at all; despite the very good oral production of the /ð/ sound provided by the two first time recorded participants. After analyzing both, control and experimental, groups, the evidence suggest that the explicit work on exercises of repetition and some others like sound discrimination but more than anything the practice eventually have a positive effect on the subjects’ oral production proficiency because the numbers ratify its effectiveness as we can observe in figure IV. Figure IV: Second Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. The results in table IV let us see, clearly, the changes occurred. There is a remarkable reduction in the bad pronunciation of the /ð/ sound for the experimental group. We can observe the rising to a practically 67% in this second test which, considering the results in the first test, shows an improvement of a 53% in good pronunciation of the /ð/ phoneme for the experimental group; meanwhile it is observed a decrease of a 29% corresponding to the control group for the good pronunciation of the /ð/ sound which barely reached a 4% in good production. The possible reason for the decrease registered in the control group is that the teacher in question could not be working this phoneme or not in a continuous way. Additionally, the students could not be practicing as indicated being outside the classroom or there is not enough language exposure. Next in order we have the results corresponding to the /θ/ phoneme. In this case we have a very significant variation in both groups, what basically indicates a clear and positive effect on the participants’ oral production, not taking into account the rate but the simple fact that it does affect positively. In table 9 we have the results of the control group with relation to the /θ/ sound and the corresponding numbers for each subject. It indicates that even when the group does not receive any treatment, it is showing improvement as well as the experimental group but in a very low rate and slower than the experimental group. Table 9: Control group /θ/ Second Test results. \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| \| - \| - \| \| 2 \| 0 \| 0% \| 3 \| 100% \| \| 3 \| - \| - \| \| 4 \| 2 \| 66.6% \| 1 \| 33.3% \| \| 5 \| 1 \| 100% \| 0 \| 0% \| \| 6 \| 1 \| 33.3% \| 2 \| 66.6% \| \| 7 \| 0 \| 0% \| 1 \| 100% \| \| 8 \| 0 \| 0% \| 2 \| 100% \| \| 9 \| 0 \| 0% \| 1 \| 100% \| \| 10 \| 0 \| 0% \| 6 \| 100% \| \| 11 \| - \| - \| \| 12 \| - \| - \| \| 13 \| - \| - \| \| 14 \| 0 \| 0% \| 4 \| 100% \| \| 15 \| - \| - \| \| 16 \| 2 \| 28.5% \| 5 \| 71.4% \| \| 17 \| 3 \| 42.8% \| 4 \| 57.1% \| \| 18 \| 0 \| 0% \| 4 \| 100% \| \| 19 \| 2 \| 40% \| 3 \| 60% \| \| 20 \| 0 \| 0% \| 2 \| 100% \| \| Incidence rate \| 11 \| 38 \| \|----------------\|----\|----\| \| N \| 49 \| \| Global Percentage \| 22.4% \| 77.5% \| The results observed in table 9 definitely show a significant advancement in the oral production of the /θ/ sound. The subjects of the control group are now presenting a 22.4% of good pronunciation after getting a poor 5% development in test number one what discerns a more than three times improvement in relation to the previous one. On the other hand, the experimental group keeps getting better and better every time. The results in table 10 confirm this. The techniques and exercises applied are being effective and endow the participants with the necessary tools to enrich their pronunciation. Table 10: Experimental group /θ/ Second Test results. \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 0 \| 1 \| \| 2 \| 0 \| 1 \| \| 3 \| 0 \| 3 \| \| 4 \| - \| - \| \| 5 \| 0 \| 2 \| \| 6 \| 2 \| 0 \| \| 7 \| 2 \| 0 \| \| 8 \| 2 \| 0 \| \| 9 \| 0 \| 1 \| \| 10 \| 1 \| 0 \| \| 11 \| 0 \| 1 \| \| 12 \| 4 \| 0 \| \| 13 \| 0 \| 4 \| \| 14 \| 1 \| 0 \| \| 15 \| 5 \| 0 \| \| 16 \| 0 \| 4 \| \| 17 \| 0 \| 3 \| \| 18 \| 0 \| 2 \| \| 19 \| 0 \| 2 \| \| 20 \| 0 \| 5 \| \| 21 \| 0 \| 9 \| \| 22 \| 3 \| 0 \| \| Incidence rate \| 20 \| 38 \| \|----------------\|----\|----\| \| N \| \| 58 \| \| Global Percentage \| 34.4% \| 65.5% \| All the work comes to be rewarded by the results obtained and presented in the table, which shows a 34% of good pronunciation of the /θ/ sound after two more weeks of treatment. The incidence rate increased to 20 for good pronunciation and 38 for the bad pronunciation, this gives an N of 58 as a total which, compared with the previous test, gives us an increase of 48 incidences. It is clear that the bad pronunciation percentage is still over the good pronunciation; however, the pace of improvement is upward and the increase is evident. To conclude the findings for this test, we have the comparison between the control and experimental group results in a graphical way. Figure V comes to show the results already broken down. Figure V: Second Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /θ/ phoneme. Figure V shows that the work carried out by the control group teacher is productive. It seems that the teacher is teaching some pronunciation aspects like the phoneme /θ/ because a steady increase is observable; however, maybe the work carried out was not enough or in less intensity as the work carried out with the experimental group. This group received explicit teaching of pronunciation and its productivity is the result of the techniques implemented in the treatment, like “carrying out instructions”, exercises where the researcher gave the instructions as well as some of the participants gave some other instructions like for example: “draw a sheep” or “write the letters P and V next to a three”. The instructions were getting more complex every time. Additionally, some production activities were implemented as well. For example, pronunciation of isolated words sounds, listening and repeating the words with the sound in question (sit, ship, hit, kick), of course with the prior explanation of the sounds production as it is recommended by Hernandez and Murrieta (2009). Minimal pair exercises and tongue twisters were also part of the treatment. The minimal pair exercises let the participants develop their listening skills as well as awareness of the target sounds. The tongue twisters helped the participants to develop their reading skills by gaining fluency and at the same time identify and manage an accurate pronunciation of the words and sentences in a fun way. 4.5 Post Test /ð/ and /θ/. After the whole treatment, which lasted 4 months, the participants were tested one last time. This test took place at the end of the semester and with this post-test we can have a better picture of their oral proficiency level at the end of the course. For the post test the results were the expected despite the reduction in the number of participants for the control group as we can observe in table 11. Table 11: Control group /ð/ Post-Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 1 \| 16.6% \| \| 2 \| 0 \| 0% \| \| 3 \| 0 \| 0% \| \| 4 \| 1 \| 10% \| \| 5 \| 0 \| 0% \| \| 6 \| 0 \| 0% \| \| 7 \| 0 \| 0% \| \| 8 \| 0 \| 0% \| \| 9 \| - \| - \| \| 10 \| 0 \| 0% \| \| 11 \| 0 \| 0% \| \| 12 \| 2 \| 12.5% \| \| 13 \| 0 \| 0% \| \| 14 \| 0 \| 0% \| For the Pos-test we can observe a decrease in the number of participants. The total number of participants in this test was twenty and the percentage of good pronunciation reached was 3.9%. The participants showed a very slight improvement in relation to the previous test in which they reached a 3.6%, what leads to a minimum difference of .26%. Additionally, the results show a decrease of .26% in bad pronunciation, going from a 96.3%, registered in the previous test, to a 96%, registered in the post test, observable in table 11. The two participants who were absent for this test were not considered as the cause of the variation despite the decrease in the incidence rate (Good pronunciation 4 and Bad pronunciation 98) which gives an N of 102, because the participants who did not have the test, did not have a good performance in the previous tests. On the other hand, the experimental group displayed a remarkable enhance. The conditions for the post test were just as the previous ones. This means that the environment was the same for the participants as well as the thoroughness during the treatment. The results obtained can be observed in table 12. Table 12: Experimental group /ð/ Post-Test results. \| Participants \| Good Pronunciation of the /ð/ sound \| Bad Pronunciation of the /ð/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 4 \| 0 \| \| 2 \| 4 \| 0 \| \| 3 \| 2 \| 2 \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\| \| 4 \| 2 \| 100% \| 0 \| 0% \| \| 5 \| 9 \| 100% \| 0 \| 0% \| \| 6 \| 5 \| 83.3% \| 1 \| 16.6% \| \| 7 \| 5 \| 100% \| 0 \| 0% \| \| 8 \| 1 \| 100% \| 0 \| 0% \| \| 9 \| 2 \| 50% \| 2 \| 50% \| \| 10\| 1 \| 100% \| 0 \| 0% \| \| 11\| 6 \| 100% \| 0 \| 0% \| \| 12\| 0 \| 0% \| 1 \| 100% \| \| 13\| - \| - \| - \| - \| \| 14\| 3 \| 75% \| 1 \| 25% \| \| 15\| 3 \| 100% \| 0 \| 0% \| \| 16\| - \| - \| - \| - \| \| 17\| 7 \| 77.7% \| 2 \| 22.2% \| \| 18\| 9 \| 100% \| 0 \| 0% \| \| 19\| 2 \| 100% \| 0 \| 0% \| \| 20\| 4 \| 80% \| 1 \| 20% \| \| 21\| 2 \| 100% \| 0 \| 0% \| \| 22\| 3 \| 100% \| 0 \| 0% \| Incidence rate \| \| \| \| \|---\|---\|---\| \| N \| 74 \| 10 \| \| Global Percentage \| 88% \| 11.9% \| In table 12 the result of the continuous and explicit pronunciation teaching is observable. In this table the experimental group showed a meaningful enhance, reaching an 88% which, compared with the previous test, leads to a difference of a 22.4% and clearly this displays a better performance of the participants with the /ð/ sound. The data presented in tables 11 and 12 suggest that the experimental group is displaying an enormous and noteworthy betterment, the result of the techniques and exercises applied during the treatment in order to reach the goal, which was to endow the subjects with the necessary tools to enrich their oral production proficiency with regard to pronunciation and at the same time provide evidence of the positive effects of those. Evidence is observable in figure VI. Figure VI: Post Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /ð/ phoneme. Figure VI shows the clear advantage of the experimental group over the control group with a better accuracy in pronunciation of this phoneme of 88% of the experimental group over a 4% of the control group. In table 13, we have the results corresponding to the /θ/ sound for the control group. In this table we can observe the results obtained in the post-test recorded at the end of the semester. For the control group, a fall in /θ/ good oral production with respect to the previous test was registered, as it can be observed in table 13. Table 13: Control group /θ/ Post-Test results. \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|-------------------------------------\|-----------------------------------\| \| 1 \| 0 \| 6 \| \| 2 \| 2 \| 1 \| \| 3 \| 0 \| 4 \| \| 4 \| 0 \| 7 \| \| 5 \| 0 \| 8 \| \| 6 \| 0 \| 10 \| \| 7 \| 0 \| 6 \| \| 8 \| 0 \| 3 \| \| 9 \| 1 \| 3 \| \| 10 \| 0 \| 5 \| \| 11 \| 1 \| 5 \| \| 12 \| 3 \| 3 \| \| 13 \| 0 \| 8 \| \| 14 \| 1 \| 4 \| \| 15 \| 0 \| 5 \| \| \| 16 \| 1 \| 20% \| 4 \| 80% \| \|---\|----\|----\|-----\|----\|-----\| \| 17 \| 5 \| 55.5% \| 4 \| 44.4% \| \| 18 \| 0 \| 0% \| 7 \| 100% \| Incidence rate \| N \| 14 \| 93 \| \|---\|----\|----\| \| Global Percentage \| 13% \| 86.9% \| It is necessary to mention that in the previous test, this group showed a 22.4% in good pronunciation for the phoneme in question; however, in the post-test that percentage fell to 13%. This decrease is reasonable due to the fact that the post-test was carried out at the end of the semester and it could be the result of a lack of concentration from the subjects as classes were over. On the contrary, the experimental group showed a better performance in /θ/ good pronunciation. The number of the subjects remains in twenty two and the performance of the majority gets better and better as it is observed in table 14. Table 14: Experimental group /θ/ Post-Test results. \| Participants \| Good Pronunciation of the /θ/ sound \| Bad Pronunciation of the /θ/ sound \| \|--------------\|--------------------------------------\|-----------------------------------\| \| 1 \| 1 \| 1 \| \| 2 \| 1 \| 3 \| \| 3 \| 2 \| 0 \| \| 4 \| 1 \| 0 \| \| 5 \| 2 \| 1 \| \| 6 \| 1 \| 1 \| \| 7 \| 2 \| 1 \| \| 8 \| 0 \| 3 \| \| 9 \| 0 \| 7 \| \| 10 \| 0 \| 2 \| \| 11 \| 1 \| 1 \| \| 12 \| 0 \| 2 \| \| 13 \| - \| - \| \| 14 \| 0 \| 1 \| \| 15 \| 2 \| 0 \| \| 16 \| 1 \| 1 \| \| 17 \| 2 \| 1 \| \| 18 \| 2 \| 3 \| \| 19 \| 0 \| 3 \| \| 20 \| 4 \| 1 \| In table 14, the good performance of the experimental group is observable. What is more, the majority of the participants were having a better and better performance. That is why the results displayed in table 14 show an increase to 42.8% for good pronunciation. Additionally, 13 out of 22 participants are showing a gradual improvement despite of the fact that the bad pronunciation percentage still is over the good pronunciation with 57.1%. The bad pronunciation registered showed a decrease of a 14% with relation to the previous test. The data presented confirms once again the effect that teaching pronunciation provides to the participants’ oral production proficiency. In figure VII, we can observe the difference in percentage about the performance of both groups corresponding to the /θ/ phoneme. Figure VII: Post Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /θ/ phoneme. Figure VII displays the results corresponding to the /θ/ sound in the post-test. The improvement in both groups is evident; however, despite the good performance of the control group, the experimental group showed an outstanding improvement of 43%, getting very close to a balanced percentage of 50%. The treatment, after all, is making the difference between the groups and figure VII confirms the effects of the treatment. To sum up we can state that the explicit teaching of pronunciation does have a positive impact on the learners’ pronunciation accuracy as it was proved by all the data presented. Even though, the data presented was only corresponding to /ð/ and /θ/ phonemes. The following data widens the explicit pronunciation teaching effectiveness. In the following lines, information and results obtained from the analysis of the /v/ and /p/ phonemes is presented. 4.6 Pre-Test /v/. The findings for this research were not only focused on the /ð/ and /θ/ phonemes but also on the /v/ and /p/ phonemes. The tests considered for the /v/ and /p/ phonemes were only three. The results obtained from the control group participants in relation to the Pre-test /v/ phoneme revealed to be meager. There were only 15 participants and all of them were recorded for the very first time without any practice or advice in the pre-test. The performance of the control group participants was completely poor. There was an N of 105 and 7 individual attempts for the participants. All the attempts in pronouncing the phoneme /v/ became errors. These difficulties in the pronunciation of the /v/ phoneme can be associated with transfer from Spanish, the learners’ mother tongue, as they pronounced it as a /b/ (stop bilabial) or its allophone /β/ (an approximant bilabial) instead of a /v/ (fricative labio-dental) and the control group produced 100% bad pronunciation for all the possibilities of /v/ in the pre-test. Furthermore, this phenomenon was perceived in the experimental group too. It seems that both groups presented this transference problem from their mother tongue. For the experimental group, there were nineteen participants and they were also recorded for the very first time without any advice or treatment. There was an N of 133 and 7 individual attempts for the participants. Here we can realize that there was not even one good attempt out of the 133 made for the participants in the pre-test. These results lead to the conclusion that both, the control and the experimental group, are having the same problem with the /v/ phoneme and, eventually they are presenting the same transfer problem, which in this case, would be the transference of the /b/ (stop bilabial) or the allophone /β/ (an approximant bilabial) from their mother tongue (Spanish) to the target language (English). The fact that both groups may be presenting the transference problem from their mother tongue is a severe problem because this mispronunciation could be fossilized if it is not eradicated immediately. 4.7 Test /v/ As the research continued, six weeks were needed before the groups were tested again. In the test the control group registered the production of nineteen participants, four participants more than in the pre-test. This number could cause a variety in the result due to the fact that there were more participants than in the pre-test. The result registered from the test can be observed in table 15. Table 15: Control group /v/ Test results. \| Participants \| Good pronunciation of /v/ \| Bad pronunciation of /v/ \| \|--------------\|---------------------------\|---------------------------\| \| 1 \| 0 \| 8 \| \| 2 \| 0 \| 7 \| \| 3 \| 0 \| 8 \| \| 4 \| 1 \| 10 \| \| 5 \| 0 \| 3 \| \| 6 \| 0 \| 5 \| \| 7 \| 0 \| 9 \| \| 8 \| 0 \| 6 \| \| 9 \| 0 \| 5 \| \| 10 \| 0 \| 5 \| \| 11 \| 1 \| 6 \| \| 12 \| 0 \| 5 \| \| 13 \| 0 \| 7 \| \| 14 \| 3 \| 6 \| \| 15 \| 0 \| 5 \| \| 16 \| 1 \| 5 \| \| 17 \| 0 \| 5 \| \| 18 \| 0 \| 5 \| \| 19 \| 2 \| 4 \| \| Incidence rate \| 8 \| 114 \| \|----------------\|---\|-----\| \| N \| \| 122 \| \| Global Percentage \| 7% \| 93% \| In table 15, we can observe a slight but significant improvement. In the test, there was a total number of attempts (N) of 122, from which, only 8 were for good pronunciation and 114 were for bad pronunciation. These numbers show the wide range between the good and bad pronunciation. A 7% of accuracy is not as good as it should be and something should be done about it. On the other hand, the participants from the experimental group had six weeks of treatment, after which, they were tested for the second time but with the difference that, they received treatment with pronunciation teaching techniques and discrimination exercises, as well as some others about minimal pair. For this test, the experimental group only had nineteen participants, one less than in the pre-test. This could be considered as a possible variation factor; nevertheless, the difference in, participants is minimum. The results are shown on table 16. Table 16: Experimental group /v/ Test results. \| Participants \| Good pronunciation of /v/ \| Bad pronunciation of /v/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 0 \| 2 \| \| 2 \| 1 \| 2 \| \| 3 \| 0 \| 6 \| \| 4 \| 0 \| 1 \| \| 5 \| 0 \| 1 \| \| 6 \| 2 \| 5 \| \| 7 \| 0 \| 1 \| \| 8 \| 1 \| 8 \| \| 9 \| 4 \| 0 \| \| 10 \| 2 \| 3 \| \| 11 \| 1 \| 5 \| \| 12 \| 1 \| 2 \| \| 13 \| 0 \| 2 \| \| 14 \| 1 \| 3 \| \| 15 \| 0 \| 5 \| \| 16 \| 3 \| 3 \| \| 17 \| 1 \| 6 \| \| 18 \| 0 \| 3 \| \| 19 \| 1 \| 25% \| 3 \| 75% \| \|----\|---\|-----\|---\|-----\| \| Incidence rate \| 18 \| \| 61 \| \| \| N \| \| \| 79 \| \| \| Global Percentage \| 23% \| \| 77% \| \| On table 16, it is observable that the experimental group had a significant enhance, considering that in the pre-test they displayed a completely lack of awareness about the pronunciation of the /v/ sound. Rising from 0% (pre-test) to 23% (test) is considerably meaningful. There is still a wide range of improvement to cover; however, it is worthy to mention that the participants’ effort is being rewarded. All the exercises implemented during the six week treatment and all the practice carried out in class were useful for them as we can notice. Despite their lack of confidence on me at the beginning, because of my age, they realized about their improvement all along the six weeks and that lack of confidence was eradicated little by little and the result of that is reflected on the test. As we can see, most of the participants show certain rise in their individual oral production and as a group, all that make the global percentage rich a 23% of right trials. To sum up, there was clear advantage for the experimental group gained at the end of a six week treatment. This definitely entails the expected improvement, which was reached after the test. The techniques and exercises implemented seem to be the most suitable for the treatment. Figure VIII: First Test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /v/ phoneme. In figure VIII, the comparison of the groups’ oral production is shown in percentage. This figure provides us a clear view of the improvement of both groups; however, it is evident that the group which received explicit pronunciation teaching instruction had a better performance than the other group. With this result the assertion made by Celce-Murcia (1996) comes to support the importance and effectiveness of explicit pronunciation teaching. 4.8 Post-Test /v/ We have already shown some tables and figures which represent the starting level of the participants of both groups. The experimental group showed a better performance than the control group after six weeks of treatment. Nevertheless, the control group did show improvement but in a lower percentage of successful trials. Now, after the whole semester, the participants had a post-test after the whole treatment to rate their oral production proficiency level. This time the control group had eighteen participants and the results corresponding to the post-test are presented in table 17. Table 17: Control group /v/ Post-Test result. \| Participants \| Good pronunciation of /v/ \| Bad pronunciation of /v/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 0 \| 4 \| \| 2 \| 0 \| 4 \| \| 3 \| 0 \| 4 \| \| 4 \| 0 \| 2 \| \| 5 \| 0 \| 2 \| \| 6 \| 2 \| 4 \| \| 7 \| 0 \| 7 \| \| 8 \| 0 \| 5 \| \| 9 \| 1 \| 3 \| \| 10 \| 0 \| 4 \| \| 11 \| 0 \| 7 \| \| 12 \| 2 \| 5 \| \| 13 \| 2 \| 0 \| \| 14 \| 0 \| 3 \| \| 15 \| 0 \| 3 \| \| 16 \| 1 \| 4 \| \| 17 \| 0 \| 6 \| \| 18 \| 0 \| 2 \| \| Incidence rate \| 8 \| 69 \| \|----------------\|---\|----\| \| N \| \| 77 \| \| Global Percentage \| 10% \| 90% \| Table 17 shows an increase in good production for /v/ for the control group. Although the bad pronunciation rate is 90%, the group reflects a steady improvement, slight but significant. This can be interpreted as an effect of the regular instruction carried out. commonly in the English Language Program at UQROO which could include some doses of pronunciation teaching, or by the effect of the input that learners are exposed to and have helped them to improve their perception and production of the different English phonemes. However, that impact is barely significant and the results presented on this table proves the urgently need to work on that problem even more, because the participants who took part in this research are expected to become teachers in a near future. On the other hand, the experimental group suffered a decrease in good production of the /v/ sound even though for the post-test there were twenty two participants tested, one more than in the previous test. The reason for this unexpected decrease could be attributed to the fact that the semester had already finished and the participants could have felt some relief in pressure and got a little bit over confident. Or that after sometime, what they had learned and kept in their short term memory was not available anymore, or that only part of this learning became part of the long term memory, but the rest was forgotten. The result of the post-test is presented in table 18. Table 18: Experimental group /v/ Post-Test results. \| Participants \| Good pronunciation of /v/ \| Bad pronunciation of /v/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 1 \| 2 \| \| 2 \| - \| - \| \| 3 \| 3 \| 2 \| \| 4 \| 1 \| 7 \| \| 5 \| 0 \| 5 \| \| 6 \| - \| - \| \| 7 \| 3 \| 3 \| \| 8 \| 0 \| 3 \| \| 9 \| 0 \| 1 \| \| Percentage \| 33% \| 67% \| \|--------------\|---------------------------\|--------------------------\| \| \| 60% \| 40% \| \| \| 13% \| 88% \| \| \| 0% \| 100% \| \| \| - \| - \| \| \| 50% \| 50% \| \| \| 0% \| 100% \| \| \| 0% \| 100% \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\| \| 10 \| 1 \| 33% \| 2 \| 67% \| \| 11 \| 0 \| 0% \| 3 \| 100% \| \| 12 \| - \| - \| - \| - \| \| 13 \| 1 \| 50% \| 1 \| 50% \| \| 14 \| 0 \| 0% \| 5 \| 100% \| \| 15 \| 1 \| 50% \| 1 \| 50% \| \| 16 \| 0 \| 0% \| 2 \| 100% \| \| 17 \| 0 \| 0% \| 3 \| 100% \| \| 18 \| 2 \| 67% \| 1 \| 33% \| \| 19 \| 0 \| 0% \| 10\| 100% \| \| 20 \| 0 \| 0% \| 11\| 100% \| \| 21 \| 0 \| 0% \| 6 \| 100% \| \| 22 \| 0 \| 0% \| 6 \| 100% \| Incidence rate \| \| \| \|---\|---\| \| 13 \| 74 \| N \| \| \|---\| \| 87 \| Global Percentage \| \| \| \|---\|---\| \| 15% \| 85% \| As it was mentioned before, the experimental group /v/ production fell to 15%. This means a fall of 35% in relation to the previous test. This was not expected but could actually be interpreted as the consequence of certain overconfidence from the participants whereas they showed a higher enhance in the previous test and fell, yes, but maintain certain improvement level over the control group, and this is good because it proves once again the impact that the explicit pronunciation teaching causes on the participants oral production. In conclusion, the experimental group showed to have reached a better performance than the control group at the end of the semester in relation to the good production of the /v/ sound; however, the unexpected decrease could be the result of a lack of internalization. This means that the participants are receiving treatment, they are practicing but there is still missing the part where they adopt and make part of their language what they already know. about pronunciation. Additionally, the time of the research could have not been enough, but the effectiveness of the explicit pronunciation teaching is supported by the data already presented and to provide a better view we present the final data in figure IX. Figure IX: Post-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /v/ phoneme. Figure IX clearly shows a slight difference between the control and the experimental group at the end of the treatment. Basically it means that there was not a relevant superiority from any of the groups; notwithstanding, it is worthy to mention that the group which showed a better performance during the whole treatment was the experimental one. What is more, the difference in goal achievement, what is to have a better performance in oral production of the sound in question, was much more significant for the experimental group which increased from 0% to 23% basically in the middle of the treatment. ### 4.9 Pre-Test /p/. Finally, we have the last target phoneme which was considered for this research, /p/. This phoneme was expected to not present any problem at all for the participants; however, it did. Some of the participants in both, the control and the experimental groups, presented certain level of complication at the time of uttering it. The reason for such situation could be the fact that in Spanish this phoneme is not aspirated. This misperception could have led the participants to not aspirate the /p/ in some contexts in English. In table 19 we can appreciate the performance of the control group for the very first time. This group had a total of 15 participants for this test, and the result obtained is presented in table 19. Table 19: Control group /p/ Pre-Test results. \| Participants \| Good pronunciation of /p/ \| Bad pronunciation of /p/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 2 \| 14% \| \| 2 \| 1 \| 7% \| \| 3 \| 1 \| 7% \| \| 4 \| 0 \| 0% \| \| 5 \| 0 \| 0% \| \| 6 \| 0 \| 0% \| \| 7 \| 1 \| 7% \| \| 8 \| 0 \| 0% \| \| 9 \| 0 \| 0% \| \| 10 \| 2 \| 14% \| \| 11 \| 1 \| 7% \| \| 12 \| 0 \| 0% \| \| 13 \| 2 \| 14% \| \| 14 \| 0 \| 0% \| \| 15 \| 0 \| 0% \| \| Incidence rate \| 10 \| 200 \| \|----------------\|----\|-----\| \| N \| 210\| \| \| Global Percentage \| 4.76% \| 95.24% \| In table 19, it is noticeable how participants had some problems at the time of uttering this aspirated /p/ sound. There were a total of 210 incidences, out of which, only 10 were for good pronunciation and the other 200 were for bad pronunciation. The N is very high, but the result was not expected for this group. After this pre-test the control group reached a 4.7% of good pronunciation of the /p/ sound. This was a very poor result but as the semester and of course, the research was starting, it was not considered as such problem. For the experimental group, the expectations were to show a striking performance with the /p/ production; however, it was not that way. There were 19 participants for the pre-test and they did better than the control group in the same test, but not as expected. The results for the pre-test corresponding to the experimental group are presented in table 20. Table 20: Experimental group /p/ Pre-Test results. \| Participants \| Good pronunciation of /p/ \| Bad pronunciation of /p/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 3 \| 21% \| \| 2 \| 2 \| 14% \| \| 3 \| 0 \| 0% \| \| 4 \| 0 \| 0% \| \| 5 \| 3 \| 21% \| \| 6 \| 1 \| 7% \| \| 7 \| 0 \| 0% \| \| 8 \| 0 \| 0% \| \| 9 \| 0 \| 0% \| \| 10 \| 0 \| 0% \| \| 11 \| 0 \| 0% \| \| 12 \| 2 \| 14% \| \| 13 \| 0 \| 0% \| \| 14 \| 2 \| 14% \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\| \| 15 \| 3 \| 21% \| 11 \| 79% \| \| 16 \| 3 \| 21% \| 11 \| 79% \| \| 17 \| 0 \| 0% \| 14 \| 100%\| \| 18 \| 1 \| 7% \| 13 \| 93% \| \| 19 \| 0 \| 0% \| 14 \| 100%\| Incidence rate \| \| \| \|---\|---\| \| 20 \| 246 \| N \| \| \|---\| \| 266 \| Global Percentage \| \| \| \|---\|---\| \| 8% \| 92% \| In table 20, it is noticeable the poor performance of the experimental group in relation to the production of the /p/ sound. This group showed a good production level of 8%, which correspond to 20 good attempts out of 266. This number demands work on this topic because it was unbearable the fact that both groups displayed a poor performance with the /pʰ/ phoneme. Regarding the experimental group, the same situation could be happening. There is the possibility that the participants mispronounced the /pʰ/ phoneme because of their misperception. If it were the matter in question, immediate solutions are being requested and they would be carried out during the treatment. After analyzing the results from control and experimental groups, the same poor performance is evident; additionally, in figure X we can appreciate the comparison of the results from both groups in percentage. Figure X: Pre-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /p/ phoneme. The comparison in figure X confirms the slight difference between the control and experimental group. There is not a big difference but what the comparison really shows is the importance of working on the situation immediately. 4.10 Test /p/. After six weeks, the control group was tested again as well as the experimental group. In this case the participants for the control group were 19. This could lead the group to a variation in the results. The results from the test are presented in table 21. Table 21: Control group /p/ Test results. \| Participants \| Good pronunciation of /p/ \| Bad pronunciation of /p/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 0 \| 2 \| \| 2 \| 0 \| 1 \| \| 3 \| 3 \| 1 \| \| 4 \| 5 \| 2 \| \| 5 \| 1 \| 2 \| \| 6 \| 2 \| 1 \| \| 7 \| 4 \| 2 \| \| \| \| \| \| \| \|---\|---\|---\|---\|---\| \| 8 \| 6 \| 86% \| 1 \| 14% \| \| 9 \| 2 \| 50% \| 2 \| 50% \| \| 10 \| 2 \| 33% \| 4 \| 67% \| \| 11 \| 5 \| 71% \| 2 \| 29% \| \| 12 \| 3 \| 100% \| 0 \| 0% \| \| 13 \| 2 \| 40% \| 3 \| 60% \| \| 14 \| 5 \| 63% \| 3 \| 38% \| \| 15 \| 1 \| 33% \| 2 \| 67% \| \| 16 \| 1 \| 100% \| 0 \| 0% \| \| 17 \| 0 \| 0% \| 4 \| 100% \| \| 18 \| 4 \| 67% \| 2 \| 33% \| \| 19 \| 2 \| 50% \| 2 \| 50% \| Incidence rate \| \| \| \|---\|---\| \| 48 \| 36 \| N \| \| \|---\| \| 84 \| Global Percentage \| \| \| \|---\|---\| \| 57% \| 43% \| In table 21 we can see, as it was expected, that the control group had a rise in good pronunciation of the /p/ sound. In this test and after six weeks, the participants displayed an outstanding improvement, which led them to a 57% of good pronunciation. In comparison to their last results in the pre-test, we can observe a 91% of improvement since the pre-test. The suggested interpretation of this exceptional enhance is that, as it was predicted at the beginning, the participants’ misconception of the pronunciation of the /p/ sound led them to the poor performance in the pre-test; however, it did not represent an issue but a matter to take into account. As a result we can observe the completely different result in table 21. Furthermore, the experimental group also changed the depleted panorama from the pre-test. For this test the number of participants remains in 19. This group worked hard for six weeks before they were tested again. Exercises about minimal pair, listening and carrying out instructions, as well as discrimination exercises$^1$ were implemented during the treatment without mentioning the coral and individual repetition. The result for the experimental group after a six week treatment is presented in table 22. Table 22: Experimental /p/ Test results. \| Participants \| Good pronunciation of /p/ \| Bad pronunciation of /p/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 2 \| 67% \| \| 2 \| 2 \| 100% \| \| 3 \| 2 \| 100% \| \| 4 \| 1 \| 100% \| \| 5 \| 1 \| 100% \| \| 6 \| 2 \| 100% \| \| 7 \| 1 \| 100% \| \| 8 \| 2 \| 50% \| \| 9 \| 1 \| 100% \| \| 10 \| 2 \| 29% \| \| 11 \| 4 \| 80% \| \| 12 \| - \| - \| \| 13 \| 2 \| 100% \| \| 14 \| 2 \| 100% \| \| 15 \| - \| - \| \| 16 \| 1 \| 100% \| \| 17 \| 8 \| 80% \| \| 18 \| 3 \| 50% \| \| 19 \| 0 \| 0% \| \| Incidence rate \| 36 \| 15 \| \| N \| \| 51 \| \| Global Percentage \| 71% \| 29% \| A striking performance can be observed in table 22. The result of the participants from the experimental group showed a magnificent improvement considering that in the $^1$ See samples in Appendix. pre-test they displayed a depleted result of 8%. Now that percentage is opaque for the remarkable 71% reached in this test after six weeks of treatment. Despite the fact that two of the participants did not present any attempt, the result is still striking. The misconception and transference of their mispronunciation from Spanish brought to English was the cause of the poor performance showed in the pre-test. Fortunately, the little problem was effectively solved during the six weeks treatment with the exercises and practice repetition carried out in class. That is why there was an increase of an 89% in good production of the /p/ sound. To sum up, the results from the control and experimental group are presented in figure XI. This figure contains a comparison between the result between the control and experimental group. It is worthy to highlight the surprisingly results obtained for both groups. Figure XI: First test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /p/ phoneme. We can observe a remarkable improvement from both groups in figure XI. Both groups showed a poor performance in the pre-test, but after six weeks they were tested again and the view is completely different. Definitely the improvement is attached to the fact that the /p/ phoneme is very familiar for the participants, although its allophone $[p^h]$ is inexistent in Spanish. It was just a matter or practice to get used to aspirate at the time of pronouncing this allophone on its corresponding phonetic context. Indisputable, the goal was achieved and what is more, the experimental group is ahead with a 71% over the 57% of the control group in good production of the /pʰ/ sound. Once again, it was proved how the explicit teaching of pronunciation impacts positively the oral production of the subjects and it is clearly showed in figure XI. It is important to bear in mind that the participants in this research are from the English Language undergraduate Program at UQROO and what is more, they are being instructed to be future teachers, to be at the front of a class and share their knowledge, and be models for their students; however, they are not being endowed with the complete set of tools as we can observe in figure XIII, just to mention one. 4.11 Post Test /p/. Finally, the participants were administered the post-test after the treatment was done, in the case of the experimental group. It is imperative to mention that as the test was administered at the end of the semester, the participants tended to relax too much and it could make some variations in the results as well as the fact that there were eighteen participants for this test, one less than in the Test. The results from the participants of the control group in the post-test are presented in table 23. Table 23: Control group /p/ Post-Test results. \| Participants \| Good pronunciation of /p/ \| Bad pronunciation of /p/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 0 \| 3 \| \| 2 \| - \| - \| \| 3 \| 0 \| 3 \| \| 4 \| 4 \| 4 \| \| 5 \| 1 \| 3 \| \| 6 \| 0 \| 4 \| \| 7 \| 0 \| 5 \| \| 8 \| 0 \| 2 \| \| 9 \| 0 \| 1 \| \| 10 \| 0 \| 1 \| \| 11 \| 2 \| 1 \| \| 12 \| 2 \| 0 \| \| 13 \| 0 \| 1 \| \| 14 \| 1 \| 0 \| \| 15 \| 1 \| 1 \| \| 16 \| 1 \| 1 \| \| 17 \| 0 \| 2 \| \| 18 \| 0 \| 1 \| Incidence rate \| N \| 12 \| 33 \| \|------------\|----\|----\| \| Global Percentage \| 27% \| 73% \| Unexpectedly, the participants of the control group present a fall to a 27% in good production after getting a 57% in the previous test. It was expected to present certain decrease but not as much as a 53% as it is observed in table 23; however, it was said before that the fact of administering the test at the end of the semester could cause some variations as well as the absence of one participant, and even more, the fact that another participant, one who did take the test, did not present any attempt of /p/ pronunciation during the test. All those factors could have caused the enormous variation and fall to 27%; nonetheless, it is worthy to mention the outstanding enhanced showed in the middle of the semester. With all this, it can be stated that the participants are quite familiar with the phoneme /p/, it is just a matter of practice to awake the knowledge that they have already acquired. On the other hand, the experimental group was expected to present the same difficulties but there was also an advantage because the post-test was administered to 22 participants of the experimental group. This means that three participants, who did not take the previous test, took the post-test and the results can be observed in table 24. Table 24: Experimental group /p/ Post-Test results. \| Participants \| Good pronunciation of /p/ \| Bad pronunciation of /p/ \| \|--------------\|---------------------------\|--------------------------\| \| 1 \| 5 \| 3 \| \| 2 \| 2 \| 4 \| \| 3 \| 11 \| 0 \| \| 4 \| 2 \| 1 \| \| 5 \| 2 \| 3 \| \| 6 \| 0 \| 4 \| \| 7 \| 2 \| 0 \| \| 8 \| 2 \| 2 \| \| 9 \| 4 \| 2 \| \| 10 \| 2 \| 0 \| \| 11 \| 2 \| 2 \| \| 12 \| 2 \| 2 \| \| 13 \| 3 \| 2 \| \| 14 \| 1 \| 1 \| \| 15 \| 3 \| 2 \| \| 16 \| 3 \| 4 \| \| 17 \| 4 \| 3 \| \| 18 \| 2 \| 2 \| \| \| 63% \| 38% \| \| \| 33% \| 67% \| \| \| 100% \| 0% \| \| \| 67% \| 33% \| \| \| 40% \| 60% \| \| \| 0% \| 100% \| \| \| 100% \| 0% \| \| \| 50% \| 50% \| \| \| 67% \| 33% \| \| \| 100% \| 0% \| \| \| 50% \| 50% \| \| \| 50% \| 50% \| \| \| 60% \| 40% \| \| \| 50% \| 50% \| \| \| 60% \| 40% \| \| \| 43% \| 57% \| \| \| 57% \| 43% \| \| \| 50% \| 50% \| In table 24, we can observe a fall in good pronunciation for the experimental group too. As it was expected the post-test revealed a fall to 54% meanwhile in the first test, there was an achievement of 71%. This fall represents a decrease of 24% in relation to the previous test. Actually, this decrease in good production of /p/ can be acceptable as it does not exceed the 50% and remains over the bad pronunciation percentage. It is important to mention again that the fact of administering the test at the end of the semester involved the possible decrease of the good production of /p/ due to the fact that the attention and interest of the participants could have been lost at that time; on the other hand, it is imperative to highlight the fact that the majority of the participants showed a good production and remain on 50% or over, which definitely reflects the satisfactory enhance at the end of the treatment. To finish up this chapter there is one last comparison figure containing the results obtained from the control and experimental groups corresponding to the post-test in a final view. This information is presented in figure XII. Figure XII: Post-test comparison of error rate (percentage) between the control and experimental group with baseline data on the Good and Bad pronunciation of the /p/ phoneme. In figure XII, it is observable the prevalence of the experimental group over the control group in relation to good production of the /p/ sound. In the post-test, both groups presented a decrease in good production; however, the experimental group remained over the 50% of good pronunciation, meanwhile the control group fell up to 27%. This decrease was expected but not in such magnitude. It is important to mention that some of the subjects did not take the test. This fact occurred in both groups, control and experimental. That is a reason to consider for the variations found in the tests’ results. CHAPTER V 5 Conclusions The findings in this research evidenced the importance of teaching pronunciation in the English Language undergraduate Program Students at Universidad de Quintana Roo. The effectiveness of the techniques and exercises implemented during the whole treatment gave as a result the improvement of the participants’ oral production proficiency at a considerable high level in comparison to those participants in the control group, who did present improvement but in a very low level. As evidenced by the treatment, it is important to start working with this type of learners-future language teachers from the very beginning of the program, on such important skill as it is pronunciation; what is more, we must wonder whether the way the students are being instructed in the English Language Program is suitable and whether all the skills, including pronunciation, are being covered appropriately. Pronunciation is a skill to be worked on during daily lessons, and not to be put aside. It is to be taken into account and taught in a holistic way as it is stated by Chelaflores (2001) in Hernandez and Murrieta (2009). Explicit pronunciation teaching is a beneficial way to provide students with the necessary tools and knowledge to produce and utter sounds properly. Explicit teaching involves explicit error correction and this is what will lead the students to avoid mispronunciation of words as well as fossilization of pronunciation errors as it is suggested by Schmidt, 1990, 1994; Gass, 1988, 1990, 1991, Varonis, 1991; Bley-Vroman, 1986, 1989; and Ohta, 2001. All these authors support explicit error correction as it is a way to prevent future problems like mispronunciation, which could take place. It is clear now, that pronunciation plays an essential role in communication and not only through speaking but also in listening, reading and writing as it is plays an important role in every one of them. At the time of writing the pronunciation help to spell correctly the words and in a conversation the pronunciation can prevent the receiver from getting the correct message of vice-versa, the speaker could mispronounce a word or a sentence and cause a misunderstanding between the listener and the speaker. That is the way pronunciation takes part in all the skills development as it was shown. Pronunciation teaching is a matter of extreme importance and as a result its consideration to be included in the syllabus and integrated to the classes with the same importance as the other skills must be taken into account. This research showed how the participants became aware about their pronunciation errors and tried to correct them; even more, some of the participants did eradicate some of those mispronunciation problems and started to articulate in a better way and with much more confidence at the time of speaking than at the beginning of the research. All these changes and enhance was thanks to the trusting environment developed through the treatment, because at the beginning the participants were not that sure if I was serious about the project because of my age; nevertheless, that mistrust disappeared as they were witnesses of their own progress and enhance with the exercises and all the practice carried out. All along the research, evidence shows that explicit pronunciation teaching does affect positively and directly the subjects’ oral production proficiency; however, the same results showed that time was not enough, for the participants, to consolidate all the new knowledge acquired. It is imperative to mention that the continuous, explicit teaching and practice of pronunciation since the very beginning of the English Language Program at UQROO will definitely bring a lot of benefits to the learners. That is why Pronunciation Teaching must be included in the syllabus because of its importance in language and communication. References Borges, J. Heffington, D. Marín, A., and Macola, C. (2009). The use of international examinations in the English language program at UQROO. Retrieved from http://fel.uqroo.mx/index.php?id=12 Carruthers, R. (1987). Teaching pronunciation: M.H. Long & J.C. Richards (eds), Methodology in TESOL. A Book of Readings. Newbury. Chela – Flores (2001). Pronunciation and language learning: An integrative approach. IRAL, 39(2), 85-101. Chomsky, N. (1975). Reflections on language. New York: Pantheon. Couper, G. (2006). The short and long-term effects of pronunciation instruction. Auckland University of Technology. Cuenca, M. (1998). 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Retrieved from http://fel.uqroo.mx/adminfile/files/memorias/hernandez_mendez_edith_et_al.pdf Iruela, A. (2007). ¿Qué es la Pronunciación? redELE: Revista electrónica de didáctica / español lengua extranjera. Retrieved from http://www.mepsyd.es/redele/revista9/articulo_Iruela.pdf Kelly, G. (2000). How to Teach Pronunciation, Longman (Pearson Education). Keys, K. J. (2000). Discourse level phonology in the language curriculum: a review of current thinking in teaching pronunciation in EFL courses. Linguagem & Ensino, 3(1); 89-105. Larsen-Freeman (2000). Techniques and Principles in Language Teaching. (2nd edn.) Oxford University Press. Retrieved from http://books.google.com.mx/books?id=iJ3Y_wkkwa8C&pg=PA35&lpg=PA35&dq=diane+larsen+freeman+audio+lingual+method&source=bl&ots=FC207_aHcE&sig=xEeYe5JtFqdOK7ZsQJMWwPWwsTY&hl=en&sa=X&ei=DI29UJ6kK42a9QTe_oGACQ&ved=0CCQQ6AEwAA#v=onepage&q=diane%20larsen%20freeman%20audio%20lingual%20method&f=false Larson, D. & Smalley, W. (1984). Becoming Bilingual: A guide to language learning. Lanham, University Press of America. Lenneberg, E. H. (1964). The Capacity of Language Acquisition in Fodor and Katz, Fodor. Jerry and Jerrold Katz, eds. Listerri, J. (2003). La Enseñanza de la Pronunciación. Cervantes, Revista del Instituto Cervantes en Italia, 4(1), 91-114. Retrieved from liceu.uab.es/~joaquim/.../Llisterri_03_Pronunciacion_ELE.pdf McCracken, J. (2009). Hug, bug, and rug Rhyme! An intervention on phonetic awareness using sound blending, segmenting and rhyming. ProQuest LLC. Morley (1991). The pronunciation component in teaching English to speakers of other languages. TESOL QUARTERLY, 25 (3). O’Brien, M. (2004). Pronunciation Matters. Retrieved from http://spn6735resources.wikispaces.com/file/view/O’Brien+(2004).doc O’Malley, J. & Chamot, A. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press. Oxford, R. (2001). Integrated skills in the ESL/EFL classroom. ESLÊMagazine, Vol. 6, No. 1, January/February 2001. Retrieved from www.eslmag.com. Poch, D. (2006). No sé pronunciar CARRETERA, ¿qué puedo hacer? Universidad Autónoma de Barcelona. Romero, C. (2004). La enseñanza de la pronunciación y la entonación: Brand New Routes. DISAL. Retrieved from http://www.brandnewroutes.com.br/site/nuevasrutas/ensenanza.shtml Sampieri, R. (1991). Metodología de la investigación. McGRAW–HILL. Sardegna, V. (2009). Improving English stress through pronunciation learning strategies. ProQuest LLC. Schmidt, R. (2006). Teaching pronunciation in the high school German classroom: Impact on perceptual, spelling and decoding abilities. Heritage Branch. Taber, J. (2006). A brief history of ESL instruction: Theories, methodologies, upheavals. Papers about language, teaching, Dante, Buzati (& a few translations). Retrieved from http://papersbyjoantaber.blogspot.com/2006/05/brief-history-of-esl-instruction.html Abortion pill Women living in France can have an abortion with a pill. The pill is called RU486. It makes having an abortion easy and without surgery. Women in America do not have access to this pill. A congresswoman sent a letter. She thinks that women should be able to get the pill in the United States. Another person thinks that American women should not have it. Some people worry about the new pill. They think it might teach people that abortion is no big deal. It will be harder to understand abortion if it is done with a pill. Some doctors think that this pill is safe. A group of California doctors is working to get the pill approved. Another doctor said that abortion is legal in California. He said science can make it safer for women. He wants to study the pill in California. No one knows when the pill will be available to women in the United States. It is clear that many women want the choice. Sample of Discrimination Exercises What is a phoneme? A phoneme is the smallest contrastive unit in the sound system of a language. First exercise: 4. Discriminación del sonido extraño o diferente escuchando una lista de palabras: cart class heart learn smart part Choose the odd word - Go-so-no-do - cleared-heard-beard-feared - shoes-goes-nose-toes - great-seat-wait-gate - load-road-showed board Discriminación de un fonema en particular en una listas de palabras. Ejemplo: Tick the words which have the sound /p/: receipt pet photo psychology cap 2. Discriminación de sonidos escuchando palabras consecutivas y subrayando las veces que escuchan determinado fonema. Ejemplo: How many times do you hear /e/? Underline each one you hear: Pepper paper letter later pen pain we wait get gate late let 3. Contraste de sonidos en cierta proximidad. Puede haber repetición coral individual. Ejemplo: Pass me the pepper and the paper. I'll post the letter later. They won't let us in if we're late. Sample of Intonation Exercises By Gerald Kelly (how to teach pronunciation) 1. Identify the intonation in the following questions. Where do you live? Where do you live? How long have you been in London? 2. Underline the stress word in the following sentences. I’d like a cup of herbal tea. I’d like a cup of herbal tea. I’d like a cup of herbal tea. 3. Which is the stressed word in this sentence and how does the intonation go? Do you mind if I open the window? 4. Now, listen to this question and identify the intonation’s fall or rise. Why don’t you come to my party? Why don’t you come to my party? Sample of Intonation Exercises Ordering food - Are you ready to order Sir? - Yes, I’d like the chicken, please. - The chicken. Certainly, Sir. - And one vegetable lasagne as well, please. - And vegetable lasagne. And to drink? - Have you got white wine? - We have. Would you like to see the wine list? - Just give us two glasses of house white, please. - Thank you, Sir. Weather Forecast - Hasn’t the weather been strange this year? - Yeah really...the summer was so hot. - Do you think this rain will let up today? - It might clear up in the afternoon. If it does, I’m going to do some shopping. Rainy Day - Wow, it certainly is an awful day. - Yeah, I’m really fed up with all this rain. - Well, it was only drizzle when I got up at 7, but this is too much! Wrong Number - Could I speak to John, please? - John? There’s no one by that name here. I’m afraid you’ve got the wrong number. - Wrong number? Is this the English Department? - No, I’m sorry, it isn’t. This is the English Language Center. - Oh I’m sorry to have bothered you. Could you tell me how to get the operator? - Yeah, just dial ‘0’ if you’re on the campus. Otherwise phone in again. - Thank you very much. Hardened travellers A history of turmoil has not stopped other countries affected by war, such as Vietnam, Cambodia and Croatia, becoming popular tourist spots. But it can take years after the last hostilities end to become part of the mainstream tourist trail. "People who go to Iraq are adventurers. They will come back to their country of origin and they will tell the truth about what is going on there and this will encourage people to come," says Mr Yaqoubi. But for many, tourists are not going to be rushing there any time soon. "It wouldn't be attracting large numbers of package holiday-makers like Croatia has done. It would be a different market," says Mr Tipton. "Certainly from our perspective until the situation improves there shouldn't really be any tourists going to Iraq at all." Sample of Stress and Intonation Exercises By Judy B. Gilbert (CLEAR SPEECH) 13 Numbers Checking and correcting mistakes Did you say “ninety”? No, “nineteen.” What does Shane sell? A Saying numbers and years 1 Listen. Say each number two times. 1. 30 thirty 2. 40 forty 3. 50 fifty 4. 60 sixty 13 thirteen 14 fourteen 15 fifteen 16 sixteen 2 Listen. Say each year two times. 1. 1999 nineteen ninety-nine 2. 2005 two thousand five 3. 2010 two thousand ten 4. 2029 two thousand twenty-nine Sample of Practice Exercises By Judy B. Gilbert (CLEAR SPEECH) Pair work: What’s a bath for? 1. Student A, ask question a or b. 2. Student B, answer. 3. Student A, if the answer is correct, say “Right.” If it is wrong, ask again. 4. Take turns asking questions. Examples \| Student A: How do you spell “bat”? \| B - A - T - H. \| \|-----------------------------------\|----------------\| \| Student B: B - A - T - H. \| \| \| Student A: No. How do you spell “bat”? \| \| \| Student B: What’s a bath for? \| \| \| Student A: To get clean. \| \| \| Student B: Right. \| \| 1. a. How do you spell “bath”? b. How do you spell “bat”? 2. a. What’s a bath for? b. What’s a bat for? 3. a. What does “both” mean? b. What does “boat” mean? 4. a. What does “bath” mean? b. What does “bass” mean? 5. a. How do you spell “faith”? b. How do you spell “face”? 6. a. What does “math” mean? b. What does “mat” mean? 7. a. How do you spell “math”? b. How do you spell “mass”? 8. a. What does “mouse” mean? b. What does “mouth” mean? A tub, in the bathroom. A kind of fish. F - A - I - T - H. F - A - C - E. Work with numbers. A small rug. M - A - T - H. M - A - S - S. A small animal. It’s used for eating and speaking. Sample of Minimal Pair Exercises for Practice Minimal pairs: Boat – Both Four – Thor Sink – Think Frilled – Thrilled Moss – Moth Sin – Thin Brought – broth Tree – Three Dan – Than breeding – breathing day – they ether – either doze – those teasing – teething closing – clothing fodder – father Called-women-think-teach-done-approved-available-easy-able-harder-group-legal-the-surgery-abortion-an-america-should-worry-science-clear-this-able-study-this-congresswoman-united-pill. My father is a thin man. I love trees. Those toes aren’t these toes. These teas aren’t those teas. Sample of Carrying out Instructions Exercises Stage 1 Having identified some problem areas for the class, the teacher makes a list of instructions containing these. Below is such a list. 1. Draw a sheep on the board. (Spanish speakers often draw a ship). 2. Write the letter "P" above the sheep. (Arabic speakers often write "B"). 3. Use the "P" as the start of the word "pleasant" and write the word (Japanese speakers often write "present"). 4. Write "light" next to pleasant. (Japanese speakers often write "right"). 5. Draw a mouse next to the word "light". (Spanish and Japanese speakers often draw a mouth) 6. Draw a pear next to the mouse. (Arabic speakers often draw a bear) Sample of Tongue Twisters for Pronunciation Practice By Sally Jennings Twisters Pronunciation Practice by Sally Jennings Twisters with "t" and "th" Those toes aren't these toes. These teas aren't those teas. This tike ties threads together twice. That tike ties together three threads. Those threads the two tikes tied are tight. Twist twice to tie tightly. Thirty tee-shirts are tan, and thirteen tee-shirts are tie-dyed teal green. The teal tee-shirts total thirteen, the tan tee-shirts total thirty. Twisters with "r" and "l" The rickety ladder rattled right and left before it crashed through the glass. Rotten lettuce really reeks. Loose, leafy lettuce reminds me of really pretty, green trees. Real lemon, real lime, which would you pick every time? Ribbons rolled, ribbons loose, hair untied, what's your excuse? Tip and tap, rip and rap, lip and lap. Tip, rip, lip, tap, rap, lap. Twisters with "s" and "sh" She's so sick, and she's so sore, I wish her well forevermore. A shout from the south woke the sleeping sherriff. Something sure is fishy in this city. Silver slivers shimmer softly in the sunlight. Twisters with "i" and "ee" Bumblebees briefly buzzed beneath the bins of beans. Feeling ill or feeling well, Phil will hardly ever tell. Feeling full, Phyllis didn't eat a bit of the beets. Treena tripped on the tree root, and really ripped her raincoat. Tins of tiny sardines filled the field. She sells slippers, sleepers, and tiny little creepers. Twisters with Nonsense Words Snickety snackety snuck, trickety trackety truck, clickety clackety cluck. Feely filly fay, freely frilly fray, reapy rippy ray, leapy lippy lay. Sample of the Oral Quiz Scoring Sheet By Jack C. Richards (INTERCHANGE INTRO) \| \| Poor \| Fair \| Good \| Very good \| Excellent \| \|----------------\|------\|------\|------\|-----------\|-----------\| \| Comprehension \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| \| Fluency \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| \| Grammar \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| \| Vocabulary \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| \| Pronunciation \| 0 \| 1 \| 2 \| 3 \| 4 \| 5 \| General comments Suggestions for Improvement Comprehension = ability to understand questions and respond appropriately Fluency = ability to speak quickly, naturally, and without many pauses Grammar = ability to use correct grammar and sentence structures Vocabulary = ability to understand and use vocabulary words and phrases Pronunciation = ability to use correct stress, rhythm, and intonation patterns	ee9e108b-3e97-4d25-b5ad-c9c40079e60e	CC-MAIN-2025-08	https://risisbi.uqroo.mx/bitstream/handle/20.500.12249/3758/PE1128.P84.2013-67867.pdf?sequence=1&isAllowed=y	2025-02-10T16:11:35+00:00	crawl-data/CC-MAIN-2025-08/segments/1738831951669.40/warc/CC-MAIN-20250210151118-20250210181118-00404.warc.gz	465,090,593	43,344	eng_Latn	eng_Latn	0.939694	eng_Latn	0.995059	[ "spa_Latn", "spa_Latn", "eng_Latn", "eng_Latn", "unknown", "por_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"...	true	rolmOCR	[ 270, 718, 855, 2054, 3879, 6797, 8896, 12619, 14245, 16009, 17715, 19438, 21185, 21593, 22257, 22383, 24170, 26058, 27918, 29680, 31326, 33112, 34754, 36589, 38321, 40061, 41838, 42446, 44154, 45793, 47593, 49204, 50504, 52174, 53937, 55853, 57...	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VARIATION: WAYS AND MEANS TO PERSONALIZE LEARNING JANET S. TWYMAN This topic brief is one in a series on personalized learning prepared for Conversations with Innovators, 2018. Another floor within CIL’s Personalized Learning House represents “variation” or flexibility in critical aspects of how, when, and where individual students learn. Using the definition of variation as both “a change or difference in condition, amount, or level” as well as “a different or distinct form or version of something” (Oxford Living Dictionaries, 2018), we propose that the ability to vary time, place, path, pace, practice, and trace as fundamental to true personalization. Historically, the configuration of public education has been antithetical to variation for and across learners. The structure and process of today’s educational system, having cut its teeth during the industrial revolution, emphasizes mass production. Students are to learn the same curriculum, at the same time, and in the same place, within the same prescribed time period. If some students don’t learn, or learn more quickly, various attempts may be made to differentiate or individualize instruction; occasionally, these attempts even occur outside the typical school day. However, the basic premise of public education has remained the same for more than a century: large swatches of students doing specific things at a specific time, in a designated place, along one path, at a prescribed pace. We know learners are individuals. Each learner comes to school with his or her own unique background, as well as diverse experiences, attitudes, repertoires, interests, and aspirations; all will go on to lead different lives after their school careers. There is no such thing as the average student. As noted by Rose (2016) in The End of Average, “Our modern conception of the average person is not a mathematical truth but a human invention” (p. 11). Rose notes that it’s impossible to use statistical averages to draw meaningful conclusions about a particular human being, yet our educational system is designed around the notion of the average learner, a mythical notion that dictates instructional pacing, curriculum, grade-level standards and related textbooks, and even the size of desks and chairs in a classroom. As educators, to truly personalize learning, we need to move away from the concept of the average learner. We propose that the variation of time, place, path, pace, practice, and trace for individual learners is fundamental to true personalization. Our premise expands on the conception of varying time, place, and pace now prevalent within the competency-based education (CBE) movement (Sturgis, 2015; Twyman, 2014; U.S. Department of Education, n.d.). In a CBE system, student advancement is based on a demonstration of mastery, regardless of the time spent acquiring that master. For example, traditionally, time spent in learning is held constant (e.g., the 180-day school calendar or one year of Algebra I), yet how much and how well each student may learn varied drastically (e.g., letter grades A–F or other ratings). CBE inverts the traditional model, striving for learning being held constant, while the time it takes to learn varies (Barr & Tagg, 1995, p. 19). However, more than time (or place or pace) can vary. Under the guidance of a caring, competent teacher assisted with smart technologies, true personalized learning varies the time, place, path, pace, practice, and trace of learning for each and every student (Twyman, 2015, 2016). We now turn to describing time, place, path, pace, practice, and trace and how they enable truly personalized learning (also found in Twyman, 2016). TIME Time, or most frequently “seat time,” refers to the amount of time students are required to be in a course or grade, and historically, it has been tied to funding (e.g., the Carnegie Unit) and student progression (e.g., grade levels by year). Predominantly, time in instruction is held constant (i.e. class periods, quarters, semesters, grade-level year), but individual student outcomes during that instructional time varies greatly. Personalized learning, especially in a competency-based form, does away with time-based constraints in favor of a shrink- or expand-to-fit model in which individual students advance upon mastery regardless of time. It also supports the notion of learning occurring “anywhere, any time,” including outside the traditional classroom, at any time of the day. The “flipped” model of instruction, in which content delivery occurs outside of the classroom during non-school hours (Brame 2013; see also Sota, 2017), is an increasingly common example of specific instruction during non-typical school hours. The role of the teacher is to provide flexibility in when material is learned and how long it takes each student to learn it. PLACE Learning is no longer required to happen inside the classroom or even within the brick-and-mortar confines of a school building. Especially with the advent of the Internet and digital technologies, the place of learning can vary widely, within or outside the school building, in students’ homes, in the community, in places of business, in the great outdoors; the opportunities are seemingly endless. As part of “anywhere, anytime” learning, the advent of digital technologies makes anyplace learning truly possible. Supporting variability in “place” also creates a decreased emphasis on class and school attendance (i.e., seat time). It provides students not only greater flexibility in where they complete their work but also increased opportunities to earn credit through site-based projects, online coursework, and internships that occur outside the traditional school setting (Haynes et al, 2016). Path refers to the route a student takes to move toward his or her learning objectives. Related to the idea of a trajectory, a learning pathway indicates the specific course of study and experiences a student has on the way toward a specific goal, such as mastering conversational French or graduating from high school. In a personalized learning system, schools offer many pathways, including different courses, programs, and learning opportunities within those programs so that each student may create his or her own route toward a goal. Learning pathways support diverse educational options, both inside and outside of typical school settings (e.g., work-study, community service, internships, online instruction, or even travel), with relevant learning accomplishments recognized and valued regardless of where a student achieved them. Personalized learning adds further refinement to learning pathways, moving from choices that are designed by or offered by the school to opportunities that are created by the student. This form of student ownership and choice offers greater flexibility and customized learning experiences based on specific interests or needs. Related to time, pace is the rate at which something progresses. In education, it is referred to as the rate or speed at which the teacher presents a lesson (instructional pace), or more pertinent to this context, the speed at which a student makes progress through a particular curriculum or instructional program (pace of learning, such as the number of days a student takes to master one unit on the impressionist painters). Most scholars advocate a brisk instructional pace to enhance student attention, increase responding, and decrease off-task behavior (Lignugaris-Kraft & Rousseau, 1982); however, the same may not be true for an individual student’s pace of learning. Historically, educational progression through curricula has been lock-stepped, with an entire class moving through a unit in the same amount of time, often dictated by the organization of the textbook or some other structural concern. Within personalized learning, pace is determined by individual progression and is not a reflection of ability (i.e., fast = smart; slow = less smart) but rather a dimension of how a particular student may cover particular material at a particular time. Realistically, students may progress through familiar, simple, or personally interesting material at a much quicker pace than material that is completely new, complex, or of less personal interest. The pace of learning should always be in service of the mastery of learning. Different learners; different pace. Different material; different pace. Contrary to popular belief, this does not always mean that learners should “go at their own pace.” Sometimes learners may progress at a slow pace not because of the instructional material but other constraints (e.g., distractions, lack of interest, limited time to study, decreased access to supporting materials or resources). In these instances, teachers can apply some “relational suasion,” using their knowledge of their students, including their individual learning habits, interests, and aspirations, to help ensure students are moving at their own optimal pace. Practice refers to what educators do to facilitate learning (i.e., the actual application or execution of teaching). On a larger scale, it may refer to the implementation of policies at the school, district, or state level and the tools and systems to support them (e.g., school wide data systems or a state waiver of the Carnegie Unit). However, in the classroom, it refers to what teachers do. For better or worse, there is a myriad of educational interventions—practices—to be implemented by K–12 educators. Yet educators are given little specific guidance on what practices to use, when, with whom, under what conditions. The growing field of educational data mining and predictive analytics (see Baker, 2013) seems poised to change that; however, educators should always have an array of evidence-based strategies and tactics (practices) at the ready to use with each of their unique and diverse students. In personalized learning, teachers vary their practice based on the needs, interests, performance, and goals of each of their students. The interactions between teacher and student are some of the ultimate and fulfilling ways to personalize learning. The practices embedded in personalizing learning can be complex, ideally with the responsibility falling on both the teacher and the student. For example, initially the student may help inform which best teaching practices might be needed based on his or her current level, goals, and interests. After the practice is implemented (the act of teaching), the student provides information on the effects of that practice based on his or her learning gains and motivation. TRACE The effects of practice bring us to trace, or what remains after teaching or learning occurs. Trace helps us answer the questions: How do we know when a student has learned something, or perhaps more important, if a student is learning? As evidence of learning, trace is a detectable, objective change. Detection may be in the form of direct or indirect observation, formative assessment, student portfolios, alternative assessments, learning pictures, or in the multitude of ways learning can be validated in CBE (see McClarty & Gaertner, 2015). Trace may be uniformly measured within or across students (as in standardized assessments); however, its measures are probably best determined by individual context. Traces of learning should be observed frequently and in real time (as in formative assessments). They may be represented as a permanent product (as found in student portfolios or project-based learning), recorded automatically (as found in some computer-based instruction), represented by symbols or other means (e.g., grades or badges), and detected by either the teacher or student (preferably both) using some meaningful form of measurement. For educators, trace should not one be a single thing but represents the numerous empirical, actionable methods to indicate a learner’s current status and progression, in context (see Twyman, 2018). SUMMARY Variation is critical to the cause and effect of personalized learning. Variation in time, place, path, pace, practice, and trace offers a mechanism to personalize learning for all students. Although not all educators may be able to support all forms of variation in all contexts, perhaps the most important takeaway is to actively consider and attempt variation in some form. Having a clear goal for at least one aspect of variation and then measuring and adjusting iterations of that variation is a way or means toward personalization and only strengthens one’s personalized learning house. Baker, R. S. J. d. (2013). Learning, schooling, and data analytics. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on innovations in learning (pp. 179–190). Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from http://www.centeril.org/handbook/resources/fullchapter/Handbook_on_Innovations_in_Learning.pdf Barr, R. B., & Tagg, J. (1995). From teaching to learning—A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–26. Brame, C. (2013). Flipping the classroom. Vanderbilt University Center for Teaching. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ Haynes, E., Zeiser, K., Surr, W., Hauser, A., Clymer, L., Walston, J., Bitter, C., & Yang, R. (2016). Looking under the hood of competency-based education: The relationship between competency-based education practices and students’ learning skills, behaviors, and dispositions. Nellie Mae Education Foundation. Retrieved from https://www.air.org/sites/default/files/downloads/report/CBE-Study%20Full%20Report.pdf Lignugaris-Kraft, B., & Rousseau, M. K. (1982). Instructional pacing: Definition and research needs. Journal of Special Education Technology, 5, 5–9. McClarty, K. L., & Gaertner, M. N. (2015, April). Measuring mastery: Best practices for assessment in competency-based education. Washington, DC: American Enterprise Institute. Retrieved from https://www.luminafoundation.org/les/resources/measuring-mastery.pdf Oxford Living Dictionaries (2017). “variation” Retrieved from: https://en.oxforddictionaries.com/definition/variation Rose, T. (2016). The end of average: How we succeed in a world that values sameness. New York, NY: HarperCollins. Sota, M. (2017). Variation in time, place, pace: Blended learning and flipped classrooms. Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from http://www.centeril.org/publications/BlendedLearning.pdf Sturgis, C. (2015). Implementing competency education in K–12 systems: insights from local leaders. International Association for K–12 Online Learning. Retrieved from https://www.competencyworks.org/wp-content/uploads/2014/09/CWorks-Understanding-Competency-Education.pdf Twyman, J. S. (2014). Competency-based education: Supporting personalized learning. Connect: Making Learning Personal. Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from http://www.centeril.org/connect/resources/Connect_CB_Education_Twyman-2014_11.12.pdf Twyman, J. S. (2015, June). Varying time, place, pace, path, and trace in personalized learning. Discussant at the Center for Innovations in Learning’s second annual Conversations with Innovators discussion series, Temple University, Philadelphia, PA. Twyman, J. S. (2016). Personalizing learning through precision measurement. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on personalized learning for states, districts, and schools (pp. 145–164). Philadelphia, PA: Temple University, Center on Innovations in Learning. Retrieved from http://www.centeril.org/2016handbook/resources/Twyman_chapter_web.pdf Twyman, J. S. (2018). Increasing metacognition through learning pictures. Philadelphia, PA: Temple University, Center on Innovations in Learning. U.S. Department of Education (USDOE). (n.d.). Competency-based learning or personalized learning. Retrieved from http://www.ed.gov/oii-news/competency-based-learning-or-personalized-learning For more information about Personalized Learning please visit: www.centeril.org The contents of this publication were developed under a grant from the Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.	899afda0-c1f3-4572-a151-5d0c9129daff	CC-MAIN-2022-27	https://files.eric.ed.gov/fulltext/ED607648.pdf	2022-07-04T09:41:01+00:00	crawl-data/CC-MAIN-2022-27/segments/1656104364750.74/warc/CC-MAIN-20220704080332-20220704110332-00675.warc.gz	299,412,433	3,424	eng_Latn	eng_Latn	0.963632	eng_Latn	0.991498	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 178, 3696, 5789, 6958, 9046, 10680, 12649, 16156, 16496 ]	[ 2.046875 ]	1	0
Print your name and the name of your school on the lines above. Then turn to the last page of this booklet, which is the answer sheet for Part A and Part B–1. Fold the last page along the perforations and, slowly and carefully, tear off the answer sheet. Then fill in the heading of your answer sheet. You are to answer all questions in all parts of this examination. Write your answers to the Part A and Part B–1 multiple-choice questions on the separate answer sheet. Write your answers for the questions in Parts B–2, C, and D directly in this examination booklet. All answers should be written in pen, except for graphs and drawings, which should be done in pencil. You may use scrap paper to work out the answers to the questions, but be sure to record all your answers on the answer sheet and in this examination booklet. When you have completed the examination, you must sign the statement printed on your separate answer sheet, indicating that you had no unlawful knowledge of the questions or answers prior to the examination and that you have neither given nor received assistance in answering any of the questions during the examination. Your answer sheet cannot be accepted if you fail to sign this declaration. Notice... A four-function or scientific calculator must be made available for you to use while taking this examination. The use of any communications device is strictly prohibited when taking this examination. If you use any communications device, no matter how briefly, your examination will be invalidated and no score will be calculated for you. DO NOT OPEN THIS EXAMINATION BOOKLET UNTIL THE SIGNAL IS GIVEN. Part A Answer all questions in this part. [30] Directions (1–30): For each statement or question, write on your separate answer sheet the number of the word or expression that, of those given, best completes the statement or answers the question. 1 Why is a mushroom considered a heterotroph? (1) It manufactures its own food. (2) It divides by mitosis. (3) It transforms light energy into chemical energy. (4) It obtains nutrients from its environment. 2 Three days after an organism eats some meat, many of the organic molecules originally contained in the meat would be found in newly formed molecules of (1) glucose (3) starch (2) protein (4) oxygen 3 Which body system is correctly paired with its function? (1) excretory—produces antibodies to fight disease-causing organisms (2) digestive—produces hormones for storage and insulation (3) circulatory—transports materials for energy release in body cells (4) respiratory—collects waste material for digestion 4 Which statement best explains why some cells in the reproductive system only respond to certain hormones? (1) These cells have different DNA than the cells in other body systems. (2) These cells have specific types of receptors on their membranes. (3) Reproductive system cells could be harmed if they made contact with hormones from other body systems. (4) Cells associated with the female reproductive system only respond to the hormone testosterone. 5 In the cell shown below, which lettered structure is responsible for the excretion of most cellular wastes? (A) (B) (C) (D) (1) A (3) C (2) B (4) D 6 What is the main function of a vacuole in a cell? (1) storage (2) coordination (3) synthesis of molecules (4) release of energy 7 If 15% of a DNA sample is made up of thymine, T, what percentage of the sample is made up of cytosine, C? (1) 15% (3) 70% (2) 35% (4) 85% 8 Global warming has been linked to a decrease in the (1) size of the polar ice caps (2) temperature of Earth (3) rate of species extinction (4) rate of carbon dioxide production 9 Several structures are labeled in the diagram of a puppy shown below. Skin ———— Eye ———— Leg muscles Every cell in each of these structures contains (1) equal amounts of ATP (2) identical genetic information (3) proteins that are all identical (4) organelles for the synthesis of glucose 10 A characteristic that an organism exhibits during its lifetime will only affect the evolution of its species if the characteristic (1) results from isolation of the organism from the rest of the population (2) is due to a genetic code that is present in the gametes of the organism (3) decreases the number of genes in the body cells of the organism (4) causes a change in the environment surrounding the organism 11 Agriculturists have developed some varieties of vegetables from common wild mustard plants, which reproduce sexually. Which statement best explains the development of these different varieties of vegetables? (1) Different varieties can develop from a single species as a result of the recombination of genetic information. (2) Different species can develop from a single species as a result of the effect of similar environmental conditions. (3) Mutations will occur in the genes of a species only if the environment changes. (4) Variations in a species will increase when the rate of mitosis is decreased. 12 The diagram below represents a technique used in some molecular biology laboratories. Portion of human DNA + Cut bacterial DNA → Inserted into bacterial cell This technique is a type of (1) chromatography (2) gel electrophoresis (3) direct harvesting (4) genetic engineering 13 A species of bird known as Bird of Paradise has been observed in the jungles of New Guinea. The males shake their bodies and sometimes hang upside down to show off their bright colors and long feathers to attract females. Females usually mate with the “flashiest” males. These observations can be used to support the concept that (1) unusual courtship behaviors lead to extinction (2) some organisms are better adapted for asexual reproduction (3) homeostasis in an organism is influenced by physical characteristics (4) behaviors that lead to reproductive success have evolved 14 Which statement concerning the evolution of species A, B, C, D, and E is supported by the diagram below? (1) Species B and C can be found in today’s environments. (2) Species A and D evolved from E. (3) Species A and C can still interbreed. (4) Species A, B, and E all evolved from a common ancestor and all are successful today. 15 The diagram below represents a process that occurs during human reproduction. \[ \begin{array}{c} \bullet \\ + \quad \text{~~~} \rightarrow \quad \bullet \\ \end{array} \] (Not drawn to scale) The process represented by the arrow will ensure that the (1) zygote contains a complete set of genetic information (2) gametes contain a complete set of genetic information (3) zygote contains half of the genetic information (4) gametes contain half of the genetic information 16 Even though identical twins have the same genetic material, they may develop slightly different characteristics because (1) each twin receives different chromosomes from the egg (2) one twin may only have genes from the father (3) gene expression may be influenced by factors that switch genes on and off (4) a gene mutation may have occurred before the zygote divided 17 What normally happens immediately after fertilization in sexual reproduction? (1) specialization of cells to form a fetus from an egg (2) production of daughter cells having twice the number of chromosomes as the parent cell (3) production of daughter cells having half the number of chromosomes as the parent cell (4) division of cells resulting in the development of an embryo from a zygote 18 The human female reproductive system is represented in the diagram below. Production of gametes and support of the fetus normally occur in structures (1) 1 and 2 (2) 2 and 4 (3) 3 and 5 (4) 4 and 5 19 Essential materials needed for development are transported to a human fetus through the (1) reproductive hormones (2) egg cell (3) placenta (4) ovaries 20 The failure to regulate the pH of the blood can affect the activity of (1) enzymes that clot blood (2) red blood cells that make antibodies (3) chlorophyll that carries oxygen in the blood (4) DNA that controls starch digestion in the blood 21 Young birds that have been raised in isolation from members of their species build nests characteristic of their species. This suggests that the nest-building behavior is (1) genetically inherited from parents (2) learned by watching members of their species (3) a disadvantage to the survival of the species (4) a direct result of the type of food the bird eats 22 Some people with spinal cord injuries do not sweat below the area of the injury. Without the ability to sweat, the human body temperature begins to rise. Which statement would best describe this situation? (1) Feedback mechanisms regulate blood sugar levels. (2) Gene mutations are increased. (3) Energy from ATP is not available. (4) Dynamic equilibrium is disrupted. 23 Decomposers are necessary in an ecosystem because they (1) produce food for plants by the process of photosynthesis (2) provide energy for plants by the process of decay (3) can rapidly reproduce and evolve (4) make inorganic materials available to plants 24 A manatee is a water-dwelling herbivore on the list of endangered species. If manatees were to become extinct, what would be the most likely result in the areas where they had lived? (1) The biodiversity of these areas would not be affected. (2) Certain producer organisms would become more abundant in these areas. (3) Other manatees would move into these areas and restore the population. (4) Predators in these areas would occupy higher levels on the energy pyramid. 25 A serious threat to biodiversity is (1) habitat destruction (2) maintenance of food chains (3) competition within a species (4) a stable population size 26 Which action will result in the greatest decrease in rain forest stability? (1) removing one species of plant for medicine (2) harvesting nuts from some trees (3) cutting down all the trees for lumber (4) powering all homes with wind energy 27 One way that humans could have a positive impact on local environments is to (1) generate waste products as a result of technological advances (2) use resources that are renewable (3) increase planting large areas of one crop (4) increase the use of pesticides 28 Which statement provides evidence that evolution is still occurring at the present time? (1) The extinction rate of species has decreased in the last 50 years. (2) Many bird species and some butterfly species make annual migrations. (3) New varieties of plant species appear more frequently in regions undergoing climatic change. (4) Through cloning, the genetic makeup of organisms can be predicted. 29 The diagram below represents the various stages of ecological succession in New York State. If the ecosystem is not altered, which stage would be the most stable? (1) grass (3) pine forest (2) shrub (4) hardwood forest 30 Because of an attractive tax rebate, a homeowner decides to replace an oil furnace heating system with expensive solar panels. The trade-offs involved in making this decision include (1) high cost of solar panels, reduced fuel costs, and lower taxes (2) low cost of solar panels, increased fuel costs, and higher taxes (3) increased use of fuel, more stable ecosystems, and less availability of solar radiation (4) more air pollution, increased use of solar energy, and greater production of oil 31 A clear plastic ruler is placed across the middle of the field of view of a compound light microscope. A row of cells can be seen under low-power magnification (100x). What is the average length of a single cell in micrometers ($\mu m$)? (1) 10 $\mu m$ (2) 100 $\mu m$ (3) 200 $\mu m$ (4) 2000 $\mu m$ 32 The graph below represents the populations of two different species in an ecosystem over a period of several years. Which statement is a possible explanation for the changes shown? (1) Species A is better adapted to this environment. (2) Species A is a predator of species B. (3) Species B is better adapted to this environment. (4) Species B is a parasite that has benefited species A. 33 A mineral supplement designed to prevent the flu was given to two groups of people during a scientific study. Dosages of the supplement were measured in milligrams per day, as shown in the table below. \| Group \| Dosage (mg/day) \| \|-------\|-----------------\| \| A \| 100 \| \| B \| 200 \| After 10 weeks, neither group reported a case of the flu. Which procedure would have made the outcome of this study more valid? (1) test only one group with 200 mg of the supplement (2) test the supplement on both groups for 5 weeks instead of 10 weeks (3) test a third group that receives 150 mg of the supplement (4) test a third group that does not receive the supplement 34 The diagram below shows a normal gene sequence and three mutated sequences of a segment of DNA. Normal sequence CATTAGAAC Mutation A CTTAGAAC Mutation B GATTAGAAC Mutation C CATGTAGAAC Which row in the chart below correctly identifies the cause of each type of mutation? \| Row \| Mutation A \| Mutation B \| Mutation C \| \|-----\|------------\|------------\|------------\| \| (1) \| deletion \| substitution \| insertion \| \| (2) \| insertion \| substitution \| deletion \| \| (3) \| insertion \| deletion \| substitution \| \| (4) \| deletion \| insertion \| substitution \| Base your answers to questions 35 and 36 on the energy pyramid below and on your knowledge of biology. ![Energy Pyramid](image) 35 Which level includes organisms that receive their energy from level $B$? (1) A (2) B (3) C (4) D 36 Which level includes organisms that get their energy exclusively from a source other than the organisms in this ecosystem? (1) A (2) B (3) C (4) D 37 The chart below compares the size of three structures: a gene, a nucleus, and a chromosome. \| Size \| Structure \| \|-----------------------\|-----------\| \| smallest in size ↓ \| A \| \| greatest in size \| C \| Based on this information, structure A would most likely be a (1) chromosome that is part of structure $C$ (2) chromosome that contains structures $B$ and $C$ (3) nucleus that contains both structure $B$ and structure $A$ (4) gene that is part of structure $B$ 38 The diagram below shows molecules represented by $X$ both outside and inside of a cell. ![Cell Diagram](image) A process that would result in the movement of these molecules out of the cell requires the use of (1) DNA (2) ATP (3) antigens (4) antibodies 39 Which statement most accurately predicts what would happen in the aquarium shown below if it were tightly covered and maintained in natural light for one month? ![Aquarium Diagram](image) (1) The water temperature would rapidly decrease. (2) The process of respiration in the snail would decrease. (3) The rate of reproduction of the fish would be affected. (4) The organisms would probably survive because materials would cycle. 40 The data table below shows an effect of secondhand smoke on the birth weight of babies born to husbands and wives living together during pregnancy. \| Effect of Secondhand Smoke on Birth Weight \| Wife: Nonsmoker Husband: Nonsmoker \| Wife: Nonsmoker Husband: Smoker \| \|------------------------------------------\|-----------------------------------\|---------------------------------\| \| Number of Couples \| 837 \| 529 \| \| Average Weight of Baby at Birth \| 3.2 kg \| 2.9 kg \| Based on these data, a reasonable conclusion that can be drawn about secondhand smoke during pregnancy is that secondhand smoke (1) is unable to pass from the mother to the fetus (2) slows the growth of the fetus (3) causes mutations in cells of the ovaries (4) blocks the receptors on antibody cells 41 A limiting factor unique to a field planted with corn year after year is most likely (1) temperature (2) sunlight (3) water (4) soil nutrients Base your answers to questions 42 and 43 on the information below and on your knowledge of biology. After the Aswan High Dam was built on the Nile River, the rate of parasitic blood-fluke infection doubled in the human population near the dam. As a result of building the dam, the flow of the Nile changed. This changed the habitat, which resulted in an increase in its population of a certain aquatic snail. The snails, which were infected, released larvae of the fluke. These larvae then infected humans. 42 This situation best illustrates that (1) the influence of humans on a natural system is always negative in the long term (2) the influence of humans on a natural system can have unpredictable negative impacts (3) human alteration of an ecosystem does not need to be studied to avoid ecological disaster (4) human alteration of an ecosystem will cause pollution and loss of finite resources 43 The role of the snail may be described as a (1) host (2) parasite (3) producer (4) decomposer 44 The table below shows the abundance of some greenhouse gases in the atmosphere. \| Greenhouse Gases \| Abundance (%) \| \|------------------------\|---------------\| \| carbon dioxide (CO₂) \| 99.438 \| \| methane (CH₄) \| 0.471 \| \| nitrous oxide (N₂O) \| 0.084 \| \| other gases (CFCs, etc.)\| 0.007 \| \| Total \| 100.000 \| Identify the most abundant greenhouse gas and state one human activity that is a source of this gas. [1] Greenhouse gas: ________________________________ ________________________________________________ ________________________________________________ 45 The United States government does not allow travelers from foreign countries to bring plants, fruits, vegetables, animals, or other living organisms into this country. State one biological reason for keeping these out of the United States. [1] ________________________________________________ ________________________________________________ Base your answers to questions 46 through 49 on the information and data table below and on your knowledge of biology. Birds colliding with aircraft either on the ground or in the air create problems for the Air Force. An organization known as BASH (Bird Aircraft Strike Hazard) studied the impact of birds colliding with aircraft. In 2001, there were 3854 bird collisions reported at a total cost to the Air Force of over 31 million dollars in damage—approximately eight thousand dollars per collision. August, September, and October were the busiest months with 1442 collisions. Nearly 50% of all these collisions occurred in the airfield environment, an environment that can most easily be controlled. The top five species of birds involved in these collisions are listed in the data table below. Top Five Bird Species Involved in Collisions in 2001 \| Type of Bird \| Number of Collisions \| \|------------------------------\|----------------------\| \| American mourning dove \| 123 \| \| horned lark \| 100 \| \| barn swallow \| 83 \| \| American cliff swallow \| 55 \| \| American robin \| 55 \| Source of data: Bird Aircraft Strike Hazard by Matt Granger, http://www.find.articles.com Directions (46–47): Using the information in the data table, construct a bar graph on the grid, following the directions below. 46 Mark an appropriate scale on the axis labeled “Number of Collisions.” [1] 47 Construct vertical bars to represent the data. Shade in each bar. [1] Top Five Bird Species Involved in Collisions in 2001 \| Bird Species \| Number of Collisions \| \|--------------\|----------------------\| \| A \| \| \| B \| \| \| C \| \| \| D \| \| \| E \| \| 48 Is the problem with birds and aircraft limited to birds living on or near airport grounds? Support your answer using information from the passage. [1] __________________________________________________________________________ __________________________________________________________________________ 49 State one possible reason that the greatest number of bird collisions occurs during August, September, and October. [1] __________________________________________________________________________ __________________________________________________________________________ Base your answers to questions 50 through 53 on the information below and on your knowledge of biology. The Control of Transpiration Plants normally lose water from openings (stomates) in their leaves. The water loss typically occurs during daylight hours when plants are exposed to the Sun. This water loss, known as transpiration, is both beneficial and harmful to plants. Scientists believe wind and high temperatures increase the rate of transpiration, but the size of each stomate opening can be regulated. Reducing the size of the openings during drought conditions may help reduce the dehydration and wilting that would otherwise occur. A leaf may lose more than its own weight in water each day. Transpiration also lowers the internal temperature of the leaf as water evaporates. On hot days, temperatures in the leaves may be from 3° to 15°C cooler than the outside air. With stomates open, vital gases may be exchanged between the leaf tissues and the outside environment. Researchers have also found many plants that use another response when leaf temperatures rise. Special molecules known as heat shock proteins are produced by plant cells and help to hold enzymes in their functional shapes. 50 State one way transpiration is beneficial to plants. [1] ________________________________________________________________________ ________________________________________________________________________ 51 Identify two of the “vital gases” that are exchanged between leaf tissues and the outside environment. [1] ______________________________________ and ____________________________ 52 Identify the specific leaf structures that regulate the opening and closing of stomates. [1] _____________________________________ 53 Explain why it is important for plants to “hold enzymes in their functional shapes.” [1] ________________________________________________________________________ ________________________________________________________________________ 54 The graph below shows the growth of a population of coyotes in a wilderness area. State one possible cause for the population decrease at X. [1] __________________________________________________________________________ __________________________________________________________________________ 55 The information in the chart below represents the sex chromosome arrangement in humans and birds. Sex chromosomes contain genes involved in sex determination. \| Animal \| Female \| Male \| \|--------\|--------\|------\| \| humans \| XX \| XY \| \| birds \| ZW \| ZZ \| In humans, it is the male gamete that is responsible for determining the sex of the offspring. Identify which type of gamete determines the sex of the offspring in birds. Support your answer. [1] Type of Gamete: _______________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 56 Design an experiment to test the effectiveness of the new drug to increase the production of BDNF in the brains of rats. In your answer, be sure to: - state the hypothesis your experiment will test [1] - describe how the control group will be treated differently from the experimental group [1] - identify two factors that must be kept the same in both the experimental and control groups [1] - identify the dependent variable in your experiment [1] Base your answers to questions 57 through 59 on the information below and on your knowledge of biology. Rabbits eat plants and in turn are eaten by predators such as foxes and wolves. A population of rabbits is found in which a few have a genetic trait that gives them much better than average leg strength. 57 Predict how the frequency of the trait for above average leg strength would be expected to change in the population over time. Explain your prediction. [1] __________________________________________________________________________ __________________________________________________________________________ 58 State what is likely to happen to the rabbits in the population that do not have the trait for above average leg strength. [1] __________________________________________________________________________ __________________________________________________________________________ 59 It was later discovered that the rabbits born with the trait for above average leg strength also inherited the trait for poor eyesight. Taking into account this new information, explain how your predictions would change. Support your answer. [1] __________________________________________________________________________ __________________________________________________________________________ Base your answer to question 60 on the information below and on your knowledge of biology. Bacterial resistance to antibiotic treatment is becoming an increasing problem for the medical community. It is estimated that 70% of bacteria that cause infections in hospitals are resistant to at least one of the drugs used for treatment. Dangerous strains of tuberculosis (TB) have emerged that are resistant to several major antibiotic drugs. While drug-resistant TB is generally treatable, it requires much longer treatments with several antibiotics that are very expensive. 60 Explain the loss of effectiveness of antibiotic drugs. In your explanation, be sure to: - identify the genetic event that resulted in the original antibiotic resistance in some strains of bacteria [1] - explain how the overuse of antibiotics can increase bacterial resistance [1] Base your answers to questions 61 and 62 on the information below and on your knowledge of biology. The average life expectancy of humans in the United States increased from 63.3 years in 1943 to 77.6 years in 2003. This, combined with other factors, has led to an increase in population. 61 State one factor that contributed to the increase in life expectancy in the United States. [1] 62 State one way the increase in population affects other species. [1] 63 The diagram below represents a cell found in some complex organisms. The enlarged section represents an organelle, labeled X, found in this cell. Describe the function of organelle X and explain how it is important to the survival of the cell. In your answer, be sure to: - identify organelle X [1] - state the process that this organelle performs [1] - identify the two raw materials that are needed for this process to occur [1] - identify one molecule produced by this organelle and explain why it is important to the organism [2] The Arctic National Wildlife Refuge (ANWR) in Alaska is the last great wilderness in America. Many migratory animals stop there to feed and rest. This region also supports an abundance of wildlife, including various types of vegetation, herbivores such as musk oxen and reindeer, and carnivores such as polar bears and wolves. 64 Wolves often hunt reindeer for food. State the effect on the size of the wolf population if the amount of vegetation were to drop suddenly. Support your answer. [1] __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 65 The amino acid sequences of three species shown below were determined in an investigation of evolutionary relationships. Species A: Val His Leu Ser Pro Val Glu Species B: Val His Leu Cys Pro Val Glu Species C: Val His Thr Ser Pro Glu Glu Based on these data, which two species are most closely related? Support your answer. [1] __________________________________________________________ __________________________________________________________ 66 A student carried out a lab activity where she was asked to squeeze a clothespin as many times as she could in one minute and record that number. She immediately tried the same activity again, thinking she could do better the second time, but the number was lower. She immediately tried again, but the number was lower still. State one reason why she continued to get lower numbers, even though she tried to increase the number of squeezes several times. [1] __________________________________________________________ __________________________________________________________ 67 A laboratory setup using an artificial cell made from dialysis tubing is shown in the diagram below. Identify the process that would most likely be responsible for the movement of glucose from inside the artificial cell to the solution outside of the cell. [1] __________________________________________________________ Scientists attempted to determine the evolutionary relationships between three different plant species, A, B, and C. In order to do this, they examined the stems and DNA of these species. Diagram 1 represents a microscopic view of the cross sections of the stems of these three species. DNA was extracted from all three species and analyzed using gel electrophoresis. The results are shown in diagram 2. Based on the data they collected, they drew diagram 3 to represent the possible evolutionary relationships. Diagram 1 Species A Species B Species C Diagram 2 DNA from species A DNA from species B DNA from species C Diagram 3 Possible Evolutionary Relationships Between Species A, B, and C A B C 68 State why the evolutionary relationships shown in diagram 3 are not supported by the data provided by the stem cross sections in diagram 1. [1] __________________________________________________________________________ __________________________________________________________________________ 69 Explain how the DNA banding pattern in diagram 2 supports the evolutionary relationships between the species shown in diagram 3. [1] __________________________________________________________________________ __________________________________________________________________________ 70 This technique used to analyze DNA involves the (1) synthesis of new DNA strands from subunits (2) separation of DNA fragments on the basis of size (3) production of genetically engineered DNA molecules (4) removal of defective genes from DNA 71 Explain why information obtained through DNA analysis is a more reliable indicator of evolutionary relationships than observations of stem cross sections with a microscope. [1] __________________________________________________________________________ __________________________________________________________________________ Base your answers to questions 72 through 74 on the information below and on your knowledge of biology. A wet-mount slide of red onion cells is studied using a compound light microscope. A drawing of one of the cells as seen under high power is shown below. 72 On the diagram below, label the location of each of the cell structures listed. [1] - cell wall - cytoplasm - cell membrane 73 Describe the proper way to add a saltwater solution to the cells without removing the coverslip. [1] __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 74 In the space below, sketch how the cell would look after the saltwater solution is added to it. [1] 75 A student added an enzyme to a test tube containing a sample of DNA. After a period of time, analysis of the DNA sample indicated it was now broken into three segments. The purpose of the enzyme was most likely to (1) cut the DNA at a specific location (2) move the DNA to a different organism (3) copy the DNA for protein synthesis (4) alter the DNA sequence in the segment Base your answers to questions 76 and 77 on the diagram below and on your knowledge of biology. The diagram shows the heads of four different species of Galapagos Islands finches. 76 The four different types of beaks shown are most likely the result of (1) gene manipulation (2) natural selection (3) unchanging environmental conditions (4) patterns of behavior learned from parents 77 Scientists observed that when two closely related species of predatory birds live in different areas, they seek prey early in the morning. However, when their territories overlap, one species hunts at night and the other hunts in the morning. When these two species live in the same area, they apparently modify their (1) habitat (2) niche (3) ecosystem (4) biodiversity Record your answers to Part A and Part B–1 on this answer sheet. \| Part A \| Part B–1 \| \|--------\|----------\| \| 1 \| 31 \| \| 2 \| 32 \| \| 3 \| 33 \| \| 4 \| 34 \| \| 5 \| 35 \| \| 6 \| 36 \| \| 7 \| 37 \| \| 8 \| \| \| 9 \| \| \| 10 \| \| Part A Score The declaration below must be signed when you have completed the examination. I do hereby affirm, at the close of this examination, that I had no unlawful knowledge of the questions or answers prior to the examination and that I have neither given nor received assistance in answering any of the questions during the examination. 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Creating Pollinator Pathways in the Built Environment by Dr. Jaret Daniels Published July 7 by the Florida Wildflower Foundation Dr. Jaret Daniels explains how all landscapes, large and small, are critical to sustaining native wildlife populations in human-dominated spaces. These landscapes include urban parks and neighborhoods, utility and transportation corridors, and home gardens and yards. Such landscapes can contain rich flora that contribute significantly to biodiversity. That is of extreme importance as we seek to reverse recent insect declines, which have gained substantial media attention due to the potential serious repercussions for people, agriculture and ecological systems. The video discusses how minor changes in built landscapes can help support wildlife, where changes are needed most, and what actions are most beneficial. Dr. Daniels is a University of Florida associate professor of entomology and director of the McGuire Center for Lepidoptera and Biodiversity at the Florida Museum of Natural History. His research focuses on insect ecology, population biology and conservation, with particular emphasis on butterflies and other native pollinators. He also serves on the Florida Wildflower Foundation board of directors. To view, visit https://flawildflowers.org/pollinator-pathway-webinar/ Middleton High School FFA & Agriculture Studies Middleton High school has a long and important history. It was a segregated high school for black students from the 1930s to 1971. Its agriculture program then was known as the New Farmers of America (NFA) instead of today's FFA. As was common at the time, it became an integrated middle school with bussing in the following decades. After much work by alumni and community members, it reopened as a high school in its current (new) location in 2002. Middleton High School serves east Tampa neighborhoods and includes magnet programs in technology, computers and engineering. Virginia Overstreet and I met with Middleton HS instructor Kenny Gil about a grant for a native plant garden. Kenny is the FFA (Future Farmers of America/Spanish teacher) at Middleton. He is a high energy person and heads its agriculture program. Kenny had provided us with a list of possible native plant choices for the proposed garden. Virginia and I suggested that a drawing of where the plants would be installed be included with his grant application. We stressed keeping the planting manageable and perhaps doing it in phases. We also talked about drip/micro irrigation installation and using on campus oak leaves for mulch. Students and hopefully their parents will provide “sweat equity” for weeding, mulching and plant installs. Kenny mentioned that the art department wanted to make plant ID markers and also the school’s video production department wanted to do filming. This has the potential of being a very exciting project. ----- Submitted by Mike Fite Joint Meeting Wrap-up The July joint meeting with Tampa Bay Sierra Group and Florida Audubon went well. There were about 55 participants on the meeting call with the number varying during the call – but clearly our largest numbers to date. Valerie Anderson did a nice job of presenting the challenges at Split Oak, and there were many questions and suggestions at the end. On the meeting, plants were donated by Virginia, Mary McCahon and Steve Dickman and prizes went to Christopher Lizardi, Vikki Sinclair, Nancy Stevens (membership renewal), Holly Jaeger and Junior McGovern. Joel Jackson won and donated his prize back. Niki Cribbs did a wonderful job of being Master of Ceremonies for the call. Thank you to all who made this a success. Garden report Little Red Wagon Nursery donated two corkystem passionvines (Passiflora suberosa) and two swamp milkweeds (Asclepias perennis) for the Lettuce Lake garden. The grasses and sedges are slowly being evicted from the tickseed “meadow,” all spring plants are in, and partridge pea has spread to many new areas in the garden. The bumblebees love that. All garden volunteers are happy that we are finally getting regular rain after a very dry June and early July. ----- Text and Photo submitted by Tina Patterson Suncoast had a buying trip to the Nectary in July. Steve Dickman followed up on that with this question-answer session with the owners, Michelle Sylvester and Kathryn Adeny. 1. What made you decide to open a Florida native retail plant nursery? We knew there was a need for Florida native plant nurseries and Polk County was specifically lacking in retail outlets. Each of us had independently been driving more than an hour each way to obtain native plants from the nearest FANN-affiliated retail nurseries, which seemed unsustainable. We wanted native plants to "catch on" as a residential landscaping option in Lakeland, but we didn't think it could happen without a consistent local source - so we made the spontaneous decision to become that source! 2. How long has The Nectary been open? We started selling at the Lakeland Farmers Market in June of 2019, but we have been at our permanent location on Main St. since December. 3. How did you become interested in FL native plants? We both purchased homes that had the “builder grade basic” landscaping. For Michelle, it was after reading that she realized the complete lack of life those landscapes harbored. She stopped using pesticides and the amount of activity immediately increases. She then started gardening for birds and butterflies. It was through her reading that she learned that native plants were the absolute best for attracting the wildlife she desperately wanted. For Kathryn, it was living in Seattle for more than a decade that had convinced her that a landscape of native plants was a more environmentally-sensitive (and more interesting!) choice than a green lawn. 4. Have either of you worked at or managed a retail nursery before? No, neither of us has any experience as a nursery owner or employee. We both have science degrees and have worked in healthcare and public health research. We were both gutsy enough to believe that our combined skills and passion for making native plants more accessible in our community would make up for our lack of experience in the nursery industry. 5. Anything else? We hope to present native plants in a beautiful, user-friendly shopping experience that appeals to both knowledgeable and "newbie" customers. We want to see substantially more Lakeland homeowners choosing native plants for their landscapes. It has long been my goal to remove enough turf grass in my acre of yard that I could easily mow edges and paths through the yard without having a riding mower. With the help of Troy Springer and Springer Environmental, phase 1 of a ‘meadow’ was installed in June. The area between 2 existing beds was targeted. First the sod was removed with a sod cutter, then plants and pinestraw were installed. June is the beginning of the wet season – right? Not this year. I was out there watering every day for weeks. Luckily, rain has been more regular lately, and I am enjoying the progress as the plants get bigger and start to flower. Troy flagged the bare ground to indicate where plants would be In July, -after the planting was done and the plants were thriving My meadow has lots of purple love grass, lots of muhly grass, some lopsided Indian grass and a few river oats. Darrow’s blueberry and green palmettos are sprinkled throughout. There were a couple slash pines already. Wildflowers include – Joepyeweed, giant ironweed, lakeside sunflower, rosinweed. I’ve added some Chapman’s goldenrod, rayless sunflower, elephant’s foot, tropical sage and Eryngium yuccifolium. And at the end of July, a Joepyeweed celebration! Resources for Suncoast Chapter Members Plants for Hillsborough County Gardens – you can create a list for your garden including sun exposure, drainage, soil type, plant characteristics and use by birds and butterflies -- [https://fnps.org/plants/refinelist/Hillsborough](https://fnps.org/plants/refinelist/Hillsborough) Native Plant Society Events in Hillsborough, Pinellas, and Pasco Counties -- [http://www.suncoastnps.org/calendar/](http://www.suncoastnps.org/calendar/) Historical Palmetto Articles available on-line for download -- [https://fnps.org/palmetto](https://fnps.org/palmetto) \| August \| --- \| No Meeting, no Field Trip \| \|--------\|-----\|---------------------------\| \| September \| 16 \| Program: Troy Springer- Lessons Learned \| \| \| 19 \| Field Trip: \| \| October \| 12-13 \| USF Plant Sale \| \| \| 21 \| Program: TBD \| \| \| 22-24 \| Camping Trip: Kissimmee Prairie State Park –contact Tina for camping info \| \| November \| 7 \| Field trip: Conner Preserve \| \| \| 18 \| Program: Member Sharing & Elections \| \| December \| ? \| Holiday Party in a Park \| Hardscaping and Lots and Lots of New Plants By Shirley Denton Apparently, Janet and I have been keeping Springer Environmental well supplied with work. In May, I discussed making some landscape changes with Troy Springer, and before long, we had concocted a scheme both to fix my landscaping and drainage challenge (a very steep hill held in place by rotting landscape ties and covered with a mixture of Carolina jessamine and nasty weeds) and to replace an absolutely awful set of stairs that led from my carport to the bottom of that steep slope. As time went on, the work expanded to fix some other weed patches and to encourage my “freedom lawn” to morph in the direction of a casual meadow as it was, and is filled with sunshine mimosa. And then, not one, but two dead palms decided that they had had enough of being standing poles. One was covered with trumpet vine and was a known hummingbird attractor. The other had simply been a bare pole. During a big wind, down came the one covered with vines, right across some of my new plantings. Before we could remove it, the other one crashed down on the hill below. I left for a month in central New York with new stairs, new plantings that had only been watered for two weeks, and two downed palm trees. I had serious worries about how big a mess I might come home to. The picture below shows what I did come home to. Needless to say, I’m pleased! And, this week, this is the only place in the yard that I have not been weeding. Yesterday, a hummingbird paid a visit to a firebush as I was weeding around it. So, it looks like I still have plenty of hummingbird attractants. A black swallowtail was also enjoying the firebush. And I have attractive stairs that won’t break ankles. Overall, this slope will eventually become dominated a coonties. The overall setting will have saw palmettoes, Baccharus dioica, muhly grass, some existing shrubs and trees (cabbage palms, an Asimina obovata, beautyberry, firebush, sunshine mimosa, dune sunflower, Tradescantia ohiensis, shiny wild coffee, Erythrina herbacea, gaillardia, etc. Enough trumpet vine is still here to keep the hummers coming. The mission of the Florida Native Plant Society is to preserve, conserve, and restore the native plants and native plant communities of Florida Frogfruit, turkeytangle (Phyla nodiflora) Data compiled by George Kish and edited by Shirley Denton Family: Verbenaceae (Vervain) Zone: 5-11 Plant Habit: Trailing perennial herb, 4 inches tall Leaves: opposite, stalked, obovate to spatulate, 3/4 in. long, toothed near apex Bloom: Small, purplish to white, in long-stalked heads of 2-lipped, lobed flowers Flowering time: All year Distribution: Throughout Florida Natural Habitats: Beaches, hammocks, disturbed areas Light: Full to part sun Water: Moist to moderately dry Soil: Average Propagation: Stem cuttings, division and seeds Maintenance: Low Availability: Occasionally from native plant nurseries Comments: Larval food source for Phaon Crescent and White Peacock butterflies; mat-forming with prostrate, hairy stems; Landscape uses: Can be used as a ground cover and grass substitute KEY REFERENCES Colvin, D.L., R. Dickens, J.W. Everest, D. Hall, and L.B McCarty, undated, Weeds of southern turfgrasses: Florida Cooperative Extension Service, Gainesville, FL, 208 p. Florida Native Plant Society. Plants for Your Landscape. https://fnps.org/plants. Minno, M.C., Butler, J.F., and D.W. Hall, 2005, Florida Butterfly Caterpillars and Their Host Plants: University Press of Florida, Gainesville, FL, 341 p. Officers and Board of Directors President – Virginia Overstreet firstname.lastname@example.org Vice President – Shirley Denton email@example.com Secretary - Tina Patterson firstname.lastname@example.org Treasurer - Niki Cribbs email@example.com Directors at Large Mike Fite firstname.lastname@example.org Steve Dickman email@example.com Newsletter Submissions Deadline for September Newsletter: August 25 Send contributions to Shirley Denton at firstname.lastname@example.org. Contributions should be original, with references where appropriate. Photographs and drawings should belong to the submitter or submitted along with written permission from the owner, and be of appropriate resolution for printing (a width of 1000 pixels is generally adequate for this newsletter, but err toward larger so that they pictures can be cropped if needed). All submissions should be in formats standardly used in documents and readable on Windows PCs. Submissions will be reviewed for accuracy with preference for being relevant to the FNPS mission and local environmental events. All content copyrighted by the Suncoast Chapter of the Florida Native Plant Society, 2020 Program Managers Fieldtrips Steve Dickman email@example.com Tina Patterson firstname.lastname@example.org 305-298-6381 Librarian Vikki Sinclair 989-2896 Newsletter Shirley Denton - editor email@example.com 813-625-5031 Mike Fite – chief assistant firstname.lastname@example.org 813-285-3705 Suncoast Chapter of Florida Native Plant Society, Inc. P.O. 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Operation Iraqi Freedom at 20: Americans and the Iraq War March 2023 The Veterans and Citizens Initiative (VCI) launched in 2020 to serve as a connective tissue to elevate civic work being done by veterans and military family organizations and build connections between such organizations and the broader field of nonpartisan civic renewal efforts. Anchored in More in Common, a nonpartisan research and civic nonprofit, the VCI leads national research and engages with partners to elevate ways for veteran and military family organizations and civil society groups to come together around nonpartisan work that strengthens our democracy and builds a stronger shared sense of belonging. VCI Partners - Secure Families Initiative - Count Every Hero - High Ground Veterans Advocacy - JVA - Vets American Ideals - Service Veterans of America - Minority Vets - With Honor - Evocati - New Politics RESEARCH METHODOLOGY US Citizen Survey Results are shown as “US Average”. More in Common partnered with international polling company YouGov to conduct online survey interviews with N=2,000 adult US citizens from February 7 to February 14, 2023. The data was weighted to be representative of American citizens using propensity scores, with score functions including gender, age, race, education, and region. The weights were then post-stratified on 2020 Presidential vote choice, and a four-way stratification of gender, age (6-category), race (5-category), and education (4-category). The margin of error is +/- 2.2 for the US average and is higher for subgroups. Data on active-duty servicemembers is not included in this report due to small sample size. Numbers in data visualizations are rounded to the nearest whole number. Figures may total to larger or smaller than one-hundred percent due to rounding. The survey also included open-ended survey questions. Open-ended responses to this survey question were coded manually by YouGov into comprehensive thematic categories that have been abridged in the presentation. Total responses do not sum to 100 percent since survey respondents provided multiple answers to each question. In the survey, respondents were asked about opinions and memories from Operation Iraqi Freedom and Operation New Dawn (2003 – 2011). These two operations are referred to as the “Iraq War” in this report. EXECUTIVE SUMMARY The Iraq War changed America and the world, yet its fingerprints appear barely visible in the minds and memories of most Americans. Twenty years after the launch of Operation Iraqi Freedom, only 1 in 4 Americans “often” or “sometimes” think about the Iraq War and only 1 in 5 say the war changed their life. Further, when asked about major events from the war, few Americans are familiar with much beyond the invasion, capture of Saddam Hussein, and the withdrawal in 2011. These findings are stark considering the enormous costs of the war. Over 4,440 service members gave their lives and over 32,000 were wounded during the Iraq War (2003 - 2011), and the cost to the US Treasury was approximately $800 billion. The picture is more complex, however. While the Iraq War appears remote and invisible for most Americans, they want to learn about it. 77 percent of Americans – with little variation across demographics or ideology – feel it is important, as individuals, to learn about the Iraq War. But Americans are hesitant about whether such learning should be done at the national level. Only 41 percent feel the country needs to do more to publicly learn from the Iraq War and 32 percent say it’s better for the country to put the Iraq War behind us and move on. Embedded in this hesitation are likely concerns that any public effort to grapple with the war will devolve into political battles to relitigate blame. It’s easy to see how this might happen given how attributions of blame vary significantly by ideology. Democrats overwhelmingly say President George W. Bush and Secretary of Defense Donald Rumsfeld deserve most of the blame for aspects of the Iraq War that went poorly for America, whereas Republicans are most likely to assign blame to President Barack Obama. At a time when Americans are already exhausted by polarization, it’s understandable that they would be concerned about yet another partisan fight. Yet, the costs of not doing more to learn about and from the Iraq War are even more concerning. Such costs will disproportionately be borne by soldiers on a future battlefield and by their families. Our challenge, then, is to disrupt the potential for polarization to dictate how we learn about the war as a society. Our research suggests two methods for achieving this. First, there is overwhelming support – 69 percent – for states adopting Military History Months where schools and communities are encouraged to dedicate time to learning about American military history. By focusing on the state level, we can mitigate the hyper-polarization present at the national level and allow states to innovate and test new ways for teaching and learning about military history. Second, we could do more to bridge veteran and military communities with the broader society. Only 3 in 10 Americans say they have talked with an Iraq War veteran about his or her service in the war. While not every veteran wants to talk about the war, nor should conversations with veterans only be about war, there is an urgent need to foster more social and community relationships with those who have served in the military. This is best done at the state and local level, though national institutions can help provide resources to expand such efforts. 1. Casualty Report (U.S. Department of Defense), “What Did the Iraq War Cost? More Than You Think”. (US News). \| Topic \| Page \| \|--------------------------------------------\|------\| \| Salience of the Iraq War \| \| \| Views towards the Iraq War \| \| \| Credit and Blame \| \| \| Memories of the Iraq War \| \| \| Sources of Knowledge \| \| \| Learning from the Iraq War \| \| \| Veterans and Citizens \| \| \| American Society and War \| \| \| Glossary \| \| Salience of the Iraq War The Iraq War is largely invisible and out-of-mind for most Americans. Most Americans don’t think about the Iraq War often, and most have never talked to an Iraq War veteran about their service during the war. Only 4% of Americans say they often think about the Iraq War. Veterans, military families, and Millennials are more likely to say they often or sometimes think about the war. How often do you think about the Iraq War? \| Category \| Often % \| Sometimes % \| \|---------------------------------\|---------\|-------------\| \| US Average \| 4 \| 20 \| \| Democrat \| 6 \| 21 \| \| Republican \| 4 \| 21 \| \| Independent \| 3 \| 20 \| \| White \| 4 \| 21 \| \| Black \| 3 \| 15 \| \| Hispanic \| 4 \| 19 \| \| Asian \| 4 \| 22 \| \| Silent Generation \| 4 \| 18 \| \| Baby Boomers \| 7 \| 21 \| \| Gen X \| 3 \| 18 \| \| Millennials \| 7 \| 21 \| \| Gen Z \| 5 \| 19 \| \| Male \| 5 \| 22 \| \| Female \| 3 \| 17 \| \| Family currently in the military\| 9 \| 28 \| \| Previously served \| 11 \| 26 \| \| Family previously served \| 3 \| 21 \| \| No military background \| 3 \| 17 \| Fewer than 4 in 10 Americans say they know someone who served in the Iraq War and only 3 in 10 say they have talked with an Iraq War veteran about his or her service in the war. Do you know someone who served in the Iraq War? - Yes: 37% - No: 49% - Don’t know: 13% Have you ever talked with a veteran of the Iraq War about his or her service in the war? - Yes: 30% - No: 63% - Don’t know: 7% Veterans and military families are much more likely to have spoken with veterans of the Iraq War about their service in the war. Have you ever talked with a veteran of the Iraq War about his or her service in the war? - US Average: 30% - Democrat: 29% - Republican: 33% - Independent: 33% - White: 34% - Black: 21% - Hispanic: 27% - Asian: 16% - Silent Generation: 26% - Baby Boomers: 34% - Gen X: 31% - Millennials: 31% - Gen Z: 20% - Male: 36% - Female: 25% - Family currently in the military: 51% - Previously served: 50% - Family previously served: 39% - No military background: 21% Americans who know or have talked with veterans of the Iraq War are more likely to think about the war often or sometimes. How often do you think about the Iraq War? - Often - Sometimes - Rarely - Never \| Category \| Often \| Sometimes \| Rarely \| Never \| \|-----------------------------------------------\|-------\|-----------\|--------\|-------\| \| Know someone who served in the Iraq War \| 6 \| 30 \| 45 \| 19 \| \| Does NOT know someone who served in the Iraq War \| 3 \| 14 \| 44 \| 39 \| \| Talked with a veteran of the Iraq War about their service in the war \| 7 \| 32 \| 45 \| 16 \| \| Have NOT talked with a veteran of the Iraq War about their service in the war \| 2 \| 14 \| 44 \| 39 \| Numbers in % Only around 1 in 5 Americans says that the Iraq War changed their lives. Veterans, military families, and Millennials are most likely to feel this way. Survey question: Thinking about the US military action in the Iraq War, to what extent do you agree or disagree with the following statements? Views towards the Iraq War Americans are mixed in their views of whether the Iraq War succeeded or failed, but generally hold mostly negative feelings towards the war. Perhaps contrary to expectations, Republicans and Democrats hold views towards the war that are more similar than different. There are areas where they disagree, such as whether it was a mistake to send troops into Iraq, but the story is more so one of commonality in feelings. 4 in 10 Americans think the Iraq War had a mix of successes and failures. 3 in 10 see it more as a failure and fewer than 2 in 10 see it more as a success. \| Numbers in % \| The war was a complete failure \| The war was mostly a failure \| The war had a mix of successes and failures \| The war was mostly a success \| The war was a complete success \| Don’t know \| % Complete + mostly a success \| \|--------------\|---------------------------------\|-----------------------------\|-------------------------------------------\|----------------------------\|-------------------------------\|------------\|--------------------------------\| \| US Average \| 13 \| 16 \| 39 \| 10 \| 4 \| 17 \| 15 \| \| Democrat \| 13 \| 20 \| 36 \| 10 \| 6 \| 15 \| 15 \| \| Republican \| 9 \| 12 \| 47 \| 16 \| 6 \| 10 \| 21 \| \| Independent \| 16 \| 17 \| 40 \| 8 \| 3 \| 16 \| 11 \| \| White \| 13 \| 17 \| 40 \| 11 \| 4 \| 14 \| 15 \| \| Black \| 10 \| 10 \| 40 \| 10 \| 6 \| 23 \| 16 \| \| Hispanic \| 11 \| 16 \| 37 \| 10 \| 3 \| 23 \| 12 \| \| Asian \| 20 \| 18 \| 30 \| 9 \| 2 \| 21 \| 11 \| Survey question: Which of the following statements best reflects your assessment of America’s success or failure with the Iraq War? Younger Americans are slightly more likely than older Americans to say the war was a success or that they “don’t know.” Men are more likely than women to say either that the war was a success or that it was a failure. \| \| The war was a complete failure \| The war was mostly a failure \| The war had a mix of successes and failures \| The war was mostly a success \| The war was a complete success \| Don’t know \| \|------------------------\|--------------------------------\|-----------------------------\|--------------------------------------------\|-----------------------------\|-------------------------------\|-----------\| \| US Average \| 13 \| 16 \| 39 \| 10 \| 4 \| 17 \| \| Silent Generation \| 18 \| 21 \| 39 \| 10 \| 2 \| 10 \| \| Baby Boomers \| 14 \| 16 \| 47 \| 9 \| 2 \| 12 \| \| Gen X \| 11 \| 16 \| 40 \| 9 \| 3 \| 21 \| \| Millennials \| 14 \| 16 \| 34 \| 12 \| 7 \| 18 \| \| Gen Z \| 10 \| 14 \| 34 \| 11 \| 9 \| 23 \| \| Male \| 16 \| 17 \| 37 \| 14 \| 6 \| 10 \| \| Female \| 10 \| 14 \| 42 \| 7 \| 3 \| 24 \| Survey question: Which of the following statements best reflects your assessment of America’s success or failure with the Iraq War? Both Democrats and Republicans from the younger generations appear more likely than the average Democrat and Republican to say that the war was a success. % The war was a complete success + The war was mostly a success Error bars indicate margins of error at 95% confidence interval. Note: The difference between the Republican data and the Millennial & Gen Z Republican data is statistically significant at 80% confidence level. Survey question: Which of the following statements best reflects your assessment of America’s success or failure with the Iraq War? Those with family currently in the military are more likely than those with no military connection to say the Iraq War was a success. \| \| The war was a complete failure \| The war was mostly a failure \| The war had a mix of successes and failures \| The war was mostly a success \| The war was a complete success \| Don't know \| % Complete + mostly a success \| \|------------------------\|--------------------------------\|-----------------------------\|--------------------------------------------\|-----------------------------\|-------------------------------\|------------\|--------------------------------\| \| US Average \| 13 \| 16 \| 39 \| 10 \| 4 \| 17 \| 15 \| \| Family currently in the military \| 13 \| 14 \| 30 \| 23 \| 5 \| 15 \| 28 \| \| Previously served \| 11 \| 20 \| 43 \| 13 \| 5 \| 7 \| 18 \| \| Family previously served \| 15 \| 14 \| 44 \| 10 \| 4 \| 13 \| 14 \| \| No military background/connection \| 12 \| 16 \| 37 \| 9 \| 4 \| 22 \| 13 \| Survey question: Which of the following statements best reflects your assessment of America’s success or failure with the Iraq War? Americans who know or have talked with veterans of the Iraq War are slightly more likely to say that the war was mostly or a complete failure. The Iraq War was... - Complete/mostly a failure - A mix of successes and failures - Complete/mostly a success Numbers in % \| Category \| Complete/mostly a failure \| A mix of successes and failures \| Complete/mostly a success \| \|-----------------------------------------------\|---------------------------\|---------------------------------\|---------------------------\| \| Know someone who served in the Iraq War \| 36 \| 43 \| 5 \| \| Does NOT know someone who served in the Iraq War \| 25 \| 39 \| 21 \| \| Talked with a veteran of the Iraq War about their service in the war \| 36 \| 41 \| 4 \| \| Have NOT talked with a veteran of the Iraq War about their service in the war \| 27 \| 40 \| 20 \| Most Americans believe that political leaders lied to the American people to justify the war. Less than one third believe the war made America safer or was righteous. Thinking about the US military action in the Iraq War, to what extent do you agree or disagree with the following statements: - Political leaders lied to the American people to justify the war. - Disagree: 19% - Agree: 60% - Don’t know: 21% - The US made a mistake in sending troops to fight. - Disagree: 29% - Agree: 52% - Don’t know: 19% - The war made America safer. - Disagree: 50% - Agree: 31% - Don’t know: 19% - The war was a righteous cause. - Disagree: 49% - Agree: 30% - Don’t know: 21% Around half of Americans feel proud of the way the military handled itself during the war and believe it demonstrated effective leadership. Thinking about the US military action in the Iraq War, to what extent do you agree or disagree with the following statements: - I am proud of the way the military handled itself during the war. - Disagree: 28% - Agree: 51% - Don’t know: 21% - The US military demonstrated effective leadership in how it fought the war. - Disagree: 30% - Agree: 49% - Don’t know: 21% - America did not end the war with honor. - Disagree: 32% - Agree: 42% - Don’t know: 26% In general, Americans view the Iraq War, the Afghanistan War, and the Vietnam War similarly; however, they are more likely to be proud of the US military’s actions and leadership during the Iraq War. Note: The chart above includes data on Americans’ views on the Afghanistan War, the Vietnam War, and World War II from a previous research study conducted by More in Common in September 2021. For additional information and methodology on this previous study, please see After Kabul: Veterans, America, and the End of the War in Afghanistan (link). Most Americans who were adults in 2003 say there has been no change to their views on the Iraq War since then. Around one third across political affiliation view the Iraq War more negatively now. \| Numbers in % \| I view the Iraq War more negatively now than I did in 2003 \| I view the Iraq War more positively now than I did in 2003 \| There has been no change to my view on the Iraq War \| \|--------------\|----------------------------------------------------------\|----------------------------------------------------------\|--------------------------------------------------\| \| US Average \| 30 \| 5 \| 65 \| \| Democrat \| 27 \| 5 \| 68 \| \| Republican \| 32 \| 5 \| 63 \| \| Independent \| 37 \| 5 \| 58 \| \| White \| 33 \| 4 \| 63 \| \| Black \| 15 \| 8 \| 78 \| \| Hispanic \| 26 \| 6 \| 68 \| \| Asian \| 36 \| 6 \| 58 \| Note: This question was only shown to survey respondents born before 1985 (over 18 in 2003). More than one third of men and around one quarter of women say they view the Iraq War more negatively now than they did in 2003. \| \| I view the Iraq War more negatively now than I did in 2003 \| I view the Iraq War more positively now than I did in 2003 \| There has been no change to my view on the Iraq War \| \|------------------------\|----------------------------------------------------------\|----------------------------------------------------------\|-----------------------------------------------------\| \| US Average \| 30 \| 5 \| 65 \| \| Silent Generation \| 28 \| 2 \| 70 \| \| Baby Boomers \| 31 \| 5 \| 64 \| \| Gen X \| 29 \| 5 \| 66 \| \| Millennials (n=161) \| 31 \| 8 \| 61 \| \| Male \| 36 \| 7 \| 58 \| \| Female \| 25 \| 4 \| 71 \| Note: This question was only shown to survey respondents born before 1985 (over 18 in 2003). Veterans and those with family who served are slightly more likely than Americans with no military connection to say they view the Iraq War more negatively than in 2003. \| Category \| I view the Iraq War more negatively now than I did in 2003 \| I view the Iraq War more positively now than I did in 2003 \| There has been no change to my view on the Iraq War \| \|---------------------------------\|----------------------------------------------------------\|----------------------------------------------------------\|---------------------------------------------------\| \| US Average \| 30 \| 5 \| 65 \| \| Previously served \| 34 \| 6 \| 60 \| \| Family previously served \| 34 \| 4 \| 62 \| \| No military background/connection\| 25 \| 5 \| 70 \| Note: This question was only shown to survey respondents born before 1985 (over 18 in 2003). Data of military family is not included due to small n size. Credit and Blame Americans are united in saying that the military deserves most of the credit for aspects of the Iraq War that went well, but there is significant variation by ideology regarding who deserves most of the blame for aspects of the Iraq War that went poorly for America. Americans believe that military service members deserve most of the credit for the aspects of the Iraq War that went well, followed by military senior leaders. Almost 1 in 3 Americans feels that there was no aspect of the war that went well for America. For the aspects of the Iraq War that went well for America, in your opinion, which of the following groups or people deserve most of the CREDIT? Select up to 3. - Military service members: 42% - The US military senior leaders: 25% - US intelligence services: 17% - President George W. Bush: 15% - President Barack Obama: 12% - The United Nations: 9% - American journalists: 8% - The Iraqi public: 8% - The American public: 8% - Donald Rumsfeld: 6% - Condoleezza Rice: 6% - US State Department: 6% - Other: 4% - Congress: 3% - Robert Gates: 3% - No aspect went well: 27% Republicans are more likely than Democrats and Independents to say that President George W. Bush and military senior leaders deserve most of the credit. For the aspects of the Iraq War that went well for America, in your opinion, which of the following groups or people deserve most of the CREDIT? Select up to 3. - Military service members - USAverage: 42% - Democrat: 36% - Republican: 52% - Independent: 44% - US military senior leaders - USAverage: 25% - Democrat: 23% - Republican: 33% - Independent: 23% - US intelligence services - USAverage: 17% - Democrat: 20% - Republican: 18% - Independent: 16% - President George W. Bush - USAverage: 15% - Democrat: 8% - Republican: 28% - Independent: 13% - President Barack Obama - USAverage: 12% - Democrat: 23% - Republican: 3% - Independent: 6% - The United Nations - USAverage: 9% - Democrat: 12% - Republican: 6% - Independent: 7% - American journalists - USAverage: 8% - Democrat: 11% - Republican: 3% - Independent: 9% - The Iraqi public - USAverage: 8% - Democrat: 7% - Republican: 9% - Independent: 10% - The American public - USAverage: 8% - Democrat: 8% - Republican: 10% - Independent: 6% Compared to others, Independents are more likely to say that there was no aspect of the Iraq War that went well for America. For the aspects of the Iraq War that went well for America, in your opinion, which of the following groups or people deserve most of the CREDIT? Select up to 3. - Donald Rumsfeld: USAverage 6, Democrat 4, Republican 13, Independent 5 - Condoleezza Rice: USAverage 6, Democrat 6, Republican 8, Independent 5 - US State Department: USAverage 6, Democrat 7, Republican 7, Independent 4 - Other: USAverage 4, Democrat 3, Republican 4, Independent 4 - Congress: USAverage 3, Democrat 6, Republican 3, Independent 2 - Robert Gates: USAverage 3, Democrat 4, Republican 3, Independent 4 - No aspect went well: USAverage 27, Democrat 26, Republican 18, Independent 31 More in Common While Americans regardless of military background say that military service members deserve most of the credit for aspects of the war that went well, veterans and those with family who served are more likely to say so. For the aspects of the Iraq War that went well for America, in your opinion, which of the following groups or people deserve most of the CREDIT? Select up to 3. - Military service members: 42%, 45%, 50%, 37% - US military senior leaders: 25%, 28%, 30%, 23% - US intelligence services: 17%, 16%, 19%, 15% - President George W. Bush: 15%, 16%, 20%, 14%, 14% - President Barack Obama: 12%, 12%, 8%, 13%, 12% - The United Nations: 9%, 12%, 10%, 6%, 10% - American journalists: 8%, 6%, 10%, 8%, 7% - The Iraqi public: 8%, 9%, 9%, 7%, 7% - The American public: 8%, 16%, 11%, 7%, 7% Veterans are slightly less likely than Americans without a military connection to say there was no aspect of the war that went well for America. For the aspects of the Iraq War that went well for America, in your opinion, which of the following groups or people deserve most of the CREDIT? Select up to 3. - US Average - Family currently in the military - Previously served - Family previously served - No military background/connection \| Aspect \| US Average \| Family currently in the military \| Previously served \| Family previously served \| No military background/connection \| \|---------------------------------\|------------\|---------------------------------\|-------------------\|--------------------------\|----------------------------------\| \| Donald Rumsfeld \| 6 \| 6 \| 11 \| 7 \| 5 \| \| Condoleezza Rice \| 6 \| 9 \| 6 \| 6 \| 5 \| \| US State Department \| 6 \| 7 \| 6 \| 4 \| 7 \| \| Other \| 4 \| 4 \| 3 \| 4 \| 5 \| \| Congress \| 3 \| 7 \| 3 \| 2 \| 4 \| \| Robert Gates \| 3 \| 4 \| 4 \| 4 \| 2 \| \| No aspect went well \| 27 \| 14 \| 18 \| 24 \| 31 \| More than one third of Americans believe that President George W. Bush deserves most of the blame for the aspects of the Iraq War that went poorly for America, followed by former Secretary of Defense Donald Rumsfeld and President Barack Obama. For the aspects of the Iraq War that went poorly for America, in your opinion, which of the following groups or people deserve most of the BLAME? Select up to 3. - President George W. Bush: 38% - Donald Rumsfeld: 22% - President Barack Obama: 20% - US intelligence services: 19% - Congress: 18% - The US military senior leaders: 15% - American journalists: 11% - US State Department: 10% - The United Nations: 9% - The Iraqi public: 9% - Condoleezza Rice: 8% - Other: 7% - Robert Gates: 7% - The American public: 5% - American military service members: 4% - No aspect went poorly: 16% Over half of Democrats blame President George W. Bush, while almost 4 in 10 Republicans blame President Barack Obama. For the aspects of the Iraq War that went poorly for America, in your opinion, which of the following groups or people deserve most of the BLAME? Select up to 3. - President George W. Bush - US Average: 38% - Democrat: 53% - Republican: 21% - Independent: 42% - Donald Rumsfeld - US Average: 22% - Democrat: 31% - Republican: 12% - Independent: 25% - President Barack Obama - US Average: 20% - Democrat: 6% - Republican: 38% - Independent: 22% - US intelligence services - US Average: 19% - Democrat: 20% - Republican: 20% - Independent: 19% - Congress - US Average: 18% - Democrat: 18% - Republican: 17% - Independent: 20% - The US military senior leaders - US Average: 15% - Democrat: 16% - Republican: 13% - Independent: 18% - American journalists - US Average: 11% - Democrat: 6% - Republican: 18% - Independent: 11% - US State Department - US Average: 10% - Democrat: 10% - Republican: 12% - Independent: 11% - The United Nations - US Average: 9% - Democrat: 5% - Republican: 17% - Independent: 7% Only 16 percent of Americans say, “there was no aspect of the Iraq War that went poorly for America.” For the aspects of the Iraq War that went poorly for America, in your opinion, which of the following groups or people deserve most of the BLAME? Select up to 3. - The Iraqi public: USAverage 9, Democrat 9, Republican 10, Independent 8 - Condoleezza Rice: USAverage 8, Democrat 10, Republican 8, Independent 8 - Other: USAverage 7, Democrat 6, Republican 7, Independent 9 - Robert Gates: USAverage 7, Democrat 8, Republican 8, Independent 7 - The American public: USAverage 5, Democrat 5, Republican 5, Independent 4 - American military service members: USAverage 4, Democrat 5, Republican 3, Independent 5 - No aspect went poorly: USAverage 16, Democrat 16, Republican 14, Independent 12 Attributions of blame vary only slightly across military status. For the aspects of the Iraq War that went poorly for America, in your opinion, which of the following groups or people deserve most of the BLAME? Select up to 3. - President George W. Bush - US Average: 38% - Family currently in the military: 35% - Previously served: 40% - Family previously served: 44% - No military background/connection: 35% - Donald Rumsfeld - US Average: 22% - Family currently in the military: 27% - Previously served: 26% - Family previously served: 26% - No military background/connection: 19% - President Barack Obama - US Average: 20% - Family currently in the military: 20% - Previously served: 23% - Family previously served: 17% - No military background/connection: 17% - US intelligence services - US Average: 19% - Family currently in the military: 23% - Previously served: 24% - Family previously served: 21% - No military background/connection: 17% - Congress - US Average: 18% - Family currently in the military: 18% - Previously served: 16% - Family previously served: 19% - No military background/connection: 17% - The US military senior leaders - US Average: 15% - Family currently in the military: 10% - Previously served: 22% - Family previously served: 17% - No military background/connection: 14% - American journalists - US Average: 11% - Family currently in the military: 19% - Previously served: 17% - Family previously served: 13% - No military background/connection: 8% - US State Department - US Average: 10% - Family currently in the military: 10% - Previously served: 14% - Family previously served: 11% - No military background/connection: 9% - The United Nations - US Average: 9% - Family currently in the military: 11% - Previously served: 17% - Family previously served: 8% - No military background/connection: 8% 23 percent of Americans without a military connection say that there was no aspect of the Iraq War that went poorly for America, compared to 5 percent of veterans. For the aspects of the Iraq War that went poorly for America, in your opinion, which of the following groups or people deserve most of the BLAME? Select up to 3. Memories of the Iraq War Most Americans’ level of familiarity with the Iraq War is limited. Americans remember the invasion, the capture of Saddam Hussein, and the withdrawal in 2011, but memories of other significant events are more muted. Note: Please see the glossary at the end of the report for brief descriptions of the major events from the Iraq War referenced in this section. When asked to provide the five most important events of the Iraq War, Americans cited Saddam Hussein, the general idea of freedom, and the lack of weapons of mass destruction (WMD). A plurality of Americans cannot name five events from the war. In the spaces provided below, please list the FIVE most important events of America’s Iraq War, in your opinion. You may list them as they come to mind, in any order [Open-ended]. Note: Open-ended responses to this survey question were coded manually by YouGov into comprehensive thematic categories that have been abridged here. Total responses do not sum to 100 percent since survey respondents provided multiple answers to the question. Not shown: “Other” responses: 45%. And only small fractions of Americans recall specific events, such as the Battles for Fallujah, the Iraqi elections, or prisoner abuse at Abu Ghraib. In the spaces provided below, please list the FIVE most important events of America’s Iraq War, in your opinion. You may list them as they come to mind, in any order [Open-ended]. Note: Open-ended responses to this survey question were coded manually by YouGov into comprehensive thematic categories that have been abridged here. Total responses do not sum to 100 percent since survey respondents provided multiple answers to the question. Not shown: “Other” responses: 45%. When presented with a list of select major events from the Iraq War, most Americans say they are familiar with the initial invasion, the capture of Saddam Hussein in 2003, and the withdrawal from Iraq in 2011. How familiar are you with the following events from the Iraq War? - Colin Powell's speech to the United Nations in 2003: 43% - Initial invasion in 2003: 63% - Capture of Saddam Hussein in 2003: 79% - Prisoner abuse at Abu Ghraib in 2004: 50% - Battles for Fallujah in 2004: 43% - Bombing of the al-Askari mosque ("Golden Dome") in 2006: 29% - The Surge in 2007: 36% - The Sunni Awakening in 2007: 28% - Withdrawal from Iraq in 2011: 66% There is little variation in self-reported familiarity by political ideology. How familiar are you with the following events from the Iraq War? - Colin Powell's speech to the United Nations in 2003 - US Average: 43% - Democrat: 47% - Republican: 45% - Independent: 45% - Initial invasion in 2003 - US Average: 63% - Democrat: 63% - Republican: 69% - Independent: 69% - Capture of Saddam Hussein in 2003 - US Average: 79% - Democrat: 81% - Republican: 86% - Independent: 82% - Prisoner abuse at Abu Ghraib in 2004 - US Average: 50% - Democrat: 54% - Republican: 48% - Independent: 56% - Battles for Fallujah in 2004 - US Average: 43% - Democrat: 40% - Republican: 48% - Independent: 49% - Bombing of the al-Askari mosque ("Golden Dome") in 2006 - US Average: 29% - Democrat: 30% - Republican: 31% - Independent: 30% - The Surge in 2007 - US Average: 36% - Democrat: 35% - Republican: 42% - Independent: 35% - The Sunni Awakening in 2007 - US Average: 28% - Democrat: 28% - Republican: 31% - Independent: 29% - Withdrawal from Iraq in 2011 - US Average: 66% - Democrat: 67% - Republican: 73% - Independent: 70% Americans from older generation are much more likely than Gen Z and Millennials to say they are familiar with events from the Iraq War. How familiar are you with the following events from the Iraq War? - Colin Powell’s speech to the United Nations in 2003 - US Average: 43% - Silent Generation: 56% - Baby Boomers: 49% - Gen X: 45% - Millennials: 39% - Gen Z: 31% - Initial invasion in 2003 - US Average: 63% - Silent Generation: 69% - Baby Boomers: 73% - Gen X: 67% - Millennials: 59% - Gen Z: 45% - Capture of Saddam Hussein in 2003 - US Average: 79% - Silent Generation: 93% - Baby Boomers: 89% - Gen X: 82% - Millennials: 75% - Gen Z: 57% - Prisoner abuse at Abu Ghraib in 2004 - US Average: 50% - Silent Generation: 55% - Baby Boomers: 59% - Gen X: 55% - Millennials: 44% - Gen Z: 33% - Battles for Fallujah in 2004 - US Average: 43% - Silent Generation: 65% - Baby Boomers: 48% - Gen X: 44% - Millennials: 40% - Gen Z: 33% - Bombing of the al-Askari mosque (“Golden Dome”) in 2006 - US Average: 29% - Silent Generation: 32% - Baby Boomers: 28% - Gen X: 28% - Millennials: 30% - Gen Z: 30% - The Surge in 2007 - US Average: 36% - Silent Generation: 36% - Baby Boomers: 36% - Gen X: 37% - Millennials: 34% - Gen Z: 35% - The Sunni Awakening in 2007 - US Average: 28% - Silent Generation: 32% - Baby Boomers: 28% - Gen X: 28% - Millennials: 28% - Gen Z: 26% - Withdrawal from Iraq in 2011 - US Average: 66% - Silent Generation: 67% - Baby Boomers: 73% - Gen X: 67% - Millennials: 62% - Gen Z: 60% Men are more likely than women to say they are very or somewhat familiar with events from the Iraq War. How familiar are you with the following events from the Iraq War? - Colin Powell's speech to the United Nations in 2003 - US Average: 43% - Male: 53% - Female: 34% - Initial invasion in 2003 - US Average: 63% - Male: 73% - Female: 54% - Capture of Saddam Hussein in 2003 - US Average: 79% - Male: 82% - Female: 76% - Prisoner abuse at Abu Ghraib in 2004 - US Average: 50% - Male: 57% - Female: 44% - Battles for Fallujah in 2004 - US Average: 43% - Male: 57% - Female: 30% - Bombing of the al-Askari mosque ("Golden Dome") in 2006 - US Average: 29% - Male: 36% - Female: 23% - The Surge in 2007 - US Average: 36% - Male: 47% - Female: 25% - The Sunni Awakening in 2007 - US Average: 28% - Male: 36% - Female: 20% - Withdrawal from Iraq in 2011 - US Average: 66% - Male: 74% - Female: 59% Compared to civilians with no military connection, veterans are much more likely to say they are very or somewhat familiar with events from the Iraq War. How familiar are you with the following events from the Iraq War? - Colin Powell’s speech to the United Nations in 2003: US Average = 43%, Family currently in the military = 60%, Previously served = 63%, Family previously served = 49%, No military background/connection = 35% - Initial invasion in 2003: US Average = 63%, Family currently in the military = 67%, Previously served = 80%, Family previously served = 72%, No military background/connection = 56% - Capture of Saddam Hussein in 2003: US Average = 79%, Family currently in the military = 77%, Previously served = 91%, Family previously served = 87%, No military background/connection = 74% - Prisoner abuse at Abu Ghraib in 2004: US Average = 50%, Family currently in the military = 55%, Previously served = 68%, Family previously served = 59%, No military background/connection = 42% - Battles for Fallujah in 2004: US Average = 43%, Family currently in the military = 58%, Previously served = 68%, Family previously served = 46%, No military background/connection = 37% - Bombing of the al-Askari mosque (“Golden Dome”) in 2006: US Average = 29%, Family currently in the military = 43%, Previously served = 44%, Family previously served = 29%, No military background/connection = 25% - The Surge in 2007: US Average = 36%, Family currently in the military = 52%, Previously served = 54%, Family previously served = 37%, No military background/connection = 31% - The Sunni Awakening in 2007: US Average = 28%, Family currently in the military = 44%, Previously served = 44%, Family previously served = 29%, No military background/connection = 23% - Withdrawal from Iraq in 2011: US Average = 66%, Family currently in the military = 71%, Previously served = 80%, Family previously served = 71%, No military background/connection = 61% There is little to no relationship between familiarity with the Iraq War and assessment of whether the war was a success or a failure. Note: The familiarity scale on the x-axis represents the average self-reported levels of familiarity with key events from the Iraq War on slide 42. Sources of Knowledge There is significant variation on sources of knowledge about the Iraq War by generation. Most Americans say they learned about the history of the Iraq War from news, followed by TV and movies. From which of the following sources did you learn about the history of the Iraq War, if any? Select all that apply. \| Source \| Percentage \| \|---------------------------------------------\|------------\| \| News \| 60% \| \| Television and movies \| 41% \| \| Social media \| 23% \| \| Friends who served in the Iraq War \| 19% \| \| Books \| 14% \| \| Search engines \| 14% \| \| K–12 school \| 10% \| \| Family who served in the Iraq War \| 10% \| \| Podcasts \| 7% \| \| College or further education \| 6% \| \| Personal experience in the war \| 5% \| \| Museums \| 3% \| \| Other \| 2% \| \| None of the above \| 14% \| Numbers in % There is little variation by party affiliation. From which of the following sources did you learn about the history of the Iraq War, if any? Select all that apply. \| Source \| US Average \| Democrat \| Republican \| Independent \| \|---------------------------------------------\|------------\|----------\|------------\|-------------\| \| News \| 66 \| 62 \| 60 \| \| \| Television and movies \| 44 \| 42 \| 44 \| \| \| Social media \| 23 \| 22 \| 23 \| \| \| Friends who served in the Iraq War \| 19 \| 16 \| 22 \| 24 \| \| Books \| 14 \| 16 \| 12 \| 16 \| \| Search engines \| 14 \| 11 \| 13 \| 18 \| \| K–12 school \| 10 \| 13 \| 9 \| 5 \| \| Family who served in the Iraq War \| 10 \| 8 \| 13 \| 9 \| \| Podcasts \| 7 \| 7 \| 7 \| 9 \| \| College or further education \| 6 \| 7 \| 5 \| 5 \| \| Personal experience in the war \| 5 \| 4 \| 5 \| 6 \| \| Museums \| 3 \| 3 \| 2 \| 2 \| \| Other \| 2 \| 2 \| 3 \| 3 \| \| None of the above \| 14 \| 10 \| 10 \| 15 \| Older Americans are much more likely than younger Americans to have learned about the war’s history on the news, whereas younger Americans are more likely to cite social media and K–12 school as sources of knowledge on the war. From which of the following sources did you learn about the history of the Iraq War, if any? Select all that apply. \| Source \| US Average \| Silent Generation \| Baby Boomers \| Gen X \| Millennials \| Gen Z \| \|---------------------------------------------\|------------\|-------------------\|--------------\|-------\|-------------\|------\| \| News \| 77 \| 60 \| 51 \| 37 \| 41 \| 36 \| \| Television and movies \| 54 \| 46 \| 41 \| 38 \| 30 \| 36 \| \| Social media \| 23 \| 17 \| 19 \| 17 \| 19 \| 19 \| \| Friends who served in the Iraq War \| 19 \| 17 \| 19 \| 19 \| 19 \| 19 \| \| Books \| 14 \| 11 \| 7 \| 12 \| 19 \| 24 \| \| Search engines \| 14 \| 10 \| 11 \| 11 \| 16 \| 19 \| \| K–12 school \| 10 \| 0 \| 0 \| 2 \| 17 \| 34 \| \| Family who served in the Iraq War \| 10 \| 9 \| 11 \| 11 \| 11 \| 7 \| \| Podcasts \| 7 \| 5 \| 5 \| 5 \| 12 \| 8 \| \| College or further education \| 6 \| 0 \| 0 \| 4 \| 13 \| 11 \| \| Personal experience in the war \| 5 \| 3 \| 4 \| 4 \| 7 \| 3 \| \| Museums \| 3 \| 0 \| 0 \| 2 \| 6 \| 6 \| \| Other \| 6 \| 2 \| 3 \| 3 \| 2 \| 3 \| \| None of the above \| 14 \| 11 \| 11 \| 16 \| 17 \| 17 \| More in Common There is little variation by gender. From which of the following sources did you learn about the history of the Iraq War, if any? Select all that apply. \| Source \| US Average \| Male \| Female \| \|---------------------------------------------\|------------\|-------\|--------\| \| News \| 60 \| 62 \| 59 \| \| Television and movies \| 41 \| 45 \| 38 \| \| Social media \| 23 \| 26 \| 19 \| \| Friends who served in the Iraq War \| 19 \| 24 \| 15 \| \| Books \| 14 \| 18 \| 11 \| \| Search engines \| 14 \| 16 \| 11 \| \| K–12 school \| 10 \| 9 \| 10 \| \| Family who served in the Iraq War \| 10 \| 10 \| 9 \| \| Podcasts \| 7 \| 11 \| 4 \| \| College or further education \| 6 \| 7 \| 5 \| \| Personal experience in the war \| 5 \| 6 \| 3 \| \| Museums \| 3 \| 3 \| 2 \| \| Other \| 2 \| 3 \| 2 \| \| None of the above \| 14 \| 10 \| 17 \| Numbers in % Learning from the Iraq War Americans are united in saying it is important for individuals to learn about the Iraq War, but hold mixed views on whether our society needs to do more to publicly learn from the war. Most Americans, regardless of demographics, political affiliation and military background, feel that it is important for individuals to learn about the Iraq War. How important do you think it is for Americans, as individuals, to learn about the Iraq War? \| Category \| Very + somewhat important % \| \|---------------------------------\|-----------------------------\| \| US Average \| 77 \| \| Democrat \| 84 \| \| Republican \| 80 \| \| Independent \| 74 \| \| White \| 81 \| \| Black \| 70 \| \| Hispanic \| 69 \| \| Asian \| 70 \| \| Silent Generation \| 76 \| \| Baby Boomers \| 81 \| \| Gen X \| 75 \| \| Millennials \| 75 \| \| Gen Z \| 74 \| \| Male \| 78 \| \| Female \| 75 \| \| Family currently in the military\| 87 \| \| Previously served \| 82 \| \| Family previously served \| 82 \| \| No military background \| 72 \| However, Americans are divided on whether the country should do more to publicly learn from the Iraq War. 4 in 10 agree, compared to 3 in 10 Americans who it is best to put the Iraq War behind and move on. \| Numbers in % \| It's best for America to put the Iraq War behind us and move on \| America needs to do more to publicly learn from the Iraq War \| Don't know \| \|--------------\|---------------------------------------------------------------\|-------------------------------------------------------------\|------------\| \| US Average \| 32 \| 41 \| 26 \| \| Democrat \| 32 \| 45 \| 22 \| \| Republican \| 41 \| 37 \| 22 \| \| Independent \| 29 \| 44 \| 27 \| \| White \| 33 \| 42 \| 25 \| \| Black \| 37 \| 37 \| 26 \| \| Hispanic \| 30 \| 38 \| 32 \| \| Asian \| 21 \| 47 \| 32 \| Americans within each generation are divided on whether to move on or learn more from the Iraq War. \| \| It's best for America to put the Iraq War behind us and move on \| America needs to do more to publicly learn from the Iraq War \| Don't know \| \|------------------------\|---------------------------------------------------------------\|-------------------------------------------------------------\|------------\| \| US Average \| 32 \| 41 \| 26 \| \| Silent Generation \| 44 \| 25 \| 31 \| \| Baby Boomers \| 34 \| 43 \| 23 \| \| Gen X \| 28 \| 42 \| 30 \| \| Millennials \| 33 \| 40 \| 27 \| \| Gen Z \| 31 \| 44 \| 25 \| \| Male \| 37 \| 45 \| 19 \| \| Female \| 29 \| 38 \| 34 \| Americans with military connections, including veterans, are divided on whether to do more to publicly learn from the war or to put it behind us and move on. \| Category \| It's best for America to put the Iraq War behind us and move on \| America needs to do more to publicly learn from the Iraq War \| Don't know \| \|---------------------------------\|---------------------------------------------------------------\|-------------------------------------------------------------\|------------\| \| US Average \| 32 \| 41 \| 26 \| \| Family currently in the military\| 34 \| 47 \| 19 \| \| Previously served \| 38 \| 46 \| 16 \| \| Family previously served \| 31 \| 46 \| 23 \| \| No military background/connection\| 32 \| 37 \| 30 \| Americans who view the Iraq War as a failure are more likely to say that we need to publicly learn more from the Iraq War, while those who see it as a success are more likely to say that we need to move on. Move on from the War vs. Learn more Point-biserial correlation = -.12, p < .01 Americans who know or have talked with veterans of the Iraq War are more likely to say that America needs to do more to publicly learn from the war. Which of the following statements do you agree with more? - Know someone who served in the Iraq War - Don't know: 18% - America needs to do more to publicly learn from the Iraq War: 53% - It's best for America to put the Iraq War behind us and move on: 29% - Does NOT know someone who served in the Iraq War - Don't know: 28% - America needs to do more to publicly learn from the Iraq War: 36% - It's best for America to put the Iraq War behind us and move on: 37% - Talked with a veteran of the Iraq War about their service in the war - Don't know: 15% - America needs to do more to publicly learn from the Iraq War: 53% - It's best for America to put the Iraq War behind us and move on: 32% - Have NOT talked with a veteran of the Iraq War about their service in the war - Don't know: 28% - America needs to do more to publicly learn from the Iraq War: 37% - It's best for America to put the Iraq War behind us and move on: 35% Veterans and Citizens Americans have complex views towards Iraq War veterans. Americans are likely to see Iraq War veterans as patriotic and disciplined but also lonely and suffering from mental health issues. Most Americans feel that Iraq War veterans are more likely than the average American to suffer from mental health issues and feel alone. Compared to the average American, do you think veterans of the Iraq War are more or less likely to exhibit the following qualities, or is it about the same? - Patriotic: More likely among veterans of the Iraq War (38%), About the same (52%), Less likely among veterans of the Iraq War (9%) - Disciplined: More likely among veterans of the Iraq War (38%), About the same (55%), Less likely among veterans of the Iraq War (7%) - Honest: More likely among veterans of the Iraq War (21%), About the same (71%), Less likely among veterans of the Iraq War (9%) - Successful: More likely among veterans of the Iraq War (14%), About the same (65%), Less likely among veterans of the Iraq War (20%) - Dangerous: More likely among veterans of the Iraq War (24%), About the same (62%), Less likely among veterans of the Iraq War (14%) - Feel alone: More likely among veterans of the Iraq War (50%), About the same (44%), Less likely among veterans of the Iraq War (6%) - Suffer from mental health issues: More likely among veterans of the Iraq War (60%), About the same (35%), Less likely among veterans of the Iraq War (5%) Americans who have talked with veterans of the Iraq War are more likely to say that, compared to the average American, Iraq War veterans are likely more patriotic, disciplined, lonely, and suffering from mental health issues. % of Americans who believe that, compared to the average American, veterans of the Iraq War are MORE LIKELY to exhibit the following qualities - Patriotic: 38 (US Average), 47 (Talked with a veteran of the Iraq War about their service in the war), 30 (Have NOT talked with a veteran of the Iraq War about their service in the war) - Disciplined: 38 (US Average), 44 (Talked with a veteran of the Iraq War about their service in the war), 36 (Have NOT talked with a veteran of the Iraq War about their service in the war) - Honest: 21 (US Average), 25 (Talked with a veteran of the Iraq War about their service in the war), 19 (Have NOT talked with a veteran of the Iraq War about their service in the war) - Successful: 14 (US Average), 15 (Talked with a veteran of the Iraq War about their service in the war), 14 (Have NOT talked with a veteran of the Iraq War about their service in the war) - Dangerous: 24 (US Average), 28 (Talked with a veteran of the Iraq War about their service in the war), 22 (Have NOT talked with a veteran of the Iraq War about their service in the war) - Feel alone: 50 (US Average), 59 (Talked with a veteran of the Iraq War about their service in the war), 48 (Have NOT talked with a veteran of the Iraq War about their service in the war) - Suffer from mental health issues: 60 (US Average), 69 (Talked with a veteran of the Iraq War about their service in the war), 57 (Have NOT talked with a veteran of the Iraq War about their service in the war) American Society and War About two thirds of Americans say they closely follow national security news, though there is variation by race, age, gender, and military status. How closely do you follow the news on national security? Very + somewhat closely % \| Category \| Percentage \| \|---------------------------------\|------------\| \| US Average \| 65 \| \| Democrat \| 66 \| \| Republican \| 74 \| \| Independent \| 67 \| \| White \| 70 \| \| Black \| 56 \| \| Hispanic \| 55 \| \| Asian \| 52 \| \| Silent Generation \| 72 \| \| Baby Boomers \| 76 \| \| Gen X \| 63 \| \| Millennials \| 59 \| \| Gen Z \| 53 \| \| Male \| 73 \| \| Female \| 56 \| \| Family currently in the military\| 79 \| \| Previously served \| 84 \| \| Family previously served \| 71 \| \| No military background \| 57 \| Around 4 in 10 Americans say they would follow national security news more closely if the military draft was brought back, while another 4 in 10 Americans say it would have no impact on their news consumption. \| Bringing back the military draft would... \| Increase how closely I follow national security news \| Have no impact on how closely I follow national security news \| Decrease how closely I follow national security news \| Don't know \| \|------------------------------------------\|-----------------------------------------------------\|-------------------------------------------------------------\|---------------------------------------------------\|------------\| \| US Average \| 39 \| 40 \| 3 \| 18 \| \| Democrat \| 44 \| 38 \| 3 \| 15 \| \| Republican \| 40 \| 46 \| 3 \| 11 \| \| Independent \| 37 \| 42 \| 3 \| 18 \| \| White \| 41 \| 44 \| 2 \| 13 \| \| Black \| 35 \| 34 \| 4 \| 26 \| \| Hispanic \| 37 \| 34 \| 5 \| 24 \| \| Asian \| 37 \| 34 \| 3 \| 27 \| Americans from the younger generations say they would follow national security news more closely if the draft was brought back. Numbers in % \| Bringing back the military draft would... \| Increase how closely I follow national security news \| Have no impact on how closely I follow national security news \| Decrease how closely I follow national security news \| Don’t know \| \|-----------------------------------------\|-----------------------------------------------------\|-------------------------------------------------------------\|---------------------------------------------------\|------------\| \| US Average \| 39 \| 40 \| 3 \| 18 \| \| Silent Generation \| 34 \| 53 \| 1 \| 12 \| \| Baby Boomers \| 34 \| 51 \| 3 \| 12 \| \| Gen X \| 41 \| 39 \| 2 \| 19 \| \| Millennials \| 41 \| 34 \| 4 \| 21 \| \| Gen Z \| 48 \| 28 \| 3 \| 20 \| \| Male \| 39 \| 44 \| 3 \| 13 \| \| Female \| 40 \| 36 \| 2 \| 22 \| Americans are unsure whether all Americans should be required to sacrifice in some form when the country is at war. Republicans are more likely than Democrats to feel that all Americans should be required to sacrifice during wartime. \| Category \| Strongly agree \| Somewhat agree \| Somewhat disagree \| Strongly disagree \| Don’t know \| % Strongly + somewhat agree \| \|-------------------\|---------------\|----------------\|-------------------\|------------------\|------------\|-----------------------------\| \| US Average \| 14 \| 31 \| 15 \| 17 \| 22 \| 46 \| \| Democrat \| 15 \| 31 \| 17 \| 19 \| 19 \| 46 \| \| Republican \| 18 \| 39 \| 14 \| 12 \| 18 \| 57 \| \| Independent \| 14 \| 30 \| 18 \| 17 \| 21 \| 44 \| \| White \| 16 \| 33 \| 16 \| 16 \| 19 \| 49 \| \| Black \| 13 \| 29 \| 18 \| 19 \| 22 \| 42 \| \| Hispanic \| 11 \| 29 \| 14 \| 16 \| 30 \| 40 \| \| Asian \| 8 \| 33 \| 16 \| 17 \| 26 \| 40 \| More in Common Men and older Americans are more likely than women and younger Americans to say all Americans should be required to sacrifice in some form when the country is at war. \| Age Group \| Strongly agree \| Somewhat agree \| Somewhat disagree \| Strongly disagree \| Don’t know \| % Strongly + somewhat agree \| \|-----------------\|----------------\|----------------\|-------------------\|-------------------\|------------\|-----------------------------\| \| US Average \| 14 \| 31 \| 15 \| 17 \| 22 \| 46 \| \| Silent Generation \| 22 \| 43 \| 13 \| 6 \| 15 \| 65 \| \| Baby Boomers \| 18 \| 37 \| 15 \| 12 \| 19 \| 54 \| \| Gen X \| 10 \| 31 \| 16 \| 18 \| 26 \| 41 \| \| Millennials \| 15 \| 26 \| 15 \| 22 \| 23 \| 40 \| \| Gen Z \| 13 \| 31 \| 17 \| 18 \| 21 \| 44 \| \| Male \| 19 \| 34 \| 15 \| 15 \| 17 \| 53 \| \| Female \| 10 \| 29 \| 16 \| 18 \| 27 \| 39 \| More in Common Veterans are much more likely than Americans with no military connection to say that all Americans should be required to sacrifice in some form when the country is at war. \| Category \| Strongly agree \| Somewhat agree \| Somewhat disagree \| Strongly disagree \| Don’t know \| % Strongly + somewhat agree \| \|---------------------------------\|----------------\|----------------\|-------------------\|-------------------\|------------\|-----------------------------\| \| US Average \| 14 \| 31 \| 15 \| 17 \| 22 \| 46 \| \| Family currently in the military\| 23 \| 34 \| 15 \| 15 \| 14 \| 57 \| \| Previously served \| 27 \| 44 \| 8 \| 8 \| 13 \| 71 \| \| Family previously served \| 15 \| 36 \| 15 \| 15 \| 18 \| 51 \| \| No military background/family \| 11 \| 27 \| 17 \| 19 \| 26 \| 39 \| Americans across the board support the idea of their states adopting a “Military History Month,” where schools and communities are encouraged to learn about military history. Over two thirds of Americans support creating a “Military History Month” that encourages schools and local communities to learn about American military history. \| Category \| Strongly support \| Somewhat support \| Somewhat oppose \| Strongly oppose \| Don’t know \| % Strongly + somewhat support \| \|-------------------\|------------------\|------------------\|-----------------\|-----------------\|------------\|-------------------------------\| \| US Average \| 40 \| 29 \| 7 \| 6 \| 18 \| 69 \| \| Democrat \| 32 \| 33 \| 10 \| 8 \| 16 \| 65 \| \| Republican \| 57 \| 27 \| 5 \| 1 \| 10 \| 84 \| \| Independent \| 39 \| 29 \| 7 \| 8 \| 18 \| 67 \| \| White \| 44 \| 29 \| 7 \| 6 \| 14 \| 73 \| \| Black \| 33 \| 26 \| 11 \| 7 \| 23 \| 59 \| \| Hispanic \| 35 \| 28 \| 6 \| 6 \| 25 \| 63 \| \| Asian \| 28 \| 25 \| 11 \| 6 \| 30 \| 53 \| More in Common The majority of Americans across generations support creating a “Military History Month,” although older Americans are more likely to strongly agree with the idea. Would you support or oppose your state passing legislation to create a "Military History Month," where schools and communities were encouraged to dedicate time to learn about American military history? \| \| Strongly support \| Somewhat support \| Somewhat oppose \| Strongly oppose \| Don't know \| % Strongly + somewhat support \| \|------------------------\|------------------\|------------------\|-----------------\|-----------------\|------------\|-------------------------------\| \| US Average \| 40 \| 29 \| 7 \| 6 \| 18 \| 69 \| \| Silent Generation \| 50 \| 30 \| 7 \| 2 \| 12 \| 80 \| \| Baby Boomers \| 53 \| 25 \| 6 \| 3 \| 13 \| 78 \| \| Gen X \| 38 \| 28 \| 8 \| 7 \| 18 \| 66 \| \| Millennials \| 32 \| 32 \| 7 \| 8 \| 21 \| 64 \| \| Gen Z \| 30 \| 31 \| 11 \| 6 \| 22 \| 61 \| \| Male \| 39 \| 31 \| 8 \| 7 \| 15 \| 69 \| \| Female \| 41 \| 27 \| 7 \| 5 \| 20 \| 68 \| More in Common Veterans and those with family who served are more likely than civilians with no military connection to support creating a “Military History Month.” \| Category \| Strongly support \| Somewhat support \| Somewhat oppose \| Strongly oppose \| Don't know \| % Strongly + somewhat support \| \|---------------------------------\|------------------\|------------------\|-----------------\|-----------------\|------------\|-------------------------------\| \| US Average \| 40 \| 29 \| 7 \| 6 \| 18 \| 69 \| \| Family currently in the military\| 45 \| 33 \| 12 \| 7 \| 4 \| 77 \| \| Previously served \| 49 \| 28 \| 10 \| 3 \| 10 \| 77 \| \| Family previously served \| 49 \| 28 \| 6 \| 5 \| 12 \| 77 \| \| No military background/connection\| 33 \| 28 \| 7 \| 7 \| 24 \| 62 \| More in Common Glossary Colin Powell’s speech to the UN in 2003 On February 5, 2003, Secretary of State Powell addressed the UN Security Council in a speech that claimed that Saddam Hussein was intent on producing weapons of mass destruction and posed a threat to international security. This speech, which has since been shown to have relied on faulty intelligence for its most significant claims, was widely seen as a critical and persuasive endorsement of military action against Iraq (20 years ago, the U.S. warned of Iraq's alleged 'weapons of mass destruction' : NPR). US Invasion of Iraq In the immediate aftermath of 9/11, Saddam Hussein’s regime in Iraq became a key focus of U.S. national security interests. On October 11, 2002, Congress authorized President George W. Bush to use force, if necessary, against Saddam Hussein. On March 20, 2003, US and Coalition forces invaded Iraq (Timeline: Timeline of Iraq war \| Reuters). Capture of Saddam Hussein On December 13, 2003, American soldiers captured Saddam Hussein. They found him hiding in a small underground chamber near the city of Tikrit (The U.S. Army in the Iraq War: Volume 1, pg. 238). Prisoner Abuse at Abu Ghraib In April 2004, 60 Minutes II broke a story about US soldiers abusing detainees at the Abu Ghraib prison in Iraq. The story received widespread media coverage and was seen as a major source of recruitment for anti-coalition forces in Iraq. (The U.S. Army in the Iraq War: Volume 1, pp. 311–312). Battles for Fallujah The U.S.-led coalition fought two battles in 2004 to secure the city of Fallujah. The first battle, fought in April, was launched in response to the murder of four American contractors by insurgents. In November, the United States launched a second battle to clear the city, known variously as the Second Battle of Fallujah, Operation Phantom Fury, and Operation al Fajr. This second battle ended with the city cleared and under Coalition control by the end of December 2004. The effort was led by the U.S. Marine Corps and was the bloodiest battle of the Iraq war (U.S. Marine Corps University, Fallujah). Bombing of the al-Askari mosque in 2006 The al-Askari mosque – one of Shi’a Islam’s four holiest shrines, also known as the “Golden Dome Mosque” – was bombed on February 22, 2006 by al-Qaeda in Iraq (AQI), which set off a wave of sectarian violence that claimed the lives of thousands in Iraq (The U.S. Army in the Iraq War: Volume 1, pg. 342 & UN News). The Surge (2007 – 2011) The “Surge” refers to a U.S. military counteroffensive strategy of deploying a surge of U.S. troops (30,000 additional troops to complement the approximately 130,000 troops already deployed) into Iraq in the hopes of dismantling al-Qaeda in Iraq, defeating the insurgency, and ending the war (US Institute of Peace, Iraq Timeline). The Sunni Awakening in 2007 The violence on the part of al-Qaeda in Iraq eventually led large segments of the Sunni community in Iraq to side with US and Coalition forces and fight against the insurgency, a development referred to as the Sunni Awakening. The Sunni Awakening was made up of the Anbar Awakening and the Awakening councils (i.e., Sons of Iraq program) (The Iraqi and AQI Roles in the Sunni Awakening). The Withdrawal from Iraq The final US troops left Iraq on December 18, 2011, ending a war that began in 2003. Military forces were succeeded by a diplomatic mission charged with overseeing American interests. The Council on Foreign Relations summarized the effort by noting that since the start of the war in 2003, "more than one million airmen, soldiers, sailors, and Marines served in the country. The costs of the conflict were high: $800 billion from the U.S. Department of the Treasury, with nearly 4,500 Americans and well over 100,000 Iraqis killed" (Council on Foreign Relations, Timeline: The Iraq War). 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Environment and Natural Resources Trust Fund 2021 Request for Proposal General Information Proposal ID: 2021-320 Proposal Title: Restoring Land, Reviving Heritage: Conservation Through Indigenous Culture Project Manager Information Name: Katie Bloome Organization: Belwin Conservancy Office Telephone: (651) 435-0848 Email: email@example.com Project Basic Information Project Summary: By linking natural resource management, cultural heritage, and environmental education, we aim to restore an ecologically significant area of land while fostering multi-generational environmental stewardship and restoration of Indigenous culture. Funds Requested: $494,000 Proposed Project Completion: 2023-06-30 LCCMR Funding Category: Environmental Education (C) Project Location What is the best scale for describing where your work will take place? Region(s): Metro What is the best scale to describe the area impacted by your work? Region(s): Metro When will the work impact occur? During the Project and In the Future Belwin owns and protects nearly 1,500 acres of land near the Twin Cities and reaches over 2,000 people through programs and e-newsletters. Anishinabe Academy is a K-5 Minneapolis Public School focused on Dakota and Ojibwe culture and language. While Belwin has an abundance of land, many urban Indigenous communities have lost their connection to nature and their food heritage. The Anishinabe Academy community is seeking a place where families can gather to experience cultural events, learn about traditional ways, and grow sacred medicines and food. Currently, the school is using a small courtyard, inadequate for accomplishing their goals. The parcel of land included in this proposal includes 600 feet of Valley Creek, a DNR trout stream formed by spring-fed ponds that empty into the National Wild and Scenic St. Croix River less than one mile away. Valley Creek is one of the best trout producing streams in the State of Minnesota and Valley Creek watershed is home to more than 20 endangered, threatened, and special concern species. The habitat currently surrounding this stretch of stream is degraded forest and grassland with many invasive species present. By restoring this land, we will increase the quality of this significant stream. This project aims to deepen both organizations’ knowledge of land management while restoring an ecologically significant area and recovering this Indigenous community’s access to nature. To accomplish this, we will bring together land restoration experts, Belwin staff, and the school community to design and implement our restoration project. The partners will work together to restore the woodland and prairie incorporating Indigenous ways with Belwin’s restoration practices. This restoration will contribute to better water quality in Valley Creek and healthier wildlife habitat. This partnership approach to restoration will instill an action-based environmental stewardship ethic in participants. Restoration efforts will be paired with field trips led by Native elders and experts in ecology. Students and families from Anishinabe Academy will come to Belwin throughout the two-year period to study ecosystems, participate in land restoration, learn about cultural heritage, experience the bison herd and tallgrass prairie, and collect samples for lessons back at their school. The school community will also cultivate a garden with sacred foods and medicines using Native American traditions. During and after this two-year program, Anishinabe Academy will have long-term influence over this parcel of land at Belwin with the ability to visit and conduct programming anytime. By linking natural resource management, cultural heritage, and environmental education, Belwin Conservancy and Anishinabe Academy aim to restore an ecologically significant area of land, while fostering multi-generational environmental stewardship and restoration of Indigenous culture. If funded, this project will: - Improve habitat quality in Valley Creek and the surrounding watershed - Foster a multi-generational and action-based conservation ethic in urban Indigenous families • Create a deeper understanding of cultural heritage through a Native garden site • Connect the communities that Belwin and Anishinabe Academy serve so they can learn from each other with the common goal of long-term care of the land and water Activity 1: Anishinabe Academy Education Partnership Activity Budget: $215,700 Activity Description: Students and families from Anishinabe Academy will participate in field trips to Belwin to learn about ecology, participate in land restoration, connect to the land through a Native cultural lens, and cultivate a Native garden site. During field trips, participants will learn about Native garden principles, astronomy, ecology, scientific measurements, STEM concepts, Indigenous traditions, and land-management principles, all with the help of Ojibwe and Dakota language experts. One example of this is a lesson based on the herd of bison that grazes Belwin’s prairie each summer. Families will connect the cultural significance of the animals to the ecological benefits they give to the prairie ecosystem. Another example is the assessment of the health of the soil and water before establishing a Native garden site. Curriculum experts and teachers at Anishinabe Academy will tie these lessons to MN state science, math, and social studies standards and incorporate them into yearly curriculum in the classroom. We will measure outcomes through teacher assessment of students, pre- and post-surveys of students, tracking participation numbers in family field trips, and through talking circles that explore Tribal history, culture, values, and practices. Activity Milestones: \| Description \| Completion Date \| \|------------------------------------------------------------------------------\|-----------------\| \| Curriculum related to activities at Belwin will be incorporated into classroom lessons and standards. \| 2022-06-30 \| \| Students and families will gain deeper insight of cultural heritage, measured through pre/post surveys. \| 2023-06-30 \| \| Families will show a commitment to environmental stewardship through participation in garden and restoration efforts. \| 2023-06-30 \| \| Students will demonstrate understanding of habitat concepts: native vs. invasive species, soil/water quality, and biodiversity. \| 2023-06-30 \| Activity 2: Habitat Restoration Activity Budget: $263,300 Activity Description: The 17-acre parcel of land we will restore is situated along 600 ft. of Valley Creek, identified in Minnesota’s State Wildlife Action Plan as a “Key River Reach.” Valley Creek is one of only a few trout streams in Minnesota that has a naturally reproducing population of Brook, Brown and Rainbow Trout. The Valley Creek watershed is home to more than 20 endangered, threatened, and special concern species. This land around this portion of the creek is severely degraded with a high density of buckthorn and other invasive species. Restoring the land to tallgrass prairie and floodplain forest will promote species diversity and reduce erosion and runoff into Valley Creek and the downstream St. Croix River. We will begin by removing 100% of non-desirable species. Then, we will plant and seed native species and provide management to keep invasive species from returning. We will evaluate restoration areas with photo points, plant diversity and density measurements, and soil and water sampling. We will take a partnership approach to restoration that follows modern scientific standards as well as traditional Indigenous ecological knowledge. We anticipate both Belwin and the school community will learn about and improve practices. Activity Milestones: \| Description \| Completion Date \| \|------------------------------------------------------------------------------\|-----------------\| \| Prairie site prep and seeding \| 2022-06-30 \| \| 100% reduction in buckthorn/undesirable trees and woody shrubs \| 2022-06-30 \| \| Follow-up woodland treatments and invasive regeneration removal \| 2023-06-30 \| \| Follow up prairie establishment and invasive species removal \| 2023-06-30 \| \| Install 250 native plants/acre in woodland \| 2023-06-30 \| Activity 3: Valley Creek Stream Restoration Assessment Activity Budget: $15,000 Activity Description: The stretch of Valley Creek that runs through the site is degraded, with consequences for downstream water quality and flowage into the St. Croix River. Before embarking on larger stream restoration efforts, we will contract with an environmental engineering firm to do a full assessment of stream stability, agency requirements, permitting needs, and environmental review needs. The exceptional habitat of Valley Creek has been identified in Minnesota’s State Wildlife Action Plan as a “Key River Reach.” Valley Creek is one of the few trout streams within the Twin Cities Metropolitan Area that has a naturally reproducing population of Brook Trout, the only trout species native to Minnesota. In addition, Valley Creek sustains large populations of Brown and Rainbow Trout. Valley Creek’s trout populations maintain themselves through natural reproduction. The Valley Creek watershed is home to more than 20 endangered, threatened, and special concern species, including the American Brook Lamprey, the Hooded Warbler, Blanding’s Turtle, and Karner Blue Butterfly. The Creek also appears to be home to a species of cranefly (genus Phantolabis) previously undescribed by science. Valley Creek outlets into the St. Croix River, one of the world’s premier mussel habitats with 41 different species identified. Activity Milestones: \| Description \| Completion Date \| \|------------------------------------------------------------------------------\|-----------------\| \| Stream restoration evaluation and assessment complete \| 2021-10-31 \| ### Project Partners and Collaborators \| Name \| Organization \| Role \| Receiving Funds \| \|-----------------------\|--------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----------------\| \| Laura Sullivan, Principal \| Anishinabe Academy \| Anishinabe Academy is a Minneapolis Public School that serves primarily Dakota and Ojibwe students. They exist to engage urban Indigenous students by integrating and reclaiming Native American identities, cultures and languages through authentic academic experiences. Our partnership began in 2018 and we hope to expand it with this program. \| Yes \| ### Long-Term Implementation and Funding Describe how the results will be implemented and how any ongoing effort will be funded. If not already addressed as part of the project, how will findings, results, and products developed be implemented after project completion? If additional work is needed, how will this be funded? Together with Anishinabe Academy, Belwin will continue to manage the restored land to maintain appropriate plant diversity and low occurrence of invasive species. These costs will be absorbed into Belwin’s annual budget and/or funded through other grants. Education programs with Anishinabe Academy will continue, funded by the school and other grantors, including state and federal funds available for Indigenous-focused public school programming. ### Project Manager and Organization Qualifications Project Manager Name: Katie Bloome Job Title: Executive Director Provide description of the project manager’s qualifications to manage the proposed project. Katie Bloome joined Belwin Conservancy as Executive Director in July, 2018. In her 15-year career in nonprofit management, she has focused her work on developing environmental education programs, and fundraising. Katie’s career includes time spent managing programs for the Audubon Center of the North Woods, YMCA Camp St. Croix, and Minnesota Public Radio. Katie has successfully managed grant projects funded by private foundations, individuals, and State agencies. Along with project partners, she has created and grown programs that focus on incorporating state standards into environmental education curriculum, outdoor education programs for specific communities, and mid-level donor funding. She will manage this project in close collaboration with Belwin’s Operations Director, an experienced land and restoration manager, Belwin’s Program Director, and in close partnership with Anishinabe Academy. Katie has a B.A. in Biology from Grinnell College and a Certificate in Environmental Education from Hamline University. Organization: Belwin Conservancy Organization Description: Belwin Conservancy’s mission is to inspire our connection to the natural world. We have a 49-year history of conservation and restoration of native habitats, youth and adult environmental education, and partnerships with community organizations. Together with our most long-standing partner, Saint Paul Public Schools, Belwin serves approximately 10,000 3rd and 5th grade students each year for hands-on outdoor science studies. Belwin owns nearly 1,500 acres of land in the Valley Creek and St. Croix River watersheds. Belwin models best practices in conservation and works to protect the watershed through restoration on our own holdings and educating private landowners about best practices in managing land. Belwin provides 7.5 miles of open hiking trails and also offers community programs focused on natural history, ecology, and the integration of the arts, culture, and ecology. Belwin’s long-term organizational partners include the Minnesota... Land Trust, Minnesota Astronomical Society, NorthStar Bison, St. Croix Valley Athletic Association, St. Croix Soccer Club, and Saint Paul Public Schools. Belwin Conservancy is a 501 (c)3 funded through a combination of grants, individual donations, earned income, and endowment. Belwin is located in Washington County in the towns of West Lakeland and Afton, MN. ## Budget Summary \| Category / Name \| Subcategory or Type \| Description \| Purpose \| Gen. Ineligible \| % Benefits \| # FTE \| Classified Staff? \| $ Amount \| \|-----------------\|---------------------\|-------------\|---------\|-----------------\|------------\|-------\|------------------\|----------\| \| Personnel \| \| \| \| \| \| \| \| \| \| Partnership Coordinator \| \| Coordinate and develop education program \| \| \| 29% \| 2 \| \| $140,400 \| \| Program Director \| \| Oversee Partnership Coordinator and run programs associated with education partnership \| \| \| 25% \| 0.1 \| \| $9,300 \| \| Operations Director \| \| Oversee and conduct habitat restoration \| \| \| 15% \| 0.1 \| \| $8,500 \| \| Land Assistant/Specialist \| \| Land restoration \| \| \| 26% \| 0.2 \| \| $10,800 \| \| Sub Total \| \| \| \| \| \| \| \| $169,000 \| \| Contracts and Services \| \| \| \| \| \| \| \| \| \|---------------------------\|---------------------\|-------------\|---------\|-----------------\|------------\|-------\|------------------\|----------\| \| TBD \| Professional or Technical Service Contract \| Survey of land borders to be done before restoration work begins. \| \| \| 0.1 \| \| \| $10,000 \| \| TBD \| Professional or Technical Service Contract \| Woodland Restoration. Initial cutting and follow up sprays/plant removal. \| \| \| 1 \| \| \| $105,000 \| \| TBD \| Professional or Technical Service Contract \| Woodland planting activities. \| \| \| 0.5 \| \| \| $90,000 \| \| TBD \| Professional or Technical Service Contract \| Assessment of restoration need of Valley Creek stream running through the property. \| \| \| 0.1 \| \| \| $15,000 \| \| TBD \| Professional or Technical Service Contract \| Prairie restoration activities. \| \| \| 0.4 \| \| \| $39,000 \| \| TBD \| Professional or Technical \| Create, design, and print interpretive signs for restoration areas, garden area, natural history, and cultural history. \| \| \| 0.1 \| \| \| $6,000 \| \| Service Contract \| Professional or Technical Service Contract \| Educational programming by Native elders, cultural experts, and Native garden/ecology experts. \| 0.2 \| $16,000 \| \|------------------\|-------------------------------------------\|---------------------------------------------------------------------------------------------\|-----\|---------\| \| Anishinabe Academy \| Sub award \| Anishinabe Academy teaching staff to facilitate summer learning and field trips. This is a single source contract because these teaching staff will be tied to the project in the school year. Continuity through the summer will provide the best educational experience. \| 0.4 \| $20,000 \| \| Sub Total \| \| \| \| \| $301,000 \| \| Equipment, Tools, and Supplies \| Tools and Supplies \| Field supplies related to measuring water/soil/air quality. Teaching ecology and STEM concepts in the field \| \| \| \| $4,000 \| \|--------------------------------\|-------------------\|-------------------------------------------------------------------------------------------------\|-----\|---------\| \| \| Tools and Supplies \| Garden tools (rakes, shovels, wheelbarrows, etc.) Teaching garden principles to students. Garden installation and upkeep. \| \| \| \| $2,000 \| \| \| Tools and Supplies \| Tribal varieties of plants and seeds Planting in the garden and surrounding areas. Must use heirloom tribal varieties for cultural education. \| \| \| \| $4,500 \| \| \| Equipment \| Rental tiller for garden Till and install garden. Would rent for one day each year for two years. \| \| \| \| $600 \| \| \| Tools and Supplies \| Dumster Site cleanup, removal of debris from immediate educational areas. \| \| \| \| $1,400 \| \| Sub Total \| \| \| \| \| \| $12,500 \| \| Capital Expenditures \| Fencing and signage Marking borders of property for safety and security. \| \| \| \| \| $5,300 \| \|----------------------\|--------------------------------------------------------------------------\|-----\|---------\| \| Sub Total \| \| \| \| \| \| $5,300 \| \| Acquisitions and Stewardship \| \| \| \| \| \| Sub Total \| - \| \| Travel In Minnesota \| Other \| Buses \| Field trip transportation from Anishinabe Academy to Belwin Conservancy. 8 trips per year for two years, $300/bus. \| \| \| \| \| $4,800 \| \|---------------------\|-------\|-------\|-------------------------------------------------------------------------------------------------------------\|---\|---\|---\|---\|--------\| \| \| \| \| \| \| \| \| \| Sub Total \| $4,800 \| \| Travel Outside Minnesota \| \| \| \| \| \| \| \| \| - \| \| Printing and Publication \| \| \| \| \| \| \| \| Sub Total \| - \| \| Other Expenses \| \| \| Soil and water test kits sent out for analysis. Educational value and assessment of soil for garden. \| \| \| \| \| $1,400 \| \| \| \| \| \| \| \| \| \| Sub Total \| $1,400 \| \| \| \| \| \| \| \| \| \| Grand Total \| $494,000 \| \| Category/Name \| Subcategory or Type \| Description \| Justification Ineligible Expense or Classified Staff Request \| \|---------------\|---------------------\|-------------\|------------------------------------------------------------\| \| \| \| \| \| \| Category \| Specific Source \| Use \| Status \| Amount \| \|----------\|-----------------\|----------------------------------------------------------------------\|---------\|--------\| \| State \| \| \| \| \| \| Non-State\| \| \| \| \| \| Cash \| Shakopee Mdewankaton Sioux Community \| Curriculum development for Anishinabe Academy field trips and classroom work. \| Potential \| $10,000 \| \| Cash \| Minneapolis Educator Leadership Grant \| Supplementing cost of field trips, program supplies, and instruction experts. This is the remaining amount of funding already secured by Anishinabe Academy. We had plans to spend this school year, but are unable to since field trips are canceled through the end of the 2019-2020 school year. We are waiting to hear if we can extend to the 2020-2021 school year. \| Pending \| $7,000 \| \| Cash \| NorthFace Foundation \| General field trip use - supplies, instruction, etc. \| Pending \| $10,000 \| \| In-Kind \| Belwin Conservancy \| Admin costs associated with running this program. Two staff at 3% FTE for 2 years. \| Secured \| $11,500 \| \| In-Kind \| Anishinabe Academy \| Admin costs associated with running this program. Two staff at 2% FTE for 2 years. \| Secured \| $10,000 \| \| In-Kind \| Anishinabe Academy \| Curriculum Development. One staff at 3% FTE for 2 years. \| Secured \| $6,300 \| \| In-Kind \| Anishinabe Academy \| Licensed Teachers to supervise field trips and do classroom instruction. Two staff at 5% FTE for 2 years. \| Secured \| $21,400 \| \| In-Kind \| Anishinabe Academy \| Food for field trips. Provided out of general operating money from the school or through another grant if secured. \| Secured \| $1,800 \| \| \| \| \| \| \| \|----------\|-----------------\|----------------------------------------------------------------------\|---------\|--------\| \| \| \| \| Non State Sub Total \| $78,000 \| \| \| \| \| Funds Total \| $78,000 \| ## Acquisition and Restoration ### Parcel List \| Name \| County \| Site Significance \| Activity \| Acres \| Miles \| Estimated Cost \| Type of Landowner \| Easement or Title Holder \| Status of Work \| \|-----------------------\|---------\|-----------------------------------------------------------------------------------\|----------\|-------\|--------\|----------------\|-------------------\|------------------------------------------------------------------------------------------\|-------------------------\| \| Valley Creek (VC) 9 \| Washington \| Floodplain forest, upland forest, prairie, and trout stream. Land is situated on a stretch of Valley Creek, a regionally significant trout stream with spawning brown, rainbow, and brook trout. \| Restoration \| 17 \| 0.12 \| $263,300 \| Private \| Parcel would stay under Belwin Conservancy ownership. \| Has not begun \| \| and 10 \| \| \| \| \| \| \| \| \| \| \| Totals \| \| \| \| 17 \| 0.12 \| $263,300 \| \| \| \| Restoration 1. Provide a statement confirming that all restoration activities completed with these funds will occur on land permanently protected by a conservation easement or public ownership. All restoration activities completed with these funds will occur on land permanently protected by a conservation easement. Belwin has many permanently protected areas. The area we are proposing to restore is protected under a conservation easement with the Minnesota Land Trust. 2. Summarize the components and expected outcomes of restoration and management plans for the parcels to be restored by your organization, how these plans are kept on file by your organization, and overall strategies for long-term plan implementation. This restoration parcel is divided into three main categories, the stream bed, the floodplain forest, and the upland prairie site. The stream bed is in need of a full engineering and regulatory evaluation to determine if there is a need for restoration. The evaluation will include a review of the regulatory floodplain in the area and a field assessment of stream stability. It will take into account how the proposed upland restoration may affect overall stream stability, as well as agency requirements, permitting needs, and environmental review needs. This evaluation will give us planning level costs and a timeline and a summary of how stream restoration could achieve our goals of improving the overall stream habitat. The woodland area has been heavily invaded by buckthorn. We will begin restoration with the removal of all unwanted and invasive species. We will follow the initial removal with planting of native and desirable species at a density of 250 plants per acre. After the initial invasive populations are under control, the long-term management of the woodland area will be accomplished primarily through spot-treating or hand-removing invasive species. Expected outcomes for restoration of the woodland area are: • Maintain and promote canopy trees such as tamarack, red maple, hackberry, basswood, silver maple, black ash and cottonwood • Maintain less than 25% cover of woody invasive species and 10% herbaceous invasive species • Promote an understory composed of appropriate southern terrace forest shrubs, grasses, sedges and forbs The proposed prairie area currently consists of mowed turf and planted evergreen trees. To establish and maintain the upland prairie, we will first clear unwanted woody and herbaceous vegetation. We will use mechanical removal methods where possible to reduce the amount of herbicide treatment needed. After the initial site preparation in the summer/fall, we will seed and plant in the spring. For the first growing season, we will mow the vegetation to keep it at a height of three inches. During the second growing season, we will mow, hand pull, and spot treat as needed to remove invasive species. As the native plants are more established in years three, four, or five (outside of the timeline of this grant), we will also incorporate prescribed burning into our management plan. Expected outcomes for the restoration of the prairie area are: • Maintain cover of warm season grasses such as big bluestem, Indian grass, little bluestem, switchgrass and side oats grama • Promote at least 10% cover of appropriate southern mesic prairie forbs to enhance species richness • Maintain less than 10% cover of woody invasive species and less than 25% cover herbaceous invasive species Belwin Conservancy has land management plans for all of our 1,500 acres. These plans are based on the needs of each parcel and are kept both electronically and in physical binders. Restoration projects are prioritized based on ecological significance, public use, and funding. After we complete initial restoration on an area, we update the management plan for continued maintenance and any additional needs. 3. Describe how restoration efforts will utilize and follow the Board of Soil and Water Resources “Native Vegetation Establishment and Enhancement Guidelines” in order to ensure ecological integrity and pollinator enhancement. - Belwin staff have read and follow the guidelines in all restoration projects. - We will complete major cutting on frozen ground to limit soil disturbance. - We will make every effort to reduce or avoid the use of chemicals in this restoration project and will only use herbicides when other methods would not be effective. - When needed, we will time herbicide treatments to limit the non-target damage to native plants and pollinators. - We will include the highest level of diversity in species appropriate for the site when planting and seeding. - For all plant material used in the restoration processes, we will use yellow tag seed and plants sourced as close to the site as possible. 4. Describe how the long-term maintenance and management needs of the parcel being restored with these funds will be met and financed into the future. Belwin employs a staff with over 50 combined years of experience caring for natural resources. The long-term maintenance and management of our land is an established and funded part of our organization, with a 49-year track record of managing our lands back to health. After the initial restoration on this parcel is complete, Belwin staff, the school community, and volunteers will monitor the land to evaluate the success and inform long-term management needs. We rely on a community of people to help us monitor and assess our land for restoration success. Belwin staff will monitor the area several times each year and Anishinabe Academy students and families will be visiting the land often, taking measurements, and assessing restoration objectives (see section 6 below). We also often have volunteers, other educational groups, and scientists do projects on our land, walk trails, conduct bird counts, and generally use the area. All of these parties are asked to report back to Belwin what they see or measure so we can adjust our management plan to address any continuing restoration needs. Although we need outside funding to complete the initial restoration of this property, Belwin is able to fund the long-term maintenance with our general operating budget. Our annual budget is funded through a combination of grants, individual donations, earned income, and a draw from our endowment. A healthy native landscape requires less care than a non-native landscape, and that stability in turn helps our organizational budget and goals. 5. Describe how consideration will be given to contracting with Conservation Corps of Minnesota for any restoration activities. Upon execution of the grant contract, we will notify the Conservation Corps. We will also notify them of any RFPs we put out for restoration activities. Belwin has done this regularly in the past and will carefully consider proposals by the Conservation Corps among any other proposals we receive. 6. Provide a statement indicating that evaluations will be completed on parcels where activities were implemented both 1) initially after activity completion and 2) three years later as a follow-up. Evaluations should analyze improvements to the parcel and whether goals have been met, identify any problems with the implementation, and identify any findings that can be used to improve implementation of future restoration efforts at the site or elsewhere. We will evaluate restoration success by establishing photo points and transect areas, and testing water and soil quality. Students and staff at Anishinabe Academy will complete transect surveys of plant density and diversity, basic water quality testing, and basic soil quality testing in the same locations each year as part of their science curriculum. Belwin will keep this data year after year and document how it is collected so we can assume responsibility for the data collection if needed. The photo monitoring will be done by Belwin staff. We will develop a photo monitoring program on this parcel similar to the monitoring that we do on many other points of our land. We will select 1-3 photos points within the management unit, mark them with a wooden post and record the GIS coordinates. We will take photos from those points in the same direction with the same camera (if possible) at the same time each year. Because spotted knapweed and European buckthorn are two of the most problematic species at the site, we plan to take the photos in June when the spotted knapweed is in flower, and again in October when the density of buckthorn in the understory is readily apparent. Belwin has an inventory of annual photo points and these points will be added to that list to complete annually into the future. Attachments Required Attachments Map File: d2b65b15-c53.pdf Alternate Text for Map The visual shows two maps - a large view of all of Belwin's land holdings, nearly 1,500 acres of land located in Afton and West Lakeland Township, MN. The holdings are not all contiguous, but are all in the same general area. The large map also shows Valley Creek trout stream running through several of Belwin's parcels. The smaller map is a zoom-in of the area addressed in this proposal. The small map shows 17 acres of land with mixed habitat of upland prairie and floodplain forest with Valley Creek trout stream running through. The smaller parcel has one border along St. Croix Trail, the main through-road in Afton, MN. Financial Capacity File: 7b24cad6-67e.pdf Board Resolution or Letter \| Title \| File \| \|------------------------\|--------------------\| \| Belwin Board Resolution\| tec00dcd-2a6.pdf \| Optional Attachments Support Letter or Other \| Title \| File \| \|--------------------------------------\|--------------------\| \| Support Letter from Anishinabe Academy\| 805833c1-028.pdf \| Administrative Use Does your project include restoration or acquisition of land rights? Yes: Restoration, Does your project have patent, royalties, or revenue potential? No Does your project include research? No Does the organization have a fiscal agent for this project? No ATTACHMENT B Visual Component or Map PROJECT TITLE Restoring Land, Reviving Heritage: Conservation Through Indigenous Culture 2612 St. Croix Trail, Afton, MN Washington County Floodplain Forest Upland Prairie Valley Creek St. Croix Trail Anishinabe Academy BELWIN CONSERVANCY BELWIN CONSERVANCY Inspiring through Nature	56867e80-14e5-415d-a1c9-745aef6ebce9	CC-MAIN-2021-21	https://www.lccmr.leg.mn/proposals/2021/originals/proposal_2021-320_and_map.pdf	2021-05-18T03:45:09+00:00	crawl-data/CC-MAIN-2021-21/segments/1620243989820.78/warc/CC-MAIN-20210518033148-20210518063148-00544.warc.gz	905,505,671	6,653	eng_Latn	eng_Latn	0.935265	eng_Latn	0.995955	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "unknown", "unknown", "unknown", "unknown", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1035, 4164, 4409, 7875, 10339, 14375, 14740, 16900, 18965, 20435, 20783, 23193, 24862, 28579, 32622, 33580, 35025, 35355 ]	[ 3.140625, 1.2734375 ]	1	0
Donkey Beads & Bells (Art+ Music, Art+ Social Studies) Donkey Beads are made by residents in rural areas of many Middle Eastern countries as good luck charms for their donkeys. These beads are also displayed in the windshields of trucks and cars in urban areas as a good luck talisman. This lesson plan combines clay beadmaking with basic pinch and coil pot construction to make musical sounds. These sounds vary as the thickness and size of the pots and beads change. The clay procedures in this lesson plan are building blocks for progressing into the upper grades. Air-dry or kiln-fired clay may be used. Grade Levels K-12 Note: instructions and materials based on a class of 25 students. Adjust as needed. Preparation 1. Suggested resource book: Ceramics Class Hand-Building Techniques (70156-1004) Process 1. Cover tables with plastic for easy clean up and good clay working surface. Start the pinch pot with a ball of clay that fits comfortably in the palm of the hand. Hold the clay in one hand and press the thumb of the other into the ball, turning until a deep hole forms. The sides of the pinch pot can vary but keep a little over 1/4" thickness. The thickness varies and larger pots need a little thicker support. While damp, use the Kemper cutting tool to make a hole in the bottom of the pot. The shape can stay plain or Materials Dynasty White Bristle Brushes, set of 72 (05187-2009), 1 cannister per class Student Clay Modeling Tool Set 7-tool set (30361-1009), share three sets across classroom Amaco® Marblex Self Hardening Clay, 25-lb box, (33204-2525) divide two boxes of clay into 15 sections, need one per student Kemper Hole Cutter, (30369-4014) 1/4" dia., share two across classroom Macramé Ring, 6" dia. (66909-9006), need one per student Premium Leather Remnants (61706-1001) three 1-lb bags per class Snippy Scissors pointed (57040-2005), one per student Shiva® Student Grade Paintstik® Oil Colors, 12-color set (00402-1009), share one set across classroom Shiva® Artist's Paintstik® Oil Colors, Iridescent 6-color set (00405-1019) share one set across classroom Shiva® Artist's Paintstik® Oil Colors White (00409-1014) three per class; Yellow Ochre (00409-4044) two per class; Purple Sage (00409-6414) three per class; Light Green (00409-7014) two per class Note - Shiva® Artist's Paintstik® Oil Colors are a paint without damar varnish and only a drop of linseed oil. They are non toxic and clean up with soap and water. The paint contains pigment and a drying agent. Paintstiks are in stick form and of lipstick consistency. The dryer helps the paint to dry in about 24 hours. It also helps adhere to many surfaces including ceramics, paper, cloth, metal and plastic. Humid areas will take longer to dry. The paint is very intense and a little goes a long way. Cut each stick in half to share. The paint will have a dry skin on it to protect the paint. This skin is as thin as a membrane on an egg. Remove the skin using a knife tip to gently open, then peel off. After use do not remove excess paint. Drop the uncleaned sticks into a gallon zip lock bag. To use again, remove the old paint with a knife. This process saves paint. designs can be cut into the edges or sides of the pot. Add texture with the modeling tools at this time. 2. Coil pots are a little more involved. Divide clay into three balls about the size of a golf ball or bigger. Have a small bowl of water handy. Pull the round ball to make an elongated shape. Place on the table. Use a palm of a hand to press and roll the clay into snake-like shapes of any length. Dip a pointed tool or a plastic fork tip into the water. Scratch or score the length of the clay end to end. Dip fingers in the water and add a little moisture to the textured area. This creates slip or clay “glue.” To make the bowl, start with one end of the coil and curl it together. Move the coil on top of the base clay. Firmly press as clay is added to secure the coils to each other. Continue to add more coils until the height is bowl like. Smooth the coils on the inside of the bowl to join and blend the coils. The coils on the outside are great texture as they appear. Texture these more if needed. Use the Kemper hole tool to put a hole in the bottom of damp bowl. 3. Make small round balls of clay, large enough to put a hole through them with the Kemper tool. This tool produces holes of a consistent size that are large enough to accommodate the leather hanging strip. 4. After the clay dries for at least 24 hours, paint with Shiva Paintstik using a stiff brush to cover the clay. Let dry overnight. Set all bowl bells and beads aside. 5. Cut a small piece of leather into long strips of varying lengths, approximately 1/4” wide (see above). 6. Thread the leather through the top bell. Leave about 8” of string on top of the bell for attaching to the macramé ring. Knot the string directly under the hole in the bell to keep it in place. Hang one bead toward the bottom of the lip of the bell so it will strike the bell and make a ringing sound. Add more bells and beads as desired and more pieces of leather to lengthen. 7. Tie the top of the leather on to the hoop and wrap some leather between each bell strand. Add a little glue to the place where the strand of bells hangs on the hoop. Hints* - Consider weight of the strands if more than one is hung on a hoop. - Due to the weight of the bells, yarn should not be substituted for leather strips. Options - Bells and Beads may be painted with tempera or acrylic. - Upper grades could use wheel-thrown clay bowls. - Hang one strand by each child on the same pole as a screen. Copyright © 2008 Dick Blick Art Materials. All rights reserved. JG National Standards Content Standard #1 — Understanding and applying media, techniques, and processes K-4 Students use different media, techniques, and processes to communicate ideas, experiences, and stories 5-8 Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and idea 9-12 Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use Content Standard #4 — Understanding the visual arts in relation to history and cultures K-4 Students know that the visual arts have both a history and specific relationships to various cultures 5-8 Students describe and place a variety of art objects in historical and cultural contexts 9-12 Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places	9dd547ce-37c0-4718-b243-e31d0cb4efbc	CC-MAIN-2020-16	http://cdn.dickblick.com/lessonplans/donkey-beads-and-bells/donkey-beads-and-bells-donkey-beads-and-bells.pdf	2020-04-09T13:28:58+00:00	crawl-data/CC-MAIN-2020-16/segments/1585371858664.82/warc/CC-MAIN-20200409122719-20200409153219-00316.warc.gz	33,431,170	1,562	eng_Latn	eng_Latn	0.997931	eng_Latn	0.99825	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 3184, 6719 ]	[ 4.46875 ]	1	0
Sustainable Tourism Enhancement in Nepal's Protected Areas Environmental and Social Management Framework National Trust for Nature Conservation GPO Box 3712, Khumaltar, Lalitpur, Nepal May 2020 1. Description of the Project: Tourism is one of the major contributors to the sustainable economy of Nepal. The direct contribution of the tourism sector in the national GDP was at 4% in 2017 and is forecasted to rise by 3.8% per annum to reach 4.2% in 2028 (World Travel and Tourism Council, 2018). Despite tremendous growth potential in tourism sector, Nepal stands as a low-cost tourist destination with much lower daily tourist spending than the regional average. This is a high time for Nepal to think about and harness high value nature-based tourism. Nature based tourism is a key driver of Nepal’s tourism, providing the sector both comparative and competitive advantages in the unique setting of rich topographic, biological and cultural diversity. In this context, the World Bank is supporting GoN to implement the project entitled “Sustainable Tourism Enhancement in Nepal’s Protected Areas (STENPA)”. Project Destinations: The project focuses on areas with Nature-Based Tourism (NBT) potential with the aim of piloting a sustainable tourism approach that can be replicated across Nepal’s protected areas (PAs). The project destinations include PA at their core, nearby gateway cities and surrounding areas with NBT potential, and has identified six PAs as the initial project destinations (Bardia, Banke Shukla Phanta and Rara National Parks, and their buffer zones; and Annapurna and Manaslu conservation Areas). Additional areas may be added as project destinations during implementation, subject to the selection criteria. The Project Development Objective (PDO) is to improve the sustainability, inclusiveness and value generation of nature-based tourism in selected destinations. The project has five components: Component 1: Improving destination management, planning and coordination, Component 2: Enhancing infrastructure for access, environmental management and tourism diversification, Component 3: Adapting tourism products and providing economic opportunities in tourism-related value chain, Component 4: Project management, monitoring and evaluation, and Component 5: Contingency emergency response (CERC). Under these components, the project will invest in variety of activities, which may be placed into three different group. Group I will include TA support to policy, regulations, plans and programs such as sustainable tourism development strategy for PAs, updating of PA Management Plans, landscape zonation development and DVIPs. Group II include activities to strengthen capacity and institutions such as improvements of ICTs, access to finance and training and awareness programs. Investment in physical infrastructures such as road upgrading works, construction of culverts and helipads, trekking trails fall under Group III. 2. Overview of ESMF: This ESMF has been developed as part of project preparation to ensure sustainable preservation of natural and cultural heritage and maintaining acceptable standards for avoiding/minimizing adverse impacts during the implementation of the project. ESMF provides clear steps, processes, procedures and responsibilities including various tools to be used during the project implementation ensuring environmental and social integration in the planning and implementation of the project supported activities. ESMF is prepared in line with the World Bank’s environmental and social Operation Policies and Government of Nepal’s national laws and regulations. ESMF will be a ‘live document’, will be updated/revised, if needed during implementation, only in mutual agreement between the World Bank and the Government of Nepal. If Contingency Emergency Response Component (CERC)/Component 5 is activated, this ESMF may be updated or a specific CERC-ESMF may be prepared, as required, and disclosed. 3. Policies and Regulatory Requirements: ESMF assess the prevailing policy and legal framework of GoN and applicable World Bank’s Safeguards policies for the implementation of the project. The project triggers OP 4.01 Environment Assessment, OP 4.04 Natural Habitats, OP 4.36 Forestry, OP 4.11 Physical Cultural Resources, OP 4.12 Involuntary Resettlement, OP 4.10 Indigenous Peoples, and OP 4.20 Gender and Development. Gaps are identified between the relevant Nepalese laws and regulations, and the World Bank safeguard policies by comparing them; and recommendations are made to address the gaps in the context of the STENPA Project. 4. Potential Environmental and Social Impacts and Mitigation Measures: The project will not finance activities with potential significant adverse environmental or/and social risks and/or impacts that are diverse, irreversible, or unprecedented (Annex 1 (a): Exclusion List of Project Activities). Nonetheless, moderate social and environmental impacts are likely from the physical infrastructure activities. Environmental and social impacts/issues and risks may also arise from or linked to policy and plan that may be prepared through Technical Assistance (TA) under the project. The project is, hence, classified as “B Category” with possibility of limited/moderate adverse environmental and/or social impacts that are few in number, generally site-specific, largely reversible, and readily addressed through mitigation measures. The project, inter alia, finances environmental management and conservation activities including wildlife conservation, wildlife rescue center, wilderness enhancement and habitat management, sanitation and waste management, landslides/erosion protection, and watershed protection works, etc. These are expected to result in beneficial environmental impacts. In addition, the project aims to initiate and promote environment and nature-friendly practices in the physical infrastructure. The following negative environmental impacts, at moderate scale and limited to the vicinity of physical infrastructure, are expected from the investment in infrastructure. - Loss or degradation or disturbances to wildlife and wildlife habitats; - Loss of and/or degradation of forest, trees, vegetation; - Over and/or illegal harvesting of wild plants, herbs, NTFPs, and fishes, birds, wildlife; - Increased human-wildlife conflict; - Loss of topsoil from land clearing, soil erosion, landslides and stream sedimentation; - Dust pollution, noise and other harmful emissions; - Pollution due to solid waste; wastewater and effluents; - Loss or degradation of good/fertile agricultural land; - Damage to other/existing infrastructures; - Degradation of aesthetic value and scenic value; • Land use change due to expansion of hotels and new settlements; • Degradation of physical cultural resources; and • Health and safety risks to workers, community and visitors. Similarly, possible adverse social impacts due to project intervention include: • Loss of land, shelter and land-based assets/infrastructures and livelihoods sources; • Damage/disruption of community resources/local facilities; • Discrimination in works and wage payment; • Exclusion of indigenous peoples and vulnerable groups in decision making and planning; • Pressure on local resources (drinking water, forest products like fuel wood/timber, etc.); • Local inflation of prices; • Obstruction and noise pollution to tourists/trekkers during construction/maintenance; • Loss of standing crops/orchards/trees; • Conflicts associated with construction work forces or conflict between locals and outsiders; • Increased social issues/problems; • Child labor, child safety and other labor issues; • Gender Based Violence (GBVs); • Issues related to chance finds or issues encountered during works on physical cultural resources; and • Increased burden on and competition for public service provision. This ESMF, which is developed in line of GoN and World Bank’s legal and policy framework, provides full guidance to address potential social and environmental issue/risks/impacts (to avoid, minimize, mitigate, and compensate adverse impacts; and enhance positive/beneficial impacts). • All the policies and plans prepared under the project will be subjected to environmental and social overview analysis for mainstreaming environmental consideration. Such an overview analysis would be based on an issue scoping exercise involving stakeholder participation. • Each activities/proposal for strengthening capacity and institutions will be subjected to social and environmental review, and environmental and social best practices will be incorporated in the training plans and curriculums, E & S aspects will be mainstreamed/strengthened in the proposal and/or plan will be prepared, if needed. • Each Investment in physical infrastructure subproject/activity will be subjected to standard E & S process and procedures including screening, environmental assessment (EA), social assessment (SA), preparation of environmental and social management plans (ESMP), RAP, etc. and monitoring during implementation. 5. Resettlement Policy Framework: The Resettlement Policy Framework (RPF) is developed as part of ESMF as a guiding tool to avoid, minimize and mitigate adverse impacts caused by involuntary resettlement. This policy covers direct economic and social impacts that both result from the Bank-assisted investment projects and are caused by the involuntary taking of land and involuntary restriction of access to legally designated parks and protected areas resulting in adverse impacts on the livelihoods of the people. As per this policy, displaced persons will be assisted in their efforts to improve their livelihoods and standards of living or at least to restore them, in real terms, to pre-displacement levels or to levels prevailing prior to the beginning of project implementation, whichever is higher. As per the framework, all project affected persons, irrespective of legal title such as tenants, encroachers/squatters will be eligible for compensation at replacement costs. The policy places emphasis on regular consultations with the affected groups and makes Free Prior Informed Consultation (FPIC) mandatory when vulnerable groups/IPs are affected by project activities. Valuation of assets is crucial to pay fair compensation and other assistances to the affected people and the process should be based on market value of land and assets. A comprehensive entitlement matrix has been developed as a crucial part of the RPF with all potential impacts, eligibility for entitlements and entitlement provisions spearheaded towards mitigating the impacts and livelihood improvement of the project affected people. 6. Vulnerable Community Development Framework: During implementation, the project may affect indigenous and vulnerable people both positively and adversely. While the positive impacts will contribute to bring improvement in the livelihoods of the vulnerable people, the adverse impacts will lead to further impoverishment. The project interventions may also result in discriminatory impacts causing further hardships in the livelihoods of poor and vulnerable groups including indigenous people and Dalits, if the project activities/intervention are not aligned well with the needs and aspirations of these people. Vulnerable Community Development Framework (VCDF) has been developed to apply in the projects/subprojects to be supported under the Project. The framework provides guidelines to help develop systematic procedure of identifying project’s impacts on vulnerable people and develop mechanism for meaningful consultations, FPIC, participation and information disclosure. The framework also outlines measures to develop culturally appropriate assistances and supports to the target groups in accordance with their priorities and needs. A framework for gender development is also outlined to mainstream gender development into the project and provides guidelines for designing Gender Development Plan (GDP). The project, because of its nature, could trigger a wide range of issues related to gender and gender-based violence in the project area. The civil works of varied infrastructures viz road, trails, hotels, lodges, etc. involving women workers, both local and outsiders, could possibly result in different types of gender issues and violence in the construction sites. Besides, different service and commercial activities related to tourism viz women guide, women workers and entrepreneurs involved in trekking, hotel and restaurant business, could pose higher risks leading to violence against women and sex tourism. The close proximity of Indian border in case of Banke, Bardia and Shukla Phanta National Parks may pose further risk of trafficking of girls and child labor outside Nepal. Considering these potential issues and based on GBV Risk Assessment, different actions have been recommended to address GBV risks as per the “Good Practice Note” of the World Bank. Similarly, a framework on gender has been developed to mainstream gender development into the project which provides guidance for preparing Gender Development Plan (GDP). 7. Consultation, Communication and Citizen Engagement: Meaningful consultations and communications are key for effective planning and implementation of the activities to be implemented under the project. These are integral parts of planning, design, and implementation of activities at subproject level which will be useful for the project in different ways such as informing the people about project benefits, flagging out people’s concerns, and incorporating their knowledge into subproject planning/design and implementation. A framework has been developed pertaining to (i) stakeholder identification and consultation hierarchies, (ii) consultation strategies, (iii) future consultations, (iv) communication strategy, and (v) citizen engagement. It also outlines consultation and stakeholder engagement strategy to be considered when there are constraints in conducting public consultations as a result of infectious disease like COVID-19 or an emergency response under Component 5. 8. Grievance Redressal Mechanism: Effective grievance hearing and resolution is crucial to make project implementation effective. A functional grievance redress mechanism (GRM) will be put in place in the project where any individuals or groups may file their grievances seeking fair decisions and actions. The mechanism involves a structure with different committees formed from unit to sub-project and Project Implementation Entity (PIE) and/or Project Implementation Unit (PIU) level. All these committees will be responsible for executing the GRM process which includes grievance filing, grievance review, decisions on the grievances, and hearing within specific timeframes. 9. Institutional Arrangement for ESMF Implementation: The Ministry of Forests and Environment (MoFE) will be the main implementing agency (MIA) considering the focus of the project on nature-based tourism (NBT). Ministry of Culture, Tourism, and Civil Aviation (MoCTCA) will be the implementing agency (IA) responsible for the implementation of a smaller part of the project for activities (component 1.2). A Project Steering Committee (PSC) chaired by the Secretary, MoFE and comprising representatives from MoCTCA, the Ministry of Finance (MoF), other key ministries and departments will provide strategic oversight and guidance. A Project Technical Committee (PTC) chaired by the DG DNPWC with NTNC, and Department of Tourism (DoT) as members, will provide technical guidance through periodic meetings. NTNC will be the main Project Implementing Entity (PIE), and the DoT will be a Project Implementation Unit (PIU) in charge of implementing Component 1.2 activities. A PA Oversight Committee (PAOC) and a Field Implementation Unit (FIU) will be established in each Province where project destinations are located. PIE will have dedicated Social and Environmental Unit (SEU) and the field teams will comprise safeguard persons. PIE, in coordination with MOFE/DNPWC and MOCTC/NTB/PIU, will be responsible for the overall oversight and implementation of this ESMF and E&S measures in the project, ensuring that any adverse impacts of the project activities are avoided, and/or minimized and/or mitigated fully. PIE at NTNC and PIU at DoT, for the project activities under their respective jurisdictions, will have social and environmental specialists to implement safeguard measures. NTNC’s and DoT’s capacity in managing environmental and social impact, and risks is limited as there is a lack of dedicated staff, expertise, and experience in managing environmental and social safeguard. The project includes capacity strengthening support for environmental and social management through trainings and orientations, hiring of safeguard consultants, and external monitoring. The field staff will be oriented and trained in the relevant safeguard roles and functions. 10. E&S Compliance, Supervision, Monitoring and Reporting: PIE and PIU, within their respective jurisdiction, are responsible for, - Environmental and social overview of policies, regulations, plans and programs (including TAs). - Ensuring each investment in physical infrastructure subproject/activity will be subjected to screening, EA, SA, ESMP, RAP, etc. and monitoring during implementation. E&S planning will be carried out for all subprojects at site level and will involve - (i) E&S Screening (desk review followed by site visit, if needed), (ii) preparation if EA/IEEs, ESMPs, RAP, VCDP, GAP etc., (iii) reviewing design and bid document for safeguard consideration, (iv) approval of plans, (v) consultation and disclosure, and (vi) implementation and monitoring of E&S safeguard measures. The E&S safeguard experts of the project will be primarily responsible for regular supervision of E&S measures at the sites. The central E&S team at PIE and PIU will coordinate with and/or mobilize the field-based team, including FIU and PAOC as may be relevant, for regular supervision at sites. The FIU, with support from center, will ensure day-to-day supervisions and implementation of the safeguard measures. The contractors and user groups are responsible for and accountable to comply with the construction period safeguard measures. E & S Monitoring will be an integral part of overall project management and carried out on a periodic basis. Regular monitoring will be carried out internally by the project, centrally or through the FIU as may be appropriate. The external monitoring will be carried out by the independent consultant/firm. The PIE and PIU, respectively for the activity within their jurisdiction, will have the responsibility of monitoring the E&S compliance, documentation and data, permits, process and procedures, grievances, works covering inputs, process and outputs. PIE and PIU will use risk-based approach in monitoring and visit sample sites for monitoring. The Conservation Area Management Committee (CAMCs), and/or PA Oversight Committee (PAOC), and/or responsible unit of the National Park will be engaged in field level regular monitoring. The E&S team will produce periodic E & S status reports – field team (e.g. FIU) may produce E&S status report of the relevant site(s) on a regular basis, and central E&S team at PIE and PIU will provide summary of E&S progress in the quarterly progress report and a consolidated status report in six-months, coinciding with the Bank’s supervision mission. External monitoring report will be prepared at the end of the external monitoring, annually until the Mid-Term Review (MTR) and as decided by the MTR thereafter. The PIE and PIU will be responsible to report the progress on safeguards compliance during their regular reporting to the World Bank. 11. Budget for Implementing ESMF: The budget includes the cost for planning and implementation of safeguards activities including recruiting consultants, training & orientation, supervision & monitoring. The budget covers the cost for environmental and social screening, implementation of ESMP, RPF, VCDP, GAP, E&S expert fees, GRM implementation, safeguard capacity building and M&E. The total estimated budget for the implementation of ESMF is NRs 107,075,000. 12. CERC-ESMF: This ESMF has been revised in response to the newly added Component 5 (CERC). The occupational health and safety risks, and impacts related guidance has been further strengthened considering the COVID-19 pandemic. This ESMF does not address risks and impacts in relation to the CERC, given that the type and nature of likely emergency and indicative list of activities that will be supported through CERC cannot yet be determined. Thus, this ESMF may not cover potential social and environmental issues in relation to the CERC. All activities financed through the CERC are subject to the World Bank safeguard policies. In the event that CERC is activated, this ESMF may be updated or a specific CERC-ESMF may be prepared or additional E&S safeguard instruments as required will be prepared to cover CERC activities and disclosed, within three months from the time CERC is activated. \| Abbreviation \| Description \| \|--------------\|-------------\| \| ACA \| Annapurna Conservation Area \| \| AP \| Affected Person \| \| A-RAP \| Abbreviated Resettlement Action Plan \| \| BDS \| Business Development Services \| \| BaNP \| Banke National Park \| \| BNP \| Bardia National Park \| \| BZUC \| Buffer Zone User Committees \| \| CAMC \| Conservation Area Management Committee \| \| CERC \| Contingency Emergency Response Component \| \| CBO \| Community Based Organization \| \| CDC \| Compensation Determination Committee \| \| CEDAW \| Convention on the Elimination of all forms of Discrimination Against Women \| \| CFUG \| Community Forest User Group \| \| CoC \| Code of Conduct \| \| DDC \| District Development Committee \| \| DDM \| Digital Destination Monitor \| \| DFO \| District Forest Office \| \| DNPWC \| Department of National Parks and Wildlife Conservation \| \| DOT \| Department of Tourism \| \| DVIP \| Destination Vision and Investment Plan \| \| EA \| Environment Assessment \| \| E&S \| Environment and Social \| \| EHS \| Environment, Health and Safety \| \| EIA \| Environmental Impact Assessment \| \| EPA \| Environment Protection Act \| \| EPR \| Environment Protection Regulations \| \| ESMF \| Environment and Social Management Framework \| \| ESMP \| Environment and Social Management Plan \| \| Acronym \| Description \| \|---------\|-------------\| \| FGD \| Focal Group Discussion \| \| FIU \| Field Implementation Unit \| \| FPIC \| Free Prior Informed Consultation \| \| GAP \| Gender Action Plan \| \| GBV \| Gender Based Violence \| \| GDP \| Gross National Product \| \| GESI \| Gender Equality and Social Inclusion \| \| GoN \| Government of Nepal \| \| GRC \| Grievance Redress Committee \| \| HH \| Household \| \| IA \| Implementation Agency \| \| ICT \| Information and Communication Technology \| \| IEE \| Initial Environmental Examination \| \| IP \| Indigenous People \| \| ITDP \| Integrated Tourism Development Plan \| \| KII \| Key Informant Interview \| \| LAA \| Land Acquisition Act \| \| LAPA \| Local Adaptation Plan \| \| LG \| Local Government \| \| M&E \| Monitoring and Evaluation \| \| MAPs \| Medicinal Aromatic Plants \| \| MCA \| Manaslu Conservation Area \| \| MFI \| Micro Finance Institution \| \| MoFE \| Ministry of Forests and Environment \| \| MoF \| Ministry of Finance \| \| MoCTCA \| Ministry of Culture, Tourism and Civil Aviation \| \| MTR \| Mid Term Evaluation \| \| NBT \| Nature-based Tourism \| \| NDHS \| Nepal Demographic and Health Survey \| \| Abbreviation \| Description \| \|--------------\|-------------\| \| NGO \| Non-governmental Organization \| \| NP \| National Park \| \| NTB \| Nepal Tourism Board \| \| NTFP \| Non-timber Forest Products \| \| NTSP \| National Tourism Strategic Plan \| \| NTNC \| National Trust for Nature Conservation \| \| OP \| Operational Policy \| \| PA \| Protected Area \| \| PAOC \| Protected Area Oversight Committee \| \| PAP \| Project Affected People \| \| PIE \| Project Implementation Entity \| \| PIU \| Project Implementation Unit \| \| P-MITFE \| Provincial Ministry of Industry, Tourism, Forest and Environment \| \| P-MPID \| Provincial Ministry of Physical Infrastructure Development \| \| PSC \| Project Steering Committee \| \| RAP \| Resettlement Action Plan \| \| RNP \| Rara National Park \| \| RPF \| Resettlement Policy Framework \| \| SA \| Social Assessment \| \| SEU \| Social and Environmental Unit \| \| SIA \| Social Impact Assessment \| \| SNG \| Sub-national Government \| \| ShuNP \| Shukla Phanta National Park \| \| SMEs \| Small and Micro Enterprises \| \| TA \| Technical Assistance \| \| ToC \| Table of Contents \| \| ToR \| Terms of Reference \| \| TSA \| Tourism Satellite Account \| \| VC \| Vulnerable Community \| \| Acronym \| Description \| \|---------\|-------------\| \| VCDF \| Vulnerable Community Development Framework \| \| VCDP \| Vulnerable Community Development Plan \| \| UCO \| Unit Conservation Office \| \| UNDP \| United Nations Development Programme \| \| WBG \| World Bank Group \| # Table of Contents Chapter 1: Introduction ........................................................................................................... 1 1.1 Background ......................................................................................................................... 1 1.2 Project Objectives and Components .................................................................................. 1 1.3 First year activities ............................................................................................................. 6 1.4 Rationale and Approach for the Environment and Social Management Framework (ESMF) 7 1.5 Objectives of ESMF ............................................................................................................ 8 1.6 Method Applied to Prepare ESMF .................................................................................... 8 1.7 Sources of Information used in preparation of ESMF ...................................................... 8 1.8 Potential Users of this ESMF ............................................................................................. 9 1.9 Revision/Modification of the ESMF ............................................................................... 10 Chapter 2: Policies, Acts, Regulations, Guidelines and Conventions ........................................ 12 2.1 GoN Relevant Polices ....................................................................................................... 12 2.1.1 Policies Supporting Indigenous/Vulnerable Communities ........................................ 19 2.1.2 Policies on Gender Mainstreaming ........................................................................... 19 2.2 International Provisions and Guidelines .......................................................................... 20 2.3 World Bank’s Environmental and Social (E&S) Safeguard Policies .................................. 21 Chapter 3: Description of Existing Environment ..................................................................... 28 3.1 Bardia National Park ........................................................................................................ 30 3.2 Banke National Park ........................................................................................................ 31 3.3 Shukla Phanta National Park ............................................................................................ 32 3.4 Rara National Park ........................................................................................................... 33 3.5 Annapurna Conservation Area .......................................................................................... 35 3.6 Manaslu Conservation Area ............................................................................................. 36 3.7 Existing Issues and Potential Threats in the Destinations ............................................... 37 Chapter 4: Potential Environmental and Social Impacts and Mitigation Measures ............. 40 4.1 Brief Overview of Project Activities ................................................................................ 40 4.2 Potential Environmental Impacts of the Project ............................................................... 40 4.2.1 Potential Beneficial Environmental Impacts ............................................................ 41 4.2.2 Potential Negative Environmental Impacts .............................................................. 41 4.3 Potential Social Impacts .................................................................................................... 45 4.3.1 Potential Beneficial Social Impacts ........................................................................... 45 4.3.2 Potential Adverse Social Impacts and Mitigation .................................................. 47 4.4 Environmental and Social Approach ........................................................................... 50 4.5 Social and environmental planning process and steps in infrastructure subproject .... 52 4.6 Consultation and Participation ..................................................................................... 57 4.7 Information Disclosure ............................................................................................... 57 4.8 Considerations where Component 5 (Contingency Emergency Response–CERC) is activated 57 Chapter 5: Resettlement Policy Framework ................................................................. 59 5.1 Introduction ............................................................................................................... 60 5.2 Policy Objectives and Principles ................................................................................ 60 5.3 Policy Gaps and Recommended Measures .............................................................. 61 5.4 Approaches for Obtaining Land for the Project ....................................................... 62 5.5 Resettlement Planning ............................................................................................... 64 5.5.1 Social Screening .................................................................................................... 64 5.5.2 Social Impact Assessment (SIA) .......................................................................... 65 5.6 Resettlement Action Plan .......................................................................................... 66 5.7 Policy Measures at Operational Level ......................................................................... 66 5.8 Eligibility, Assets Valuation and Entitlements .......................................................... 68 5.8.1 Eligibility .............................................................................................................. 68 5.8.2 Assets Valuation ................................................................................................... 68 5.8.3 Entitlements ......................................................................................................... 69 5.9 Consultations, Participation and Disclosure ............................................................ 76 5.9.1 Consultations and Participation ............................................................................ 76 5.9.2 Information Disclosure .......................................................................................... 77 Chapter 6: Vulnerable Community Development Framework ..................................... 78 6.1 Introduction ............................................................................................................... 78 6.2 Legal Framework and Policies ................................................................................... 79 6.3 Indigenous People and Vulnerable Groups in Nepal ................................................ 80 6.4 Potential Risks and Impacts ....................................................................................... 82 6.4.1 Beneficial Impacts ................................................................................................ 82 6.4.2 Adverse Impacts and Mitigation .......................................................................... 82 6.5 Indicative Issues, Mitigation and Approaches for Vulnerable Community Development... 83 6.6 Impact Assessment Procedure ................................................................................... 86 6.7 Gender Development Framework ................................................................. 87 6.7.1 Overview .................................................................................................. 87 6.7.2 GoN Policies and Legislations on Gender Equity and Women .................. 88 6.7.3 Gender Issues/Barriers and Interventions Required ................................ 88 6.7.4 Gender Inclusive Design and Preparation of GAP ................................... 92 6.7.5 Process for Preparing GAP ..................................................................... 92 Chapter 7: Action Plan – Gender Based Violence Risk Mitigation .................... 93 7.1 Need and Purpose ....................................................................................... 93 7.2 Legal and Policy Environment for Women’s Safety ...................................... 94 7.3 Recommended Actions .............................................................................. 96 Chapter 8: Consultation, Communication and Citizen Engagement Framework .... 99 8.1 General ........................................................................................................ 99 8.2 Stakeholders Identification and Consultation Hierarchies ............................ 99 8.2.1 Stakeholder Identification ..................................................................... 99 8.2.2 Consultation and Stakeholder Engagement Hierarchies and Strategies .. 100 8.3 Central/Federal level consultation at project design .................................... 103 8.4 Future Consultations .................................................................................. 104 8.5 Communication Strategy ............................................................................ 104 8.6 Citizen Engagement .................................................................................... 105 8.7 Information Disclosure ............................................................................... 106 Chapter 9: Grievance Redressal Mechanism .................................................... 107 9.1 Introduction ............................................................................................... 107 9.2 GRM Structures ........................................................................................ 107 9.3 Grievance Filing and Management ............................................................. 108 Chapter 10: Institutional Arrangements for ESMF Implementation .................. 110 10.1 Project Implementing Agencies ................................................................. 110 10.2 Safeguards Planning and Implementation ................................................ 111 10.2.1 Central Level ..................................................................................... 112 10.2.2 Field Level ....................................................................................... 113 10.3 Capacity assessment and Capacity Building ............................................. 113 Chapter 11: Supervision, Monitoring and Evaluation ........................................ 115 11.1 General .................................................................................................... 115 11.2 Supervision .............................................................................................. 115 11.3 Monitoring .................................................................................................................. 116 11.4 Regular Monitoring .................................................................................................... 116 11.5 External Monitoring ................................................................................................... 117 11.6 Monitoring Indicators ................................................................................................. 117 11.7 Reporting ..................................................................................................................... 119 Chapter 12: Budget for Implementing ESMF ................................................................. 121 Annexes .............................................................................................................................. 122 Annex 1 (a): Exclusion List of Project Activities ............................................................... 123 Annex 1 (b): Example of Activities that require Initial Environmental Examination (IEE) and Environmental Impact Assessment (EIA) as per Environmental Protection Rules of Government of Nepal ................................................................. 125 Annex 1 (c): Example of Activities to be supported under STENPA Project .................. 127 Annex 2: Information used in preparation of ESMF ....................................................... 135 Annex 3 (a): Environmental and Social Screening Guideline and Checklist ................. 136 Annex 3 (b) – Environmental Issues and Mitigation Measures during Subproject Planning, Design, and Construction & Operation Stage ................................................................. 141 Annex 3 (c): An Indicative Checklist on OHS, CHS, Hygiene & Sanitation, Diseases Safety to safeguard against COVID-19 or similar infectious disease during executing small civil works ................................................................. 158 Annex 4: Steps in ES Assessment (GoN requirement IEE &EIA) and (WB requirement on ESIA) ................................................................. 162 Annex 5: Indicative Outline of ESMP .............................................................................. 163 Annex 6: Indicative Outline of RAP ............................................................................... 165 Annex 7: Indicative Outline of Social Assessment .......................................................... 166 Annex 8: Indicative Outline of VCDP ............................................................................. 167 Annex 9 (a): Environmental and Social (E&S) Overview for Policy, Plan, and Program .... 168 Annex 9 (b): Terms of Reference to Carryout Environmental and Social Overview .......... 171 Annex 10: Grievance Filing Format .............................................................................. 173 Annex 11: Specimen ToR for E&S Capacity Building Expert .......................................... 174 Annex 12: Land Donation Agreement Form .................................................................. 176 Annex 13: IPs and Vulnerable Groups Impact Screening & Categorization Form .......... 177 Annex 14: Draft ToR for Third Party Monitoring .............................................................. 179 Annex 15: Major Highlights of Labor Rules, 2018 (2075) related with the E&S Safeguard .. 181 Annex 16: GoN prescribed National Standards on Air/Noise/Water/Effluent .................. 184 Annex 17: Guidelines for protecting Physical Cultural Resources Avoiding Impacts on Cultural and Historical Properties ................................................................. 191 Annex 18: Species protected under Schedule-1 of NPWC Act ........................................... 193 Annex 19: Plant Species and Forest products protected under the Forest Regulations, 1995 (amended 2001) ................................................................. 194 Annex 20: Some Good Practices in Conservation and PA Management ...................... 195 Annex 21: Description of Existing Environment of Destination Areas....................... 203 Annex 22: List of Participants - National Consultation Meeting of ESMF .................. 228 List of Tables Table 1: Comparison between GoN and World Bank policies and recommendations ...... 25 Table 2: Potential Adverse Impacts and Proposed Mitigation Measures ..................... 48 Table 3: Key Steps and Procedures in E&S Management in Infrastructure Subproject .... 52 Table 4: Key Policy Differences between World Bank and GoN Legal Framework ........ 61 Table 5: Entitlement Matrix ............................................................................................ 72 Table 6: Presence of Indigenous Groups by Regions .................................................. 80 Table 7: Dalit Communities of Nepal ........................................................................... 81 Table 8: Indicative Issues and Activities for Vulnerable Community Development of STENPA Project ................................................................. 83 Table 9: Gender and Development Framework .......................................................... 89 Table 10: Recommended Actions to address GBV Risks ........................................... 96 Table 11: Consultation and Engagement strategy: Stakeholders / Institutions, Issues and Methods ................................................................. 100 Table 12: Key Monitoring Indicators, Methods and Responsibility ............................ 118 List of Maps Map 1: Protected areas of Nepal .................................................................................. 29 Map 2: Bardia National Park and its buffer zone ....................................................... 30 Map 3: Krishnashar Conservation Area and its surrounding ...................................... 31 Map 4: Banke National Park and its buffer zone ....................................................... 32 Map 5: Shukla Phanta National Park and its buffer zone .......................................... 33 Map 6: Rara National Park and its buffer zone .......................................................... 34 Map 7: Annapurna Conservation Area ....................................................................... 36 Map 8: Manaslu Conservation Area .......................................................................... 37 Chapter 1: Introduction 1.1 Background Travel and tourism is one of the world's largest employers and a key job creator. According to the World Travel and Tourism Council, one in ten jobs in the world is currently in Travel and Tourism, with the sector creating one in every five new jobs in 2017. In Nepal, tourism contribution to the national GDP in 2017 was 4 percent, generating 6.6 percent of the total employment. At present, nature-based tourism (NBT) remains a key driver of Nepal’s tourism. The country’s unique landscapes, rich biological diversity blended with culture and cultural heritage, and mountains attract nature lovers from all over the world. The importance of NBT is evidenced by the fact that about 60 percent of the total visitors to Nepal visit protected areas. Total incomes of protected areas from tourism in Nepal has increased by 68.32% over the last six years contributing substantially to poverty reduction, employment and income redistribution. However, Nepal is at the cross-roads and faces the risk of becoming a low-cost destination. The daily average spending per tourist remains low at US$ 54 in 2017, compared to a regional average of US$ 100 – 150. Nepal’s tourism sector is lagging behind due to low quality of service, unhealthy competition among service providers, lack of adequate infrastructure and limited tourism products offering. This is a high time for Nepal to think about and harness high value NBT maintaining ecological and development balance with natural system to attract high class tourist to promote quality (value creation) tourism development in new destinations, sharing benefits to local people duly coordinating with stakeholders (local and international). The World Bank is supporting the GoN to implement a project entitled “Sustainable Tourism Enhancement in Nepal’s Protected Areas - STENPA”. The project will invest in enhancing access infrastructures, upgrading tourism services and improving destination management capacity, geared to improve the sustainability and value generation of NBT in selected destinations. 1.2 Project Objectives and Components The objective of the project is to improve the sustainability, inclusiveness and value generation of NBT in selected destinations. The project will focus on a set of selected nature-based destinations with the aim of piloting a sustainable tourism approach that can be replicated across Nepal’s PAs. The core of the initial destinations areas of the project are Annapurna and Manaslu Conservation Areas; and Bardia (including Krishnasar Conservation Area), Banke, Shukla Phanta and Rara National Parks and their buffer zone areas. The project destination altogether covers about 36% of the total PA coverage. The project will also include activities for the promotion of NBT in the related gateway cities and surroundings with nature-based potential. Additional areas may be added as project destinations by mutual consent, (after the mid-term review of the project, subject to the selection criteria). The project has five components as follows. Component 1: Improving Destination Management, Planning and Coordination This component aims to promote an informed and coordinated approach to developing, managing, and marketing the tourism potential of the project destinations, in a way that is sustainable and strategically geared towards higher value. Project activities will provide key stakeholders such as federal agencies, sub-national governments (SNGs), private sector organizations, and local communities the expertise and tools for strengthening strategic monitoring, planning and coordination capacity, both at the destination level and at the broader national level. Importantly, the project will support full incorporation of sustainable tourism development in the conservation for development approach of PA management. This component will support the preparation of a detailed Destination Vision and Investment Plan (DVIP) for each project destination. The DVIPs will identify key tourism areas and products that can form a coherent tourism offering and a set of interventions and will also specify the institutional responsibility and budget needs for priority interventions. Sub-component 1.1. Enhancing Destination Management and Planning This sub-component will aim to enhance NBT planning and management in project destinations and at the national level, through provision of civil works, expertise, training and equipment, including sustainable tourism development strategy for all of Nepal’s PAs, reviewing / updating/ upgrading PAs management plans and develop guidelines for integrating sustainable tourism development, citizen and beneficiary engagement strategy and tools at project destinations, develop detailed DVIPs for each project destination and an investment plan, land zoning and demarcation, community-level plans laying out tourism related structures, improve collaboration on sustainable tourism development at project destinations, strengthen the capacity of SNGs and local community organizations, enhance the capacity of MoFE, DNPWC, NTNC and other institutions; upgrade the design and enforcement of key regulations impacting conservation and commercial activities in PAs, and improve revenue management. Subcomponent 1.2: Integrating NBT into National Tourism Policies and Branding Implemented under the supervision of MoCTCA, this sub-component will support the integration of the project destinations and NBT development activities into Nepal’s broader tourism policies, regulations and promotion by providing operational funds, expertise, training, and equipment to review, adapt and support implementation of the tourism policies and the related online tourism enterprise registration system at the project destinations, improve data collection, compilation and analysis relating to project destinations and support the establishment of a tourism satellite account (TSA), design and implement specific branding and marketing strategies that would contribute to the upgrading and visibility of Nepal’s PA offering, in particular, and renovate or develop services in local airports and upgrade visitors’ centers in gateway cities of the project destinations that are under the management of the MoCTCA and its agencies. Component 2: Enhancing Infrastructure for Access, Environmental Management and Tourism Diversification The objective of this component is to design and implement the investments in works and goods identified in the DVIPs for the project destinations under sub-component 1. As explained above, these investments are part of a set of coordinated interventions that are specified in the DVIPs to bring about the envisaged tourism offering. Specifically, the investments will include upgrading physical infrastructure to boost sustainable tourism and facilitate increased integration of the private sector and local communities into higher value tourism services. These infrastructure investments will be designed with attention to environment, climate change and natural disaster risks resilience and favor nature-based approaches and incorporate gender aspects. Sub-component 2.1. Enhancing Tourism Infrastructure for Accessing PAs This sub-component aims to enhance access by investing in the construction and maintenance of connectivity infrastructure at the project destinations. The investments will improve year-round accessibility by tourists, reduce the time needed to access the PAs from the gateway cities and between different points within the project destinations. To this end, the project will invest in civil works, goods and consulting services to, inter alia, prepare a tourism road upgradation development plan based on the DVIPs, rehabilitate and maintain existing road alignments, culverts and bridges at the project destinations; and develop small-scale facilities for enhancing public services and transport systems. Sub-component 2.2. Upgrading Environmental Management and Tourism-related Infrastructure This sub-component will upgrade tourism-related facilities, enhance environmental sustainability and biodiversity conservation, and institute better systems for ensuring tourists’ safety. The project will support the establishment or upgrading of local communities and public tourist facilities identified in the DVIPs, community-level development plans and innovative investments presented by beneficiaries aimed at enhancing economic activities, environmental sustainability, natural resource conservation and climate resilience. The project will also support the management of the small-scale infrastructure by CBOs and private sector operators, through providing assistance and/or agreements that would be procured using the procurement guidelines. Specifically, the project will finance investments in civil works, goods and consulting services to develop, upgrade and maintain, inter alia, museums, interactive visitor information centers, visitor information management system, check posts, trail heads with parking space and service facilities; trekking trails, fire lines, bridges and road crossings, safe drinking water stations, campsites, viewpoints and rest stops, trail signage and safety barriers; wildlife conservation and promotion, view towers, conservation breeding and wildlife rescue centers, wilderness enhancement and wildlife habitat management and other activities; community-level infrastructure such as community halls, local markets, and public toilets and small infrastructure to facilitate tourism diversification in heritage tourism (upgrading of settlements infrastructure and beautification of heritage and culturally important villages), adventure tourism (archery playground, cave visit, horse riding ground), river tourism activities (rafting platforms, campsites, angling sites), mountain biking, NBT in community forests (such as bird watching, picnic spots, nature walks); small-scale public sanitation facilities, water drainage networks, solid waste management including reuse, recycle and disposal and treatment facilities, and garbage collection equipment; recycling and reduced import of plastic, community-level biological wastewater treatment, small-scale biogas digestion and composting, and regular water quality monitoring and reporting; development and implementation of local adaptation plans (LAPA) with actions for reducing climate and disaster vulnerability; including erosion & landslides protection, protection of micro-watershed/ catchment, flood, drainage & river-bank protection, and weather safety and control systems, rescue management systems, high altitude rescue shelters, and porter shelters. Component 3: Adapting Tourism Products and Providing Economic Opportunities in Tourism-Related Value Chains This component will upgrade the quality and diversity of tourism services and products at the project destinations though a package of interventions to assist in repositioning Small and Medium Enterprises' (SMEs) products and services to the acceptable global standards. It will also improve participation of local communities and enterprise in tourism-related value chains. The proposed activities will be implemented through local trained business development services (BDS) providers. Services rendered by BDS providers may be both cross-cutting and value-chain (sector) specific, and they may act as incubators for business development and management. The BDS will help fill gaps in entrepreneurial skills and shall provide business advice as well as promote competitiveness among the private sector and community ecotourism groups. Subcomponent 3.1: Upgrading and Adapting Tourism Products to Emerging Market Trends This sub-component will help prepare an overarching vision for quality standards for tourism services and products and design and implement a package of business development services to facilitate local firms’ accreditation, access to markets and finance. This will entail involving professional designers and hospitality experts to develop authentic local/ indigenous architecture designs and service quality standards for accommodation enterprises, developing a web-based platform, connecting firms with international accreditation programs, establishing partnerships with global travel website companies to increase on-line presence, and providing training to meet the stipulated standards. In addition, the quality enhancement program will cover improvements in basic hygiene and sanitation, waste water management, solid waste management, energy efficiency, safety and security improvement, use of ICT solutions, marketing, branding and promotion (e.g. websites); skills (training owners and their employees); and compliance for quality certification. The project will train, develop and equip existing local community-based organizations, business organizations, financial institutions, and training providers to become BDS providers assisting local communities and enterprises to participate and increase their gain from tourism-related value chains. While specific BDS needs at each project destination will be identified through the quality enhancement program and a needs assessment at the beginning of project implementation, the BDS will also provide a broad menu of services including HR management, accounting and financial literacy, business plan development, bank loan proposal to access finance. In the first year of the project, prioritized training and capacity building will be provided to SMEs and female workers to adapting their products and services to the market trends that will emerge in the wake of COVID-19 pandemic. Interventions such as training in health and safety standards and COVID-19 prevention measures will be given priority as this will be crucial for the rebound of the sector. Sub-component 3.2 Promoting the Inclusion of Local Communities in tourism related Value Chains This sub-component will identify and screen homestays and related communities’ products and services with high potential but in need of support, such as non-timber forest products (NTFP), agricultural products, souvenirs, accommodation, food, transport, cultural groups and guide services. The project will improve access to markets of such identified products and partner with potential clients and help aggregate the products for a potential agribusiness linkage. Furthermore, it will support access to financial institutions and Micro Finance Institutions (MFI) to offer adapted financial product to rural accommodation providers. This sub-component will also finance small-scale investments such as improving room insulation in mountain areas, upgrading processing equipment, rehabilitating processing factories, and storage to meet sanitation standards and to be fit for purpose, and packaging/branding equipment, with the overall objective to expand livelihood opportunities at the community level within the targeted PAs. The capacity building program will be implemented at local level with the assistance of the trained BDS providers. Beneficiaries of BDS providers will include micro and small firms, cottage industries, cooperatives, and community groups. Importantly, BDS providers will aim to increase the participation of disadvantaged communities in the tourism sector and promote female entrepreneurs and their integration in the tourism sector in skilled and management positions. In the first year of the project, interventions such as training in health and safety standards and COVID-19 prevention measures will be given priority. Component 4. Project Management, Monitoring and Evaluation Subcomponent 4.1: Overall Project Management and Monitoring This subcomponent will finance training, goods and services, consultancies and incremental operational costs borne by the PIE at the central level and the Field Implementation Units at Project Destination level to ensure (a) project oversight and coordination; (b) fiduciary management, including external/internal audits and accounting; (c) adequate quality control and assurance systems; (d) environmental and social safeguards management; and (e) development and implementation of a communications and stakeholder engagement plan. This component will finance a M&E system that includes baseline and annual surveys among beneficiaries and tourists at the Project Destinations; knowledge generation and exchange; and annual networking among key project stakeholders at the local, provincial and national levels, including active private sector involvement. This subcomponent will also support the design and implementation of an inclusive and consistent citizen and beneficiary engagement strategy at the Project Destinations, including a user-friendly information-sharing platform and collaborative decision-making to increase citizens’ and communities’ participation in the project. Subcomponent 4.2: Management of DoT Specific Project Activities This subcomponent will finance consultancies, training, goods, services, and operational costs, for oversight, procurement support and fiduciary management of activities implemented by the MoCTCA under subcomponent 1.2 and 2.1(d). Component 5: Contingency Emergency Response (CERC) This component will allow for rapid reallocation of uncommitted project funds from other components to support immediate response and recovery needs in the event of a natural or man-made disaster or crisis. It also provides a mechanism to channel additional funds should they become available as a result of an eligible crisis or emergency.$^1$ 1.3 First year activities The focus of the first year of implementation will be on institutional setup, mobilization, preparation and detailed preparation of various activities. During the first year of implementation, the project will have one project launch workshop nationally as well as in $^1$ As defined in the World Bank OP 8.00, “Rapid Response to Crises and Emergencies” selected project destinations and local governments (LGs). Project does not envisage implementation of major physical/civil work in the first year of implementation. Besides preparation of various plans, detailed engineering planning and design including Detailed Subproject Report of specific investment in physical infrastructure will be prepared during the first year. The preparation of the social and environmental safeguards documents for each plan including DVIPs, PA Management Plan, community-level plan, etc. will be prepared synchronizing with the participatory preparation of those plans. Sub-project/activity specific environmental and social safeguard documents will be prepared in tandem with the specific planning and design of each activity, ensuring that the environmental and social processes and engineering planning and design processes interact and benefit each other. Sub-project/activity specific environmental and social safeguard documents is necessary for the finalization and approval of engineering plan and detailed design including Detailed Subproject Report of specific investment/infrastructure. Hence, activity specific environmental and social safeguard document has not been prepared at the time of preparing the ESMF. 1.4 Rationale and Approach for the Environment and Social Management Framework (ESMF) Though the types of project activities are known, but their locations and details are yet to be finalized. At the current stage of project preparation$^2$, the nature and magnitude of the potential environmental and social impacts that will arise cannot be precisely determined since they are influenced by the type, location, sensitivity and scale of activities. Formulation of subproject/investment/activity specific safeguard instruments at this stage is difficult and not-pragmatic. Hence, a framework approach has been used in the project, and ESMF has been prepared – the ESMF presents generic assessment of potential impacts and mitigation by type of subproject activities, and provide guidance to steps, processes and procedures to follow during implementation in addressing the specific impacts at project sites. Therefore, the ESMF will apply to all the activities financed under the project to ensure compliance of safeguard standards, irrespective of project component or implementing entity PIE or PIU, and the ESMF incorporates a broad framework considering all the possible environmental and social impacts that may result from the project. ESMF is prepared in line with the World Bank's OPs and in accordance with the Government of Nepal's national laws and regulations. Any activity to be prepared and undertaken by the $^2$ No civil work is planned for the first year of implementation. Detailed preparation of subproject/investment and activities including defining locations and detailed engineering plans and designs, preparation of DPRs, will be carried out in the first year of implementation. project will be carried out in reference to the principles of sustainable development, including environmental, social and cultural, and economic considerations. 1.5 Objectives of ESMF The objective of ESMF is to frame guidelines and procedures to address the environmental and social impacts associated with the implementation of this project. The specific objectives are as follows; - Assess potential social and environmental risks and impacts from the project and project activities; - Outline the clear steps, process, procedures and methodologies for screening, reviewing and monitoring environmental and social safeguards issues, risks and impacts; - Define roles and responsibilities for supervision, management, reporting and monitoring environmental and social safeguard issues, risks, impacts and compliance; - Provide a framework for consultation and information disclosure; and for preparing the environmental and social mitigation plans to address the adverse impacts; and - Assess capacity and suggest capacity strengthening measures. 1.6 Method Applied to Prepare ESMF The methodology adopted for preparation of this ESMF includes desk review, consultation, and review/insights, including from site visits and information obtained from potential subproject sites. In this process, relevant GoN environmental, land acquisition, tourism policies, tourism vision & development plans, WB operation Polices, etc. were reviewed. The other activities carried out during preparation of ESMF are: - Destination Vision Investment Plans (DVIPs) for the selected destinations has been referred; - Inputs from FGDs at selected destinations on E&S issues; - Similarly, the feedbacks from the Ministries (MoFE and MOCTCA), provincial governments (P-MITFE and P-MPID) and park authorities have been incorporated; and - Central level consultation with concerned stakeholders was organized and the feedback received have been incorporated in the final version of the ESMF. 1.7 Sources of Information used in preparation of ESMF Using an array of available secondary sources of information, verified when possible through consultations at the field level, a comprehensive framework has been developed to ensure that project embraces the principle of sustainable development while undertaking project activities. The secondary sources of information are (i) protected area and buffer zone management plans, (ii) national documents (policies, legislations, strategies and plans), (iii) relevant social and environment policies, acts and guidelines, (iv) World Bank safeguard policies, (iv) similar projects documents. A list of information sources used in preparation of this ESMF is provided in Annex 2. 1.8 Potential Users of this ESMF This framework will mainly be used by the implementing agencies, Project Implementing Entity (PIE\textsuperscript{3}) and Project Implementing Unit (PIU\textsuperscript{4}) including the concerned Ministries (MoFE and MoCTCA), NTNC, NTB and DoT; and provincial and municipality/palika level stakeholders to fulfil the project's environmental and social responsibilities. The Environment and Social Unit/desk within the Project Implementation Entity (PIE), NTNC is responsible for overall E&S oversight including supervising, monitoring, managing, supporting, providing guidance, organizing training, etc. on E&S aspects in the project. \textsuperscript{3} NTNC – National Trust for Nature conservation is Project Implementation Entity for Component 1.1, Component 2 & Component 3 \textsuperscript{4} Department of Tourism (DoT) is project Implementation Unit (PIU) for Component 1.2 ## Main Stakeholders and Users of the ESMF \| S.N. \| Main Stakeholders and Users \| \|------\|----------------------------\| \| 1 \| Ministries and Departments at Federal Level \| \| - Ministry of Forest and Environment (MoFE); \| \| - Ministry of Home Affairs (MoHA) \| \| - Ministry of Culture, Tourism and Civil Aviation; \| \| - Ministry of Land Management, Cooperatives and Poverty Alleviation \| \| - Department of Forest; \| \| - Department of National Parks and Wildlife Conservation (DNPWC); \| \| - Department of Environment; \| \| - Department of Tourism; \| \| - National Trust for Nature Conservation- responsible units for project development and execution \| \| Province Level \| \| - Minister for Industry, Tourism, Forest and Environment; \| \| - Division Forest Office (DFO); \| \| Local Level \| \| - District Coordination Committee \| \| - Chief District Officer, \| \| - District Land Revenue Office, \| \| - District Survey Office \| \| - Municipalities and Rural Municipalities. \| \| - Nepal Army; \| \| - National Parks and PA Wardens \| \| 2 \| Consultants, Service providers and Contractors \| \| - Environmental/EIA Consultants; \| \| - Social/SIA Consultants; \| \| - Technical/Engineering Consultants; \| \| - Legal Consultants; and \| \| - Construction Implementing Contractors. \| \| 3 \| Community Level Stakeholders \| \| - Community Based Organizations; \| \| - Mother Groups; \| \| - CFUGs \| \| - I/NGOs; \| \| - Project Neighbors; \| \| - Conservation Activists; \| \| - Political Leaders and Representatives \| \| - Private Investors, etc. \| ### 1.9 Revision/Modification of the ESMF The ESMF will be a ‘live document’, will be updated/revised, if needed during implementation, particularly if there is change in the scope of the project/activities, types of interventions and/or changes/modification introduced in the legal/regulatory regime of the country or policies of the World Bank. Also, based on the experience of application and implementation of this framework, the provisions and procedures may need to be updated, as appropriate. Any update/revision/modification in the ESMF will be done only in mutual agreement between the World Bank and the Government of Nepal. This ESMF may not cover potential social and environmental issues in relation to the Component 5 (Emergency response) given likely nature of emergency and types of activities cannot be determined now. Hence, if CERC is activated, this ESMF may be updated or a specific CERC-ESMF may be prepared, as required, and disclosed, within three months from the time CERC is activated. Chapter 2: Policies, Acts, Regulations, Guidelines and Conventions 2.1 GoN Relevant Policies The Constitution of Nepal 2072 (2015 AD) has stated in the Article 30- Right Regarding Clean Environment that: 1. Each person shall have the right to live in a healthy and clean environment; 2. The victim of environmental pollution and degradation shall have the right to be compensated by the pollutant as provided for by law; 3. Provided that this Article shall not be deemed to obstruct the making of required legal provisions to strike a balance between environment and development for the use of national development works. Article 51 (l) Policies Regarding Tourism stipulates that “developing environment friendly tourism industry as an important basis of national economy by identifying, protecting, promoting and publicizing the historical, cultural, religious, archaeological and natural heritage sites of the country, and prioritizing local people in the distribution of benefits of the tourism industry”. Tourism Policy, 2065 clause (b) lays emphasis on the inclusion of women together with Indigenous Peoples, Madhesis and other marginalized groups in accessing benefits arising from tourism related entrepreneurial activities as well as their access to tourism business opportunities through cooperatives. Environment Protection Act 2019 and Environment Protection Regulations, 1997: According to the EPA 2019, all development projects including project under tourism sector, shall first be screened using criteria that are based on project type, size, location and cost, stipulated in the Regulation to determine the level of environmental assessment required (whether Concise/ Rapid Environmental Assessment, or Initial Environmental Examination -IEE or Environmental Impact Assessment - EIA or none). Schedule 1 and Schedule 2, sector F, pertaining to rule 3 of EPR, 1997 determines the level of EA (IEE/EIA) required for different categories under Tourism Sector. Usually, small projects which only require rehabilitation such as trekking trails in rural area are not expected to cause significant environmental damage and require only concise/ rapid environmental assessment. Annex 1 (b) provides examples of projects and activities which require IEE or EIA by the EPA and EPR. Schedule 7 of the EPR also lists the industries that require pollution control certificate. --- 5 Several GoN legislations are in the process of amendments as a part of implementation of federalism. The relevant changes, when taken place may be incorporated as and when they become effective and acceptable to the Bank. 6 The Regulation is in the process of amendments following the Environment Protection Act 2019 Forest Act\textsuperscript{7}, 2019 and Forest Regulation\textsuperscript{8}, 1995: The proposed projects need to comply with the provisions of Forest Act and Regulation when the needs to acquire forestland for trail or bridge/or any other entities require construction/improvements. Clause number 42 (1) to 42 (8) allows implementation of development project of national priority in forested area, if it does not pose significant adverse impact to environment and if there are no other alternatives, after approval of government (Divisional Forest Office - DFO) and local forest authority (e.g.; Community Forestry User Groups). The forest act and regulation allows implementation of priority projects within forested area with adequate compensation to affected people and prior permission. Plant species and forest products legally protected under Forest Regulations, are presented in Annex 19. Department of Forest Guidelines The Department of Forest has made public various guidelines with relevance to environmental assessment of the development projects which are as follows: - Forest Products Collection, Sale and Distribution Guidelines, (1998); - Community Forest Guidelines, (2009); - Community Forest Inventory Guidelines, (2005); - Work Procedure for Obtaining National Forestland for Nationally Important Project, 2074 (May 2017) The aforementioned guidelines detail the various procedures and formats for getting approval for vegetation clearance, delineation of lands for vegetation clearance, evaluation of wood volume among others and in developing the community forest through the active participation of the poor, disadvantaged, indigenous,\textit{Janajati}, \textit{Madhesi}, women, communities lagging behind due to various reasons. The Community Forest Inventory Guidelines details the processes and procedures for evaluating the forest stock and its harvesting potentials. The government offices and officials responsible for the approval, delineation and evaluation of the operational plans. Work procedure for the use of the forest area for development projects reiterates the use of the forest area only if other options are not available, and cleared EPA and EPR requirements including EIA or IEE. Prior approval for intervention in forested area is required from the District Forest Office (DFO), and Forest User Groups (FUGs). The loss of trees and forestland needs to be compensated - 25 seedlings need to plant for every tree felled, and the plantation sites needs to be protected and managed for five years. If the site involves the forest managed by Forest User Group(s), the Community’s clearance is required. The Council of Minister approves the proposal of forest diversion to the project and approves the removal of listed trees. National Park and Wildlife Conservation Act, 1973: This act prohibits any action that could be damaging to the park including; cutting of trees and other plants, any kind of residential structures, quarrying of materials, change in watercourse, etc. Activities \textsuperscript{7} The Act is in the process of amendment. \textsuperscript{8} The Forest Regulation is in the process of amendment following the Forest Act 2019 prohibited in protected areas includes; hunting, damage or removal of forest products, grazing, mining, digging earth or any other similar material, block or divert river systems flowing through the park, construction or possession of house, huts or other structures, Any intervention within National Park and Wildlife Conservation Area requires permission from Ministry of Forests and Environment (erstwhile, Ministry of Forests and Soil Conservation) after recommendation from Department of National Parks and Wildlife Conservation. Wildlife species protected under the Act is given in Annex 18. The Buffer Zone Management Regulation, 1996: Buffer zones are peripheral areas of the national parks/reserves which serves as buffer between the park and the human settlements. This area also provides controlled access to resources for the local people, minimizing park-people conflict and thus, ensuring coexistence between human and wildlife. Communities inside the buffer zones are economically active and regulated development of infrastructures are permitted in accordance to the buffer zone user groups’ and local development committees’ recommendations. The Buffer Zone Management Regulation, 1996 has authorized the park authorities to provide permission to carry out following activities within a buffer zone area: - Occupying any land without legal ownership or cutting trees, clear forest or cultivate forestland; - Any activity damaging forest resources or setting fire in the forest; - Excavating stone, earth, sand or mine or removing minerals, earth or other such materials; - Using any harmful poison or explosive substances into the river, stream or source of water flowing in the buffer zone; and - Hunting illegally and any act damaging to the wildlife. Conservation Area Regulations, 1996; Conservation Area Management Directives, 1999: Conservation area management rules 2053 relates specifically to the conservation area management. It mentions about delineation of conservation area, establishment of head office and appointment of chief and also lists down the functions and duties of different committees such as conservation area management committees. The CAMCs are authorized to design and implement any activities for the protection of the natural environment, community development, development of natural heritage and its balanced management within own area by approving the work plan (operation plan) through the chief. They are also authorized to collect fees for, fishing, consuming of forest products, pasturing animal or using natural resources pursuant to these Rules and also to provide a license. The rules and regulations also mention about the list of prohibited activities within the conservation areas such as hunting, electrocution in rivers for fishing and using of illegal weapons. Any person shall take a license as prescribed to Schedule-5 from the Chief, paying the fee prescribed by the Chief, before doing commercial or any other activity by utilizing the natural resources of the government owned land of the Conservation Area or doing commercial activity in private owned land causing impact on the natural resources of such Area. Any person by making a contract with the Institution, may operate a hotel, lodge, public transport or similar other service business in any land within the Conservation Area. Soil and Watershed Conservation Act, 1982: for the conservation and management of watersheds of Nepal, the Soil and Watershed Conservation Act, 1982 was enacted. Section 4 of the Act provides an authority to watershed conservation officer to implement the following works in protected watershed areas: - Construct and maintain dam, embankment, terrace improvements, diversion channels and retaining walls; - Protect vegetation in landslide-prone areas and undertake afforestation programs; and - Regulate agricultural practices pertinent to soil and watershed conservation. Under Section 10 of the Act, Watershed Conservation Officer has authority to grant permission to construct dams, drainage ditches, canals, cut privately owned trees, excavate sand, boulders and soil, discharge solid waste, and establish industry or residential areas within any protected watershed. Environmental and Social Management: Safeguard Policies and Procedures, National Trust for Nature Conservation (2017): In order meet the goal of promoting environmentally friendly and socially inclusive paths to harness the full potential of Nepal’s conservation, NTNC has adopted a set of Environmental and Social Management Safeguard Policies (ESM) and Procedures. These strengthen NTNC’s accountability to the societies and communities it aims to support; stakeholders in the conservation processes; and the broader conservation cooperation and donor community. The policy provides the NTNC team with a set of tools and guidance to be able to strategically design and implement environmentally and socially sustainable projects that support the achievement, equitability and sustainability of conservation results. It brings together in one process the various issues that need to be considered and mainstreamed into all of the work that NTNC does, providing a more streamlined approach to project management. The policy, safeguards and guidelines provided build upon and comply to the various policy and management instruments already developed and applied by Green Climate Fund (GCF), Global Environment Facility (GEF), the United States Agency for International Development (USAID), and other sources of financing and with its issuance, this policy is automatically applied to all NTNC-implemented projects. This ESMP describes the environmental and social management policy with detail procedure and requirements, composed of following: - Scope of application - Principles - Safeguard Policy on Natural Resource Management and Biodiversity Conservation - Safeguard Policy on labour and working condition - Safeguard Policy on Resource Efficiency and Pollution Control - Safeguard Policy on Community Health, Safety and Security Safeguard Policy on Involuntary Resettlement Safeguard Policy on Cultural Heritage Safeguard Policy on Indigenous Peoples Policy delivery process and accountability Land Acquisition Act, 1977, Land Acquisition Regulations, 1969 and Land Acquisition, Resettlement and Rehabilitation Policy for Infrastructure Development Projects (2015): The Land Acquisition Act 1977 and the Land Acquisition Regulation 1969 clearly outline the procedures of land acquisition and compensation for public purposes. The act states that, if the government has already used the land for public purposes in the agreement of land owner then it is not required to follow acquisition process but can determine compensation as per the act (Section 26). Section 27 of the act clearly states that land for public purposes can be acquired through negotiation and in such case, procedure laid down by the act do not have to be followed. Therefore, section 26 and 27 are applicable for obtaining land for the project. The applicable provisions in the act are: - Report to be submitted in respect to findings of preliminary action for obtaining land; - Notification of land acquisition (at local project office, district government office, local government body, district land revenue office, at locality) with following information. - The purpose for which land is required; - Whether other assets will be acquired along with the land to be obtained; - Location detail of the land to be obtained; - Plot number, area of the land to be obtained; - Land ownership transfer and adjustment in the Records of District Land Revenue Office; - Devolution of Ownership of land to GoN. GoN, in 2015, has approved a policy on land acquisition, resettlement and compensation for infrastructure projects which is fairly consistent with the international practices of major donors. Section 6.4.1, 6.4.2 and 6.4.3 of the policy clearly outlines about “no displacement or reduce displacement” of the people as a result of the project. It also mentions that wherever displacement is unavoidable, the project should create conducive environment to complete the project in stipulated time making the process of land acquisition, compensation, resettlement, and rehabilitation simple, easy, transparent, and just. Labor Act, 2074 (2017): The Labor Act, 2048 (1992) has been replaced by the Labor Act, 2074 (2017) and is passed for provisions for the rights, interest, facilities and safety of workers and employees in enterprises of various sectors. Chapter 2 of the Act provides directives for fundamental provisions relating to workers which forbids forced labor, child labor and discrimination. This Act in Chapter 12 describes the Provisions Relating to Health and Safety of labors that a proprietor shall make to his employee. The Proprietor shall make the arrangements of clean and healthy working environment, arrangements of necessary preventive personal devices for protection of health from adverse any other source, to make provisions for sufficient supply of pure potable water during the working hours, to make provisions for separate toilets for male and female workers or employees at convenient place; necessary protective means shall have to be arranged for the protection of eyes and other organs of the workers and employees from injuries likely to be caused by dust or pieces while working in the Enterprise. This provisions under this Act are also in consistent with the International Labor Organization (ILO). Child Labor (Prohibition and Regulation) Act, June 21, 2000 A.D.: This Act prohibits engaging child labor (below 16 years) in factory, mines and other risky works. This act along with others defines the construction enterprises as one of risky works. Labor Rules, 2050 (1993): In chapter-3 of these rules describes that there will be no discrimination in remuneration to male or female worker or employee for engaging them in the works of the same nature of functions. This chapter also dictates regarding provision of compensation against injury, Compensation in case of grievous hurt resulting in physical disability, Compensation in case of death of any workers/ or employee. Environmental Guidelines: The various Guidelines pertaining to infrastructure development works, provide guidance to project proponent on integrating environmental management and mitigation measures, particularly on the management of quarries, borrow pits, stockpiling of materials and spoil disposal, operation of the work camps, earthworks and slope stabilization, location of stone crushing plants, etc. Land Acquisition Guidelines: The guideline describes the process of land acquisition according to provisions made by Land Acquisition Act 1977. Forest Policy, 2018: The Forest Policy has clear objective to provide significant contribution in tourism promotion through protected areas, wetlands and forest management systems. Forest Sector Strategy (2016-2025): This strategy has highlighted under outcome 5 to "increase the role of the private sector to encourage investment in cultivating forestry crops (including trees and NTFP/MAPs), in forestry operations, including service delivery, and forest-based enterprises and eco-tourism." Tourism Policy 2065/Nepal Tourism Strategic Plan 2016-2025: Broadly speaking the current priorities of Nepalese tourism are shaped by these documents and these documents have set high priority for developing tourism infrastructure, increasing tourism activities, creating employment in the rural areas and sharing the benefits of tourism in the grassroots level. The National Tourism Strategic Plan (NTSP) for the period 2016-2025 is an all-encompassing strategy to support the growth of tourism through an integrated and detailed action plan. The NTSP’s objective is to (i) position Nepal as a leading tourism destination in the region and develop tourism as a significant contributor to the economy, and (ii) diversify current tourism offerings from the existing main hubs and provide a range of experiences of interest to international visitors from key markets. Government Policy Regarding Extraction of Construction Materials: The local self-government regulation, 1999 has given authority to DDC and DFO (if the area lies within the forest boundary) to award license for extraction of riverbed materials. The EPR criterion requires IEE/EIA of such activities and approval from concerned ministry. The Mines and Mineral Act, 1985 requires that the extractable quantity of materials should be estimated, before tendering. There are no legal documents stating the specific conditions for protecting riverbed and surrounding environmental condition. Clause 33 of Mines and Mineral Regulation 1996 states measures to be done to protect environment of the area. The Environmental Management Guideline, 1999 (DoR) mentions that the quarry sites should be away from population centers, drinking water tank/supply, cultivation land, and bridge sites. For extraction of material from other areas including hill slopes, license should be obtained from Department of Mines and Geology, after meeting EPR criteria. The Forest Regulation, 1995 and National Park and Wildlife Conservation Act, 1972 also prohibits operation of quarry sites inside forested area, including community forestry. Violence Against Women and Non-discrimination: The Constitution of Nepal (2015) prohibits untouchability and discrimination on the grounds of caste and recognizes such practice as an offence punishable by law. Article 18 of the Constitution (2015) guarantees equality and non-discrimination irrespective of caste and gender. Article 24 is explicit about citizen’s right against untouchability and discrimination stating that “no person shall be subjected to any form of untouchability or discrimination in any private and public places on grounds of his or her origin, caste, tribe, community, profession, occupation or physical condition”. CBDU Act (2011): Nepal adopted the Caste Based Discrimination and Untouchability (CBDU) Act (2011) which is recognized as a landmark development to end the practice of untouchability and caste-based discrimination. The Act provides a legal regime of preventive and punitive measures to end caste-based discrimination and has outlawed caste-based discrimination in public and private spheres. Besides, Nepal has also endorsed number of international commitments in relation to non-discrimination, gender equality and social justice. Nepal became party to the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW) in 1991, and ratified International Covenant on Civil and Political Rights (ICCPR) and International Covenant on Economic, Social and Cultural Rights (ICESCR) without any reservations, demonstrating its commitment to eliminate all forms of discrimination against women. Gender Based Violence: The Constitution of Nepal (2015) prohibits any form of Violence Against Women (VAW) and declares that such acts shall be punishable by law. According to Article 38 of the constitution, no woman shall be subjected to physical, mental, sexual, psychological or other form of violence or exploitation on grounds of religion, social, cultural tradition, practice or on any other grounds and such act shall be punishable by law. The government enacted the Domestic Violence (Crime and Punishment) Act (2009) which illustrates physical and psychological violence within the definition of domestic violence. The Act further states about reporting of the crime both verbally or in writing and if the case does not get resolved through quasi-judicial bodies or mutual understanding, the victim can file a case directly to the courts. 2.1.1 Policies Supporting Indigenous/Vulnerable Communities According to the 2011 census, there are 125 different social groups in the country with 123 different languages. Amongst these, the National Foundation for Development of Indigenous Nationalities (NFDIN) Act 2002 has recognized 59 different groups as indigenous nationalities/peoples (known as Adivasi/Janajati in Nepal). Further, the Nepal Federation of Indigenous Nationalities (NEFIN) has classified Adivasi/Janajati groups into five different categories while characterizing their economic and social features: 1. Endangered; 2. Highly marginalized; 3. Marginalized; 4. Advantaged; and 5. Disadvantaged groups. These categories are based on their population size and other socioeconomic variables such as literacy, housing, land holdings, occupation, language and area of residence. Besides, the Adivasi/Janajati, there are other groups such as Dalits, Madhesi and Muslims, residing in Nepal that are not included as indigenous group but are equally if not more vulnerable. The 2011 census has listed 15 Dalit caste groups who are economically and socially most vulnerable, underprivileged and marginalized population in the country. Nepal has ample legitimate provisions backed up by legislations to support the development of indigenous and vulnerable people. These are: National Foundation for the Development of Indigenous Nationalities Act (2002), National Human Rights Action Plan (2005), National Women Commission (2002), and National Dalit Commission (2002). These Acts and commissions are fully empowered to work for protection and promotion of rights of indigenous, marginalized groups, Dalit and women. 2.1.2 Policies on Gender Mainstreaming The Nepal’s Constitution has made provisions for women participation of at least 33% in its endeavor to ensure their inclusion. GoN, in its national level policies and plans, has also duly emphasized the importance of women in all spheres ranging from household to community and national level. Realizing the increased potentiality of women in the socio-economic and political sectors, the government has increasingly provided more space for increased participation of women. In addition, GoN has established the National Women Commission, a national level well empowered body to look after the issues of women and take protective and defensive measures to address the issues and problems encountered by the women at all levels and in any forms such as domestic violence, women’s right to properties and representation in the key positions with fair proportions. The Government of Nepal (GoN), since the early 1990s, has been making important commitments to gender equity, equality and the empowerment of women in its policies, plans and programs. The GoN introduced a Gender Approach to Development in 1990 to enable women and men to participate equally in public and private life and realize their full potential in development. The Gender Equality and Social Inclusion Policy, 2014-2017 is the major guiding documents for GESI mainstreaming in Nepal. Similarly, Nepal is signatory to a number of international human rights related conventions and declarations, which call for the elimination of all forms of gender-based discrimination, including those related to access to education, health and other services. The Convention on the Elimination of all forms of Discrimination against Women (CEDAW), signed by the GoN in 1991, commits Nepal to constitutional and legal equality, particularly in the fields of education, health, citizenship, property and employment. It also guarantees freedom from all kinds of violence and sexual exploitation. Nepal Tourism Policy (2008) lays enhanced emphasis on rural tourism, community-based tourism and home-stays. The policy is explicit on augmenting shared benefits from tourism among the disadvantaged groups including women, Madheshi, indigenous people, etc. It also outlines about fostering tourism activities led by women or women groups with special promotional measures. The policy further specifies tourism advancement and development through the conservation of community based traditional knowledge and culture of indigenous people. 2.2 International Provisions and Guidelines International Legal Provisions with likely Relevance for Tourism and Infrastructure Projects: Nepal is signatory in many international conventions, which deal with the protection of environment. For example, the convention on Biological Diversity was signed by Nepal at Rio De Janeiro on June 12, 1992. The convention provides a broad framework on the need for carrying out EIA to minimize adverse impacts of the projects and programs on biodiversity. The Article 14 of this convention provides the provision of impact assessment and minimization of adverse impacts. In broader sense, it calls upon the signatory parties to introduce appropriate procedures for EIA and ensure public participation, exchange information on adverse effects on biodiversity of other states, notify immediately possibly affected other states in case of danger or damage to biodiversity and to initiate action to prevent or minimize such damages. Other legal obligations relate to the following international conventions and agreements: - UN Framework Convention on Climate Change, 1992; - The Plant Protection Agreement for the South East Asia and the Pacific (as amended), 1956; - The Convention on International Trade in Endangered Species of Wild Fauna and Flora, (CITES), 1973; - The Ramsar Convention (Convention on Wetlands of International Importance Especially as Water Fowl Habitat), 1971; - The Convention for Protection of the World Cultural and Natural Heritage, 1972. ILO convention 169 on Indigenous and Tribal Peoples and UN Declaration for the Rights of Indigenous Peoples (UNDRIP, 2007): The government of Nepal has committed to ILO Convention 169 and the UN Declaration for the rights of Indigenous Peoples in 2007. Both UNDRIP and ILO 169 advocates for the human rights and fundamental freedoms of Indigenous peoples. Following ILO 169, the government of Nepal has identified 59 indigenous ethnic groups and amended an Indigenous Nationalities Act 2002. The act categorized the 59 ethnic groups as advance ethnic group, deprived ethnic groups and endangered ethnic groups. ILO Convention 169 is a legally binding international treaty. UNDRIP is not mandatory. The project needs to pay high attention to such groups during consultation and mitigation of the impacts. ### 2.3 World Bank’s Environmental and Social (E&S) Safeguard Policies The E&S safeguard policies of the WB applicable to “Sustainable Tourism Enhancement of Nepal’s Protected Areas (STENPA)” are mentioned below: Environmental Assessment (EA) OP 4.01: This Policy is triggered if a project is likely to have potential (adverse) environmental risks and impacts in its area of influence. This is an overarching policy to maintain clean and healthy environment by minimizing, as far as possible, adverse impacts likely to be caused from environmental degradation on human, wildlife, plants, nature and physical objects. The OP 4.01 covers impacts on the natural environment (air, water and land); human health and safety and physical cultural resources; natural habits; forestry; Social aspects (such as indigenous peoples, involuntary resettlement) are covered by separate polices with their own requirements procedures, that is briefly discusses in following paragraphs. Natural Habitats (OP 4.04): This policy is triggered by any project (including any subproject under a sector investment or financial intermediary loan) with the potential to cause significant conversion (loss) or degradation of natural habitats$^9$, whether directly (through construction) or indirectly (through human activities induced by the project). Forestry (OP 4.36): The policy is triggered by whenever any Bank-financed investment project has (i) the impact potential on the health and quality of forests or the rights and welfare of people and their level of dependence upon or interaction with forests; or (ii) aims to bring about changes in the management, protection or utilization of natural forests or plantation. Physical Cultural Resources (OP 4.11): This policy is applied to all projects located in, or in the vicinity of, recognized cultural heritages sites and projects designed to support the management or conservation of physical cultural resources. Involuntary Resettlement (OP 4.12): Key objectives of the World Bank’s policy on involuntary land acquisition are to avoid or minimize involuntary resettlement where feasible, exploring all viable alternative project designs; assist displaced persons in improving their former living standards, income earning capacity, and production level, or at least in restoring them; encourage community participation in planning and implementing resettlement; and provide assistance to affected people regardless of the legality of land tenure. The policy covers not only physical relocation, but any loss of land or other assets resulting in relocation or loss of shelter; loss of assets or access to assets; loss of income sources or means of livelihood whether or not the affected people must move to another location. When the policy is triggered, a Resettlement Action Plan (RAP) must be prepared. An abbreviated plan may be developed when the impacts on the entire affected population are minor$^{10}$ or less than 200 people are displaced by the project. In situations, where all the precise impacts cannot be assessed during project preparation, provision is made for preparing a Resettlement Policy Framework (RPF). The RAP /RPF must ensure that all the Bank’s policy provisions detailed in OP 4.12 are addressed particularly the payment of compensation for affected assets at their replacement cost$^{11}$. Indigenous Peoples (OP 4.10): Key objectives of the Indigenous Peoples policy are to: ensure that indigenous people affected by World Bank funded projects have a voice in project design and implementation; (ii) ensure that adverse impacts on indigenous peoples are avoided, minimized or mitigated; and (iii) ensure that benefits intended for indigenous peoples are culturally appropriate. The policy is triggered when there are indigenous peoples in the project area and there are likely potential adverse impacts on the intended beneficiaries of these groups. When this policy is triggered an Indigenous Peoples --- $^9$ Natural habitats are land and water areas where most of the original native plant and animal species are still present and natural habitats comprises many types of terrestrial, freshwater, costal and marine ecosystem. $^{10}$ Impacts are considered “minor” if the affected people are not physically displaced and less than 10 percent of their productive assets are lost. $^{11}$ ‘Replacement cost’ is defined as method of valuation yielding compensation sufficient to replace assets, plus necessary transaction costs associated with asset replacement. Development Plan is to be prepared to mitigate the potential adverse impacts or maximize the positive benefits of the project interventions. Gender and Development (OP 4.20): The World Bank’s Gender equality strategy (2016-2023) is central to its twin goal of ending poverty and boosting shared prosperity. The strategy recognizes that stronger and better resourced efforts are needed to address gender inequalities. The World Bank’s gender development framework further identifies three pillars as fundamental towards achieving the goal. These are: i) human endowments ii) economic opportunities, and iii) voice and agency all of which are strongly interconnected to produce tangible outcomes. It is also recognized that gender-based violence is a constraint to the voice and agency which leads to reduced mobility, restriction in accessing jobs and long-term trauma and mental health issues of women. Given large variations on gender issues across the countries, the Bank’s OP/BP 4.20 requires each country to draw country gender assistance strategies and country partnership framework so that the interventions targeted to women are planned and implemented based on the ground realities. Projects in the sectors and thematic areas identified by the Country Strategy should be designed to adequately take into account the gender implications of the project. Preparation of a Gender Action Plan and its implementation should be ensured by each project undertaken with Bank support. Technical Assistance (TA). All Technical Assistance (TA) activities in Bank assisted projects should be reviewed for their potential environmental and social implications, risks and impacts$^{12}$. Since TA can take many forms, there are a range of safeguard instruments which could be appropriate. In virtually all cases it will be possible to prepare some level of analysis of potential environmental and social issues related to a proposed TA. Such an analysis or brief should be based on an issue scoping exercise involving stakeholder participation. The following guiding principles or concepts become relevant while applying safeguard in a TA: Integrate environmental and social objectives into the TA process; Promote transparency through stakeholder participation; Promote innovative environmental and social assessments; Promote analysis of alternatives; and promote environmental and social capacity building and institutional strengthening. World Bank Group Environmental Health and Safety Guidelines The environmental, health, and safety (EHS) guidelines are technical reference documents with general and industry-specific examples of good international industry practice (GIIP) and these EHS guidelines are applied as required by their respective policies and standards. The EHS guidelines contain the performance levels and measures that are generally considered to be achievable in new facilities by existing technology at reasonable costs. Application of the EHS guidelines to existing facilities may involve the establishment of site-specific targets, with an appropriate timetable for achieving them. When host country regulations differ from the levels and measures presented in the EHS guidelines, projects are --- $^{12}$ See Interim guidelines on the Application of safeguard Policies to Technical Assistance (TA) Activities in Bank-Financed Projects and Trust Funds Administered by the Bank. expected to achieve whichever is more stringent. If less stringent measures than those provided in these EHS guidelines are applicable, in view of specific project circumstances, a full and detailed justification is needed as part of the site-specific environmental assessment. ## Comparison between GoN and World Bank policies and recommendations \| Category \| GoN Policy \| WB Policy \| The Gaps \| Recommendations to bridge gaps \| Actions to be taken \| \|-----------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Environment (Natural Habitat & Forest including Terrestrial and Aquatic) \| Development project falling under EPR criteria shall be subjected to IEE/EIA based on the threshold criterion (for example- establishment and operation of hotels with fifty to hundred beds; opening of new areas for the promotion of tourism; operation of rafting activities on any river having fish or aquatic life; operation of new golf courses and organized water sports; promotion of tourism in a number exceeding 10,000/year at an altitude above 5000 meters and disposal and management of waste emitted from trekking points; preparation of management plans of national parks wild life sanctuaries, conservation areas and their buffer zones or launching of development and construction activities specified in such plans; construction of forest paths up to 5 kilometers long and of fire protection lines up to 10 kilometer long and collection of boulders, gravel, and sand and extraction of coal and other minerals from forest areas require IEE as per Schedule 1 pertaining to Rule-3. Similarly, the projects mentioned above crossing the limits require EIA and large construction activities such as establishment of resorts, hotels, safaris inside forest areas, buffer zones and environment conservation zones; operation of house boats on lakes, etc. require EIA. The approach often ignores potential risks and impacts based on the location and impacts associated with its development. Forest regulation requires permission from related authorities (DFO, CFUG, etc.) for any intervention in forested area. National Park and Wildlife Conservation Act demands permission from Ministry of Forest and Environment. Compensatory plantation ratio is not defined for service-oriented projects. \| Environmental Assessment need to be carried out for identifying potential risks and adverse impacts, mitigation measures and environmental management plan. When natural habitat and forest policies are triggered environmental assessment and environmental management plan (EMP) will adequately address the relevant issues. \| Activities listed in EPR Schedule I requires an IEE, and those listed in Schedule II requires EIA. The Schedule I and II is based on activity type, threshold/size, as well as location. Potential risk is not formally considered for screening. \| In order to fill the gap between WB and GoN requirements/approach, environmental screening is mandatory for each subproject, and consider potential environmental risk as stipulated in the project Environmental Screening Format. An Environmental Management Plan (EMP) shall be prepared for each contract during detail engineering design phase. The plan aims to address adverse environmental impacts arising due to project intervention. The project will strictly follow re-plantation and their ratio, if the project activity requires to fell the trees in close coordination with local forest authority and CFUG. \| Screening of the subprojects based on potential E&S risk; Environmental and Social Management Plan (ESMP) or SS-EMP for the activities identified during execution of the subproject; Compensatory Plantation Plan satisfying the ratio prescribed by the GoN against each felling of tree. \| \| Physical Cultural Resources \| Clause 28 of EPR states that physical and cultural resources shall not be disturbed or damaged without prior approval of the concerned authority. \| EA needs to carry out in case such resources are affected. \| “Chance find” is not covered by the EPR requirements \| ESMP shall address such issues following GoN and WB policy. Refer Annex 17 Guidelines for ESMP and/or SS-EMP shall be prepared. \| \| Category \| GoN Policy \| WB Policy \| The Gaps \| Recommendations to bridge gaps \| Actions to be taken \| \|---------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| Acquisition of Land, Structures and other private facilities \| Clause 3 of this Land Acquisition Act states that any asset that is required for public purposes shall be acquired by providing compensation. Compensation Fixation Committee will establish the Compensation rates. Guthi Corporation Act, 2033 (1976). Section 42 of this Act states that Guthi (Religious Trust Land) acquired for a development must be replaced with other land, rather than compensated in cash. Land Reform Act (LRA) 2021 (1964). This Act establishes the tiller’s right on the land, which he is tilling. The LRA additionally specifies the compensation entitlements of registered tenants on land sold by the owner or acquired for the development purposes. \| Social Assessment (SA) needs to be carried to determine the impacts and an abbreviated or full Resettlement Action Plan is to be developed conducting census survey of affected families. RAP needs to be implemented to address impacts (losses and livelihoods needs) caused due to involuntary resettlement / land acquisition and provide compensation at replacement cost and R&R assistance to the title holders and non-title holders including the customary land users. \| No legal policy framework /legislations to address issues related to involuntary resettlement /physical and economic displacement/losses. GoN Act / regulation is limited to compensation payment to the title holders / owners but is silent about compensation to non- title holders (landless, encroachers or squatters). GoN national laws does not specify about provisions of mandatory replacement cost. No provision of R&R assistance in GoN policies/Acts. \| ESMP/RAP will be developed to address issues related to adverse impacts and payment of compensation and other assistance based on GoN and WB policy. Please refer Chapter Resettlement Policy Framework. Project requires paying full compensation at replacement cost (market price plus transaction cost) for lost asset to the title holders and also compensation and other assistance to squatters/encroachers in case of loss of structures. Project will provide R&R assistance to the APs depending upon the impacts i.e relocation and loss of land/assets. Project requires to support APs to restore / improve their livelihoods through income/employment and skill training. \| Resettlement Action Plan shall be prepared and implemented in case the project resulted in involuntary resettlement of the people. All entitlements based on eligibility will be provided to the APs. \| \| Indigenous People/ Community \| NFDIN Act 2002- The NFDIN Act-2002 defines indigenous nationalities (Adivasi Janajati) as distinct communities having their own mother tongues, traditional cultures, written and unwritten histories, traditional homeland and geographical areas, plus egalitarian social structures. NFDIN objectives are: i) to promote the overall development of indigenous nationalities ii) to preserve and promote indigenous languages, \| Project needs to carry out social assessment to identify potential impacts on indigenous people and prepare IP plan to ensure that indigenous peoples receive social and economic benefits and are supported for culturally appropriate \| GoN does not place emphasis in seeking broad consent or community support from the IPs while implementing the project. GoN process does not include FPIC and \| Project will carry out free prior informed consultations with the indigenous community and other vulnerable communities to obtain broad consent for the project. Project will prepare Vulnerable Community Development Plan (VCDP) based on community needs of indigenous as well as other vulnerable communities. \| Destination/subproject level VCDPs shall be prepared and implemented. Free Prior Informed Consultations shall be carried out and each consultation shall be documented. \| \| Category \| GoN Policy \| WB Policy \| The Gaps \| Recommendations to bridge gaps \| Actions to be taken \| \|----------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----------------------------------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------\|------------------------------------------------------------------------------------------------\|-----------------------------------------------------------------------------------\| \| \| script, culture, literature, arts, and history iii) to preserve and promote traditional indigenous knowledge, skills, and technology and iv) to promote the participation of indigenous nationalities in overall national development by maintaining good relations, goodwill, and harmony between different indigenous nationalities, castes, tribes and communities. \| livelihood improvement measures. WB policy requires to engage indigenous people (IP) using free, prior and informed consultation (FPIC) and obtain broad community support to the project. \| engagement of IPs/VCs. GoN has ratified ILO 169 and United Nations Declaration of Rights of Indigenous People (UNDRIP) which need to be fully adhered. \| Provide opportunities, where possible, to deliver project benefits to the vulnerable communities from nature-based tourism subproject activities. Project needs to fully adhere GoN commitment to international conventions. \| \| \| Loss of Income Source (Land based and others) \| Compensation shall be provided for loss of crop damage/income source. \| Full compensation shall be provided to all losses including loss of income source/employment. Additional measures (training skills, technologies, etc.) will also be provided to restore the livelihood and standards of living of APs. \| No explicit policy exists for the restoration and improvement of people's livelihood \| Livelihood assistance shall be provided as per entitlement provision made by the project (if required). Straight forward policy shall be adopted rather than discretionary policy for providing full compensation and other assistance to the APs. \| VCDP shall be developed in consultation with the affected IPs and vulnerable groups and implemented. \| \| Gender & Development \| The Constitution of Nepal has made provisions for women participation - at least 33% in all spheres of life at all levels. Moreover, GoN has established the National Women Commission, a national level well empowered body to look after the issues of women and take necessary measures to address them. GoN has also made its commitment to gender equity, equality and the empowerment of women by introducing a Gender Approach to Development. GoN is also a signatory to the Convention on Elimination of all forms of Discrimination against Women (CEDAW) since 1991, which call for the elimination of all kinds of gender-based discrimination. \| Equal access will be ensured to female members as that of males in realizing benefits and utilizing the opportunities in Bank funded project. Appropriate gender action plans will be developed and implemented in close consultations and participation of women. \| The GoN and World Bank policies are quite similar in terms of gender equality/equity and empowerment. However, the planning and implementation mechanism remains weak to give desired results/impacts. \| The project will carry out adequate consultations with the women, including FPIC with women of IP groups, right from early stage of project planning and implementation. Gender Action Plans for each destination/sub-project will be prepared ensuring enhanced access of women to various opportunities created by the project, including but not limited to employment, skill development, use of technologies, business literacy and entrepreneurship. \| Gender Action Plan for each subproject shall be developed and implemented. \| Chapter 3: Description of Existing Environment Nepal Nepal, a country of amazing extremes is the home of the world’s highest mountains, historic cities and the forested plains where the regal tigers and the armor plated greater one-horned rhinoceroses’ trundle at ease. Situated in South Asia and surrounded by the Tibetan Autonomous Region of China in the north and by India in the south, east and west, the of Nepal covers an area of 147,181 sq. km (between 80° 4’ and 88° 12’ East and 26° 22’ and 30° 27’ North). The length of the Kingdom is 885 kilometers east to west and varies between 145 to 241 kilometers north to south. It represents a transitional zone of two bio-geographical realms: the Paleartic and the Indo-Himalayan. It is also at the crossroads of the Southeast Asian, Northeast Asian (Chinese) and Mediterranean tracts. Nepal can be divided broadly into three ecological zones: the lowland (Terai), the mid-hills and the high mountains. The altitude of the Himalayan region ranges between 4,877 m. to 8,848 m. It includes eight of the highest 14 summits in the world, which exceed an altitude of 8,000 meters including the world highest mountain Sagarmatha (Mount Everest). The mountain region accounts for about 64% of total land area, which is formed by the Mahabharat range that soars up from 4,877 m. and the lower Churia range. The lowland Terai occupies about 17% of the total land area of the country. The climatic condition ranges from the sweltering heat of the Terai in the lowland to the freezing cold in the Himalayan highland. As a result of extreme variations in altitude and climate, the flora and fauna of Nepal demonstrates a wide range of diversity. Competing for space within 1,000-km. east west and 200 km. north south, this small rectangle of topographical and hydrological extremes hosts over 6,500 flowering plant, 212 of mammal, 866 bird, 651 butterfly, 230 fish and 123 reptile species. It is also home to more than 23 million people. Nepal’s biodiversity conservation efforts are protected area focused that include a network of protected areas that totals an area of 34,419 km², covering 23.39% of the land mass. The protected areas include 13 national parks, 1 wildlife reserve, 1 hunting reserve, 6 conservation areas, and 13 buffer zones. Nepal currently has 10 sites designated as Ramsar Sites (Wetlands of International Importance), with a surface area of 60,561 ha. Nepal is also home to 10 UNESCO World Heritage Sites, eight of which are cultural heritage sites (including Lumbini, birthplace of Buddha) and two are natural heritage sites (Chitwan National Park and Sagarmatha National Park). The rich natural beauty and diverse cultural traditions also makes Nepal a sought-after tourism destination. The main tourism attractions of the country are the Himalayas, protected areas, age long ancient cultures and unique biodiversity. The growing tourism sector is a significant part of Nepal’s national economy and the total contribution to GDP was 7.8% in 2017. The significant role in the national economy makes tourism as an inseparable part of the Nepalese society and carries huge potential to further contribute to the national economy. Map 1: Protected areas of Nepal The core of the initial project destinations includes ACA, MCA, BNP, BaNP, RNP and ShuNP. The districts located in ACA, MCA and RNP are dominantly hilly and mountainous demonstrating a range of climatic zones from the sub-tropical lowlands and temperate rhododendron forests in the south to the dry steppe environment in the north. BNP, BaNP and ShuNP fall in the Terai region with sub-tropical to temperate climate containing a mix of forests, grasslands, and floodplain and foothill ecosystems. Traversing from the Terai lowlands to the high mountains, rapid change in the altitudinal gradient produces high turnover of the landscapes, climate and associated terrains that are niched by site specific cultural and natural characteristics. Hence, local environmental and social conditions in the two geographic areas of the project are dissimilar to each other because of distinct natural, historical and social context. The following section gives brief description of the destination areas. Detailed descriptions are included in Annex 21. 3.1 Bardia National Park Bardia National Park stands as the largest protected area in the Terai region with an area of 968 km$^2$ in the core and 507 km$^2$ in its buffer zone, extending to Surkhet and Banke districts. The park is broadly characterized by Siwalik/Churia and flat Terai land consisting of important landscapes which are the Karnali flood plain, the Babai river valley and Siwaliks. The local climate exhibits tropical to sub-tropical climate causing hot and humid weather in summers and mild weather in winters. The park lies in the Karnali river basin, drained by Karnali, Babai and Orahi rivers. Land use type in the park is dominated by forests (76%) followed by cultivated lands (13%). Fifty-six species of mammals, 438 bird species, 52 herpetofauna species, and 121 fish species have been recorded from the park. Likewise, a total of 839 species of flora have been estimated in the park. Map 2: Bardia National Park and its buffer zone Bardia district encompasses most of the park with total area of 2,025 km$^2$ where 426,575 people of multiple ethnicity live. The Tharu community, which is recognized as an indigenous community are the most representative group and speak the Tharu language. Traditional agriculture is the mainstay of local livelihood and the bulk of agricultural production are rice and wheat harvests. Although 62.6% of the population have access to electricity, a large proportion of the population still rely on fuelwood as the main fuel for cooking. Overall literacy rate is low at 65% and women have less access to education than men. The customary way of life and religious customs and traditions of the Tharu community are the cultural attractions that thrive with wildlife tourism. In addition, the adjoining Krishnasar Conservation Area located in Khairapur is also included as a part of the Bardia NP destination. Krishnasar Conservation Area, with an area of 172 ha, was declared in 2009 to aim to conserve the last remaining herd of Blackbucks in Bardia. Today, conservation efforts, with special protection measures have helped the blackbuck population to rebound, growing to 293 and standing as the northernmost surviving herd of blackbucks in the world. The first reintroduction of 28 captive blackbucks in Shukla Phanta NP have resulted in a population of 70 individuals in the wild. It stands as a potential tourism product which can attract tourists visiting the Bardia NP. The conservation area received 17,697 foreign visitors in 2017. Map 3: Krishnashar Conservation Area and its surrounding 3.2 Banke National Park Banke National Park extends over 550 km$^2$ in Banke district and its buffer zone, 343 km$^2$, encompasses parts of Banke, Dang and Salyan districts. Added into the country’s protected area system in 2010, it forms an important part of the Terai Arc Landscape providing additional habitat for tigers. The topography displays the flat plains, Bhabar foothills and Churia ridge containing various tropical and sub-tropical forest types. Ample rainfall during the summer monsoon is followed by relatively long, cold dry weather in the winters. The park is naturally demarcated by the Rapti and Babai rivers flowing through northern and southern edges, both originating from the Churia range. Land use in the park’s buffer zone is dominated by forests (74%) followed by agriculture (11%). The park is home to 34 species of mammals, 236 species of birds, 24 species of reptiles and 55 species of fish. A total of 263 flora species are recorded in the park. Banke district covers an area of 2,337 km$^2$ and population of 491,313 people living in 94,693 households, about 24% of the total population are Indigenous People (IPs) with Tharu as the most populous ethnic group. Rice and wheat are the predominant crops cultivated. The average annual household income is $1,133 with 26.4% of the population in poverty. The literacy rate is only at 62% where 55% of women are literate and 70% of males are literate; and 44.8% children under age five are malnourished. Banke National Park adjoins Bardia National Park and is equally rich in biodiversity and cultural attractions. ### 3.3 Shukla Phanta National Park Shukla Phanta National Park (ShuNP), previously a wildlife reserve, was upgraded to national park in 2016. It is located in the Kanchanpur district of the far-west Terai and covers an area of 305 km$^2$ in its core area and 243.5 km$^2$ in its buffer zone. The park contains the largest grassland in the far-western Terai where the largest herd of swamp deer population survive. The park has the highest number of plant species recorded in Terai – 665 species and is also endowed with rich faunal diversity of 43 mammal species, 349 bird species, 2 reptile species, 21 fish species and 20 amphibian species. It also holds populations of megafaunas such as the Bengal tigers, one-horned rhinoceros, Asian elephants and Bengal florican. Kanchanpur district covers an area of 1,620 km$^2$ and population of 451,248 people living in 82,134 households. About 29% of the population are Chhetris with Doteli as the most commonly spoken language. Rice and wheat are the predominant crops cultivated. The average annual household income is $938 with 31.4% of the population in poverty. The literacy rate is only at 71% where 61% of women and 81% of males are literate; and 31.7% children under age five are malnourished. ### 3.4 Rara National Park Rara National Park (RNP), with an area of 106 km$^2$ and elevation range of 2800 m - 4087 m, is located in the Karnali Zone (Province 6) of Nepal. The park was established on August 1977. About 10.8 km$^2$ area of the park is occupied by Rara Lake, which is situated at an altitude of 2,990 m and declared as Wetlands of International Importance as Ramsar site on September 23, 2007. With an area of 198 km$^2$ buffer zone, the park extends in Mugu and Jumla districts. Significant variation in forest types, vegetation and wildlife along the varied topography is the unique feature of RNP that includes the largest lake of Nepal. RNP comprises 11 forest types, with estimation of 1,024 plant (including 16 endemic) species, and important NTFPs. RNP is home to 51 species of mammals, including endangered fauna such as Red panda, Musk deer, Himalayan Tahr, Serow, Goral, and Himalayan black bear. Among these, Musk deer and Red panda are considered as the flagship species of the park. The park is also rich in avifauna, with 272 species of birds, including 49 species of water birds. It is also one of the important sources of fresh water, with 3 species of endemic fishes, including Rara Snowtrout (Schizothorax raraensis). The buffer zone is predominantly inhabited by Chhetris (49%) followed by Thakuri (15%), and mixed minorities of Dalits (15%) and Tamang (8%). According to 2011 census, population of the buffer zone is 13,876 of which 10,617 people live in Mugu district, and 3,259 people live Jumla district. There are 2,028 households in buffer zone of Mugu district, and 520 households in buffer zone of Jumla district. Map 6: Rara National Park and its buffer zone RNP is one of the potential tourism destinations in high mountains of Nepal. However, the number of visitors to RNP is low, nearly 200 foreign tourists are visiting RNP per year. Major reasons of low turn out of the visitors may be due to poor tourism infrastructure, lack of road network, and communication facilities. The park and surrounding areas are rich in ancient temples and shrines, including Chhayanath temple, Khasma Malika temple of Mugu district. Whereas, Kanaksundari temple and famous temple of Chandananath are located in Jumla district. 3.5 Annapurna Conservation Area Annapurna Conservation Area (ACA) is the largest protected area of Nepal with an area of 7,629 km$^2$, covering 27% of the total protected area coverage. The conservation area includes the entire district of Mustang, some parts of Myagdi and large parts of Kaski, Lamjung and Manang districts. ACA is dominated by mountain ranges and peaks - the family of Annapurna peaks. The varied topography of ACA is nestled in two distinct eco-regions viz. the Trans-Himalayan region consisting of Upper Kali Gandaki Valley and Upper Marshyangdi Valley; and the Cis-Himalayan region consisting of Modi Valley, Bhujung region, Lower Kali Gandaki Valley, Lower Marshyangdi Valley and area west of Modi. ACA demonstrates ranges of climatic zones from tropical to nival and rainfall greatly correlates to the aspect, altitude and rain shade area. The Kali Gandaki; Marsyangdi; Seti; Madi and Modi Rivers are major river systems in ACA. Land use pattern is dominated by barren land (50%) followed grassland/rangeland (about 21%). ACA harbors 105 mammal species; 488 bird species; 41 reptile species; 23 amphibian species and 20 fish species. Plant diversity of ACA represents over 18% of country’s flora; with 1,264 species of flowering plants including 41 species of orchid; 15 species of gymnosperm; and 73 species of pteridophytes. ACA holds the human population of >91,000 with more than 45% of male and over 54% female. There exist more than 28 caste/groups with diverse cultural and linguistic variations. The Gurung are the dominating hill community comprising 30% of the population. Agriculture, remittance and tourism are the major sources of economy in ACA. Districts except Manang & Mustang are food surplus. The major crops grown are rice, maize, wheat and millet in Kaski and Lumjung, whereas maize; wheat; barley; buckwheat and potatoes in Manang, Myagdi and Mustang. Some unique traditions in ACA are Amchi (folk medicine practice in Mustang); Ghatu (folk Gurung dance blended with Hindu myth); Losar (the Tibetan New Year festive); Saga Lug Ka (Ritual for good faith on the climate for superior harvest); Duk Chu (Monk’s dance for a prosperous year); Tenji (annual festive in Lo-Manthang); and Toranla (Festival in the lower Mustang). ACA is one of the most splendid ecotourism and the largest and the world-class trekking destinations where >126,000 tourists annually visit here. 3.6 Manaslu Conservation Area Manaslu Conservation Area (MCA) lies in the northcentral region of Nepal, on the eastern slopes of the Kali Gangaki river basin. It covers 1,663 km$^2$ and includes one rural municipality of Gorkha District, viz. Tsum-Nubri Rural Municipality with seven wards - Samagaon, Lho, Prok, Bihi, Chumchet, Chhekampar and Sirdibas. The elevation ranges from 1,239 m in the south to 8,163 m at its highest point, Mt. Manaslu. MCA has five climatic zones: viz. subtropical, temperate, sub-alpine, alpine and nival. Average annual rainfall is around 1,900 m and significant portion of MCA is surrounded by high mountains, protecting it from direct southern monsoon clouds and creating partial rain-shadow areas. MCA constitutes the Cis-Himalaya in the south and the arid Trans-Himalayan high pastures in the north. The Budi Gandaki is the major river system which joins with Siyar Khola and drains most of MCA. Area coverage under agriculture is 1.8% %, forest 13.28%, shrub land 2.79%, grassland 23.66%, river/riverbed 1.21%, snow/glacier 6.8%, lake/pond 0.047%, barren land 49.99% and cutting/cliff 0.38%. MCA harbors 39 species of mammals, 201 bird species 5 reptile species, 4 amphibian species and 1 fish species. A total of 756 species of plants have been recorded in MCA. Map 8: Manaslu Conservation Area The total population in MCA is 6,923 comprising of 3,665 females and 3,258 males in the 56 major villages. The Bhotias are the major ethnic group in almost all villages. The majority of the population (67.57%) above 6 years of age are illiterate. Of the total literate population, 44.25% are male and 21.98% are female. Around two third 62% of households in the MCA are involved in agriculture and livestock herding. Few proportions of households (1%) are involved in tourism related activities. The number of tourist visitors over the recent years has shown gradual increase with 7,091 visitors in 2017/18, about 19 percent increase from 2016/17 and 68 percent increase from 2015/16 figures. Majority of the population are Buddhists who celebrate the Lhosar festival and many communities also celebrate festivals of mane nach (dance), arrow shooting, and offering puja in Gompas. There are 92 gumbas in MCA the important gumbas being the Shringi Gumba in Bihi, and Mu and Rachen Gumbas in Chhekampar. 3.7 Existing Issues and Potential Threats in the Destinations The Terai protected areas – Bardia, Banke and Shukla Phanta NPs (with other Terai parks) are famously critiqued to be ‘islands in the sea of humans’ suggesting the sensitively of these parks. With rapid growth in human population and the need for rapid infrastructure development, more pressure to these parks is imminent. Within the park’s core areas, multitude of problems persist that has implications to the long-term sustenance of the natural systems. Among the more prominent ones - succession of prime grasslands into woodlands pose major threat to the prey-base; prolonged dryness during winter cause shortage of water for wildlife and also increase the chance of large scale forest fires; rapid spreading of invasive species is a persisting problem which are detrimental to the native species and decline the quality of habitats and availability of forage; high monsoon floods temporarily inundate grasslands and riverine forest understory while frequent high floods are observed to have long term effects, altering landscapes; and scientists argue that global warming in the sub-tropical climate regimes is leading to alteration of local vegetation patterns and climate conditions which will ultimately influence the distribution of species in the long run (elephants shifting to higher altitudes, tigers occupying hilly forested areas, decrease in abundance of sensitive wildlife such as birds). Shrinking of important wetlands has connections to wider dynamics of catchment areas and necessitates better understanding of the lentic and lotic systems, the geology and their collective workings in the watershed system, and adopt holistic approach to watershed management. Among the human induced problems, illegal occupancy of human settlements inside park core boundaries is a lingering problem since lot of these encroachers hold title to their land they occupy, causing legal hassles in relocating them, and rampant grazing of cattle inside the core is a major problem is some PAs such as Bardia NP. Although strong anti-poaching measures in the Terai PAs have led to significant decline in poaching, presence of this problem cannot be ruled out in the mountain PAs since law enforcement presence in far and remote parts is still lacking. Many communities in ACA and MCA follow Buddhist traditions and abstain from taking life (non-violence) but there are evidences that outsiders are engaged in poaching blue sheep, musk deer, etc. and even snow leopards, and it is difficult to detect poaching. Warming in the Himalayas is said to be at higher speed causing change in microclimatic conditions eg, prolonged droughts in some areas leading to desertification while other areas receive more than normal precipitation - these events are erratic and needs long term observation to ascertain the weather patterns. GLOFs due to melting of the glacier lakes are a major risk and a single GLOF event can lead to scores of problems downstream. Receding snow lines due to warmer temperature correlate to advancing tree lines which will result in pasture lands spreading up at higher altitudes and create more grazing competition between the domestic animals and wild ungulates. Such compressing of snow leopard habitat will further aggravate conflicts with humans and co-occurring species will experience more intense interspecies competition because of increased habitat overlap. Similarly, on the social aspects, human development indices in most of the districts of the destinations are not encouraging in terms of indicators such as poverty rate, literacy rate, child mortality, etc. Destination such as ACA has multiple districts with variation in poverty levels between districts and notable difference in demography and socio-economy. With dominating landscapes of alpine and nival conditions, ACA and MCA have less prospect for agriculture and local communities rely on tourism, livestock raising and jobs away from home. Most of MCA lies in upper Gorkha district which is relatively more remote, people have less access to economic opportunities, health care and modern communication. However, population density is low in MCA exerting less pressure to the environment, but integration of the population to the economy lags behind. In contrast, districts of Banke, Bardia and Kanchanpur have higher population density and similar poverty levels, economic activity are clustered in the city areas and rural places are still subsistence agriculture driven. The buffer zone areas are mostly agrarian, most households with less land ownership are vulnerable to economic shocks caused by unproductivity of cultivation, natural disasters (flooding) and conflicts with wild animals (especially near the core areas). Homestays, after the success in mountain destinations have found their way in Terai buffer zone communities, gradually establishing accommodation and culture-oriented tourism markets in these communities, mostly catering domestic tourists. Resources channeled through the park for local development in these areas cannot be better than the revenue generated, thus aspiring the tourism potential to grow and be actualized. Rara National Park and its buffer zone falls in Mugu and Jumla districts (situated in the Fore Himalaya physiographic zone) are among the districts with highest poverty levels and lowest performance in development indices. The districts are largely overlooked in development and have not received much outside interventions. The project will be the first of its kind intervention in the area presenting ample opportunity to bring impact on improving the socio-economic conditions of the local communities through the project’s NBT approach. The STENPA project will invest in support infrastructures such as last mile roads, trekking trails, information facilities, waste management, wilderness enhancement, etc. Since majority of the activities are to be invested inside PAs, the level of threat of negative environmental impacts can be presumed less since PA regulations have clear stipulation on the type and scale of development permitted. However, some involuntary resettlement cases, deprivation of vulnerable groups to the project benefits (or even worsening their conditions), gender issues /problems, etc. can be anticipated which will need to be considered in the project’s social development plans. Those infrastructure works falling outside PAs and in purview of local and provincial districts may be liable to more environmental and social risks – impact on land and water resources, pollutants, labor influx, land acquisition, involuntary resettlement, etc. will need to be examined and mitigated through adequate plans such as ESMP, RAP, VCDP, etc. Chapter 4: Potential Environmental and Social Impacts and Mitigation Measures 4.1 Brief Overview of Project Activities The STENPA Project will invest in activities aiming to diversify and promote long term sustainability of quality tourism in conservation areas, national parks, gateway cities, and areas with NBT potential. Bardia, Banke, Shukla Phanta National Parks, and their respective buffer zones in the Terai and Rara National Park, Annapurna and Manaslu Conservation Areas in the Middle Hills and Himalayas were identified as the cores of the initial project destinations. The project may also support in some religious sites and community forests to pilot small scale feasible and demand-driven NBT initiatives. Additional areas may be added as project destinations by mutual consent. Annex 1 (c) describes the project component and activities. The type of activities may be grouped in the following categories. Group I: TA to Policy, Regulation, Strategy, Plan and Programs such as development of sustainable tourism development strategy for PA, NBT- provincial level tourism master plan, updating PA Management Plans, tourism road upgradation development plan, landscape zonation development, DVIPs, etc. Group II: Strengthening capacity and institutions such as improvement of ICTs, access to finance, training programs related to tourism, environmental protections and skill development program for local communities. Group III: Investment in physical Infrastructure such as road upgrading works, construction of culverts, trekking trail facilities, waste management facilities, develop public services and transportation system, develop helipads, develop and upgrade trekking trails, porter shelters, check posts, visitor centers, museums, works for developing and enhancing adventure/sports tourism, viewing platform/ wildlife observation towers, rescue shelters, renovate heritage (monasteries, cave, Maane, Chhorten, temples, etc.), camping site, water-hole for wildlife, restoration of wet-land, park facilities, signage, etc. 4.2 Potential Environmental Impacts of the Project The project is classified as category B due to limited adverse environmental impacts which are site specific and can be addressed through mitigation measures. Project will not finance high risk activities that may result significant adverse impacts that are sensitive, diverse or unprecedented, and may affect an area broader that the site or facilities subject to physical works. (Annex 1 (a): Exclusion List of Project Activities). The project anticipates limited adverse impacts, except for the loss of land, damage to local infrastructure, loss of vegetation, and slope cutting. With prudent management options and readily available mitigation measures incorporated in the planning and design, most of these adverse impacts can adequately be mitigated. ESMF makes provision that all infrastructure development works considered under this project will be screened and will have an ESMP. The project will also give high priority to the green and nature-based approach to infrastructures planning, design, and construction and operation stages to avoid/minimize negative environmental impacts and augment the possible positive impacts. 4.2.1 Potential Beneficial Environmental Impacts The beneficial environmental impacts due to the project will at large benefit the local communities and local environment at the project destinations by initiating environment-and nature-friendly practices. In addition to mitigating adverse impacts, the project finances environmental management activities including wildlife conservation, conservation breeding and wildlife rescue center, wilderness enhancement and habitat management, sanitation and waste management facilities, landslides/erosion protection and watershed management, drainage and river-bank protection works, etc. All the policies and plans prepared under the project will be subjected to environmental overview analysis for mainstreaming environmental consideration which is expected to result environmental benefits. Feasibility studies to be conducted prior to construction works will provide opportunities to improve environmental outcomes of the project investments. Broadly, the following beneficial impacts are anticipated by the project: - Development of tourism infrastructures will focus on addressing basic services gaps for the local population of the destination areas and reversing environmental degradation through environmental management and protection activities; - The policies and plans (such as the ITDPs) will be prepared mainstreaming environmental consideration, thus avoiding the negative impacts of integrated tourism development and necessary preventive measures and management arrangement will be put in place; - Improvement of the professional abilities of staff involved in tourism services sector as well as agencies to monitor negative environmental impacts and develop ways to reverse and enhance the natural environment systems; and - Various feasibility studies will provide opportunities to incorporate environment, health and safety, and environment management aspects in the development of tourism business. 4.2.2 Potential Negative Environmental Impacts The negative impacts of the project will arise mostly from tourism infrastructure development activities that will involve excavation for roads, generation of waste and effluents, dust and smoke, visual pollution, etc. As mentioned above, the project will not undertake high risk activities listed in the Annex 1(a)- Exclusion List of Project Activities. Nonetheless, the following negative impacts are expected at moderate to low levels. • Loss, or degradation or disturbances to wildlife and wildlife habitats; • Loss of and/or degradation of forest, trees, vegetation; • Over and/or illegal harvesting of wild plants, herbs, NTFPs, and fishes, birds, wildlife • Increased human-wildlife conflict; • Loss of topsoil from land clearing, soil erosion, landslides and stream sedimentation; • Dust pollution, noise and other harmful emissions; • Pollution due to solid waste; • Pollution of water bodies and land due to wastewater and effluents; • Loss or degradation of good/fertile agricultural land; • Damage to other/existing infrastructures; • Degradation of aesthetic value and scenic value; • Land use change due to expansion of hotels and new settlements; • Degradation of physical cultural resources; and • Health and safety risks (accidents, injuries, falls, pollution, sanitation, hygiene, waste disposal & diseases) to workers, community and visitors. The sources of the impacts and their potential mitigations are summarized in Table-1 below. Annex 3(b) contains more details of the issues/impacts and mitigations. Table-1: Summary of potential environmental impacts/issues and mitigations \| SN \| Potential environmental impact/issue \| Cause or source of impact/issue \| Potential mitigation measures \| \|----\|-------------------------------------\|---------------------------------\|-----------------------------\| \| 1 \| Loss, or degradation or disturbances to wildlife and wildlife habitats (including terrestrial, aquatic species and birds) \| ➢ Infrastructures location/construction in or close to natural habitat ➢ Noisy and/or disturbing construction activities ➢ Influx of people ➢ Pollution of habitats due to haphazard disposal of solid and liquid wastes (generated by construction activities, wastes from hotel/restaurant/lodges generated by tourists etc.). ➢ Forest fire (may be caused by workers, visitors, etc.) \| ➢ Locate infrastructure away from the habitat and movement routes ➢ Nature-/environment-friendly design of infrastructure ➢ Environmental Management Plan to address noise, wastes, influx of people, etc. ➢ Waste Management Plan (to avoid, minimize, reuse, recycle wastes) ➢ Environmental standards to be followed by the hotels/resultants/lodges ➢ Awareness and capacity buildings including forest fires related \| \| 2 \| Loss of and/or degradation of forest, trees, vegetation (cutting and burning of trees and vegetation) \| ➢ Infrastructures located in forest areas ➢ Site clearance for construction purpose ➢ Pollution of forest areas due to haphazard disposal of solid and liquid wastes ➢ Collection of fuel wood by workers and by the hotels/restaurants ➢ Encroachment of forest area for business, entrepreneurs etc. ➢ Forest fire (may be caused by workers, visitors, etc.) \| ➢ Locate infrastructure away from the forest to the extent possible or minimize forest land occupied by the infrastructure ➢ Control disposal of soils and other construction wastes in the forest area ➢ Control unauthorized entry of workers or other persons in the forest area ➢ Control wastes disposal in the forest area/waste management system \| \| \| \| \| \| \|---\|---\|---\|---\| \| 3 \| Over and/or illegal harvesting of wild plants, herbs, NTFPs, and fishes, birds, wildlife, etc. \| ➢ This may be caused by the labor influx, or tourist flow, or demand by the tourists (by construction workers, tourists and travelers, entrepreneurs or local people to meet the increased demand of forest and natural products due to increased number of people including tourists) \| ➢ Provision of alternative fuel (renewable fuel) ➢ Control encroachment (strengthen monitoring and enforcement) ➢ Awareness and capacity buildings including forest fires related \| \| 4 \| Increased human-wildlife conflict \| ➢ Due to increase human movements, variety of disturbances created, and loss of/ degradation of habitat or forests (Item 1 and 2) \| ➢ Promote controlled and sustainable harvesting (no harvesting of certain species) ➢ Strengthened monitoring ➢ Provision of alternatives to wild products. ➢ Raising awareness \| \| 5 \| Loss of topsoil from land clearing, soil erosion, landslides and stream sedimentation (due to infrastructure construction) \| ➢ Infrastructure located in erosion and landslide prone zones ➢ Construction practices that are destructive, and poor management of construction sites ➢ Due to drainage and surface run-off (disturbance to natural drainage patterns by infrastructures) \| ➢ Locating infrastructure away from habitat, movement route, etc. ➢ Control noise and other disturbances in the sensitive locations ➢ Mitigations mentioned in item 1 and 2 ➢ Capacity building and awareness \| \| 6 \| Dust pollution, noise and other harmful emissions \| ➢ This may be caused by infrastructure construction activities (e.g. heavy equipment, blasting, drilling, etc.) \| ➢ Environmental Management plan that includes measures to control dust, noise and emission \| \| 7 \| Pollution due to solid waste \| ➢ Solid waste generated by tourism activities and services (generation of variety of wastes and improper disposal of wastes) \| ➢ Provision and operation of Solid waste management facility, as needed ➢ Reduce waste, as well as Reuse and Recycle (composting, waste to energy etc.) ➢ Proper management of labour camp ➢ Prepare and implement Environmental Management Plan \| \| 8 \| Pollution of water bodies and land due to wastewater and effluents \| ➢ Sewage and other wastes generated by the hotels/ restaurants, and by the visitors \| ➢ Provision of sanitation facility, including liquid waste management (e.g. sewage treatment facility) ➢ Standards to be followed by the hotels/ restaurants ➢ Proper management of labour camps ➢ Mitigation item 7 \| \| 9 \| Loss or degradation of good/fertile agricultural land \| ➢ Due to construction of infrastructure ➢ Due to unplanned expansion of settlement and construction of building (accommodation, hotels, restaurants, etc.) to meet the increased visitors need \| ➢ Land use zoning, land use plans, community level/ settlement level plans ➢ Awareness raising, and capacity building of local government to plan and enforce \| \| \| Description \| Causes \| Mitigation Measures \| \|---\|-----------------------------------------------------------------------------\|------------------------------------------------------------------------\|-------------------------------------------------------------------------------------\| \| 10\| Damage to other / existing infrastructures (for example construction of road damaging trekking trails, or damaging water supply lines, etc.) \| ➢ Due to erroneous planning and location of infrastructure, ➢ Inappropriate construction practices (such as construction spoils disposal, etc.) ➢ Lack of coordination \| ➢ Careful location of the infrastructure to avoid damage or degradation of other infrastructure ➢ Coordination with agency that is responsible for other infrastructure \| \| 11\| Degradation of aesthetic value and scenic value \| ➢ Due to erroneous waste disposal (see item 6 and 7) ➢ Due to inappropriate infrastructure ➢ Due to haphazard construction of building to meet increased visitors flow \| ➢ Provision of Waste management facility (see item 7 and 8) ➢ Promote infrastructure type and design that are compatible with the aesthetic and scenic value ➢ Incorporate local architecture and material in the building design and construction \| \| 12\| Land use change due to expansion of hotels and new settlements e.g. conversion of agricultural land to settlements, etc. \| ➢ Due to promotion of destination, and increased visitors flow in the area ➢ Infrastructure development \| ➢ Land-use plan, community level-plan, etc. \| \| 13\| Degradation of Physical Cultural Resources \| ➢ Excavation and filling activities, infrastructure construction in or close to the site of physical cultural resources ➢ Waste (solid and liquid) disposal close to such site \| ➢ Locate infrastructure away from the physical cultural resources site ➢ Provision of protection measures if infrastructure is located close to the site ➢ Waste disposal away from such site \| \| 14(a)\| Health and safety issues during construction (accidents, injuries, falls, waste disposal, sanitation, and disease) – to workers, and community and visitors \| ➢ Health and safety of the workers during construction due to lack of Personal Protective Equipment (PPE) and/or safety measures at construction site, as well as not-using the provided PPE by the workers ➢ Health and safety risks to the community/local people and visitors during construction due to uncontrolled access to construction sites ➢ Risk of transmission of infectious and communicable disease like COVID-19 to the worker and community due to lack of hygiene, sanitation, waste management measures and practices ➢ Livestock and wildlife may fall into construction sites, etc. \| ➢ Provide PPE, and strict enforcement of PPE use at site, awareness to the workers, provide safety measures to protect the site ➢ No unauthorized entry to construction site ➢ Fence/barricade the construction site ➢ Provide necessary safety and protection measures ➢ Health safety measures designed and adapted to address risk of infectious disease such as COVID-19 (considering workers as well as community) \| \| 14(b)\| Health and safety issues during operation to visitors, local people) \| ➢ Health and safety risk to community, local people, and visitors during operation due to lack of safety consideration in the design of infrastructure ➢ Health safety risks arising from improper or haphazard sanitation/wastes (e.g. spread of sanitation-borne diseases) \| ➢ Design to be sensitive to the safety aspects, e.g. protection from fall, handrails, railing, etc. ➢ Waste management facility/practices (see item 7 and 8) ➢ Sanitation and hygiene standards \| 4.3 Potential Social Impacts The activities to be financed under the STENPA Project are expected to cause different types of social impacts to the individuals, households and the communities affecting their life and livelihoods to varied extent. These potential impacts warrant the project to consider effective mitigation measures and manage the adverse impacts. At the same time, the project should also consider augmentation measures to optimize the beneficial impacts. The project will not finance activities that would have significant adverse social impacts (Annex 1 (a): Exclusion list of project activities). Each sub-project activity will be screened for eligibility as well as to determine the appropriate extent and type of E&S assessment needed. Nevertheless, the project activities are expected to cause some adverse social leading to increased vulnerability and risk of the local people. The expected adverse social impacts of the project are: i) loss of land/assets due to construction and maintenance of new or existing infrastructures, ii) loss of community facilities and resources, iii) noise and dust pollution, iv) loss of standing crops/trees/orchards, v) other social impacts related to child, labor, women, vi) lack of information/ awareness about project activities, and vii) possible exclusion in realizing project benefits, etc. In view of these potential impacts, the project's ESMF that includes RPF and VCDF has been developed which provides full guidance for social screening, social assessment and development of social management plans and resettlement action plans depending upon the extent of impacts. The detailed procedure of identifying and managing impacts and preparing the plans viz ESMPs, RAP, VCDPs, GAPs, etc. are provided in subsequent chapters. The project will result in several positive and adverse impacts. Given the nature of sub-project activities that would be supported under the project, the adverse impacts would be mostly of local level and their magnitude as minor. On the other hand, the positive impacts that would be contributed by the project will be of longer run bringing long lasting improvement in the livelihoods of people and also contributing to the nation’s economy through foreign exchange earnings. The most likely impacts are discussed briefly in the following sections. 4.3.1 Potential Beneficial Social Impacts The implementation of planned activities under the project is anticipated to bring sustained social and economic wellbeing resulting in poverty reduction of the people. Improvement of local transport and road access, employment creation, skill enhancement, local capacity building and increased scope of business opportunities are amongst the most common benefits likely to be generated by the project. The potential positive impacts of the project are indicated below. Improved Tourism Facilities and Settlement: Under the project, different plans such as ITDP, land zoning and planned settlement will be developed which will have long term benefits to the nation and local communities. These plans will provide opportunities to make best use of lands for various purposes such as creation of tourism infrastructures and facilities, planned community settlement, improvement of urban/rural transport facilities, efficient management of resources eventually contributing to sustained growth of tourism activities. Land zoning helps develop attractive settlements and standardized facilities to the tourists, protect the property values, prevent haphazard growth of tourism sites and allows overall planned development of tourism destinations. Improved Access and Transportation: Component 2 of the project (enhancing infrastructure for access and diversification) will have considerable impacts to a wide range of stakeholders including the local individual and communities. The rehabilitation and maintenance of existing roads within targeted project destinations (e.g. national parks roads, provincial and municipal roads, last miles connections) will improve the access to people through improved transport networks and facilities. Increased Work Opportunities: The project intends to mobilize the local people and communities for the construction and maintenance of small projects developed locally. The already formed community user groups namely the Conservation Area Management Committees (CAMCs) and Buffer Zone User Committees (BZUCs) and NGOs with proven experience in minor construction as well as conservation and management will be benefited directly from similar activities implemented locally. Various construction works supported by the project at local level (i.e. construction/improvement of roads connecting the parks and conservation area, public transport facilities, trekking trails, water and sanitation facilities, waste disposal and management and minor facilities inside parks) will contribute to increased employment and income of the locals. Benefits to Local Entrepreneurs: All entrepreneurs engaged in tourism activities viz hotels, homestays, trekking and travel agencies including the small and medium entrepreneurs will be benefited by project supported activities. This will include diverse tourism operations and value chains (such as handicraft, guide services, adventure and cultural event organization, transportation) activities in the project destinations who will be benefited through increased demand for their services. Support for the establishment of cottage industries/ small and medium enterprises (SMEs) will directly contribute to increased opportunities for employment and income generation of local people. Local communities losing their traditional occupations (tailoring, iron works, shoemakers, etc.) will have opportunities to revive their occupations using modern efficient technologies. Benefits to Women and Indigenous Groups: Women of indigenous groups viz Gurungs, Thakali, Tharus have significant presence in the project destinations. Given the experience of women groups of these communities in operating hotels and homestays in the past, these groups hold tremendous potentialities to upscale their business volume through enhanced quality services in future. The skills, knowledge and technologies supported by the project will significantly enhance their capabilities. Local Production and Marketing: The project will also contribute to increased production and marketing of local farm (fruits, vegetables, fisheries, poultry, dairy products etc.) and off-farm products (woolen carpets, garments, other handicrafts) of the project areas. Increased demand will come from the construction work force during project implementation whereas these products will have increased demand from the tourists in the long term. Increased Flow of Tourists: Improved access and new facilities created within the park and destinations will attract new tourists intensifying their flow by much higher rate than at present. Small infrastructure to facilitate diversification of offering, such as heritage tourism (beautification of heritage and cultural sites), adventure tourism (archery playground, cave visit, horse riding ground), river tourism activities (rafting platforms, campsites, angling sites), mountain biking, green tourism in community forests (bird watching, picnic spots, etc.) will contribute to increased tourist flow$^1$. Enhanced Opportunities for Heritage and Cultural Tourism: The project destinations are inhabited by a large percentage of indigenous people viz Gurungs, Thakalis and Magars (about 30%) in Annapurna and Manaslu Conservation Areas and Tharus in Banke, Bardia and Shukla Phanta (more than 25%) National Parks. These groups are endowed with rich tradition and culture offering significant potential to blend cultural tourism events (dance, songs, indigenous food, etc.) as part of nature-based tourism which would create long lasting opportunities for increased employment and income locally. Capacity Building: The activities supporting improved planning, implementation and monitoring, particularly at local level, will help enhance local level skills and capacity of the stakeholders working locally. The local government bodies viz Ward and Palika Offices, local committees and groups (CMACs/BZUCs) would particularly benefit from these activities. Appreciation of Assets Value: The project will directly contribute to the appreciation of property value of the people, mainly the land and commercial structures. These opportunities will generate increased income to the locals through rental and leasing of these facilities. ### 4.3.2 Potential Adverse Social Impacts and Mitigation The adverse social impacts are not expected to be significant in the project. Most of the negative impacts would be from construction and renovation/maintenance of trails/trekking routes or other construction of small facilities might warrant a situation whereby acquisition of small pieces of lands for one or other physical activities would be essential during project implementation. Considering the likelihood of such a situation, a Resettlement Policy Framework (RPF) has been prepared as part of ESMF which will thoroughly guide the project to manage such issues. All adverse impacts of the project causing land acquisition and displacement of the households will be managed as per the RPF. Additionally, majority of the beneficiaries in the project are from IPs community and marginalized groups. There is a risk of exclusion of Indigenous Peoples and other vulnerable --- $^1$ The total number of tourist arrival in the five project destinations was 185,814 in the year 2017 (144,409 ACAP, 5,475 Manaslu, 17,697 Krishnasar, 17,959 Bardia and 4 Banke National Parks, Source: Gandhi Associates, 2019. groups leading to further impoverishment. Vulnerable Community Development Framework (VCDF) prepared as part of the ESMF provides a framework to prepare destination level Vulnerable Community Development Plan (VCDP) which will include a culturally appropriate support measures targeting the IPs and the vulnerable groups. Table 2: Potential Adverse Impacts and Proposed Mitigation Measures \| SN \| Type of Impacts /Issues \| Likelihood of Occurrence \| Proposed Mitigation Measures \| \|----\|-------------------------\|--------------------------\|-----------------------------\| \| 1 \| Loss of land and land-based assets/infrastructures and livelihoods sources \| Construction of new trails/ bridges, water and waste management or sanitation facilities and widening/maintenance of roads would cause these impacts. These impacts will vary from minor to major for the affected households depending on the scale of losses. Land zoning plans, tourism plans, and community level settlement plans may lead to long term adverse impacts on physical and economic displacement of HHs. \| The project will avoid any kind of land acquisition through change in design. In case of any loss of land or assets, the project would adopt the RPF contained in this framework and pay compensation and other assistances to the affected households. \| \| 2 \| Damage/ disruption of community resources/local facilities \| Construction may damage/disrupt the water sources, irrigation channels, trees, bushes; damage the local foot trails and animal trails used by locals. \| The project requires holding consultations with the locals to identify the damages; it will develop and implement plans to replace the lost facilities in consultation and participation of affected people and get them rehabilitated. \| \| 3 \| Pressure on local resources (drinking water, forest products like fuel wood/timber, etc.) \| This may occur due to influx of outside laborers for construction works. Contractors often bring laborers from outside from their prior construction works. \| In order to avoid such impacts, the project need to find ways to use local laborers and do the construction works through "local user groups" based on their availability and skills. The project should put such clause in the contract document. \| \| 4 \| Obstruction and noise pollution to tourists/trekkers during construction/maintenance \| This is likely to occur in case of renovation and maintenance of existing trails/ trekking routes and will be significant during peak trekking season. \| The project will consider different measures to manage the impacts viz i) do the work during lean trekking season ii) take measures to minimize the pollution, and iii) regulate specific time/hours for trekking. \| \| 5 \| Loss of standing crops/orchards/trees \| This may take place while constructing new facilities viz trails/ trekking routes or widening the existing ones. \| The owners of such losses should be compensated fairly as per ESMF provisions. The compensation provisions should be made in the contract documents. \| \| 6 \| Conflicts associated with construction work forces or conflict between locals and outsiders \| This may occur if outside laborers are used in construction activities. This happens normally due to clashes between outside laborers and locals for different social, cultural and financial issues. \| The project will take different measures to address the issue. This includes measures to: i) educate the laborers/working force to understand local culture and value, and ii) use local laborers to the extent possible. \| \| SN \| Type of Impacts /Issues \| Likelihood of Occurrence \| Proposed Mitigation Measures \| \|----\|----------------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 7 \| Increased social issues/problems<br>Increased rate of illicit behavior and crime \| These issues normally occur in the form of alcohol consumption/prostitution (including spread of communicable diseases) and gender-based violence and are associated with construction works. \| The project needs to develop code of conduct and complied fully by contractors as well as workers. Besides, regular monitoring should be carried out by the project staff and consultant on a regular basis. \| \| 8 \| Social issues and tension between local and outsiders (e.g. workforce) \| This may occur when the communities are exposed to disease such as COVID-19 and are competing for scarce resources and constrained health services. Relationship with the community can be difficult and conflict can arise. \| The project will need to take adequate precautions to prevent local outbreak of disease like COVID-19. Both medical and non-medical measures should be put in place. Regular communications with the community in vicinity should be put in place. Different communication approach and materials should be developed which is clear and designed to be easily understood, particularly by the vulnerable groups including indigenous people, people with disability. \| \| 9 \| Child labor, child safety and other labor issues \| There are chances of using child labor and child abuse by the contractor at cheap wage rate. The contractors also often pay different wage rates to the laborers based on caste and gender. \| The project should take stringent measures to avoid the use of child laborers. Use of labor should be monitored on a regular basis and equal wages will be paid to the workers irrespective of ethnicity and gender. Strict enforcement of Code of Practice ensuring avoidance of child labor and child related malpractices will be ensured at subproject level. \| \| 10 \| Gender Based Violence (GBVs) \| Potential risk of GBV due to increased workers for constructions activities coming from outside the target areas as well as through increased tourist arrival. \| Identify key GBV risks in project areas. Sensitization of project staffs and different stakeholders. Develop Code of Conduct and inclusion in contracts. Establish a functioning GRM. \| \| 11 \| Issues related to chance finds or issues encountered during works on physical cultural resources \| Physical cultural or chance find issues may occur during construction viz temple/shrines, spiritual/holy and mystic sites of cultural and religious importance found in construction sites. \| Avoid such sites where possible or restore them if necessary, in consultation with the locals/priests ensuring that the measures taken do diminish the local cultural values. \| \| 12 \| Labor influx \| Contractors often bring labor groups from their previous contract works and there can be large number of laborers coming for the proposed works. \| Use of local laborers or laborers from neighboring areas, if employed, would minimize the potential influx of laborers from outside creating social, environmental and GBV related risks. Contract documents should include such clauses. A functioning GRM should be established and an effective community engagement should be carried out routinely. \| \| 13 \| Exclusion of IPs/VGs in decision making process, during planning/implementation/ lack of informed consultations \| This may happen during project design/planning if project team did not conduct meaningful consultations with the locals, especially the IPs/VCs. \| Project to comply fully with consultation, communication and citizen engagement process specified in the ESMF and shall undertake regular consultations with the APs/ local communities; deploy FPIC process to deal with IPs/VGs. \| \| SN \| Type of Impacts /Issues \| Likelihood of Occurrence \| Proposed Mitigation Measures \| \|----\|----------------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| 14 \| Project activities may unintentionally result in displacement of traditional occupations/occupational groups in the communities \| This may happen in absence of meaningful consultations with such groups and lack of measures to consider the preservation and promotion of traditional occupations and the groups during subproject design and planning. \| Project will conduct consultations considering the risks of replacement of traditional occupational practices and erosion of associated social practices. Mitigation measures of such risks will be addressed in RAP/VCDP/GAP as relevant. \| \| 15 \| Human Wildlife Conflict (HWC) resulting in increased damage/losses in the communities \| HWC is an ongoing problem in buffer zone areas where subproject interventions will be made. HWC as a conservation issue may also occur in this project. \| The project will identify HWC prone subproject areas and give special consideration to reduce HWC during subproject planning and design. Although this is not the direct impact of the project activities, the project will make efforts towards mitigating/reducing HWC. \| ### 4.4 Environmental and Social Approach Environmental and social approach to types of subproject/activity under the project will vary. The project supports Technical Assistance (TA) leading to or contributing to policies, regulation, strategy, plans and programs, as well strengthening capacity and institutions. Several environmental and social impacts and issues, and risks arise from or are linked to policies and plan that may be prepared through Technical Assistance (TA). Hence, TAs will be subjected to environmental and social assessment in the form of reviews or overview analysis so that social and environmental aspects are considered upstream. Such an overview analysis would be based on an issue scoping exercise involving stakeholder participation. Objective of such overview type review/analysis is to mainstreaming E&S issues into the policies and plan, and hence contribute to a socially and environmentally better policy and plan. The following guiding principles or concepts become relevant while applying E&S Overview in a TA: - Integrate environmental and social objectives into the TA process; - Promote transparency through stakeholder participation; - Promote innovative environmental and social assessments; - Promote analysis of alternatives; and - Promote environmental and social capacity building and institutional strengthening. The subsequent investment in physical infrastructure subproject/activity will be subjected to standard E & S process and procedures including screening, assessment, preparation of environmental and social management plan, and monitoring during implementation. #### Approach to Technical Assistance to Policy, Regulation, Plan and Program These types of TAs will be subjected to environmental and social assessment analyzing potential environmental and social issues/implications, in the form of E&S Overview, preferably at the following stages: scoping and inception stage, and Draft Report stage (Annex 9 (a) Environmental and Social Overview Assessment). Scoping exercise will be done in a participatory manner involving relevant stakeholders. Preparation of TAs and Overview E&S Assessment will be done in parallel, interacting each other so that Policies, Regulation, Plan and Program are informed of the potential environmental and social aspects, and internalize them. The level/depth of assessment required will depend upon the activity and the selected destination involving stakeholders at different levels. If there is presence of Indigenous Peoples, consultations should be carried out through free, prior, informed consultation that leads to broad community supports on the development scenario. PIE and PIU, within their respective jurisdiction, are responsible for environmental and social overview of policies and plans/TAs If the project funds the infrastructure subproject included in a plan and program, these subprojects will be subject to Approach to Investment in Infrastructure Subproject described in the Section 4.5. Approach to Strengthening capacity and institutions TA/activities aiming to strengthen capacity and institutions will be reviewed from the social and environmental perspective to ensure these activities derive and/or enhance social and environmental benefits. Each proposal of this type will be subjected to review to identify if there are environmental and social issues, and to incorporate relevant environmental and social best practices in the training plans and curriculums. E&S aspects will be mainstreamed/strengthened in the proposal, if needed. The review will also assess if there is land taking, and/or other social and environmental issue, in which case training/consulting firm will be required to prepare specific environmental and social mitigation plan to ensure environmental and social mitigation measures are incorporated and implemented. Training facilities or upgrading plans which necessitate civil works will be required to follow the approach described in the section 4.5. PIE and PIU along with concerned agencies will be responsible for fulfilling safeguard requirements. Approach to Addressing Issues related to Indigenous Peoples and Other Vulnerable Groups The project interventions will have an impact on IPs and other vulnerable communities who are the main beneficiaries of the project area. Each destination has unique socio-cultural features. Thus, screening and social assessment of the potential impacts of each project intervention on the IPs and vulnerable groups will be done for each destination based on the VCDF prepared as part of the ESMF (see Chapter 6 for details). Consultations should be carried out through FPICs with the affected IP communities and other vulnerable groups that will lead to broad community support. Based on the social assessment destination level VCDP will identify specific support measures to address IP and vulnerable groups issues for each of the project activity including preparation of plans, policies, regulations, trainings and infrastructure to ensure culturally appropriate benefits percolates to all groups. PIE and PIU along with related stakeholders such as BDS, contractors are responsible for implementation of support measures. Approach to Investment in Physical Infrastructure Subproject Each infrastructure/physical subproject investment will be subjected to standard social and environmental process and procedures including screening, assessment, preparation of ESMP, RAP, as needed, and monitoring during implementation. These are described below (Section 4.5). 4.5 Social and environmental planning process and steps in infrastructure subproject The effectiveness in addressing the project’s environmental and social impacts largely depends on how well these are identified on time and necessary measures are put in place to address them, in relation to subproject-cycle. This would require using different tools to identify the positive and negative impacts. The beneficial environmental and social impacts likely to occur due to subproject activities should be promoted through enhancement measures. Similarly, in case of identified adverse impacts, the subproject’s environmental and social safeguards expert(s) should be able to identify them accurately and take appropriate measures. A summary of the E&S procedures in infrastructure subproject during subproject Planning, Design, and Construction & Operation Stage are given in table below. Table 3: Key Steps and Procedures in E&S Management in Infrastructure Subproject \| S.N. \| Subproject cycle \| Steps \| Procedures \| Responsibility \| \|------\|------------------\|-------\|------------\|---------------\| \| 1 \| Planning/Designing \| 1) Sub project identification and categorization 2) E&S screening 3) E&S planning/detail designing \| • Desk review • Detailed E&S screening (walkthrough and consultation) • ToR development and preparation of E&S plans (ESMP/IEE, RAP, GAP) ensuring safeguard considerations/budget in design/bid documents • Approval of the plans • Disclosure of the plans \| • PIU/PIE • FIUs/Safeguard team • UCOs and CPs \| \| 2 \| Implementation \| 1) Orientation and training 2) Implementation of E&S safeguards 3) Supervision and monitoring during execution \| • Preparation of E&S guidelines/manuals/modules • E&S safeguard compliance o Consultation o Contractor’s safeguard implementation compliance o Social safeguard compliance (RAP, VCDP, GAP) o EHS compliance o SS-EMPs compliance \| • PIU/PIE • FIUs • UCOs and CPs • Contractors • Local stakeholder committees • PA authorities • PG/LG \| \| 3 \| Monitoring and Reporting \| 1) Monitoring 2) Reporting \| • E&S regular monitoring • Third party monitoring - annual \| • FIUs/E&S team • PIU/PIE \| The process of identifying the impacts and mitigation measures, based on the subproject cycle, includes broadly the following steps. Step 1: Environmental and Social Screening and Categorization of Subproject Step 2: Environmental & Social (E&S) Assessment and Preparation of Management Plans Step 3: Implementation of the E&S Mitigation Measures Step 4: Safeguards monitoring and reporting 4.5.1 Step 1: Environmental and Social Screening and Categorization of Subproject Checking subproject eligibility. Certain types of subprojects/ activities are not-eligible for support under the project due to potentially high social and environmental risks and impacts. Subproject activities with potential significant adverse environmental or social risks and/or impacts that are diverse, irreversible, or unprecedented are excluded. The project has developed exclusion list of project activities which helps to make decisions on whether a subproject and/or activity therein should be processed for funding or not. First thing that needs to be done as part of screening is to check the eligibility of subproject and activities. The negative list of subprojects to be excluded for funding under the project is provided in Annex 1 (a): Exclusion List of Project Activities. Subproject E&S Screening and Categorization. Environmental and Social screening is an essential and primary step in the assessment of environmental and social risks and impacts of subproject/ activities. The results of the screening form the basis for assigning the environmental and social risk category of activities and informs decisions on the extent and depth of environmental and social due diligence that will be undertaken. The process of screening identifies the key aspects that may need to be further examined and managed. The objectives of the E&S screening are to: - Integrate the E&S aspects into subproject to strengthen social and environmental sustainability; - Identify potential social and environmental risks associated with a subproject and their significance; - Determine the sub-project’s risk category (Type I, II and III); and • Determine the level of E&S assessment and management required to address potential risks and impacts. Sub-project will be screened and categorized based on the potential sensitivity of the environmental and social risks and impacts. Subproject categorization is essential for early understanding of the type, nature and scale of impacts. It is necessary to make such categories in order to take timely decisions about the planning requirements both from environmental and social considerations, proportionate to the risk/impact of a subproject. The project will also pay particular attention to IP issues as per the support measures identified in the VCDP developed for each destination, as needed. See Annex 3 (a) for the information needed for the Subproject Categorization. The subproject may fall in one of the following types: (a) Type I: A proposed subproject or activity is classified as Type I if it is likely to have adverse environmental and/or social impacts that are moderate, limited to site of a facility and its immediate surroundings, and can be addressed through mitigation measures that are known or readily available. Type I subprojects are of higher risks among the subprojects/activities that are eligible for project support (Annex 1 (a) – Exclusion List of Project Activities) and may require Initial Environmental Examination (IEE) as per the government regulation. Moreover, from social aspect, the Type I subproject may involve physical displacement due to involuntary land acquisition. Further, it is recognized that Type I subproject may have impacts on Indigenous Peoples. E&S assessments: The Type I subprojects will be required to prepare ESIAs or IEE and corresponding ESMP. If E&S screening indicates physical displacement, preparation of RAPs will be required. IP issues identified during the screening will be addressed through support measures suggested in the destination level VCDPs. Other plans may also be required, as determined by E&S Screening e.g. biodiversity management plan if a subproject is located within a protected area. Stakeholder engagement activities will be required. The safeguard documents of a Type I subproject, after review by the project team (final draft version), will be submitted to the World Bank for review, no-objection and/or clearance. E&S risk as well as level of assessments required will be agreed with the World Bank. (b) Type II: A proposed subproject is classified as Type II if its potential adverse environmental or social impacts on human and/or on environment are less adverse than those of Type I subprojects. These impacts are limited to sites of a facility, reversible, and mitigation measures are known or can be designed more readily than for Type I subprojects. Moreover, a proposed subproject is classified as Type II if the affected people are not physically displaced. Type II subproject may not require IEE as per the government regulation. E&S assessments: Type II subprojects will be required to prepare site specific ESMP, and EA or IEE may not be needed. Additionally, an abbreviated RAPs will be prepared if E&S screening indicates that a Type II Subproject take land. Destination level VCDP will guide the support measures required to address IP issues. The World Bank will review safeguard documents of Type II subprojects on random sample basis and/or on case by case basis/on the basis of perceived risk. (c) Type III: A proposed subproject is classified as Type III if it is likely to have minimal or no adverse environmental and social impacts. E&S assessment: In case the proposed subproject is classified as Type III WB will review the subprojects on sample basis. The Type III subproject will not require assessment beyond screening. The screening report of a Type III subproject will recommend mitigations measures for the minor issues/impacts identified by the screening exercise – this may be in the form of good practices or code of practice. In some situation, a brief/abbreviated and site-specific Environmental and Social Management Plan (ESMP) may be needed for Type III subprojects that may have minimal environmental and social impacts, and a stakeholder engagement activity may be needed where there are affected communities. ### 4.5.2 Step 2: E&S Assessment and Preparation of Management Plans Based on the E&S screening findings and type of subproject, appropriate safeguard instruments will be prepared. The subproject may need to address IP issues in accordance with the VCDP developed for each destination, as needed. Type I subproject: will require ESIA and corresponding ESMP, and may require Initial Environmental Examination (IEE) as per the government regulation. RAPs may need to be prepared if physical displacement of people is likely. Support measures for any IP issues identified during the screening will be guided by the VCDP for destination. Other plans may also be necessary, e.g. biodiversity management plan if a subproject is likely to have impact on biodiversity/protected area. Stakeholder engagement activities may also be needed. The safeguard documents of a Type I subproject, after review by the project (final draft version), will be submitted to the World Bank for review, no-objection and/or clearance. E&S risk as well as level of assessments required will be agreed with the World Bank. Type II subproject: Type II subprojects will be required to prepare site specific ESMP focusing on the issues/impacts identified by the screening. Type II subproject may or may not require EA or IEE as per the government regulation. Additionally, an abbreviated RAPs may be prepared if E&S screening indicates that a Type II Subproject take land. VCDPs prepared at destination level will guide the support measures required to address IP issues. The World Bank will review safeguard documents of Type II subprojects on random sample basis and/or on case by case basis/on the basis of perceived risk. Type III subproject: Beyond screening, the Type III subproject will not require assessment such as IEE or ESIA, etc. The screening report of a Type III subproject will recommend mitigations measures for the minor issues/ impacts identified by the screening exercise - this may be in the form of good practices or code of practice. In some situation, a brief/ abbreviated and site-specific Environmental and Social Management Plan (ESMP) may be needed for Type III subprojects that may have minimal environmental and social impacts, and a stakeholder engagement activity may be needed where there are affected communities. The World Bank will review Type III subproject on sample basis. 4.5.3 Step 3: Implementation of the E&S Mitigation Measures The E&S management plans will be implemented as per the subproject schedule. The subproject specific environmental and social impact mitigation measures will be implemented to address the relevant E&S safeguard issues. Subproject’s engineering plan and design, bidding documents, contract clauses, including DPR, will be reviewed by the E & S Specialists so that environmental and social mitigations/ recommendations of the ESIA, ESMP, RAP, VCDP, etc. are incorporated. The contractors and user groups are responsible for and accountable to comply with the construction period safeguard measures. Public consultation including FPIC will be held with relevant stakeholders as appropriate. Capacity building training/orientation will be provided to the field-based staff, contractors and community members on safeguard related issues, planning and compliance. In order to facilitate the implementation of the safeguard measures, necessary guidelines/ToRs/manuals/modules will be prepared. Any corrective measures needed to improve the safeguard performance will be undertaken as necessary. 4.5.4 Step 4: Safeguards monitoring and reporting Details on the Supervision, Monitoring and Evaluation are provided in Chapter 11. E & S Monitoring will be an integral part of overall project management and carried out on a periodic basis. Regular monitoring will be carried out internally by the project, centrally or through the FIU as may be appropriate. The external monitoring will be carried out by the independent consultant/firm. The PIE and PIU, respectively for the activity within their jurisdiction, will have the responsibility of monitoring the E&S compliance, documentation and data, permits, process and procedures, grievances, works covering inputs, process and outputs. The E&S safeguard experts of the project will be responsible for regular supervision of the implementation of E & S safeguard measures at the sites. The FIU, with support from center, will ensure day-to-day supervisions and implementation of the safeguard measures. The E&S team will produce periodic E&S status reports – E&S team at PIE and PIU will provide summary of E&S progress in the quarterly progress report and a consolidated status report in six-months, coinciding with the Bank’s supervision mission. External monitoring report will be prepared at the end of the external monitoring, annually until the Mid-Term Review (MTR) and as decided by MTR thereafter. PIE and PIU will be responsible to report the progress on safeguards compliance during their regular reporting to the World Bank. 4.6 Consultation and Participation Consultation with key stakeholders will be an integral part of environmental and social safeguard studies, assessment and plan preparation and implementation. These consultations will include both formal and informal types but not limit to FGDs, KII, public meetings, community discussions, etc. Consultations will be undertaken to enable maximum participation of the affected people where they can raise their concerns. In these consultations, PAPs’ participation will be fully ensured. Details of these consultations including dates, names of participants, issues raised and how these have been addressed will be documented and recorded. Outbreak of infectious disease like COVID-19 may restrict consultation and stakeholder engagement with different stakeholders. In such situations, consultation mechanism will need to be adapted to prevent or minimize the risk of infectious disease. For details on project’s communication, consultation and citizen engagement, please refer to Chapter 8. 4.7 Information Disclosure Final E&S safeguard documents, e.g. ESIA, ESMP, IEE, SA, RAP, VCDP, etc. will be disclosed both in the project website and the World Bank info site for public. Hard copied of these documents will be disclosed and disseminated at different levels viz. PIE, PIU, FIUs and local government offices in consistent with the Bank’s policies. The summary of ESMF and E&S plans will be made available in Nepali language to the project offices, affected people, beneficiaries and Municipalities/Palikas. 4.8 Considerations where Component 5 (Contingency Emergency Response–CERC) is activated The Paragraph 12 of the IPF Policy 1 applies once the Component 5 (Contingency Emergency Response – CERC) is triggered. All activities financed through the CERC are subject to World Bank safeguard policies$^2$. The CERC will rely as much as possible on the existing ESMF. However, this ESMF may not address all the potential environmental and social risks and impacts arising in relation to the CERC. The type and nature of likely emergency and indicative list of activities that will be funded through CERC cannot yet be determined. If CERC is activated, this existing ESMF will either be updated, or a CERC-ESMF will be --- $^1$ Projects in Situations of Urgent Need of Assistance or Capacity Constraints $^2$ Paragraph 17 of the Bank Guidance – Contingent Emergency Response Components, October 16, 2017 prepared and disclosed, within three months from the time CERC is activated. The additional costs of any needed instruments (preparation and implementation) should be included in the budget for the Emergency Action Plan (EAP). The EAP, to the extent possible, will focus on activities that can be readily implemented on the ground and which will not result in additional environmental and social risks. The EAP will include a summary of the safeguard implications of the proposed activities, and, if needed, list any new safeguard instrument(s) to be prepared. The sequencing for completing additional safeguard activities (including requirements for implementation and monitoring) will be determined at that time. In the interest of delivering a rapid response in such emergency situations, the updated ESMF, or CERC-ESMF where prepared, will adopt a flexible, “adaptive management” approach. A rapid assessment of the environmental and social baseline of the CERC activities will be undertaken, based on readily available information. A phased approach to implementation may be used. Based on the EAP, the CERC activities will be grouped into: (i) those activities which can proceed as soon as the CERC is activated and with no additional environmental and social assessment; (ii) those activities which would require an environmental and social assessment, stakeholder consultation, and disclosure of the relevant management plans (eg ESMP), prior to CERC activities commencing. The updated ESMF or CERC-ESMF will describe: the potential emergencies and the types of activities likely to be financed (positive and negative list) and an evaluation of the potential risks and mitigation measures associated with those activities; identify likely vulnerable groups and/or locations and includes, where needed, a social assessment to guide emergency responses, such as potential of exacerbating existing social conflicts. The ESMF will include a screening process for the potential CERC activities, the institutional arrangements for environmental and social due diligence, and any needed capacity building measures to implement the CERC-ESMF, generic guidance on emergency small scale civil works, and any additional safeguard instruments which may be required for the CERC. It will be determined at the time of CERC activation whether MOFE, MoCTCA and NTNC will be retained as the implementing agency, or if a different agency will be responsible for implementing the CERC activities. If procurement of goods and services is required, the revised ESMF or CERC-ESMF will provide how this will be undertaken. Additional details regarding CERC implementation will be outlined in the PIM for STENPA as well as in the CERC Implementation Manual. E&S Safeguard Planning ESSR Sub-Project Level E & S Screening Desk Review and Risk Categorization (FIUs) Preparation of Screening Report (ESSR) FIUs Submission of ESSR to PIU/PIE for Review and Clearance & Sharing approved ESSR to WB and other line agencies Desk Review & Site Visit for making the Information in ESSR Consistent Sharing ESSR findings at Subproject Area for preparing ESMP Public Consultation to Identify Additional Environment and Social Issues Preparation and Submission of ESMP to PIE/PIUs/WB for Review & Clearance Detail Technical Survey, Design and Estimates of the Mitigation Measure and Analysis of Options for Implementation Review DPR/Bid document by E&S expert PIE/PIU Authorizes Budget to FIUs for Implementation PIE/PIUs, FIUS, Provincial and Local governments Implementation of Mitigation Measures Community Based Monitoring and Evaluation (CBME) Learnings of the Sub-Project Implementation Monitoring and Evaluation from PSC, PCC, WB, NTNC E & S Specialist and Concerned Stakeholders Feedback for the Sub-Project Implementation Completion of Sub-Project Activities Chapter 5: Resettlement Policy Framework 5.1 Introduction The project supports preparation of investment plans, construction or rehabilitation of tourism related physical infrastructure in PAs and gateway cities which may lead to taking of land. Thus OP/BP 4.12 (WB Policy on Involuntary Resettlement) is triggered. However, significant social impacts from the project interventions on land acquisition and resettlement is not expected. Activities that could have significant social adverse impacts (See Annex 1(a): Exclusion Lists of Project Activities) will not be eligible for project investment. The fact that many of the investment plans under the tourism project viz land zoning plans, integrated tourism development plans, community level settlement plans and construction or renovation of physical infrastructures and facilities, which are largely unknown at the moment, makes it necessary to develop this RPF for the overall project which serves as a planning tool which shall be complied fully by the project implementing agencies. The basic premise behind developing the RPF is to provide technical inputs and guidance to the project implementing agencies in identifying and managing the risks and impacts caused by involuntary resettlement of people. This Resettlement Policy Framework (RPF) establishes the resettlement and compensation principles and procedures to address the needs of the people who are impacted adversely due to involuntary resettlement. This may involve impacts triggered by land and other property acquisition of the families resulting in loss of shelter, assets or livelihoods, and/or loss of productive resources by the activities under the project. This policy framework is prepared in consistent with the policy and legal framework of GoN and the World Bank Involuntary Resettlement Policy (O.P 4.12). 5.2 Policy Objectives and Principles The objective of the RPF is to ensure that adequate measures are designed and implemented to make sure that affected families through loss of assets could improve or at least restore their living standards. Possible impacts may include loss of land (homestead, agriculture, community land), loss of structures (residential, commercial, community), loss of livelihood, loss of standing crops/trees, loss of access to common property resources and facilities. The key policy principles of the RPF are as follows. (i) Involuntary land acquisition and involuntary resettlement should be avoided where feasible, or minimized, exploring all viable alternative project designs; (ii) Where it is not feasible to avoid involuntary land acquisition and resettlement, it should be executed as sustainable development program and displaced persons should be meaningfully consulted and resettled; and (iii) Displaced persons should be assisted in their efforts to improve their livelihoods and standards of living or at least to restore them, in real terms, to pre-displacement levels or to levels prevailing prior to the beginning of project implementation, whichever is higher. 5.3 Policy Gaps and Recommended Measures The Government of Nepal (GoN) has its own policies and legal requirements for land acquisition and compensation while implementing the development projects. However, there are apparent gaps between the national policies and legal framework with that of the World Bank policies. These gaps, therefore, call for additional measures with further specifications for the entitlements that meet the requirements of the World Bank policies. Followings are the major gaps identified between the Bank and the GoN legal framework. Table 4: Key Policy Differences between World Bank and GoN Legal Framework \| Description \| World Bank Policy \| GoN Legal Provisions \| \|------------------------------------\|-----------------------------------------------------------------------------------\|--------------------------------------------------------------------------------------\| \| Land/property acquisition and \| Compensation to land regardless of legal ownership. \| Legal ownership is required, however, registered tenants with the Land Revenue Office also acknowledged. \| \| compensation \| Compensation to all affected structures including encroachers. \| Encroachers/squatters and customary land users are not entitled for compensation and assistance. \| \| Compensation amount/value \| Compensation for affected assets at replacement value. \| Compensation determined by the Compensation Determination Committee (CDC); national law is silent on replacement value. \| \| R&R assistance \| The displaced persons of all categories (non-title holders) are entitled for R&R assistance. \| No provision for assistance to the project affected/displaced persons to restore their livelihoods. \| \| Consultations and Communications \| Free, prior, informed, consultation (FPIC) is mandatory when APs include indigenous people. \| National law is silent on consultations, especially FPIC when the vulnerable groups/IPs are affected. \| From the above information, some gaps are apparent between the World Bank policy and the GoN legal provisions. Followings are the policy recommendations to fulfill these gaps and limitations: - All project affected persons who have formal legal rights to land (including customary and traditional rights legally recognized by the Government of Nepal). • All project affected persons irrespective of legal title such as tenants, encroachers/squatters will be eligible for compensation for loss at replacement costs. • All affected people should be assisted for livelihood improvement and entitlements should be established for each category of loss including vulnerable groups to regain the assets, income and employment. • The project should pay Resettlement and Rehabilitation (R&R) assistance for all displaced families/people irrespective of legal ownership over the property. • All land and non-land assets should be compensated at replacement value without deducting depreciation. • This policy places emphasis on regular and meaningful consultations with the affected groups and makes FPIC mandatory when IPs are affected. 5.4 Approaches for Obtaining Land for the Project Different approaches are practiced obtaining land in Nepal for the development works. These include mainly the followings. Acquisition through Formal Procedure: GoN can acquire the land through a formal procedure as per the Land Acquisition Act (1977). The Act empowers the government to acquire any land, on the payment of compensation, for public purposes or for the operation of any development project initiated by government institutions. The acquisition and compensation of privately-owned land and assets are completed according to a formal procedure which is broadly as follows. - Preliminary Officer from the project initiates acquisition procedures; - Investigation of land for acquisition (area selection, land size/type, quality of land etc.) is carried; - Formal acquisition notification issued to the land owners; - Formation of Compensation Determination Committee (CDC) and land price fixation is completed; - Compensation notification and payment; and - Appeal procedure. Acquisition through Negotiation: Negotiated settlement is considered as an alternative to formal expropriation proceedings. The project proponent negotiates directly with the owners over the terms of acquisition of the property deemed necessary for the public benefit. The owner retains the choice to either negotiate a satisfactory compensation amount or to contest eventual expropriation terms. The Land Acquisition Act (1977) includes a provision for acquisition of land through negotiations and thus provides space for voluntary donation. Clause 27 of the Act states that "notwithstanding anything contained elsewhere in this Act, the Government may acquire any land for any purpose through negotiations with the concerned land owner. It shall not be necessary to comply with the procedure laid down in this act when acquiring land through negotiations." Willing Buyer Willing Seller: Land acquisition can also be made based on willing buyer and willing seller. Project activity should not be site-specific. The land in question must be free of squatters, encroachers or other claims or encumbrances. The willing-buyer willing-seller approach purchases or leases a property at a price voluntarily agreed to by both future user and present owner without explicit threat of state expropriation as an alternative means of acquisition. The owner(s) have a power of choice to refuse proposed transaction. Voluntary Donation: In some circumstances, land to be used for the project is donated on a voluntary basis without payment of full compensation. Voluntary land donation is acceptable only if the project demonstrates that: - The Project must not be site-specific. - The potential donor or donors have been appropriately informed and consulted about the project and the choices available to them; - Potential donors are aware that refusal is an option, and have confirmed in writing their willingness to proceed with the donation; - The act of donation is undertaken without coercion, manipulation, or any form of pressure on the part of public or traditional authorities; - Consultations with the affected households are conducted in a free and transparent manner; this needs to be complied fully with free, prior, informed consultation (FPIC) approach in case the donors are indigenous or vulnerable people; - The amount of land being donated is minor and will not reduce the donor’s remaining land area below that required to maintain the donor’s livelihood at current levels; - No household relocation is involved; - The land being donated must be free of squatters, encroachers, or other claims or encumbrances. - The donor is expected to benefit directly from the project; - For community or collective land, donation can only occur with the consent of individuals using or occupying the land; - All family members (including spouses) must be aware of the donation, to minimize the risks of women users of the land to be donated being passed over in decision-making on land donation and the risks of cross-generation conflicts; - In case of nontitle holders, the PAPs will be considered as land donor and the process should offer them necessary compensation/as title holder; - A memorandum of agreement will be established as a means of recording the location and size of land being donated as well as the written consent and names of local witnesses for those community members donating lands voluntarily. A sample format of land donation and agreement between donor and the project or land users is provided in Annex 12. The borrower will maintain a transparent record of all consultations and agreements reached. All alternatives will be explored to reduce the impacts to people due to loss of land, damage to structures, livelihoods. Repair and restoration assistance will be extended to the affected families as per the entitlement matrix. Leased Land: The project or its grant recipients may use leased land for subproject implementation. However, this should comply with the conditions specified in the contract document and such contract document should have been prepared as per the legal provision of Nepal. ### 5.5 Resettlement Planning Resettlement planning involves a set of actions from screening to social assessment and preparation of resettlement plans which will contribute not only to address adverse impacts to the affected people but also help restore and improve their livelihoods. Resettlement planning under the project will follow the procedures that involve screening, preparation of relevant plans, implementation of plans and monitoring and reporting. The scope and level of detail of the resettlement plan vary with magnitude and complexity of the project impact. The normal procedures would involve the following activities. #### 5.5.1 Social Screening Every proposed activity will be subjected to social screening process before it is selected for inclusion in the project. Social screening will be undertaken at an early stage in all subprojects which will provide necessary information on the potential social impacts likely to be encountered during implementation. The objective of social screening is to establish the need to carry out any further investigation/survey/assessment for preparation of Resettlement Action Plan (RAP) and to provide guidance regarding social requirements and steps that need to be taken for addressing the identified issues. Social screening will be carried out in close consultation with various primary stakeholders - beneficiaries; affected people, women, vulnerable and indigenous people, Dalits and other local key informants. Social screening report will provide information as determined by screening checklist presented in Annex 3 (a). Social screening provides first-stage information about the subproject area and also identifies: (i) beneficiary population living in the area by social groups (ii) land requirement and land availability for the subproject (iii) number of land owners adversely affected (iv) impacts on poor and vulnerable groups including needs and priority for social and economic betterment, (v) risks related to GBV in terms of women’s safety/security, vulnerability and chances of activities related to sex tourism, and (vi) other impacts, if any. Social screening reports are crucial to decide whether or not a particular subproject should be considered under the project. A particular subproject or activity will be considered for funding under the tourism project only if the social screening confirms that the subproject does not fall under the exclusion list (Annex 1). 5.5.2 Social Impact Assessment (SIA) In case screening result showed adverse social impacts to larger communities including the indigenous and vulnerable people, the project will undertake a Social Impact Assessment incorporating socio-economic survey based on 15-20% sample households of sub-project area, will conduct survey for identification of the persons and their families likely to be affected by the project or subproject. Every survey shall contain municipality or ward (Palika) / village-wise information of the project affected families as follows. - Information on socio-cultural and economic condition including livelihoods of the people in the subproject area. - Details on the presence of various social groups including vulnerable and indigenous people, their mutual dependences and supports. - Members of families who are residing, practicing any trade, occupation or vocation in the project affected area and livelihood sources taking into consideration the risk of traditional occupational and social replacement resulting due to subproject activities. - Project affected families who are likely to lose various properties by types i.e. house, commercial establishment, agricultural and other land, employment, income wholly or partly from the main source of their trade occupation or vocation. - Households losing access to private property or common property resources/natural resources. - Perceptions of affected families/households about compensation of their lost properties with their choices for resettlement. - Presence of other stakeholders working in the area which could be the potential partners during planning and implementation of the project such as Government agencies, INGOs/NGOs, community-based organizations, etc. - Incidence of any domestic violence or GBV/SEA in the area and mechanisms that exist for prevention, mitigation and response on these, including NGOs/CBOs actively engaged in these issues. - Presence of trafficking for labor works, sex and any other activities and perception of communities. - Presence of sex tourism in the area and observation on the chances of using tourism infrastructure for sex tourism including perception of the community and women in general. The SIA will help in determining the magnitude of prospective losses, better targeting of vulnerable groups, ascertaining magnitude of the resettlement and costs, preparing and implementing resettlement and other plans as required. 5.6 Resettlement Action Plan The Resettlement Action Plan (RAP) is a major planning document, which is based on their information gathered from census survey of affected people and inventory of lost assets. The content of full RAP should include a statement of involuntary resettlement objective and strategy, with (i) organization responsibilities, (ii) community participation and disclosure arrangements; (iii) finding of the socio-economic survey; (iv) legal framework, including eligibility criteria and entitlement matrix; (v) mechanisms for resolution of conflicts and appeals procedures; (vi) compensation and resettlement measures; (vii) inventory, valuation of, and compensation for, lost assets; (viii) land ownership, tenure, acquisition, and transfer; (ix) access to training, employment, and credit; (x) shelter, infrastructure and social services; (xi) environmental protection and management; (xii) monitoring and evaluation; (xiii) a detailed cost estimate with budget provisions; and (xiv) an implementation schedule, showing how activities will be scheduled with time-bound actions in coordination with the civil works. The RAP should establish an eligibility cut-off date. If the impacts are minor$^1$, an Abbreviated RAP (ARAP) will be prepared. ARAP covers the following minimum elements: - A census survey of displaced persons and valuation of assets. - Description of compensation and other resettlement assistance to be provided. - Consultation with displaced people about acceptable alternatives. - Institutional responsibility for implementation and procedures for grievance redress. - Arrangements for monitoring and implementation. - A timetable and budget. A sample table of contents (ToC) for RAP is provided in Annex 6. 5.7 Policy Measures at Operational Level The policy aims to resettle and rehabilitate the affected persons in a manner that they do not suffer from adverse impacts and shall improve or at minimum retain their previous standard of living, earning capacity and production levels. Special attention will be paid for the improvements of living standards of marginalized and vulnerable groups. Followings are the principles that will be followed in RAP preparation and implementation: i) The adverse impacts of the project induced activities/interventions would be either avoided to the extent possible or minimized. Where such impacts are unavoidable, the project-affected persons irrespective of their legal title will be assisted in regaining their standard of living. --- $^1$ Impacts are considered ‘minor’ if the affected people are not physically displaced and less than 10 percent of their productive assets are lost. ii) The project will consider feasible alternative project designs to avoid or minimize involuntary land acquisition, placing due attention to the impacts on the people, especially the poor, disadvantaged, indigenous and vulnerable communities. iii) Under this policy, preference will be given to land-based resettlement strategies for affected persons whose livelihoods are land-based. iv) In the proposed project, the absence of formal titles will not be a bar to resettlement assistance and rehabilitation. v) Attention will be paid to the needs of vulnerable displaced groups, especially those below the poverty line, the landless including squatters and encroachers, the elderly, women and children, indigenous peoples, ethnic minorities or other displaced persons who are not protected through national compensation legislation. vi) The project affected people will be adequately consulted and informed about their options and rights pertaining to resettlement and are offered choices and provided with technically and economically feasible resettlement alternatives. vii) Consultations will be carried out and culturally appropriate livelihood supports will be provided to the affected communities, especially the vulnerable and indigenous people. Affected people including indigenous people will be identified and assisted to improve their livelihoods. viii) No physical works will be carried out prior to the payment of compensation at replacement cost and other assistances to the affected people in accordance with this policy framework. ix) Grievance redress mechanism will be established at the project level to ensure timely redressal of the grievances and speedy resolution of disputes. x) All information related to resettlement preparation and implementation will be disclosed to all concerned, and people’s participation will be ensured during planning and implementation of the project. xi) When possible, resettlement plans should be conceived as development opportunities, so that those affected benefit from project activities. 5.8 Eligibility, Assets Valuation and Entitlements 5.8.1 Eligibility The World Bank Policy on Involuntary Resettlement Policy (O.P 4.12) makes it mandatory to pay compensation at replacement costs to all project affected persons both titled and non-titled holders (i.e. squatters, encroachers and tenants) and resettlement assistance for lost income and livelihoods.$^1$ In the project, the absence of formal titles will not be a bar to resettlement assistance and rehabilitation. However, the non-title holders, especially the squatters and encroachers, will be compensated for their structures only and not the land where they have been living. The principles adopted herein contain measures and assistance for any vulnerable affected person (AP). Persons affected by land acquisition, and relocation and/or rehabilitation of structures/assets (businesses, houses, etc.) are entitled to a combination of compensation measures and resettlement assistance, depending on the nature of ownership rights of lost assets and scope of the impact, including social and economic vulnerability of the affected persons. Thus, the affected persons in the project will be entitled to various types of compensation and resettlement assistance that will help in the restoration of their livelihoods, at least, to the pre-project levels. The cut-off date for title holders is based according to the Land Acquisition Act, and for non-titleholders the date of the census survey. Those who encroach into the subproject area after the cut-off date will not be entitled to compensation or any other assistance. 5.8.2 Assets Valuation Valuation of affected assets is critical while determining the compensation to the affected families, and this calls for census survey of all families affected. All assets that will be affected, as identified by the survey teams, will be properly recorded and verified in the presence of the concerned persons and families. The detailed measurement survey of land and/or non-land assets will be used for determining actual impacts, and replacement cost surveys (or asset valuation) will be carried out. This information will be used by CDC for the determination of compensation or used to inform the negotiation of land value between the CDC and land owner as per the LAA. The valuation of affected assets will be undertaken by the District-level Compensation Determination Committees (CDCs) of the government and the compensation will be $^1$ Displaced persons or Project Affected persons may be classified in one of the following three groups: (a) those who have formal legal rights to land (including customary and traditional rights recognized under the laws of the country); (b) those who do not have formal legal rights to land at the time the census begins but have a claim to such land or assets--provided that such claims are recognized under the laws of the country or become recognized through a process identified in the resettlement plan, and (c) those who have no recognizable legal right or claim to the land they are occupying. determined on the basis of replacement cost.$^1$ Replacement cost is the method of valuation of assets that helps determine the amount sufficient to replace lost assets and cover transaction costs. In applying this method of valuation, depreciation of structures and assets should not be taken into account. Normally, the valuation of land and other properties will take into account the followings. - Market/replacement value of land by types of land - Transaction costs involved in purchasing land i.e. registration/transfer fees and other costs - Replacement value of structures and facilities without deducting depreciation - Prevailing wage rates for construction of structures - Value of trees/fruits/orchards based on the rates of concerned agricultural/forest offices The CDC for the project activities will be the district level Compensation Determination Committee constituted by the Government of Nepal as per the law. The Project Director or project staff will represent the project in the committee and the decisions of the committee will be binding to all. Similarly, the committee will also be represented from among the PAFs to raise voice and do negotiations during assets valuation and determining the compensation. 5.8.3 Entitlements The Entitlement Policy specifies compensation and/or rehabilitation measures for two units of entitlement; individuals (i.e. affected individuals and their households) and groups. Entitlements for each type of APs are based on the types and levels of losses. Generally, the entitlements under this project cover the followings. - Full compensation of lost land and other assets at replacement value to the title holders. In case of vulnerable group (IPs, Dalits, socio-economically poor, women headed family), preference will be given for land compensation, if available, - Resettlement and rehabilitation assistances as per the framework or RAPs as applicable, - Compensation to non-title holders as per the framework or RAPs as applicable, - Compensation to lost land even if the owners have no formal legal rights to land at the time of the census but have a recognizable legal right or claim to such land or assets, $^1$“Replacement cost” is the method of valuation of assets that helps determine the amount sufficient to replace lost assets and cover transaction costs. In applying this method of valuation, depreciation of structures and assets should not be taken into account. • Compensation to the land that has been used by affected persons under lease with. Key Definitions The following definitions are used in the documents Cut-off date for eligibility to entitlement: The cut-off date for eligibility to compensation and assistance would be the date of issuing the preliminary notice under the Land Acquisition Act 2034. In cases where people lack title, the cut-off-date shall be the date of start of the Census survey undertaken by the project authority. Project Affected Person: Affected Persons are those who stand to lose all or part of their physical and non-physical assets including homes, productive land, community resources, commercial properties; livelihood; and socio-cultural network. Project Displaced person: A displaced person is a person who is compelled to change his/her place of residence and/or work place or place of business, due to the project. Vulnerable Households: Households defined as vulnerable in VCDF. Project Affected Family (PAF): A family whose primary place of residence or other property or source of livelihood is adversely affected by the acquisition of land for a project or involuntary displacement for any other reason Wage Earner: A person who is working with a commercial establishment or working as a labour in an agriculture land, which is being affected by the project. Encroacher: A person, who has trespassed Government land, adjacent to his/her own land or asset, to which he/she is not entitled, and deriving his/her livelihood prior to the cut-off date. Squatter: Squatter is a person who is landless and has settled on publicly owned land without permission and has been occupying publicly owned building without authority prior to the cut-off date. Vulnerable Person: The vulnerable person includes both socially as well as economically disadvantaged persons such as Janjatis, Dalits, disabled/handicapped, woman headed households, destitute, orphans, widows, unmarried girls, abandoned women or persons above sixty years of age; who are not provided or cannot immediately be provided with alternative livelihood, small and marginal farmers, and landless wage earners. Entitled Person: person adversely impacted by the project and is entitled to some kind of assistance as per the project entitlement framework Titleholders (THs): Persons who possess legal documents in support of claims made towards ownership of structure or land are titleholder. Replacement Cost: With regard to land and structures, “replacement cost” is defined as follows: - For agricultural land, it is the pre-project or pre-displacement, whichever is higher, market value of land of equal productive potential or use located in the vicinity of the affected land, plus the cost of preparing the land to levels similar to those of the affected land, plus the cost of any registration and transfer taxes. - For houses and other structures, it is the market cost of the materials to build a replacement structure with an area and quality similar to or better than those of the affected structures or to repair a partially affected structure, plus the cost of transporting building materials to the construction site, plus the cost of any labor and contractors’ fees, plus the cost of any registration and transfer taxes. Temporary Impact: Impact expected during implementation of the project in the form of earth, spoil, tremors, vibrations, etc. affected land and structure. \| Losses by Type \| Entitled Persons/ Family \| Entitlements \| Implementation Procedures \| \|---------------\|--------------------------\|--------------\|--------------------------\| \| 1.1 Acquisition of private, tenancy, or Guthi land \| • Titleholder • Tenants \| i) Land of equivalent size and quality (if available), or cash compensation at replacement value. ii) In case of vulnerable groups preference should be to replace land for land. iii) Any transfer costs, registration fees or charges to be borne by the project. iv) Legal tenants will be entitled for compensation as per the law. v) If remaining land becomes unviable as a result of land acquisition, land owner will have an option to relinquish the remaining parcel(s). vi) For loss of income due to land loss, one year of minimum agricultural wages as assistance towards loss of income. vii) Advance notice for harvesting standing crops and if not possible, pay compensation for the crop loss. viii) Training for skill upgradation to encourage for self-employment to restore the livelihood. \| • A list of available ailani land in each RM/M is required. • A list of affected and entitled persons and the area of land loss is required. • Notice to vacate will be served at least 35 days prior to acquisition date. • Case-wise compensation will be either by cash or cheque, depending on the owner’s preferences. • To ensure fair compensation, determination of rates will be established not more than one year prior to property acquisition. • Land registration in the name of both land owner and spouse (in case of land for land compensation) • In case of cash compensation, deposited into a joint account in the name of both land owner and spouse. \| \| 1.2 i) Loss of tenancy land \| • Land owners and • Tenants \| i) Both the landlord & the tenant will be entitled for 50 percent of land compensation amount each (As per 2058 B.S. amendment in Land Reform Act). ii) Non-registered tenant/renter/lease holder does not qualify for compensation for land losses; however, they will be entitled to compensation for crops. Any upfront cost for the tenancy agreement will be reimbursed. \| • Where a renter/leaseholder has a share cropping arrangement, the compensation payable should be apportioned according to the arrangement. • An advance prior notice will be provided to landlord and tenant \| \| 1.2 ii) Loss of land \| • Non -title holders \| i) Non-titleholders with traditional land use rights and recognized by GoN and who are in process of getting land ownership title will be provided compensation for land. ii) Resettlement assistance in lieu of compensation for land occupied (land, other assets, employment) at least to restore their livelihoods and standards of living to pre-displacement level. \| • 60 days advance notice to shift from occupied land • CDC to decide the status of such non-titleholder • Assistance in finding alternative land \| \| 1.2 iii) Land Use restriction on traditional, customary or community managed land \| • Non-title Holder \| \|---\|---\| \| i) Land of equivalent size and quality (if available) ii) One-time grant equivalent to three months of minimum agricultural wage in case of loss of livelihood. iii) Advance notice for harvesting standing crops and trees and if not possible, pay compensation for the loss. iv) Alternatives to restore their livelihoods such as training for skill upgradation. v) Preferential involvement in project construction works. \| \| • A list of available ailani land in the area is required. • Assistance in finding alternative land. • A list of affected and entitled persons and the area of land loss is required. • Inventory of the affected assets and livelihood loss is required. \| \| 2. Temporary loss of land \| • Titleholder/Non-title holders • Tenants \| \|---\|---\| \| i) One-month Prior notice before civil works allowing the owners to salvage their assets and crops. ii) Compensation for any damage caused to structure/assets or standing crops (The contractor will be responsible for compensating for any temporary damage to property business, assets, crops and trees during civil works which will be reflected in the contract agreement) \| \| • The owner/entitled party will sign temporary occupation contract specifying: period of occupancy, terms and conditions for calculation and production losses, frequency of compensation, annual inflation adjustment, and land protection and rehabilitation measures. • Contractor/developer to negotiate a contract agreement on the rental rate with the owner for temporary taking of land. • Land should be returned to the owner at the end of temporary acquisition period, restored to its original condition or improved as agreed with the owner. \| \| 3. Loss of residential, commercial, and other structure \| • Owner/Title holders • Tenants • Non-titled holders \| \|---\|---\| \| i) Compensation for full or partial loss at replacement cost of the affected structure(s) to both title holders / non-title holders. ii) Transportation allowance for residential and commercial structures to cover actual transportation cost. iii) Rental allowance equivalent to three months of agriculture wage income as one-time grant to the affected family losing residence. iv) Non-title holders will not be provided any compensation for land, but will be provided replacement value for the structure. \| \| • Replacement cost at market value of structures will be determined by the CDC in consultation with local experts and compensation prices will be finalized with participation of AP representatives and CUG. • Other structures include: toilet, sheds, walls, fences, water mills, workshop, etc. • Materials may be salvaged with no deduction from compensation. • Notice to vacate at least 35 days prior to acquisition. • Renter/ lessee holder will not be entitled for compensation of structures. However if the structures are made by them, they will be \| \| \| \| \| \| \|---\|---\|---\|---\| \| 4. Loss of community structures and/or resources \| • The users of the facility or community or group \| i) Reconstruction of similar facilities in an equal or better condition than they were before, or ii) Cash compensation to the legal/community custodians at full replacement cost without depreciation of deduction for salvaged material; or iii) Negotiated relocation of similar facilities in consultation with the community \| • The land revenue office in the district and concerned Rural Municipality (RM)/municipality will be requested to assist communities for land replacement identifying the area nearby. \| \| 5. Loss of trees and crops \| • Owner of the affected fruit/orchard \| i) Cash compensation based on annual value of the produce and calculated according to Department of Agriculture (DOA) norms. ii) Three months of minimum wage amount to the affected family against loss of future income from fruits/orchard \| • Inventory of the affected trees and crops and owner. • Advance notice for crop harvesting. Crops grown after the issue of notice will need to be compensated. • The works schedule should be adjusted considering the crop season to avoiding crop damage. \| \| \| • Owner of the affected timber and fodder trees \| iii) Cash compensation based on calculation of the production and calculated according to the district norms as decided by the Department of Forestry iv) One month of minimum agriculture wage amount to the affected family as assistance against loss of income. \| \| \| \| • Owners and sharecroppers of affected crops \| v) Cash compensation based on local market prices for the produce of one year and calculated as per the norms of District Agriculture Development Office vi) 50% cash compensation of the lost crop for the sharecroppers/legal tenant (Mohi) vii) Non-titled persons will be informed 6 months prior to construction or provide compensation for crops. \| \| \| 6. Business disruption losses compensation \| • Permanent business (Shops/trade/other business) \| • It has been assumed that there will be no full closure of the business/shops due to the project activities during construction/rehabilitation period. As a result, only partial disruption to some businesses is expected. A onetime grant equivalent to one week’s earning (Rs. 2000.00 X 7 days) = Rs.14000.00 shall be compensated at minimum to those losing income from shops/trade. \| \| \| 7. Loss of economic opportunity \| • Persons in the sub project vicinity who may be affected adversely but may not lose assets \| i) Preferential involvement in project construction works ii) Skills training support for economic restoration iii) One-time grant equivalent to three months of minimum agricultural wage in case of loss of livelihood. \| \| \| 8. Land donation \| Voluntary land donation is accepted only if: i) The PAF have been appropriately informed and consulted about the project, rights and the choices available to them ii) The amount of land being donated is minor and will not reduce the PAF’s remaining land below that required to maintain the donor’s livelihood at current levels iii) No household is relocation involved; iv) The donor is expected to benefit directly; v) All adult family members have agreed to donate; vi) PAF are aware that refusal is an option, and have confirmed in writing their willingness to proceed with donation vii) Land is free from disputes regarding ownership or tenure. \| i) No compensation for the donated land, but entitled for compensation of other assets such as minor structure, trees, crops, allowances, etc. ii) Transfer of landownership iii) Free of any transfer costs, registration fees or charges \| • Verify the requirements of the donation • Carry out due diligence on the owners and users of land donated: identify rightful owner(s); any competing claims of ownership or use; structures and assets on the land; any encumbrances on the land. • Ensure appropriate consultation and disclosure • Establish informed consent of the person donating land • Sign written commitment; local witness(es) or third-party verification to the commitment letter • Maintain a transparent record of all consultations and agreement reached. \| \| 9. Assistance to vulnerable groups \| Affected families from vulnerable groups as defined in the VCDF \| i) One-time financial assistance in case of loss; or ii) Skill training and income generation support iii) Preferential access to project construction and maintenance employment opportunities. \| 5.9 Consultations, Participation and Disclosure 5.9.1 Consultations and Participation Consultations are the cornerstone for successful planning and implementing the social management plans viz SMPs, RAPs, VCDP, GAP, etc. This section outlines the consultation mechanism, particularly for the preparation of RAP and its implementation. Public consultation will include both local governments and civil society where the affected people would be regularly provided with information on the project and the resettlement process prior to and during the preparation for resettlement actions. The section below details the measures to be undertaken and the mechanisms of consultation and participation will include mainly the followings: - Public meetings in the project area, especially with the affected families/communities; - Interviews/surveys with the affected households/families to determine the losses/impacts; - Focus group discussions with the affected groups viz owners of affected properties, their perceptions about compensation and resettlement; - Information/awareness campaigns through different medias; - Interactions with local government bodies i.e. Palika offices/ district offices as necessary; and - Grievance handling and management: For grievances coming from the community and other stakeholders, drop-in boxes should be made accessible in publicly accessible locations and other mediums (such as phone calls, online platform and other locally accessible communication channels). Consultations should be undertaken to enable maximum participation of the affected people where they can raise their concerns. PAPS’ participation should also be ensured during final assessment of compensation, resettlement and monitoring. Details of these consultations including dates, names of participants, issues raised and how these have been addressed will be documented in the subproject SMPs/ RAPs. Consultation is critical for resettlement planning, but outbreak of infectious disease like COVID-19 require the public to exercise specific measures such as social distancing to prevent spread of disease. This could have significant impact on project timelines. In such situation, the PIE will assess the level of consultation required, including location and categories of stakeholders. Based on the assessment different channels of communications will be considered considering the need for social distancing. For details on project’s communication, consultation and citizen engagement, please refer to Chapter 8. 5.9.2 Information Disclosure In consistent with the Bank’s policies, the summarized reports of Resettlement Action Plans including ESMF will be made available in Nepali language to the project offices, affected people and beneficiaries. Local NGOs and public offices in the project site will be provided copy of ESMF by PIE. The draft and final ESMF and the RAP will be disclosed in the websites of (World Bank Infoshop and project website) and concerned Municipalities/Palikas and public places. For all activities under the project, information will be disseminated to beneficiaries at various stages. In the initial stage, the project office will be responsible for informing potential stakeholders/affected parties/persons (APs) and the general public about land acquisition requirements through leaflets and publication in local media outlets and newspapers. The project with support from its site offices will conduct consultations and disseminate information to all beneficiaries during the initial stages to create awareness about the project and inform the people about project impacts and mitigation measures. Chapter 6: Vulnerable Community Development Framework 6.1 Introduction The project will make investment in diverse nature-based tourism development activities in the defined project areas where majority of the beneficiaries may be underserved, vulnerable and marginalized. It is expected that there would be Indigenous Peoples (IP) communities present in the project destinations. The World Bank’s OP 4.10 (Indigenous Peoples) is therefore triggered. Given that the subproject sites are not known at the moment, Vulnerable Community Development Framework (VCDF) has been prepared in line with domestic and World Bank safeguard policies to guide the preparation of Vulnerable Community Development Plans (VCDP) for each destination to ensure negative impacts on these communities are reduced and positive benefits are enhanced. During implementation, the project may affect indigenous and vulnerable people and communities both positively and adversely. While the positive impacts will contribute to bring improvement in the livelihoods of the vulnerable people, the adverse impacts will lead to further impoverishment of these people. Not only this, the interventions may also result in discriminatory impacts causing further hardships and difficulties in the livelihoods of poor and vulnerable groups including indigenous people and Dalits, if the project activities/intervention are not aligned well with their needs and aspirations. Similarly, women in developing countries like Nepal also fall under the vulnerable category because of prevailing discriminatory traditional/customary/religious practices hindering their upliftment; their lack of access to basic public services such as education, health and employment; and their overall backwardness in the context of prevailing patriarchal society. The purpose of VCDF is to develop systematic procedure of identifying project's impacts on vulnerable people and develop mechanism for meaningful consultations, participation, information disclosure as well as deploying strategic measures to address the impacts. The framework also provides measures to develop culturally appropriate assistances and supports to the target groups in accordance with their priorities and needs. This framework is based on the national policies/strategies as well as the World Bank’s Indigenous Peoples Policy (OP 4.10). The principal objectives of the framework are to: - Ensure that project benefits are accessible to the vulnerable communities of the project area; - Avoid adverse impacts on vulnerable communities and if unavoidable ensure that adverse impacts are avoided to the extent possible, if unavoidable, ensure that the adverse impacts are minimized and mitigated; - Ensure that the project engages in free, prior, and informed consultation with affected Indigenous Peoples and other vulnerable communities leading to broader community support for the project; • Ensure vulnerable peoples’ participation in the process of preparation; implementation and monitoring of the sub-project activities; • Ensure enhanced use of indigenous knowledge, skills and technology as appropriate during subproject designs and use appropriate measures/technologies to preserve and improve indigenous knowledge; and • Minimize further social and economic imbalances within communities. 6.2 Legal Framework and Policies Both the Government of Nepal (GoN) as well as the World Bank have their respective policies and framework that are designed to safeguard the indigenous and vulnerable people from getting exposed to higher risks and vulnerabilities while implementing development projects. The constitution of Nepal promotes cultural diversity and puts emphasis on enhancing skills, knowledge and rights of Indigenous people and other vulnerable groups. The National Foundation for the Upliftment of Adivasi/Janajatis Act, 2058 (2002) is the formal entity recognized by the Government to hear the voices of indigenous people and address them properly. Ever since its existence, the foundation has come across long way in crafting and reforming policies and legal provisions for the combined interests of indigenous people. The National Human Rights Action Plan 2005, the Environment Protection Act 2019, and the Forest Act 1993 have also placed emphasis on the protection and promotion of vulnerable groups in general and IPs’ knowledge, and cultural heritage in particular. In 1999, the Local Self-Governance Act was amended to devolve more power to the local political bodies, including authority to promote, preserve, and protect the IPs’ language, religion, culture, and their welfare. The World Bank policy on indigenous people is aligned with poverty reduction and sustainable development ensuring that the development process fully respects the dignity, human rights, economies, and cultures of indigenous peoples. For all projects that are proposed for Bank financing and affect indigenous peoples, the Bank requires the borrower to engage in a process of free, prior, and informed consultation. The Bank recognizes that the identities and cultures of Indigenous Peoples are inextricably linked to the lands on which they live and the natural resources on which they depend. These distinct circumstances expose Indigenous Peoples to different types of risks and levels of impacts from development projects, including loss of identity, culture, and customary livelihoods, as well as exposure to disease. According to World Bank, indigenous peoples are frequently among the most marginalized and vulnerable segments of the population. Because of this, their economic, social, and legal status often limits their capacity to defend their interests and rights to lands, territories, and other productive resources, and/or restricts their ability to participate in and benefit from development. 6.3 Indigenous People and Vulnerable Groups in Nepal GoN’s Constitution identifies economically poor, socially or culturally backward women, Dalits, Janajatis, Khas Aryas, Madhesis, Tharus, Muslims, minorities, marginalized, endangered communities, gender-based and sexually oriented minorities and the disabled or those who are physically or mentally incapacitated or citizens of backward regions as vulnerable groups and has special provisions for the protection, empowerment or advancement of these groups. In Nepal, the term indigenous people (Adibasi) equates with ethnic groups (Janajati). The constitution of Nepal recognizes indigenous people as Janajatis or Nationalities. The National Foundation for the Development of Indigenous Nationalities (NFDIN) has defined indigenous people as ‘those ethnic groups or communities who have their own mother tongue and traditional customs, distinct cultural identity, distinct social structure and written or oral history of their own’. Based on this definition, NFDIN has identified 59 groups in Nepal as ethnic indigenous groups or nationalities. Table 6: Presence of Indigenous Groups by Regions \| Regions \| Indigenous Groups \| Total No. \| \|---------------\|-----------------------------------------------------------------------------------\|-----------\| \| Mountain \| Barah Gaunle, Bhote, Byansi, Chhairontan, Dolpo, Larke, Lhomi (Shingsawa), Lhopa, Marphali, Mugal, Siyar, Sherpa, Tangbe, Thakali, Thudam, Topkegola and Wallung. \| 17 \| \| Hills \| Baramo, Bhujel, Chepang, Chhantyal, Dura, Fri, Gurung, Hayu, Hyolma, Jirel, Kusunda, Lepcha, Limbu, Magar, Newar, Pahari, Rai, Sunuwar, Surel, Tamang, Thami, Kumal, Yakkha and Tin Gaunle Thakali. \| 24 \| \| Inner Terai \| Bankaria, Bote, Danuwar, Darai, Majhi, Raji and Raute. \| 7 \| \| Terai \| Dhanuk (Rajbanshi), Dhimal, Gangai, Jhangad, Kisan, kushubadia, Meche, Rajbanshi (Koch) Satar (Santhal), Tajpuria and Tharu. \| 11 \| \| \| Total \| 59 \| Source: NFDIN, Indigenous Nationalities Bulletin (Issue 3) 2005. Indigenous peoples have their wide presence in many districts of Nepal. Among the identified groups, the highest 24 groups have settled in hills followed by 17 groups in mountain, 11 groups in Terai and 7 groups in inner Terai. Adhibasi/Janajati among themselves are diverse groups who also differ considerably in terms of socio-economic conditions. NFDIN has further classified these groups in five different categories mainly by their livelihoods or economic conditions. According to NFDIN, these constitute the followings: i) Endangered groups viz Bankariya, Kusunda, Kushbadia, Raute, Surel, Hayu, Raji, Kisan, Lepcha, Meche (10 groups) ii) Highly marginalized groups viz Santhal, Jhangad, Chepang, Thami, Majhi, Bote, Dhanuk (Rajbansi), Lhomi (Singsawa), Thudamba, Siyar (Chumba), Baramu, Danuwar (12 groups) iii) Marginalized Groups viz Gangai, Dhimal, Bhote, Darai, Tajpuria, Pahari, Dhokpya (Topkegola), Dolpo, Magal, Larke (Nupriba), Lhopa, Dura, Walung (20 groups) iv) Disadvantaged Groups viz Jirel, Tangbe (Tangbetani), Hyolmo, Limbu, Yakkha, Rai, Chhantyal, Magar, Chhairotan, Tingaunle Thakali, Bahragaunle, Byansi, Gurung, Marphali Thakali, Sherpa (15 groups) v) Advanced Groups viz Newar, Thakali (2 groups) In addition to the indigenous groups, there are also substantial numbers of other groups that are not included in the indigenous category but identified by the GoN as marginalized groups, e.g., Dalits and Madhesis. The National Dalit Commission defines Dalits as most deprived social groups in the country, comprising some 13% of the total population. Recently, the government has passed National Dalit Commission Act, 2074 (2017) which was adopted to protect, preserve and promote the human rights and interests of the Dalit community and to reduce discrimination derived from caste-based bias. The 2001 census has listed 15 different Dalit castes, while the National Dalit Commission in 2002 prepared a schedule of 28 social groups. Dalits generally tend to lag behind other groups in every human development indicator, as well as in terms of representation in state mechanisms. Countrywide, about 4.5 million Dalits are estimated to live below the poverty. The status of women, children and girls among Dalits are particularly worse. Table 7: Dalit Communities of Nepal \| Hill Group \| Newar Group \| Tarai Group \| \|------------------------------------------------\|------------------------------\|----------------------------------------------------------------------------\| \| Badi, Chunar, Damai, Gaine, Kadara, Kami, Parki, Sarki, Sunar (9 groups) \| Chyame, Kasai, Kuche, Kusule, Pode (5 groups) \| Bantar, Chamar, Chidimar, Dhainr, Dom, Dusadh, Gothe, Halkhar, Jhangad, Khatawe, Lohar, Musahar, Paswan, Tatma (14 groups) \| Source: National Dalit Commission, 2002 Other vulnerable community could be the communities who are commonly women headed households, landless, marginal farmers living below subsistence level and often ex-kamaiyas (bonded laborers). Moreover, these groups have no or limited access to public resources, and they almost never participate in national planning, policy, and do not participate in decision making processes or in development initiatives. As a result, their risk of falling below the income poverty line is extraordinarily high. Different indigenous groups living in the priority project destinations are Gurung, Thakali, Loba, Lama, Magar in Annapurna and Manaslu Conservation Areas. In case of the buffer zone of National Parks, Tharus are the predominant indigenous groups. 6.4 Potential Risks and Impacts 6.4.1 Beneficial Impacts The project will have positive impacts to the local people including the indigenous and vulnerable groups of the project area. In most subproject sites of the tourism project where project interventions are made, the local people including the vulnerable and indigenous people will realize the benefits as these groups tend to be the direct beneficiaries. The beneficial impacts of the project will occur in different ways as outlined below. - Improved access to transport facilities in the conservation areas, parks and the buffer zones; - Increased employment and income opportunities generated by project activities including civil works viz trails/ trekking routes, suspension bridge, last mile roads, local market development and other public tourism related construction works; - Increased opportunities for production and marketing of local farm and off-farm products. In long run, increased flow of tourists and increased growth of hotels /restaurants will create demands of local products; - Increased land value due to improved accessibility i.e. trails, road, bridges and other facilities created by the project; - Increased opportunities for business/ trade of local as well as non-local products and materials as well as several services and facilities; - Increased opportunities to promote cultural tourism utilizing the rich cultures and traditions of the indigenous people viz Gurung, Thakali, Loba, Lama, Magar, Tharu, etc.; and - Capacity building of local people and user groups to engage in tourism related services and products, economic empowerment due to enterprise in tourism related value-chain, increased access to markets and finance, accreditation of business, business development services. 6.4.2 Adverse Impacts and Mitigation The subproject activities and interventions are not expected to cause long lasting adverse impacts to the IPs and VCs. Nonetheless, following negative risks and impacts are anticipated: - Risk of exclusion due to lack of information and voice, social discrimination, low literacy, remoteness, language; • Risk related to gender-based violence and low-cost labor exploitation due to tourism infrastructure and services; • Loss of intangible and tangible cultural heritage (their shared beliefs, customs, values, language and dialects), loss of indigenous knowledge and practices; • Impact on cultural assimilation and community aspirations; and • Disruption of customary rights of use and access to land and natural resources. 6.5 Indicative Issues, Mitigation and Approaches for Vulnerable Community Development From the planning perspective, the following vulnerable groups are identified at this stage from the six destinations of the project. • Indigenous Peoples – Bhote, Sherpa, Thakali, Chhantyal, Lepcha, Gurung, Jirel, Magar, Newar, Thami, Sunuwar, Bote, Majhi, Raji, Tharu • Endangered Groups – Raji • Highly Marginalized Groups – Majhi, Bote, Rana Tharu • Marginalized Groups – Lepcha, Bhote • Disadvantaged Groups – Tangbe, Magar, Thakali, Bahragaunle, Gurung, Marphali Thakali • Dalits – Badi, Chunar, Damai, Gaine, Kadara, Kami, Parki, Sarki, Sunar, Musahar • Madhesi • Women headed households • Landless and marginal landholders Table 8: Indicative Issues and Activities for Vulnerable Community Development of STENPA Project \| SN \| Project Impacts \| Barriers \| Mitigation/Enhancement Measures \| Responsibility \| \|----\|---------------------------------------------------------------------------------\|-----------------------------------------------\|------------------------------------------------------------------------------------------------\|-------------------------\| \| \| Project Component 1 – Improving Destination Management, Planning and Coordination \| \| \| \| \| 1 \| Possible exclusion of VCs/IPs and women during planning process, exclusion of their priorities, needs and concerns in NBT plans \| Lack of information about this project activity \| Detailed social mapping and identification of IPs and other vulnerable groups in destinations. \| PIU and PIE, FIUs \| \| \| \| Low level of knowledge \| Incorporate a mechanism to ensure their meaningful participation, FPIC in planning and decision making. \| \| \| \| \| Language barrier \| \| \| \| \| \| Cultural taboos/barriers \| Involve local facilitators who can speak the local language and cultural practices of the IPs and other vulnerable groups. \| \| \| \| Project Component 2 - Enhancing Access Infrastructure, Environmental Management and Tourism Facilities for Diversification \| \|---\|------------------------------------------------------------------------------------------------------------------\| \| 2 \| Risk of exclusion from planning and design of public infrastructures and services in the destinations and gateways resulting lack of ownership, benefits to the community \| \| \| Lack of information Social and cultural norms Weak implementation of policies and guidelines \| \| \| Ensure meaningful consultations, FPIC during planning and design to accommodate the aspirations and needs of the IPs and the vulnerable groups. Targeted information dissemination and outreach. \| \| \| PIU and PIE \| \| 3 \| Loss of aesthetic value of the community with implication on cultural heritage \| \| \| Lack of guidelines and standards with relevant requirements relating to cultural heritage in construction \| \| \| Mapping of cultural heritage (both tangible and intangible). Incorporating in the design. Review and revised standards and guidelines. \| \| \| PIU and PIE Contractor \| \| 4 \| Missed job opportunities \| \| \| Lack of skills Lack of information \| \| \| Targeted information dissemination and outreach. Link to prime-minister’s youth employment program to identify locally unemployed population. Link with various development program working skill development program. \| \| \| PIU and PIE \| Component 3 - Upgrading nature-based tourism quality standards and promoting local communities’ participation \| \| Possible exclusion of students belonging to VC/IP groups in getting access to internship opportunities potentially giving to the condition of youth diaspora to difficult foreign jobs \| \|---\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| \| Students/youths from VC/IP groups are often in greater financial burden to support their family, repay debts, etc. leading to seclusion to the wider society (education, job options) Limited networks and information channels for internships \| \| \| Ensure VC and IPs are targeted in paid internship programme. Partnership with hospitality/tourism related academia to set IP/VC and women internship quota. Maintain disaggregated data. \| \| \| PIU and PIE FIU BDS, training firms \| \| \| Possible exclusion of VCs in getting access to skills training which may further lead to social bias/disparity and their further backwardness \| \|---\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| \| Lack of information Social Cultural norms \| \| \| Targeted information and dissemination and outreach. Ensure inclusive selection criteria and process. Set quotas for IPs and VCs participation. \| \| \| PIU and PIE FIU BDS, training firms \| \| \| Possible exclusion of VCs in operating NBT enterprise/business \| \|---\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| \| No destination specific concessionaire mechanism in place that is also conducive for community investment Lack of information Social Cultural norms \| \| \| Positive discrimination strategies for VCs: subsidies, support for proposal writings, facilitated registration and certification, etc. Set quotas for IPs and VCs. Targeted technical support to the IPs and VCs to upgrade their capacity to meet the eligibility for BDS services. Social Awareness campaigns. \| \| \| PIU and PIE FIU BDS, training firms \| \| \| No capacity in VCs to develop innovation business models/products, TCT solutions, web platforms will further aggravate social inequality \| \|---\|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\| \| \| Low literacy Lack of knowledge and skill Limited access to IT facilities Lack of entrepreneurship skills \| \| \| Targeting BDS services. Knowledge sharing. Formation of platforms or use of existing groups/networks for peer support with technical support from BDS. \| \| \| PIU and PIE FIU BDS, training firms \| 6.6 Impact Assessment Procedure The project destinations identified for supports are Annapurna and Manaslu Conservation Areas and Rara National Park in hills and mountains and Banke, Bardia and Shukla Phanta National Parks in the Western Terai. Given the predomination of indigenous people in these areas, the VCDPs will be prepared for priority destination level. Following procedures will be applied in preparing VCDPs. i) Social Screening Social screening is the initial stage action to determine the magnitude of impacts on indigenous and vulnerable groups by project activities. The screening will also provide information about the potential damage / loss of community structures/facilities, cultural and heritage sites. A sample screening checklist for the identification of vulnerable people is provided in Annex 13. ii) Social Assessment For each project destination, the project requires to undertake a comprehensive social assessment. The assessment is a systematic process to identify vulnerable groups, evaluate the project’s potential positive and adverse effects on these people and explore design alternatives where adverse impacts are significant. The SA process involves various methods of information collection such as social mapping, socio-economic survey, focused group discussions with various stakeholders, etc. Free Prior Informed Consultation (FPIC) will be carried with the Indigenous Peoples that result in broad community support to the project. The significance of the impacts of the project activities on vulnerable communities will be determined by assessing the magnitude of impact in terms of (a) customary rights of use and access to land and natural resources, (b) socio-economic status; (c) cultural and communal integrity; (d) health, education, livelihood; (e) the level of vulnerability of the affected group (See Annex 7 for ToC for SA). iii) Preparation of VCDP VCDP will be prepared based on the findings from Social Assessment. The VCDP will include mitigation measures of potential negative impacts through modification of project design and development assistance to enhance distribution of project benefits. It will take into consideration aspirations and needs of IPs and vulnerable groups. In case of land acquisition or structural losses in vulnerable communities, the project will ensure that their rights will not be violated and that they will be compensated for the use of any part of their land or property in a manner that is socially and culturally acceptable to them. The compensation measures will follow the RPF of the project (See Annex 8 for indicative ToC for VCDP). iv) Disclosure of VCDP The implementing agency is responsible for the disclosure of the framework as well as the VCDP. It should also be ensured that the documents are available to the affected indigenous and vulnerable communities in an appropriate form, manner, and local language (Nepali and other), if required. The hard copies of the framework and plans should be disclosed at PIE, unit offices and project offices as well as in the communities. Similarly, the soft copies will need to be disclosed in the website of the PIE as well as in the infoshop of the Bank. 6.7 Gender Development Framework 6.7.1 Overview The Gender Development Framework (GDF) outlines the specific gender issues and indicates corresponding strategies/intervention measures to address the issues under the tourism project. This will help ensure increased women’s participation and gain optimal benefits from project activities. The major tools used to identify and deal with gender issues are: gender analysis, incorporation of gender issues in project design, gender-sensitive consultations, and gender-related activities and indicators. Gender analysis will be an integral part of the initial social assessment carried out as part of the safeguard screening and social planning. All social issues identified at the screening stage including gender issues of the subproject area will be assessed during the preparation of the subproject investments plans, adequately addressed during implementation, monitored and reported. The nature-based tourism development project offers ample scope to absorb sizable numbers of women and men through the generation or expansion of diverse income-generating activities in the subproject sites. In case of tourism, especially on mountain trekking in ACA and MCA, women of indigenous groups, namely Bhote, Sherpa, Thakali, Chhantyal, Lepcha, Gurung, Jirel, Magar, Newar, Thami, Sunuwar, Bote, Majhi, Raji are traditionally the key actors playing important roles in hotel and homestay business and there are opportunities to diversify and expand their business in future. Similarly, Tharu women living in the buffer zones of Banke, Bardia, and Shukla Phanta National Parks could be involved as entrepreneurs in operating tourism-based small and medium enterprises. In the case of Rara National Park, those below poverty and highly excluded groups will be benefited from the project. In order to tap these potentials, gender-informed approaches will be mainstreamed in the design and implementation of the project taking into account different needs and opportunities for women, men, and the youth. The project activities, particularly those targeted at communities living within the targeted protected areas, will be geared largely towards women of indigenous groups to the extent possible. 6.7.2 GoN Policies and Legislations on Gender Equity and Women The government has made notable efforts with regard to gender equality and women’s empowerment. The Constitution of Nepal 2015 is a major departure in this direction. Article 43 of the constitution deals with the rights of women that include rights to lineage, right to safe maternity and reproduction, right against all forms of exploitation, and equal rights in family matters and property. The Gender Equality Act, 2006 brought tangible changes in laws related to sexual violence against women. Also important is the 2009 Domestic Violence (Crime and Punishment) Act, which for the first time recognizes domestic violence as a crime punishable by law. The National Women Commission is the constitutional body established to protect the issues of women and help them fight against all kinds of problems encountered. The Government of Nepal is working to incorporate gender equality in all its development policies and programs attempting to promote women’s participation and representation in political, social, economic and professional domains. The government's efforts are well reflected by some key policy measures viz gender parity in work, gender responsive budgeting, equal wage for equal works, etc. The donor funded development projects and INGOs/NGOs working in the country are also apparently implementing their activities placing due emphasis on gender with affirmative actions to empower women in many cases. Tourism policy Nepal (2008) underlines about sharing benefits from tourism among the disadvantaged groups of society including women. The policy further highlights on fostering rural tourism activities led by women or women groups. Also, Nepal’s Tourism Strategic Plan (2016-2025) has identified women as key actors in destination communities on the ground that women play roles as caretakers of both households and communities at large.$^1$ 6.7.3 Gender Issues/Barriers and Interventions Required Gender issues are very common and widespread at all levels and societies. In Nepal’s case, gender issues normally occur in several forms and, quite often, remain the underlying reasons affecting adversely the psychosocial condition and productivity of women. These issues, no matter how serious they are, also get entrenched far and wide and are difficult to be identified and addressed at a one effort. Many of the issues require multiple interventions at varied levels backed up by legal reforms. --- $^1$ Ministry of Culture, Tourism and Civil Aviation. 2016. National Tourism Strategic Plan 2016-2025. Kathmandu: Government of Nepal, p. 184. Table 9: Gender and Development Framework \| Issues \| Strategy \| Proposed Activities/Indicators \| Responsibility \| \|------------------------------------------------------------------------\|--------------------------------------------------------------------------\|-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------------\| \| Component 1: Improving destination management, planning and coordination \| \| \| \| \| Difficulty in following formal processes$^1$ serve as a constraint to take full advantage of opportunities in the tourism value-chain. \| Understand the opportunities for increased participation, employment and other benefits to women including IP and ethnic women. \| Carry out a gender assessment as part of social assessment to identify key gender gaps, opportunities as part of the project. \| PIE+FIU \| \| Under representation and participation in decision making with patriarchic and discriminatory values against women in many communities, especially in rural areas \| Enhance women representation/participation in key decisions makings in groups/committees. \| Increase women representation/participation in groups/committees mandatorily (at least 33%). \| PIE+FIU \| \| Men dominate the sector and women hold only a small proportion of higher end tourism jobs in terms of income, decision-making and positions, resulting to limited access to and control over resources. \| Engage women beneficiaries, women led tourism enterprises, women in private sectors. \| Consult women beneficiaries, women led tourism enterprises, women in private sectors and represent (at least 33%) them in consultations, planning and budgeting for NBT investments, and in preparation of DVIP in project destinations. \| PIE+FIU \| \| Nepal’s tourism policies, strategies and destination management plans lack explicit attention to gender equality. \| Consider gender related implications and adopt gender provisions into the National Tourism Policy and regulations. \| Review the policies, strategies and plans from gender lens and incorporate gender friendly provisions. \| PIE+PIU \| \| Lack of data and studies available on the position of women in the tourism value chain and their value addition. \| Strengthen national statistics with disaggregated data. \| Collect sex disaggregated data. \| PIU+PIE+FIU \| \| Limited access to and control over \| Encourage women to own \| Conduct awareness programs for women beneficiaries. \| PIE+FIU \| $^1$ Such as lengthy paper works for registration and/or licensing, lack of subsidies, difficulty in accessing finance, lack of information on market, and other business development services, and lack of skilled human resources \| Issues \| Strategy \| Proposed Activities/ Indicators \| Responsibility \| \|----------------------------------------------------------------------\|--------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------------\| \| resources (land, house, cash, family income, etc.) barring women to use properties as collateral for borrowing loans to operate commercial activities \| resources/assets in their name and their mobilization. \| \| \| \| Component 2: Enhancing access infrastructure, environmental management and tourism facilities for diversification \| \| \| \| \| Women and other social groups are not adequately consulted and/or not part of the decision making resulting to them not wanting to use the infrastructure or be engaged in the maintenance of it. \| Engage women beneficiaries, women led tourism enterprises, women in private sectors in meetings. \| Consult women beneficiaries, women led tourism enterprises, women in private sectors and represent (at least 33%) them in decision making meetings. \| PIE+FIUs \| \| Safety and security issues of women – vulnerability of women in tourism sector and gender-based violence \| Reform/develop rules/ regulations on safety/security of women/ GBV. \| Design gender sensitive infrastructure i.e. separate sanitation facilities in along the trekking routes and public places, with adequate lighting and signage. Regulate working hours during day time/close monitoring. \| PIE+FIUs \| \| Women are in more vulnerable position than men from being sexually exploited and abused in tourism sector. \| Ensure their involvement in the management and maintenance of infrastructure investments. \| Implement GBV mitigation plans as per the GBV risk assessment. \| PIE+FIU+BDS \| \| Component 3: Upgrading tourism-related products and economic opportunities for local communities \| \| \| \| \| Lack of capacity and skills to upgrade and diversify tourism related business by women \| Impart training /skills and business literacy on capacity building of women to upgrade/diversify business. \| Skill and knowledge enhancement through training/orientation based on needs assessment. \| BDS \| \| Inability to follow bureaucratic process for registration and licensing/bureaucratic huddles \| Orientation /facilitation to women on business registration/licensing in tourism sector. \| Literacy and knowledge sharing on registration/licensing, \| PIE+BDS \| \| Issues \| Strategy \| Proposed Activities/ Indicators \| Responsibility \| \|----------------------------------------------------------------------\|--------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|---------------\| \| Lack of technical and marketing skills leading to less opportunity for jobs and as entrepreneur, lack of access to financial institutions for loans, etc. \| Improve women’s access to productive resources/assets/markets/MFIs. \| Training/exposure visits on marketing/business literacy and linkage development with MFIs. \| PIE+FIU+BDS \| \| Lack of networks or support mechanisms to promote women enterprises/ventures. \| Mobilization of women into groups and networks. \| Develop networks to support women in tourism business. \| PIE+FIU+BDS \| \| Women in tourism are more likely to be undertaking part-time, informal, seasonal, and casual works. \| Address constraints women face in continuing their jobs. Develop special packages to support women farmers/entrepreneurs and facilitate their participation in project activities. \| Give capacity building orientation to service providers to enable them to provide better economic options, upscaling and jobs for women in an enabling environment that is safe and secure so that they are able to continue and retain their jobs. \| FIU+BDS \| \| Limited or lower figure of graduates that get internship opportunities and secure jobs within specified time \| Increase internship opportunities targeting girls/women in tourism sector activities. \| Increase support to internship opportunities (at least 25% women). \| PIE+FIU \| Component 4: Project management, monitoring and evaluation \| Issues \| Strategy \| Proposed Activities/ Indicators \| Responsibility \| \|----------------------------------------------------------------------\|--------------------------------------------------------------------------\|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|---------------\| \| Men dominate the sector and women hold only a small proportion of higher end positions in government institutions. \| Ensure the project team is inclusive in terms of gender and caste/ethnicity. \| Encourage recruitment of women members/staff/trainers/supervisors/business development service providers in the project activities. \| PIE+FIU \| In the context of STENPA project, the opportunities to address women issues and get them empowered appear quite significant. To address the gaps identified, the project will ensure the participation of women in consultations and planning, infrastructure investments will be gender sensitive, and women-led enterprises and community members will be adequately targeted for project support and new skills and knowledge through new technologies. 6.7.4 Gender Inclusive Design and Preparation of GAP The Gender Action Plan (GAP) for the project require to be developed taking into account the needs and aspirations of the women in different project and subproject sites of ACA, MCA, Banke, Bardia, Shukla Phanta and Rara National Parks. In view of a large number of women who are already engaged in tourism business in these sites, it is important to visit these sites to update the latest situation of women including their needs, capabilities, opportunities and aspirations for their betterment and minimize negative risks and impacts. Once the feedback from the target women groups are collected these may need to be fit in the project planning and design$^1$. In general, different strategic measures specified in the table below should be considered to develop the proposed gender action plans for the women of different subproject sites. 6.7.5 Process for Preparing GAP The project should engage competent Gender Expert to prepare the GAP. The expert should undertake field visit of the subproject sites and collect sufficient information to prepare the plan. The minimum requirements to collect information are: i) consultations with the women groups to collect primary information, ii) interactions with local government offices, NGOs and micro finance agencies for their coordination and synergy building, iii) sharing the key elements of plans with the project officials, and iv) disclosure of the document. --- $^1$ Field visit is suggested for the preparation of gender action plans as the activities/ actions tend to differ in different sites depending upon the needs and priorities of women Chapter 7: Action Plan – Gender Based Violence Risk Mitigation 7.1 Need and Purpose Nepal ranks 118 out of 160 countries on the Gender Inequality Index$^1$. In relation to that, most women face various kinds of violence since the time they are conceived to old age. Violence against women are gender based where there is unequal distribution of power dynamic between men and women. NDHS 2016 records 23 percent women experiencing physical violence. Madhesi Dalit women at 44 percent, Muslims at 38 percent experienced it the most while nine percent hill Brahmin had to face it. By province, women’s experience of physical violence varies from a low of 12 percent in Province 4 to a high of 34 percent in Province 2. About 12 percent women experienced emotional violence with 17 percent to 19 percent Madhesi Brahman Chhetri, hill Dalit and Newar women, respectively experiencing it. Marital control is high of men. Seven percent of women age 15-49 experienced sexual violence. Divorced, separated, or widowed women are much more likely to have experienced sexual violence (20%) than currently married women (8%) and never married women (2%). Women with only primary or no education are more vulnerable to sexual violence than educated women. The current status of gender inequality and gender-based violence in Nepal reveals the serious need to mainstream gender sensitivity and GBV risk mitigation measure at all organization levels and all phases of project cycle. In Nepal, GBV is prevalent due to unequal gender relations and discrimination towards women in both public and private sphere. It has direct implications on the reproductive health status of women and physical, emotional, and mental health of their children. The purpose of this action plan is to identify the issues, stakeholders, possible service providers and assess their capacity and document the legal and institutional mechanisms that aid in accessing grievance redressal. The action plan will focus on sensitizing the communities and other stakeholders, strengthening the institutional capacities. A survivor-centric approach is followed - all through, victim/survivors’ care and providing access to different referral mechanisms are considered key aspects of this plan. The projects funded by World Bank in Province 4, 5, 6 and 7 primarily in the Bardia National Park, the Banke National Park and the Shukla Phata National Park, their buffer zones in the Terai; the Rara National Park and its buffer zone in the Middle Hills, and the Annapurna Conservation Area and the Manaslu Conservation Area in the Middle Hills and Himalayas. The sub-projects will include construction/upgradation/setting up of information centers and trails which will be executed by contractors whose workers (generally skilled) come from within and outside the target areas. It is likely that the workers will come into contact with the community and vice-versa. Also, the trails where the tourists travel will pass --- $^1$ UNDP Human Development Report 2017 through the school areas and communities. With varied cultural and economic backgrounds, the likely interactions between communities, human resources and tourists may lead to potential women safety issues, making it pertinent to create awareness on gender issues, gender-based violence and risk mitigation, in particular. Moreover, due to the proximity to the Indian border, the destinations in Terai are at high-risk in terms of forced labor, trafficking for both labor and sex, and face greater vulnerability in terms of sexual and gender-based violence. Furthermore, according to the study by IFC Strategic Diagnosis of E&S Risks (SDESR) Report 2019, there are also instances of previous victims of modern slavery (the ex-Kamaiyas) becoming victims of human trafficking for labor, due to inadequate rehabilitation by the government. One of the risks in terms of trafficking of persons, in the tourism sector, is the use of facilities such as hotels, lodges etc. for movement of victims of trafficking and in terms of the risk of use of tourism infrastructure and the staff for sex tourism in Nepal. Based on the GBV Risk Assessment checklist and assessment carried out on the project (Sustainable Tourism Enhancement in Nepal’s Protected Areas) by the World Bank, the project’s GBV risks are assessed to be “Low”. Accordingly, this action plan has addressed “Table – 1: Recommended actions to address GBV Risks in IPF Projects” as per the “Good Practice Note” published by the World Bank in September 2018. This action plan is intended for and applicable to project implementing agencies including contractors and cover project’s foot print and adjoining communities. 7.2 Legal and Policy Environment for Women’s Safety Nepal is party to 16 international human rights instruments including the International Covenant on Economic, Social and Cultural Rights, 1966, the International Covenant on Civil and Political Rights, 1966, the Second Optional Protocol to the International Covenant on Civil and Political Rights, 1989, the Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment, 1984 and the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW), 1979. By ratifying these conventions, the Government of Nepal has committed to guaranteeing equality to both men and women in all spheres of their lives, which entails ensuring that they are not subject to sexual harassment. General Recommendation No.19 (eleventh session, 1992) of the CEDAW Committee clearly stipulated that gender-based violence is a form of discrimination that seriously inhibits women’s ability to enjoy rights and freedoms on the basis of equality with men. Under the Constitution of Nepal 2015, GBV has been quoted under the fundamental rights of women (Article 38) as "No woman shall be subjected to physical, mental, sexual, psychological or other form of violence or exploitation on grounds of religion, social, cultural tradition, practice or on any other grounds." Similarly, Part 4 of the constitution, under directive principles, policies and obligations of the state, directs the policies relating to social justice and inclusion be directed toward making self-dependent the women who are vulnerable, subjected to social and family exclusion and victims of violence self-reliant by making their rehabilitation, protection and empowerment (Article 51-j-2). The constitution under Part 27 makes provisions for various constitution commissions and under Article 253, filing cases against any persons or bodies on matters of violence against women or being subjected to social ill-practices or infringement of or deprivation of enjoyment of women’s rights is listed as a major function, duty and power of National Women Commission. The Gender Equality Act in 2006, brought tangible legal changes to sexual violence against women. A major achievement of this act is the provision that an offender convicted for rape must compensate the victim for mental and physical damage. Also important is the 2009 Domestic Violence (Crime and Punishment) Act, which recognized for the first time that domestic violence is a crime punishable by law. However, while the act recognizes domestic violence as a crime, it contains provisions for negotiations through police offices, which seems contradictory. Also, the National Civil Code Act 2017 states not to commit any inhumane or degrading treatment or domestic violence and the Criminal Code Act 2017 states that violence against women in form of accusing of witchcraft or practicing of ‘chhaupadi’ tradition and sexual violence is treated as criminal offense. Although there are some laws and provisions against domestic violence, many victims are left without support mainly because of the poor mechanism to deliver support services as well as a lack of awareness among people regarding such provisions. The Human Trafficking Act (2007) extended the definition of trafficking to include the offense of transportation for the purpose of trafficking. With this extended definition and other support measures, the new Act helps to control human trafficking and affords needed support and care for victims. Apart from these actions, the Supreme Court has also issued orders at different times prohibiting different malpractices that contribute to GBV. For example, the Supreme Court issued a directive order that required the government to declare Chhaupadi as a malpractice based on superstitious beliefs. Similarly, the court issued a directive order requiring the government to launch a massive awareness campaign to stop the exploitation of women accused of practicing witchcraft. The government's National Safe Motherhood Plan (2002-2017) recognizes GBV as an important issue for women's health. The Nepal Health Sector Implementation Plan 2010-2015 has outlined GBV as an integral component of health care provision. Protocols on the management of GBV, including sexual abuse, have been developed and are now operational. These protocols will study the feasibility of implementing a screening and support program at Maternity Hospital, Kathmandu for GBV. ### 7.3 Recommended Actions #### Table 10: Recommended Actions to address GBV Risks \| Objective \| Indicator \| Activities \| Timeline \| Responsibility \| \|---------------------------------------------------------------------------\|---------------------------------------------------------------------------\|---------------------------------------------------------------------------\|----------\|----------------\| \| Project Preparation and Appraisal \| \| \| \| \| \| Train and sensitize PIU \| PIU and project staff sensitized and trained \| Training/orientation session carried out \| \| TTL/Task Team, WB \| \| Include assessment of GBV risks as part of the social/gender assessment in project’s Environmental and Social Impact Assessment (ESIA)/ ESMP \| GBV risks highlighted and preliminary mitigation measures identified \| Conduct consultations and identify key GBV risks in project areas \| \| PIE \| \| Mapping of GBV service providers in project areas (in high risk project areas NGO service providers should be hired to provide services to GBV survivors, where relevant) \| Mapping completed of available, quality services in the project affected area \| Map out GBV prevention and response services in project area of influence \| \| FIU \| \| Inform communities in project areas of GBV risks and options for response \| # of awareness and consultations held \| ToR developed for community awareness raising activities (specialized service providers/contractors/NGOs identified and hired under contract) and awareness and consultations carried out \| \| PIE/FIU \| \| Formulate and adopt code of conduct including sections on safety of women and girls \| CoC developed, included in all contracts, and staff, consultants, contractors trained. \| CoC developed, include in all contracts and provide training to all \| \| PIE \| \| Hiring a Gender Specialist with expertise on GBV to advise and monitor action \| Appointment of specialist \| Implement the ‘Action Plan’. Provide technical support for conducting the trainings. \| \| PIE \| \| Objective \| Indicator \| Activities \| Timeline \| Responsibility \| \|--------------------------------------------------------------------------\|---------------------------------------------------------------------------\|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|----------\|-------------------------\| \| plan during project implementation \| \| Develop modules, monitor and evaluate the action plan items and report monthly, quarterly and annual basis. \| \| \| \| Project Implementation \| \| \| \| \| \| Reflect GBV risks, and measures to address them, in project ESMP and Contractor ESMP including the costs. \| GBV Action plan included in the ESMP \| Address how GBV-related costs will be paid in the contract, in the procurement documents to mitigate risks. \| \| PIE \| \| \| Procurement for GBV related activities and costs outlined in the contract. \| Clearly define the GBV requirements and expectations in a note to bidders. \| \| \| \| Establish and strengthen grievance redressal \| GRM established that is capable of handling GBV/SEA related complaints. \| GRM guideline reviewed and mechanism for GBV/SEA related complaint established and made functional. \| \| Gender specialist of the project \| \| \| Availability of an effective GRM with multiple channels to initiate a complaint / parallel GBV. \| Proper documentation is maintained for complaint registration and management. \| \| \| \| \| IEC material on GBV, Codes of Conduct, etc. put up in the work site, labor camps, surrounding communities. \| Provide appropriate referral to complainants. \| \| \| \| \| Number of GRM members trained. \| At project level, select one women member as first point of contact for the survivors of GBV and provide appropriate training to them. \| \| \| \| \| Inclusive GRM system in place. \| Conduct community awareness raising about GBV mitigation measures – eg. Codes of Conduct, GRM, how to report and provide multiple entry-points. \| \| \| \| \| Number of GBV grievances that have been referred to GBV Services Providers \| \| \| \| \| Project Monitoring \| \| \| \| \| \| Undertake regular M&E of progress on GBV activities \| Successful implementation of agreed GBV Action Plan (Y/N) \| Conduct M&E field visits. \| \| PIE, FIU, Gender Specialist \| \| Objective \| Indicator \| Activities \| Timeline \| Responsibility \| \|-----------\|-----------\|------------\|----------\|----------------\| \| \| \| Report in the quarterly progress report and review during ISR missions. \| \| \| Chapter 8: Consultation, Communication and Citizen Engagement Framework 8.1 General Consultations and communications will be an integral part in the environmental and social impact assessment and impact management. Effective consultations at subproject level will not only help identify the issues and impacts to different groups but also understand appropriate mitigation measures to address the impacts appropriately. As the local communities are better able to comprehend their economic, social, and biophysical surroundings, consultations with them will be useful in formulating environmental mitigation measures or resettlement options that address the needs of affected peoples and help improve the technical and managerial requirements of the options. Consultations for implementing the activities in the designated tourism sites will be carried out from the early stage of subproject planning to implementation and monitoring. One of the prime concerns of the ESMF is to ensure that the local communities in all conservation areas and national parks including indigenous and vulnerable groups are well-informed, consulted and mobilized to participate in the project activities supported under the tourism project. Based on this framework, concerned stakeholders will be regularly consulted at all stages of subproject planning and implementation. Consultations will take place at all stages from screening to environmental and social impact assessment (ESIA), and preparation and implementation of ESMP, RAPs, VCDPs, and IEEs as relevant. 8.2 Stakeholders Identification and Consultation Hierarchies 8.2.1 Stakeholder Identification Each stakeholders group plays a distinct role in the planning and implementation of the activities under the project. A comprehensive participatory consultation process will be adopted which should be designed and implemented after identifying all potential project stakeholders along with their specific interests and needs. Stakeholders’ identification, consultation and analysis will be continued throughout the project cycle and remain dynamic. The relevant types of stakeholders are the following. - Beneficiaries of the activities /investments of different subprojects under tourism project; - Peoples/communities affected adversely by the subproject investments, directly or indirectly; - Poor and vulnerable groups, women groups and professional/occupational groups; - Local committees such as Conservation Area Management Committees (CAMCs), Buffer Zone User Committees (BZUCs) and User Groups; - Entrepreneurs engaged in tourism activities viz hotels, homestays, trekking, travel and tours; • Community based organizations, INGOs/NGOs and community leaders; • Government agencies, and government officials at national, provincial, Palikas (Rural and Municipal) and Ward level; and • Donor agencies and donor supported projects. 8.2.2 Consultation and Stakeholder Engagement Hierarchies and Strategies Consultations and stakeholder engagement will take place at central/federal level, project destination level and local/community levels. The project will differ between consultations and engagement strategies (issues, target groups, forms of engagement) depending on the level (as shown below in Table 11). Table 11: Consultation and Engagement strategy: Stakeholders / Institutions, Issues and Methods \| Consultation Levels \| Stakeholders/ Institutions \| Issues for Consultation \| Methods/Tools \| \|---------------------\|-------------------------------------------------------------------------------------------\|----------------------------------------------------------------------------------------\|---------------------------------------------------\| \| Central Level \| • MoFE \| • MoCTCA \| • DNPWC \| • NTNC \| • Nepal Tourism Board \| • NFDIN/NEFIN \| • National Women Commission \| • National Dalit Commission \| • Hotel and Trekking Associations \| • National level issues on tourism development \| \| • Issues on nature-based tourism \| \| • Issues related to policy, legal and regulations in the management of the conservation areas, national parks/ buffer zones \| National level workshops \| \| High level meetings /Discussions \| \| Project Level (Parks and Destination) \| • ACAP \| • Manaslu \| • Banke, Bardia, Shukla Phanta and Rara National Park \| • Province and District Offices/ Agencies \| • Hotel and Trekking Agencies \| • CAMCs/Buffer Zone User Committees (BZUCs) and User Groups \| • INGOs/NGOs \| • Local communities \| • Project level (Parks and destination) issues \| \| • Feedback about project impacts/issues and mitigation measures \| \| • Planning and implementation modalities \| \| • Resource sharing/utilization \| \| • Working modalities by CAMCs/User Committees/Groups \| Project Area level workshops \| \| Meetings/Discussions \| \| CAMC/User Committees \| \| Local/Subproject Level (Community and household level) \| • Urban and Rural Municipalities \| • Project affected communities/households \| • Women groups \| • Indigenous and other vulnerable social groups (Dalit and marginalized groups) \| • Impacts to local people by subproject interventions \| \| • Livelihoods issues of the people induced by the subprojects \| \| • Mitigation measures that are culturally acceptable to the affected people including compensation/ resettlement, rehabilitation and livelihood restoration \| Community level meetings \| \| Surveys/Focused group discussions \| \| Interviews (groups/HHs) \| Consultation and Engagement Principles Consultations and stakeholder engagement will be an integral part of subproject design, implementation, impact assessment and impact management, M&E, and will rely on a set of important principles – in particular they should be: - Focused in terms of consultation needs and information collection on the issue/impacts as well stakeholder selection; - Be participatory in terms of social groups, gender or economic status of the project affected people/beneficiaries; - Free, prior and informed consultations (FPIC); in case of indigenous and vulnerable people, FPIC will be mandatory to hear their voices, obtain collective decisions and address the issues in culturally appropriate manner; - Where necessary, organized in local language to allow indigenous people to express their needs/issues freely; - Well facilitated by qualified persons to solicit the expected information from the participants of all types/categories; - Two-way communications will be useful in order to communicate the information clearly between the participants and the project; and - Well planned and organized in convenient locations to encourage maximum participation of the target groups. Consultations will be held with special emphasis on diverse groups, however, not limited to the vulnerable groups viz indigenous people, women and other vulnerable groups. Consultation and stakeholder engagement strategy when there are constraints on conducting public meetings infectious disease like COVID-19: Consultations are the cornerstone for successful planning and implementing the environmental and social management plans viz ESMPs, SMPs, RAPs, VCDP, GAP, etc. However, with the outbreak and spread of infectious disease like COVID-19, people have been advised, or may be mandated by national or local law, to exercise physical distancing, and specifically to avoid public gatherings to prevent and reduce the risk of the virus transmission. Countries have taken various restrictive measures, some imposing strict restrictions on public gatherings, meetings and people’s movement, and others advising against public group events. At the same time, the general public has become increasingly aware and concerned about the risks of transmission, particularly through social interactions at large gatherings. Owing to the unforeseeable future and the uncertainties surrounding the infectious disease like COVID-19 risks and its spread, alternative ways of managing consultation stakeholder engagement is important to stave off risks and spread of the virus. This section outlines the consultation mechanism, particularly for the preparation and implementation of environmental and social management plans when there are constraints in conducting public gatherings. The Project shall: - Review the infectious disease situation in the project area and the restrictions put in place by the government to contain the disease spread - Set out a plan for consultation and stakeholder engagement, particularly the approach, methods and forms of engagement proposed, and assess the associated potential risks of transmission of disease in conducting various engagement activities. Appropriate adjustments to be made to take into account the need to prevent spread of infectious diseases. - Make sure that all project personnel articulate and express their understandings on social behavior and good hygiene practices, and that any stakeholder engagement events be preceded with the procedure of articulating such hygienic practices. - Avoid public gatherings (taking into account national restrictions), including public hearings, workshops and community meetings, and minimize direct interaction between project agencies and beneficiaries / affected people. - Assess the level of proposed direct engagement with stakeholders, including location and size of proposed gatherings, frequency of engagement, categories of stakeholders - If smaller meetings are permitted, conduct consultations in small-group sessions, such as focus group meetings. - Identify vulnerable or disadvantaged individuals or groups and the limitations they may have in participating and/or in understanding the project information or participating in the consultation process amidst the restrictions (for example, language differences, lack of safe transportation to events, accessibility of venues, disability, lack of understanding of a consultation process). - Where direct engagement with project affected people or beneficiaries is necessary, such as would be the case for preparation and implementation of Resettlement Action Plans and cannot be postponed, identify channels for direct communication with each affected household via a context specific combination of online platforms (where feasible only) or dedicated phone lines. - If physical meetings are not permitted, diversify means of communication and consider which communication channels are applicable in the local context. Rely on local engagement partners to understand which channels are used by local community members in this non-normal situation in order to determine which mechanisms can be used to reach the right audience. List out both ICT-based mechanisms and non-ICT approaches that suit local conditions. - Information/ awareness campaigns through different medias; - Interactions with local government bodies i.e. Palika offices/ district offices as necessary; and - Grievance handling and management: For grievances coming from the community and other stakeholders, drop-in boxes should be made accessible in publicly accessible locations and other mediums (such as phone calls, online platform and other locally accessible communication channels). Consultations should be undertaken to enable maximum participation of the affected people where they can raise their concerns. PAPS’ participation should also be ensured during final assessment of compensation, resettlement and monitoring. Details of these consultations including dates, names of participants, issues raised and how these have been addressed will be documented in the subproject ESMPs/ RAPs or VCDPs. 8.3 Central/Federal level consultation at project design A national level consultation workshop of the project’s EMSF was held on April 30, 2019 to disseminate project information and discuss on environmental and social issues. (A list of the meeting participants is provided in Annex 22.) The workshop was participated by wide range of project stakeholders comprising of government officials from the relevant ministries and departments, participants from national NGOs working on gender and indigenous peoples, tourism and trekking associations, conservation partners, etc. The workshop was held to inform the stakeholders about the project, how it intends to address the environmental and social issues and gather their comments and feedback to enhance the document. The draft of the document was made available to the stakeholders through the PIE’s website. The presentation about the ESMF was well received by the stakeholders who provided their comments/suggestions and feedback which are incorporated in finalization of this document. The major issues and recommendation voiced by the participants were as follows. - Project activities may unintentionally result in social and occupation replacement and will have to be carefully analyzed and considered during the planning, designing and implementation of the subproject. - Preparation of GAP will need to have meaningful participation. - Implementation approach of project activities will need to gear for social change and not just participation. - Most women and IPs are victims of conflicts with wild animals, perhaps consider their relocation. - FPIC and participatory planning should be ensured in subprojects. - More importance to IPs in the VCDF/VCDP should be given. - Customary institutions should be incorporated in GRM. • Cultural tourism in destination tourism planning should be incorporated. • 50% in participation and access to benefits for women should be secured. • GESI approach to social and gender planning needs to be considered. • Depending on the subproject geographic location, consider transformative and sensitivity approach to social planning accordingly. • Tourism policy needs to be revised from GESI perspective. • Issues of child safety needs to be addressed in social planning. • Local based solutions and traditional knowledge will need to be examined during subproject assessment and planning. • Ensure people living around the PAs are directly benefitted by the project. • Lessons from other Pas should be incorporated. 8.4 Future Consultations During project implementation, future consultations will be needed depending upon the activities envisaged under different components of the project. Component 1 of the project involves activities related to improvement of management, planning and coordination among the federal and destination level stakeholders involved in the tourism sector. This will also include activities involving central/federal level policy reforms, planning, coordination and regulatory provisions for effective conservation and management of the project destinations and national parks including touristic sites and the gateways. Central/federal level consultations will be crucial to refine and reform or formulate the policies and plans among wide range of stakeholders. Component 2- Enhancing infrastructure for access and diversification of the project involves activities related to access improvement, environmental management, and tourism diversification and safety plans. Similarly, Component 3 will involve upgrading nature-based tourism quality standards and promoting local communities’ participation. Therefore, Component 2 and 3 would thus involve consultations at subproject levels engaging wide-range of participants in project area including affected people, women, IPs, private sector service providers in tourism sector, etc. (as described in Table 11) For project M&E and impact assessment, along with interviews with federal land destination level stakeholders, local level consultations would take place in varied forms such as focus group discussions (FGDs), public meetings, community discussions, and in-depth and key informant interviews in addition to the socio-economic surveys required as part of the project M&E framework. 8.5 Communication Strategy Generally, effective communication is crucial in order to understand, document and manage the issues, at both destination and local/community levels. Special approach to communication will be particularly important where project effects areas with significant presence of indigenous groups and other ethnic groups- and in the context of higher illiteracy of disadvantaged social groups including the women and Dalits in targeted areas. Well designed and implemented communication measures will allow the local people to express their needs, grievances and feedback that are important for the preparation of site specific environmental and social plans viz ESMP/RAP/VCDP/IEE, etc. The project communication strategies should build on the following principles (though not limited to them): - To transfer the message effectively and to reach out, communications should use multiple channels (applications, face to face discussions, telephone, SMS, email etc.) depending on targeted audience; - Communication strategy should be open and inclusive of all members of the community who will be affected by the project; - To the extent possible, it should be in local language to enable the participants capture the details and to express their views/opinions in their own languages clearly; - There should always be a two-way communication among the people and project; - Information, Education and Communication (IEC) materials should be published and distributed widely and with the use of proper visitation among the public/project affected people; - All information should be shared/disclosed among wider public where necessary; and - All messages/information should be properly documented. ### 8.6 Citizen Engagement Citizen engagement is an integral part of the above-described Communication and Stakeholder Engagement strategy (Chapter 8.2.2). In general, the project will place due priority for enhanced citizen engagement throughout the project cycle from planning to implementation and monitoring and evaluation. Enhanced citizen engagement will be ensured through different strategies and approaches that will be applied fully beginning from the planning and design of subproject interventions (see Table 11). The project will also place enhanced emphasis in forging partnership with the stakeholders. The stakeholders will include local communities, hotel and restaurants, travel and trekking agencies, home stay operators and other entrepreneurs engaged in tourism sector catering different services to the tourists. Women and other entrepreneur groups working in tourism business will be encouraged to participate in programs designed for skill enhancement for promoting quality tourism. The Conservation Area Management Committees (CAMCs), Buffer Zone User Committees (BZUCs) and User Groups (UGs) already instituted in the project sites will be engaged in undertaking project activities at local level where appropriate. Likewise, participatory planning will be incorporated especially with local governments to carry out the local development works under the project. Besides, the project will invest in grievances redress mechanism (GRM) so that the stakeholders could channel their voice and concerns or provide feedback through a properly designed system. to elicit responses from the local governments. Functional feedback mechanisms will be deployed which will include but not limited to the public engagement in the baseline, mid-line and impact studies. 8.7 Information Disclosure In consistent with the Bank’s policies, the summarized reports of environment and social plans including ESMF will be made available in Nepali language to the project offices, affected people and beneficiaries. Local NGOs and public offices in the project site will be provided copy of ESMF by PIE. The draft and final ESMF will be disclosed in the websites of (World Bank Infoshop and project website) and concerned Municipalities/Palikas and public places. For all activities under the project, information will be disseminated to beneficiaries at various stages. In the initial stage, the project office will be responsible for informing potential stakeholders/affected parties/persons (APs) and the general public about land acquisition requirements through leaflets and publication in local media outlets and newspapers. The project with support from its site offices will conduct consultations and disseminate information to all beneficiaries during the initial stages to create awareness about the project and inform the people about project impacts and mitigation measures. Chapter 9: Grievance Redressal Mechanism 9.1 Introduction A grievance hearing and redress mechanism will be developed and put in place to address the grievances in the project. Given the large numbers of activities that are envisaged for implementation with project’s supports, it is likely that there could be complaints coming from people and the communities on different aspects. In general, complaints tend to occur in a project when the activities result in adverse impacts to the property and livelihoods of the people. In case of the project, complaints from local people and communities may occur on various issues such as use/misuse of project funds, governance, transparency, loss of income/livelihoods of people, etc. To settle such potential problems, a grievance redress mechanism will be established with different committees formed at three levels - one at the PIE level in the center, another at project destination level and the last at unit (community) level. Planning and designing of the project's GRM will also identify local customary grievance/dispute resolution systems in the destination communities and incorporate such practices in the project's GRM. These, for example, among others include the Mukhiya (village head) system in the communities of Manang/Mustang and Badghar in Tharu community. Any grievance or complaint regarding project impact and issues will be heard and managed in one or other level depending upon where such grievances have been filed. 9.2 GRM Structures The GRM will have committees formed from among the project staff, beneficiaries, affected persons, and local government representatives. These committees will be formed at PIE level, project site level and unit level. At the central level (PIE), the Grievance Redress Committee (GRC) will consist of the following members. 1. Joint Secretary, Department of National Parks and Wildlife - Chairperson 2. Chief of Tourism Board- Member 3. Representative of Tourism Entrepreneurs- Member 4. Tourism Project Staff- Member 5. Project Leader, Tourism Project- Member Secretary There will be Destination Level Grievance Handling Committee led by Conservation Area Chief or Warden in case of national parks. This committee will consist of following members to hear and redress the grievances. 1. Project Chief - Coordinator 2. Project Area Safeguards Expert- Member 3. Project Area/ National Park Buffer Zone Chief – Member 4. Elected Representative- Member 5. Representative of Affected People/Beneficiaries – Member Similarly, a local level (unit) Grievance Handling Committee will be formed at the lowest level of grievance handling mechanism. This committee will consist of the following members. 1. Local project staff- Coordinator 2. Safeguards Expert- Member 3. Local elected Ward Chairman- Member 4. Elected representative- Member 5. Representative of Affected People/Beneficiaries- Member These committees will be formed once the project becomes effective. The respective project chiefs leading the project site offices and unit offices will take lead role in forming the committees and making them effective in their operations. All these committees will be responsible to register the grievances at their respective level, assess each and every grievance and take timely decisions for actions within the specified time frame. Once the decisions are made, every grievance complainant will be notified on the decisions taken. A sample format for submitting the grievances is provided in Annex 10. 9.3 Grievance Filing and Management A complaint cell will be established under the PIE to collect complaints and transmit them to the GRC. The affected persons/communities can register their grievances through multiple ways including locked boxes at the project office that can only be opened by a designated person, email, a designated telephone number, and individual or joint applications of complains in the GRCs at unit, project or central level as relevant where the tourism project has been implemented. The affected family, person or groups can approach the GRCs directly and file their grievances through one or other means specified above. All grievances filed shall be registered, categorized and prioritized by the complaint cell. All committees established at different levels will meet regularly on a fortnightly basis and the committees will review the grievances and take decisions for their resolution at their levels. The grievances filed in the unit and project offices will be redressed locally in a consultative manner and with full participation of the affected households, or their representatives, along with project officials and local government representatives. All grievances should be resolved within one-month time. Any grievances not settled at the unit (community) level within the timeframe will be referred to the project site office level. If the grievances/disputes are not resolved in this level, they will be referred to the PIE at the centre. The complainant may have final right to appeal the case in the court if she/he is not satisfied with the decisions made by GRCs. Communities and individuals who believe that they are adversely affected by a World Bank (WB) supported project may submit complaints to existing project-level grievance redress mechanism as mentioned above or the WB’s Grievance Redress Service (GRS). The Bank’s GRS consists of an independent Inspection Panel which determines whether harm occurred, or could occur, as a result of WB non-compliance with its policies and procedures. Complaints may be submitted at any time after concerns have been brought directly to the World Bank’s attention, and Bank Management has been given an opportunity to respond. For information on how to submit complaints to the World Bank’s corporate Grievance Redress Service, please visit http://www.worldbank.org/GRS and the World Bank’s Inspection Panel Website- visit http://www.inspectionpanel.org. Chapter 10: Institutional Arrangements for ESMF Implementation 10.1 Project Implementing Agencies The Ministry of Forests and Environment (MoFE) will be the main implementing agency (MIA) considering the focus of the project on nature-based tourism (NBT). Ministry of Culture, Tourism and Civil Aviation (MoCTCA) will be the implementing agency (IA) responsible for the implementation of a smaller part of the project for activities (component 1.2). A PSC chaired by the MoFE and comprising representatives from the MoCTCA, the Ministry of Finance (MoF) and other key ministries and departments, and NTNC will provide strategic oversight and guidance. A Project Technical Committee (PTC) will be chaired by the DNPWC. It will comprise representatives of key departments and agencies involved in the project (that is DNPWC, NTNC, and Department of Tourism-Dot) and will meet periodically to review project progress to inform the Steering Committee meetings. The Project Implementation Manual (PIM) will delineate responsibilities and detailed arrangements. NTNC will be the main Project Implementing Entity (PIE). DoT will be a Project Implementation Unit (PIU) in charge of implementing Component 1.2 activities. MoFE and MoCTCA will ensure that NTNC/PIE and DoT/PIU are adequately staffed with expertise from relevant technical, administrative, environmental and social safeguards, procurement and finance units. NTNC/PIE and DoT/PIU, in the activities within their respective jurisdiction, responsible for ensuring compliance with safeguard requirements as described in the project’s ESMF. NTNC and DoT will consolidate their project progress reports and submit to the PTC as needed. NTNC/PIE will have the overall responsibility of compiling data and reporting on the Results Framework. The project progress will be monitored and evaluated through multiple agencies, mechanisms, and data providers under with overall coordination of PIE. M&E will be overseen by a dedicated M&E specialist responsible in PIE. 10.2 Safeguards Planning and Implementation The overall safeguards planning in the STENPA project will take into account all potential environmental and social risks that might occur in any form or degree. The land zoning plans, community settlement plans or tourism destination plans, etc. to be developed under the project pertain mostly to systematic planning of land use for various purposes in the long term. The preliminary activities of these plans involve land use mapping for various purposes (rural or urban settlements, tourism spots for sightseeing/ trekking, adventures, hotels and recreation zones, forest and wildlife, etc.), resource assessment, infrastructure development, etc. Technical or expert judgement alone will not be sufficient while developing these plans. Intensive community consultations and due consideration of peoples’ feedback in the planning and design will be of utmost importance during subproject planning and implementation. In case where project activities involve the new establishment or upscaling of cottage industries viz small and medium enterprises (SMEs), the project will ensure fully that the fundamental policy principles of ESMF are duly adhered and put into practice. In such case, the financing agencies will require to complete the environmental and social screening of the activities to be funded under the project. It should be ensured that the financing agencies meet the safeguards requirements of NRB and World Bank. Although resettlement planning and implementation takes place at community level, there must be a competent in-house mechanism within NTNC to perform all tasks on time. At central level, qualified social safeguards experts should be on board to provide continuous guidance to all the social teams working at subproject and destination / community level and they should have the capacity to undertake proper planning. This would require: i) placement of qualified social experts/officers at subproject/destination level ii) social team should have possessed all safeguards planning documents viz ESMF as well as manuals /guidelines for screening and ESMP /RAP/VCDP iii) plan for orientation to the safeguards team at local level iv) periodic meeting on safeguards among the safeguards experts, and v) proper documentation as well as monitoring and reporting of safeguards compliance. 10.2.1 Central Level The Project Implementing Entity (PIE) at NTNC will have dedicated Social and Environmental Unit (SEU$^1$) responsible for overall safeguard oversight and management of project’s social and environmental functions including planning, management, implementation, and monitoring of safeguard measures. Likewise, Project Implementation Unit (PIU) at DoT will have social and environmental specialists to support in the safeguard matters in the project activities under the jurisdiction of the DoT. The safeguard staff and M&E Officer will work together in coordination. The SEU at PIE will prepare consolidated safeguard report of the project, in coordination and collaboration with DoT’s social and environmental specialists. The environmental and social safeguards experts based at PIE and PIU will be responsible for all planning as well implementation and monitoring of safeguards measures in their respective jurisdiction. Normally, the safeguards related activities will include the followings. - Preparation of safeguards related guidelines and manuals for use at field level; - Orientation to field level staff on safeguards planning, implementation and monitoring; - Ensure project TAs are subjected to E&S Overview by conducting the E and S Overview or by providing guidance and support, as may be suited and needed; - Ensure that each physical investment subproject/activity funded under the STENPA Project is subjected to social and environmental screening; - Conduct /guide to carry out social and environmental screening, social and environmental assessment of subprojects, if required; - Prepare/guide to prepare social and environmental plans viz ESMP/EMPs, RAP; VCDP, GAP, IEE, etc. based on the requirements of subproject interventions and as revealed by screening reports; - Coordinate to implement the mitigation measures in compliance with the social and environmental management plans; - Monitor the safeguards compliance; and - Prepare progress reports. $^1$ Though NTNC has prepared Environment and Social Management: Safeguard Policies and Procedures (2017), this has not been effectively implemented. NTNC does not have safeguard experts and unit. Hence, NTNC may wish to adopt a strategy to gradually develop the STENPA Project’s SEU to a formal and permanent safeguard unit of the NTNC by the end of the project. In addition, the Safeguards Experts will be responsible to monitor, and report safeguard compliance to the Safeguards Team of the WB. On a case by case basis, the project will provide technical and financial support to SNGs for implementing parallel projects identified in the DVIPs. The Ministries of Industry, Tourism, Forest and Environment of concerned Provinces (P-MITFE) will act as the main counterparts of the PIE and FIUs to ensure coordination at the provincial level. 10.2.2 Field Level A PA Oversight Committee (PAOC) and a Field Implementation Unit (FIU) will be established in each province where project destinations are located. The NTNC’s existing decentralized units in Pokhara, Bardia and Shukla Phanta will host the initial FIUs for the initial project destinations. The network of decentralized NTNC units will serve as FIUs at additional project destinations; in cases where there is no such decentralized unit in the proximity of a project destination, the NTNC will establish a new FIU in the concerned province. PAOCs will be established under the chairmanship of the concerned management institution of the PA and ensure there is adequate coordination between various departments, units and agencies operating in the concerned PAs. The Field Implementation Unit (FIU) will implement the safeguards measures proposed for each subproject activity. The FIU will need expert support from the center (e.g. from SEU). Additional staffs will be hired at the field level to support field implementation with safeguard responsibility. The Conservation Area Management Committee (CAMCs) and responsible unit National Park (Banke, Shukla Phanta, Bardia and Rara National Parks) will be engaged in field level regular monitoring. At field level, the contractors and user groups formed by the project will be the key actors in undertaking civil works. As such, all the contractors and user groups are responsible for and accountable to comply with the construction period safeguard measures. The contract clauses in the case of contractor, or Memorandum of Understanding or Agreement with the Users Group will have subproject specific safeguard clauses. 10.3 Capacity assessment and Capacity Building Capacity Assessment: NTNC’s current organizational structure at the main office consists of the Program, Finance and Administration sections with teams of supporting staff. There are about forty staff altogether engaged in various capacity from A3 (assistants) to D2 (director) positions. Senior staffs of O3 (manager) position hold the responsibility of supervising and managing NTNC's projects specific working areas in the mountains and Terai. The staff in O1 (officer) position have respective roles such as Conservation Officer, M&E Officer, GESI Officer, Information Officer, Procurement Officer, Administrative Officer and GIS Officer. There are no separate units set up yet for the above-mentioned functions but is planned to upscale the institutional capacity in such manner. There is no dedicated Social and Environmental Unit, nor social and/or environmental safeguard expert. In view of this existing capacity, NTNC’s capacity is short to handling a project of larger scope and size such as STENPA. Similarly, the field offices are managed by a team of staff comprising the Project Chief, Conservation Officer, Social Mobilizer, Tourism Officer, GESI Officer, etc., but no social and environmental safeguard staff and expertise. Therefore, the PIE will have to play key role in the capacity building of all actors. NTNC’s capacity in managing environmental and social impact and risks is limited as there is lack of dedicated staff, expertise and experience in managing environmental and social safeguard. Capacity strengthening measures: The project, in recognition of the limited capacity, includes capacity strengthening support for environmental and social management through trainings and orientations, hiring of safeguard consultants, and external monitoring. Orientation on safeguards planning and compliance to all stakeholders involved in the project activities is important and necessary. Therefore, the project will hire specialized experts to undertake various roles necessary for the project’s smooth running. PIE’s and PIU’s capacity on E&S safeguards will be strengthened through different measures such as (i) hiring of specialized E&S experts at the center and field level, as may be needed (ii) training and orientation on safeguard planning and implementation (iii) hiring of gender expert, (iv) hiring of M&E expert, (v) hiring of social mobilizers, and engaging external monitoring. Capacity development activities will also be provided to other stakeholders which include DNPWC, Contractors, and CAMCS, User committees / groups and representatives of beneficiaries. Capacity building of the stakeholder agencies would involve orientation and training mainly in the following areas. - Orientation on ESMF planning and mitigation, potential E&S issues/ impacts and mitigations; - Trainings on safeguards planning process viz E & S Overview, E & S screening, EA, SIA survey, census survey, etc.; - Consultation procedures and framework; - Preparation of safeguards plans viz ESMP/EMP, RAP, VCDP/IEE etc.; - Implementation of safeguards measures viz minimize adverse impacts, change in design, entitlements/compensation for losses; - Grievance filing, recording and management; and - Safeguards monitoring and reporting. A specimen ToR for E&S capacity building expert is provided in Annex 11. Chapter 11: Supervision, Monitoring and Evaluation 11.1 General Project implementation and monitoring will be mainstreamed within the project implementation arrangement$^1$. The overall Project Implementation Entity (PIE) will be hosted by NTNC. NTNC, in coordination with the MOFE/ DNPWC and MOCTC /NTB will be responsible for the overall oversight and implementation of this framework and plans and ensure that any adverse impacts of the project activities are minimized and mitigated fully. NTNC/ PIE and DoT/PIU, in the activities within their respective jurisdiction, are responsible for ensuring compliance with safeguard requirements as described in the project’s ESMF. NTNC/PIE may, among other staff, have the Social Safeguards, and Environmental Safeguards Specialist. Other staffs both at center and field level, as needed, may also be appointed. NTNC/PIE, will have dedicated Social and Environmental Unit (SEU). Dedicated implementation teams at the field level in ACA, MCA, Bardia NP, Banke NP, Shukla Phanta NP and Rara NP will be set up. At minimum, the field teams will comprise a Project Lead and dedicated officers responsible for finance, procurement, safeguards and M&E. The field staff will be oriented and trained in the relevant safeguard roles and functions. NTNC and DoT will consolidate their project progress reports and submit to the PTC as needed. NTNC/PIE will have the overall responsibility of compiling data and reporting on the Results Framework. The project progress will be monitored and evaluated through multiple agencies, mechanisms, and data providers under with overall coordination of the PIEs. M&E will be overseen by a dedicated M&E specialist responsible in PIE. 11.2 Supervision The contractors and user groups are responsible for and accountable to comply with the construction period safeguard measures. The E&S safeguard experts of the project will be primarily responsible for organizing regular supervision of the sites to check E & S compliance, collect documentations & data, provide expert guidance as may be needed etc. The central E & S team will coordinate with and/or mobilize the field-based team, including Field Implementation Unit (FIU) and PA Oversight Committee (PAOC) as may be relevant, for regular supervision at sites. All the works supported with the tourism project will be supervised by FIUs, with need-based support from center, on a day to day basis, provide expert guidance, and any faults noticed will be corrected immediately to maintain the standards. Important observations will be immediately shared with the PAOC, PIE or/and PIU as may be relevant and needed actions will be taken. $^1$ See Chapter 10 of the ESMF, PAD paragraph 49 – 52, PAD Annex 1 11.3 Monitoring E and S Monitoring will be an integral part of overall project management and carried out on a periodic basis. In the project, the PIE and PIU respectively for the activity within their jurisdiction will have the responsibility of monitoring the E & S compliance, documentation and data, permits, process and procedures, grievances, works covering inputs, process and outputs. Such monitoring is expected to provide feedback to the management in taking timely decisions to improve the E & S performance. PIE and PIU will use risk-based approach in monitoring and visit sample sites for monitoring. As part of the broader M&E framework, the project will also carry out different studies viz baseline study, independent studies and evaluation. Monitoring of safeguards implementation will be an integral part of tourism project cycle and include the followings. - Undertake periodic monitoring$^1$ to ensure the implementation of safeguards compliance and mitigation measures; - Ensure that information for all key indicators as depicted in table 14 below related to various social and environmental impacts/compliances are fully captured and collected; - Do the verification of data vis a vis key result monitoring indicator covered; - Provide recommendations for corrective measures based on the findings from monitoring; and - Report the outcomes of monitoring. Two types of monitoring will be carried out under the project. One is regular monitoring which will be a part of project implementation and will be carried out internally by the project. The other is external monitoring which will be carried out by the independent consultant/firm. 11.4 Regular Monitoring NTNC has a fully dedicated focal person (M&E Officer) for the monitoring of its regular program. Currently, monitoring is limited to occasional site visits to sample sites based on the risks. In order to carry out monitoring and evaluation of safeguards measures effectively, the M&E system of NTNC will be strengthened gradually with added safeguards experts at PIE. The safeguard experts at PIE/PIU will be responsible for implementing ESMF and carry out periodic monitoring to ensure that safeguards compliance has been made as per the requirements. Regular monitoring is part of project’s internal monitoring, will be carried out by the project's E&S team (lead by the central teams), and will focus on key outcomes/outputs and implementation progress. $^1$ Periodic monitoring will be done on quarterly basis by the PIE and PIU. 11.5 External Monitoring In addition to regular or internal monitoring as mentioned above, the project will engage consultant or consulting firm for external monitoring of the E&S compliance. External monitoring will be scheduled as follows: - Annually until Mid-Term Review (MTR), one external monitoring report will be scheduled in such a way that it will inform the MTR; and - Frequency/timing of the external monitoring after the MTR will be decided by the MTR. The last external monitoring will be scheduled at the end of project implementation that will also serve the status report on E & S at project completion. The scope of external monitoring will include, but not limited to: - ESMF implementation status and compliance with the mitigation measures; - Compliance with legal aspects including permits, clearances and no objections; - Tracking environmental and social implementation performances; - Reviewing stakeholder engagement and consultations; - Reviewing grievance management; - Undertaking site visits to validate documented information, meeting with workers, management, and stakeholders, etc.; - Identifying corrective and preventive actions to be incorporated in management tool of the client in a manner acceptable to the Bank; and - Identify good practices and lessons learned. Example of potential monitoring indicators are provided in section 11.6, and a draft ToR for External Monitoring is provided in Annex 14. 11.6 Monitoring Indicators Selection of correct indicators is important in order to come up with realistic monitoring plan and reporting. The Safeguards Experts assigned in the project will develop monitoring plans along with the key applicable indicators on various safeguards measures, guided by, however not limited to, the followings. \| Key Monitoring Indicators \| Methods \| Report Schedule \| Responsibility \| \|--------------------------\|---------\|-----------------\|---------------\| \| A. Common Indicators \| \| \| \| \| No. of safeguard documents prepared, Screening checklists/ ESMPs /EA/RAPs/ VCDPs, etc. prepared) \| Review progress report, individual subproject documents \| Quarterly report \| PIE and PIU/Safeguards Team \| \| Compliance with legal aspects (permits, clearances, No objections as may be needed) \| Review progress report, individual subproject documents \| Quarterly report \| PIE and PIU/Safeguards Team \| \| Disclosure and dissemination of safeguard documents \| \| \| \| \| No. of social/environmental issues incorporated in subproject design (i.e. change in design, route/place, etc. to avoid adverse impacts) \| Review progress report, review of project documents/DPR, etc., site visit to sample subprojects/ \| Quarterly \| PIE and PIU/Safeguards Team \| \| B. Social Indicators \| \| \| \| \| No. of affected families by type of loss/impacts recorded \| Review progress report \| Prior Subproject approval \| PIE and PIU/Safeguards Team \| \| No. of user groups formed/ involved in various construction works/ wage payment to the local user groups within the conservation area/parks \| Review contact documents/ site visit \| Quarterly \| Project site office/Safeguards Team \| \| No. of community consultations held; IPs/ vulnerable groups and women participating in different consultations. \| Review progress report \| Quarterly \| PIE/Safeguards Team \| \| Compensation for losses as per entitlement matrix/ other assistance paid, if any, to the affected people (Rs) \| Verify with CDC data/review progress report \| Quarterly \| PIE/Safeguards Team \| \| No. of local user committees/groups awarded the construction works \| Verify with Sub-project Office \| Quarterly \| PIE/ Subproject Office \| \| Value of works awarded to local committees (Rs) \| Verify with Sub-project Office \| Quarterly \| PIE/ Subproject Office \| \| No. of grievances/disputes registered at different levels (PIE, PA/Parks, Unit) and number redressed \| Review grievance records/progress report \| Quarterly \| PIE/Safeguards Team \| \| C. Environmental Indicators \| \| \| \| \| Protection of forest and Compensatory Plantation/NTFP plantation carried out against tree felled as per GoN norms \| Review Progress Report, project documents, sample site visits \| Annually \| PIE and PIU/Safeguard Team \| \| Solid waste management (pollution, sanitation) \| Review Progress Report, project documents, sample site visits \| Quarterly \| PIE and PIU/Safeguard Team \| \| Wastewater, including effluent, management (pollution of water bodies, land) \| Review Progress Report, project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| \| Protection of fertile agricultural land \| Review Progress Report, project \| Quarterly \| PIE and PIU/safeguard team \| \| Category \| Monitoring Method \| Frequency \| Responsible Parties \| \|-------------------------------------------------------------------------\|--------------------------------------------------------\|------------\|--------------------------------------\| \| Protection of infrastructure \| Review Progress Report, project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| \| Maintenance of scenic and aesthetic value \| Review Progress Report, project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| \| Pressure on wildlife and biodiversity (including hunting, poaching, fishing, NTFP etc.) \| Review Progress Report, project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| \| Conduction of Environmental awareness training program \| Review Progress Report, project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| \| Enhancement measures for Terrestrial, wetland habitats, etc. \| Review Progress Report project documents, sample site visits \| Quarterly \| PIE and PIU/Safeguard Team \| \| Increase/reduction of human animal conflicts or animal vehicle collision, etc. \| Review Progress Report project documents, sample site visits \| Quarterly \| PIE and PIU/Safeguard Team \| \| Landslide/ erosion prone area treatment with bioengineering or other indigenous techniques and conservation of top soil \| Review Progress Report project documents, sample site visits \| Quarterly \| PIE and PIU/Safeguard Team \| \| Health and safety of workers and community \| Review Progress Report project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| \| Land use change \| Review Progress Report project documents, sample site visits \| Quarterly \| PIE and PIU/safeguard team \| 11.7 Reporting The project will be responsible to make monitoring report public on a specified time frame. In the project, monitoring reports on safeguards compliance will be prepared by the safeguard teams. Internal reports will be prepared by field team (e.g. FIU) on a regular basis. Central teams, at PIU and at PIE, will produce periodic E& S status and progress reports, coinciding with the project quarterly progress (or as an attachment to the quarterly progress report – providing a summary of E&S progress and status). Additionally, the PIU/PIE will prepare separate consolidated safeguard progress and status report once in six-month, coinciding with the Bank’s supervision mission. Similarly, external monitoring report will be produced after the monitoring at the end of the external monitoring as scheduled in Section 11.5 - annually until the MTR and as decided by the MTR thereafter. The PIE and PIU will be responsible to report the progress on safeguards compliance during their regular reporting to the World Bank. Chapter 12: Budget for Implementing ESMF This chapter provides the indicative budget for implementing the ESMF. The budget includes the cost for E&S screening, implementation of ESMP, RPF and VCDP implementation, E&S expert fees, GRM implementation, safeguard capacity building and M&E. \| Safeguard Activities \| Cost Estimation (NRs. In '000) \| Remarks \| \|-----------------------------------------------------------\|-------------------------------\|-------------------------------------------------------------------------\| \| a) Environmental and Social Screening \| 1000 \| Tentative budget for carrying out ES screening based on past experience. One environmental and one Social Expert will be hired in the two geographical destinations (expert fee and travel). \| \| b) Implementation of ESMP prescribed by Environment and Social Assessment \| 15000 \| Mitigation measures related with identified sub-project \| \| c) Disclosures and dissemination of environmental safeguard documents \| 2500 \| Cost involve for FGD, public consultation, notice publication, uploading including logistic arrangement associated during consultation. \| \| d) Supervision, Monitoring and Reporting \| 5000 \| Sub project level as well as monitoring from PIE (includes travel cost) \| \| e) RPF and VCDP implementation \| 10000 \| Skill enhancement training, provision of equipment, etc., for the project staff \| \| f) Environmental Safeguard Expert (Remuneration) \| 7500 \| As per your organogram or customize for this project, PIE, PIU, FIU, etc. level and subproject level. \| \| g) Social Safeguard Expert (Remuneration) \| 5000 \| Same as above \| \| h) E&S safeguard monitors and facilitators \| 10800 \| At subproject level \| \| i) Grievance Readdress Committee \| 1500 \| Committees allowance, transportation, etc. at subproject level, Province level and PIE level \| \| j) Gender Action Plan implementation \| 9875 \| Gender sensitization workshops and training for staff, hire GBV victim service providers, Gender Specialist, \| \| k) External Monitoring during the project period \| 7500 \| It shall be carried out by independent consultant or firm \| \| l) E&S Safeguard capacity building \| 23400 \| Hiring E&S experts, training and orientation at FIUs, GESI expert & M&E expert \| \| m) Safeguard capacity building/training-Staffs (NTNC staffs PIE and field level, Wardens, provincial and local level, CBOs, CFUGs, Implementing entities, etc.) \| 8000 \| E&S safeguard screening, planning, designing, implementation and monitoring training \| Total 107,075 Annexes Annex 1 (a): Exclusion List of Project Activities The following type of activities (Exclusion List) will not be implemented under the project in order to avoid significant adverse impacts that are sensitive, diverse or unprecedented and may affect an area broader that the site or facilities subject to physical works. This exclusion list also excludes those activities that require a full EIA by the GoN's legislation and the Category A activities under the World Bank's OP 4.01 Environmental Assessment, OP/BP 4.04 Natural Habitats, OP/BP 4.36 Forestry, OP/BP 4.11 Physical Cultural Resources and OP/BP 4.12 Involuntary Resettlement. 1. Environmental Activity Lists - New alignment and construction of through road in the core zone of protected area; - Interventions to disrupt natural corridor function; - High raising infrastructure construction that does not blend with local environment; - Construction in important biodiversity areas that affects critical habitats; - Mega construction projects e.g. hydropower, dam, high-tension line etc. - Introduction of invasive species; - Linear infrastructure that fragment critical habitats; - Sub project creating excess pollution (sound, waste, toxins, water) and releasing excessive pollutants; - Generation, production, storage, use or disposal of hazardous waste or materials - Quarry of mines and minerals. - Activity likely to have significant adverse environmental impacts that are sensitive, diverse, or unprecedented. These impacts may affect an area broader than the sites or facilities subject to physical works - Activity that would involve large scale/ significant conversion or degradation of critical forest areas or related critical natural habitats; - Activity that involve significant conversion or degradation of critical natural habitats, including adjacent or downstream critical natural habitats (critical natural habit includes, but not limited to, legally protected or officially propose for protection or unprotected but of known high conservation value) - Activity that would have severe adverse impacts on critical or otherwise valuable natural or cultural resources - Activity that would likely have significant impacts on physical cultural resources (movable or immovable objects, sites, structure, groups of structures, natural features and landscapes that have archeological, paleontological, historical, architectural, religious, aesthetic, or other cultural significance) of international or national reputation (such as UNESCO sites, and/or included in the national registry of cultural sites etc.). The activity may, for example include: (a) significant excavations, demolition, movement of earth, flooding, or other environmental changes; and (b) any activity located in, or in the vicinity of, a physical cultural resources site. - Activity that contravene applicable international environmental agreements in which Government of Nepal and/or World Bank are/ is party to; 2. Social Activity Lists - Large scale involuntary resettlement and/or forced physical relocation of people. - Increased community exposure to disease (water borne, water based, water related, vector borne disease as well as communicable disease); - Application of adverse or discriminatory practices leading to impoverishment of people; - Use of child labors and other forms of forced labors; - Activities with enhanced risk of gender-based violence; - No land with any kind of disputes/conflicts will be used for the subprojects; - Restriction to accessing land and natural resource of indigenous people subject to their traditional use and customary rights; and - Excavations of archeological and cultural/national heritage sites. Annex 1 (b): Example of Activities that require Initial Environmental Examination (IEE) and Environmental Impact Assessment (EIA) as per Environmental Protection Rules\textsuperscript{26} of Government of Nepal IEE Required Activities (activities that are larger than the IEE required activities, will require EIA) - Clear felling or rehabilitation of national forests with an area of not more than 5 hectares - Preparation of management plans of national parks, wildlife sanctuaries, conservation areas and their buffer zones or launching of development and construction activities specified in such plans - Construction of forest paths up to Five Kilometer long - Establishment of cold storage having investment of total fixed capital exceeding Rs. One million - Construction of One to Five-Kilometer-long ropeway or cable car routes - Construction of the following roads: (a) District roads (b) Urban roads (c) Rural roads (d) Small feeder roads - Construction of major bridges - Establishment and operation of hotel with Fifty to Hundred beds - Extension of the areas of the existing airports - Opening of new areas for the promotion of tourism. - Operation of rafting activities on any river having fish or other aquatic life. - Operation of new golf courses and organized form of water sports. - Promotion of tourism in a number exceeding Ten Thousand per year at an altitude above Five Thousand meters. - Disposal and management of waste emitted from trekking points - Activities relating to compost plants in an area ranging between One to Five hectares. - Commercial fish-farming in an area of more than One hectare EIA Required for activities located in the following type of sensitive areas - Historical, cultural and archeological sites. - Environmentally weak and wet Areas. - National parks, wildlife sanctuaries and conservation areas. - Semi-arid, mountainous and Himalayan regions. - Flood prone and other dangerous areas. - Residential, school and hospital areas. - Areas with main sources of public water supply. \textsuperscript{26} The Environmental Protection Rule is in the process of revision following new Environmental Protection Act 2019. This list (Annex 1(b)) needs to be updated following the new Rule. • Establishment of hotels, resorts, safaris, educational institution, hospital and industries of other construction activities inside forest areas, national parks, sanctuaries, conservation areas, buffer zones and environment conservation zones \| Component 1: Improving destination management, planning and coordination \| \|---------------------------------------------------------------\| \| Sub component 1.1: Enhancing destination management and Planning \| \| 1 \| Develop a sustainable tourism development strategy for all of Nepal's PAs, review and update PAs management plans and develop guideline for integrating sustainable tourism development (all PAs) \| Consultancy \| \| 2 \| Incorporate nature-based tourism development plan into the provincial level tourism master plan (All destinations) \| Consultancy \| \| 3 \| Short-term trainings (fiduciary, E&S safeguard, M&E, financial, procurement, project management, tourism, GIS, wildlife management, trail auditing, etc.) to build capacity of MoFE, DNPWC, NTNC and other institutions involved in PA management \| Service \| \| 4 \| Knowledge generation and exchange (national and international knowledge sharing platforms including IUCN, International Ecotourism Society, etc.) \| Service \| \| 5 \| Analysis to identify project-relevant gaps between males and females, especially in light of country gaps identified through SCD and CPF with GESI action plans in Terai and mountain \| Consultancy \| \| 6 \| Project promotion and outreach (brochures, destination maps, leaflets, fam-trips, photographic documentation, video-graphic documentation, and other promotional materials) \| Consultancy/Service/Goods \| \| 7 \| Prepare a tourism road upgradation development plan and specific standards for sustainable tourism development \| Consultancy \| \| 8 \| Training and beneficiary's engagement with SNGs and local community organizations - management committees, tourism committees and women's groups \| Service \| \| 9 \| GIS and Remote Sensing software and equipment, project management software, surveillance equipment (drones), wildlife research tools (camera traps, GPS, field gears, Artificial Intelligence, etc.) \| Goods/Service \| \| 10 \| Establish destination coordination mechanism and partnership with key representatives of federal and local government and communities \| Services/Consultancy \| \| 11 \| Upgrade the drafting and enforcement of rules and guidelines \| Service/Consultancy \| \| 12 \| Landscape zonation development and planning for tourism development using digital tools \| Consultancy/Works \| \| 13 \| Conduct a carrying capacity in all destinations \| Consultancy/Works \| \| 14 \| Design and implement a monitoring plan to analyze tourism impact in selected destinations \| Consultancy/Works \| \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 15\| Assess rural tourism services and facilities (homestays, etc.) \| Consultancy \| \| 16\| Assess impact of climate change in tourism and livelihood \| Consultancy \| \| 17\| Assess and explore exclusive wildlife observation sites \| Consultancy \| \| 18\| Preparation of DVIP for ShuNP and RNP including demand and market analysis, connectivity gap analysis and identification of activities (ShuNP and RNP) \| Consultancy \| Sub component 1.2: Integrating NBT into National Tourism Policies and Branding \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Review adapt and support tourism act, online tourism service, online tourism enterprise registration system develop and implement etc. \| Service/Consultant/Goods \| \| 2 \| TSA - improve data collection, compilation and analysis relating to destinations and support \| Service/Consultant/Goods \| \| 3 \| Tourism branding and marketing strategies of Nepal PA’s offering including support to national campaigns \| Service/Consultant \| \| 4 \| Develop and renovate services in local airports and Visitor Centers in gateway cities \| Service/Consultant/Goods \| Component 2: Enhancing Infrastructure for Access, Environmental Management and Tourism Diversification Sub component 2.1: Enhancing tourism infrastructure for access to PAs \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Develop a signage plan (all destinations) \| Consultancy \| \| 2 \| Produce and place new trail signage (include directional signs, information signs, interpretative signs, etc.)- all destinations \| Good/Works \| Annapurna Conservation Area (CA) Priority connecting road upgrading in ACA \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Prepare detail survey report (DPR) along with E & S safeguard measures of prioritized last mile roads (2, 3 and 4) \| Consultancy \| \| 2 \| Milan Chowk (Hemja) – Lwang \| Work \| \| 3 \| Phedi-Dhampus \| Work \| \| 4 \| Besi Sahar- Bhujung \| Work \| Upgrade public tourism-related facilities \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Survey for helipads sites in ACA, MCA and RNP \| Consultancy \| \| 2 \| Develop helipads in identified sites in ACA, MCA and RNP \| Work \| \| 3 \| Design, develop and enhance public services and transportation system (Bus stops and terminals taxi stands, street lights, rest stop with toilets) \| Work/Consultancy \| Manaslu Conservation Area (MCA) Priority connecting road upgrading in MCA \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Prepare detail survey report (DPR) along with E & S safeguard measures of prioritized last mile roads (Aarughat - Jagat) \| Consultancy \| \| 2 \| Upgrade Aarughat- Jagat \| Work \| Upgrade public tourism-related facilities \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 3 \| Design, develop and enhance public services and transportation system (Bus stops and terminals taxi stands, street lights, rest stop with toilets) \| Work/Consultancy \| \| Bardia National Park (BNP) \| \| \|---------------------------------\|---\| \| Priority connecting road upgrading in BNP \| \| \| 1 Prepare detail survey report (DPR) along with E&S safeguard measures of access roads and park network roads \| Consultancy \| \| 2 Develop and upgrade Thakuradwara - Betahani-Hattishar road and road to Banjaria and Blackbuck area \| Work \| \| Upgrade public tourism-related facilities \| \| \| 1 Design, develop and enhance park entry and public services (Bus stops, street lights, rest stop with toilets, information center, souvenir shops, restaurants, etc.) \| Work/Consultancy \| \| Banke National Park (BaNP) \| \| \|---------------------------------\|---\| \| Priority connecting road upgrading in BaNP \| \| \| 1 Prepare detail survey report (DPR) along with E &S safeguard measures of all-weather access road inside BaNP \| Consultancy \| \| Upgrade public tourism-related facilities \| \| \| Shukla Phanta National Park (ShuNP) \| \| \|-----------------------------------------\|---\| \| Priority connecting road upgrading in ShuNP \| \| \| 1 Prepare detail survey report (DPR) along with E &S safeguard measures of access road to the park and all-weather roads inside ShuNP \| Consultancy \| \| 2 Develop access road to park HQ \| Work \| \| Upgrade public tourism-related facilities \| \| \| 1 Design, develop and enhance park entry and public services (Bus stops, street lights, rest stop with toilets, information center, souvenir shops, restaurants, etc.) \| Work/Consultancy \| \| Sub component 2.2: Upgrading environmental management and tourism-related infrastructure \| \| \|---------------------------------------------------------------------------------\|---\| \| 1 Develop and implementation of local adaptation plan of action (LAPA) for reducing climate and disaster vulnerability (for all destinations) \| Consultancy/Work \| \| Annapurna Conservation Area (ACA) \| \| \|--------------------------------------\|---\| \| 1 Develop Detailed Project Report (DPR) along with E&S safeguard measures for Round Annapurna Alternative Trekking Trail (RAATT), Mardi Himal Trekking Trail, Nilgiri Trekking Trail, Annapurna Base Camp, Seven Passes Trekking Trail, Sikles-Timang and Ghandruk - Ghorepani Trekking Trail \| Consultancy \| \| 2 Develop and upgrade trekking trail facilities in RAATT, Mardi Himal, Nilgiri, Annapurna Base Camp, Seven Passes, Sikles-Timang and Ghandruk - Ghorepani including bridges and safety barriers \| Work \| \| 3 Develop signage, porter shelters, safe drinking water stations, location boards, peak lens for mountain identification, rescue shelters and waste management facilities RAATT, Mardi Himal, Nilgiri, Annapurna Base Camp, Seven Passes, Sikles-Timang and Ghandruk - Ghorepani \| Work \| \| 4 Develop DPR with E&S safeguard measures for beautification, enhancement and access to lakes of ACA \| Consultancy \| \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 5 \| Beautification, enhancement and access to lakes of ACA including information boards, permeable pavements, toilets, waste disposal, resting benches, fencing and tea shops \| Work \| \| 6 \| Assessment and recommendation for solid waste management system \| Consultancy \| \| 7 \| Development of state-of-art solid waste prevention and management; and biological waste water treatment system in ACA (reduction, collection, packaging and technology) \| Work \| \| 8 \| Develop visitor tracking and safety management system \| Consultancy/Goods/Works \| \| 9 \| Establish digital weather stations \| Goods/Work \| \|10 \| Upgrading and management of tourist check posts with area specific information and weather information \| Works \| \|11 \| Develop DPR for heritage village development in ACA \| Consultancy \| \|12 \| Support to develop heritage villages \| Work \| \|13 \| Develop detailed inventory of tangible and intangible cultural heritage of ACA \| Consultancy \| \|14 \| Renovate tangible heritage (monasteries, caves, maane, chhortens, temples, and other archeological sites) \| Work \| \|15 \| Support to revive intangible heritage (festivals, indigenous culture, local cuisines, local costumes, traditional practices, etc.) \| Service \| \|16 \| Design, develop and upgrade heritage/cultural museums \| Work/Consultancy \| \|17 \| Design and develop interactive visitor information center \| Consultancy/Work/Goods \| \|18 \| Develop and enhance adventure/sports tourism (archery playground, cave visits, horse racing, mountain biking, rock climbing, etc.) \| Work \| \|19 \| Design and develop wildlife experiencing sites with special focus on snow leopard, Himalayan wolves, argali, demoiselle cranes, etc. (side trails, signage, wildlife hides/blinds, glamping/camping sites, viewing platform) \| Consultancy/Works \| \|20 \| Design and promote heritage village and agro-based tourism in Tetang and Zhong villages \| Consultancy/Service/Work \| \|21 \| Design and enhance religious tourism experience in Muktinath (waste management, biological waste water treatment, greening, shelter, upgrading tourism services, signage, information) \| Consultancy/Service/Work \| \|22 \| Management of high-altitude rangeland (corrals, rangeland improvement, waterholes, solar lights, etc.) \| Work \| \|23 \| Support restoration work of rhododendron forest in Ghorepani \| Service/Work \| Manaslu Conservation Area (MCA) \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Develop Detailed Project Report (DPR) along with E&S safeguard measures for Tsum Valley trekking trail, Rubinala trekking trail, Ganesh himal trekking trail, Bihi-Chumchet trekking trail and Larke trekking trail \| Consultancy \| \| 2 \| Develop and upgrade trekking trail facilities for Tsum Valley trekking trail, Rubinala trekking trail, Ganesh himal trekking trail, Bihi-Chumchet trekking trail and Larke trekking trail including bridges and safety barriers \| Work \| \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 3 \| Develop signage, porter shelters, safe drinking water stations, location boards, peak lens for mountain identification, rescue shelters and waste management facilities in Tsum Valley trekking trail, Rubinala trekking trail, Ganesh himal trekking trail, Bihi-Chumchet trekking trail and Larke trekking \| Work \| \| 4 \| Develop DPR with E&S safeguard measures for beautification, enhancement and access to Kaal Tal \| Consultancy \| \| 5 \| Beautification, enhancement and access to Kaal Tal including camping site, information boards, permeable pavements, toilets, waste disposal, resting benches and fencing \| Work \| \| 6 \| Development of state-of-art solid waste prevention and management; and biological waste water treatment system in MCA (reduction, collection, packaging and technology) based on MCA assessment \| Work \| \| 7 \| Develop visitor tracking and safety management system \| Consultancy/Goods/Works \| \| 8 \| Establish digital weather stations \| Goods/Work \| \| 9 \| Upgrading and management of tourist check posts with area specific information and weather information \| Works \| \|10 \| Develop DPR for heritage village development in Sama Gumba \| Consultancy \| \|11 \| Support to develop Sama Gumba heritage village \| Work \| \|12 \| Develop detailed inventory of tangible and intangible cultural heritage of MCA \| Consultancy \| \|13 \| Renovate tangible heritage (monasteries, caves, maane, chhortens, temples, and other archeological sites) \| Work \| \|14 \| Support to revive intangible heritage (festivals, indigenous culture, local cuisines, local costumes, traditional practices, etc.) \| Service \| \|15 \| Develop interactive visitor information center \| Consultancy/Work/Goods \| \|16 \| Assessment and management of high-altitude wild animals (corrals, solar fence, fox lights, solar lights, etc.) \| Work \| Bardia National Park (BNP) \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Construct and upgrade culverts/ bridges \| Work \| \| 2 \| Develop all weather road network inside BNP \| Work \| \| 3 \| Design and upgrade Tharu cultural heritage museum \| Work/Consultancy \| \| 4 \| Design and develop interactive visitor centre at park headquarter \| Work/Consultancy \| \| 5 \| Assessment and recommendation for solid waste management system \| Consultancy \| \| 6 \| Develop state-of-art solid waste prevention and management in BNP (reduction, collection, packaging and technology) \| Work \| \| 7 \| Study on the potentiality of walking trails in Guthi-Hariharpur, Chisapani-Gainekanda, Telpani-Harre, etc. \| Consultancy \| \| 8 \| Develop walking trails as per the recommendation of the study along with tourism facilities and services \| Works \| \| \| Description \| Category \| \|---\|-----------------------------------------------------------------------------\|-------------------\| \| 9 \| Improving wildlife safari experience through improved wildlife safe and silent safari vehicles \| Goods \| \| \| Improve park facilities \| \| \|10 \| DPR of improve park facilities \| Consultancy \| \|11 \| Develop campsites \| Work \| \|12 \| Support to upgrade existing breeding centre \| Work/Service \| \|13 \| Design and construct wildlife observation towers, wildlife hides, bird blinds, etc. \| Consultancy/Work \| \| \| Wilderness Enhancement \| \| \|14 \| Grassland management \| works \| \|15 \| Water hole construction for animals \| works \| \|16 \| Wetland restoration \| works \| \|17 \| Endangered species monitoring involving high-end tourists \| Service \| \| \| Tourism Product Diversification BNP \| Service \| \|18 \| Develop DPR for Tharu heritage village \| Consultancy \| \|19 \| Support to develop Tharu heritage village \| Work \| \|20 \| Assess, design and develop exclusive wildlife observation sites \| Consultancy/Service/Work \| \| \| Banke National Park (BaNP) \| \| \| 1 \| Design and develop natural history museum and interactive visitor centre at park headquarter \| Work/Consultancy \| \| 2 \| Develop all weather road network inside BaNP \| Work \| \| 3 \| Construct and upgrade culverts/ bridges \| Work \| \| 4 \| Develop state-of-art solid waste prevention and management in BNP (reduction, collection, packaging and technology) \| Work \| \| 5 \| Study on the potentiality of walking trails \| Consultancy \| \| 6 \| Develop walking trails as per the recommendation of the study along with tourism facilities and services \| Works \| \| \| Improve park facilities \| \| \| 7 \| Develop Detailed Project Report (DPR) along with E&S safeguard measures for developing park's tourism facilities (campsites, wildlife rescue center, observation towers, wildlife hides, bird blinds, etc.) \| Consultancy \| \| 8 \| Develop campsites \| Work \| \| 9 \| Develop wildlife rescue centre \| Work \| \|10 \| Develop wildlife observation towers, wildlife hides, bird blinds, etc. \| Work \| \| \| Wilderness Enhancement and wildlife management \| \| \|11 \| Grassland management \| Service \| \|12 \| Water hole construction for animals \| Service \| \|13 \| Endangered species monitoring \| Service \| \|14 \| Design and develop wildlife guiding fence along the canal \| Consultancy/Work \| \|15 \| Protect and manage Kamdi Corridor with local participation (habitat management, livelihood, wildlife conflict management, wildlife monitoring, etc.) \| Consultancy/Work \| \| \| Tourism Product Diversification BaNP \| \| \|16 \| Design forest canopy walk with tourist information and facilities \| Consultancy (international) \| \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 17\| Design and develop forest canopy walk \| Work/Goods \| ### Shukla Phanta National Park (ShuNP) \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Develop all weather road inside ShuNP \| Work \| \| 2 \| Construct and upgrade culverts/ bridges \| Work \| \| 3 \| Design and develop interactive visitor centre at park headquarter \| Work/Consultancy \| \| 4 \| DPR to improve park facilities \| Consultancy \| \| 5 \| Develop campsites \| Work \| \| 6 \| Design and construct wildlife observation towers, wildlife hides, bird blinds, etc. \| Consultancy/Work \| \| 7 \| Grassland management \| Work \| \| 8 \| Develop Detailed Project Report (DPR) along with E&S safeguard measures for Rani Tal and Tara Tal restoration and beautification; and Blackbuck area \| Consultancy \| \| 9 \| Wetland restoration and beautification of Rani Tal and Tara Tal \| Work \| \|10 \| Enhance Blackbuck habitat management \| Work \| \|11 \| Endangered species monitoring involving high-end tourists \| Service \| \|12 \| Develop and enhance tourism facilities in Blackbuck area in Hirapur (visitor center, teashop, tower, toilet, etc.) \| Work/Service \| ### RNP \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Develop Detailed Project Report (DPR) along with E&S safeguard measures for developing three-tier trails (permeable pavement, horse riding trail and bicycle trail) around Rara lake and nature hiking trail \| Consultancy \| \| 2 \| Develop three-tier trails (permeable pavement, horse riding trail and bicycle trail) around Rara lakewith tourism facilities (signage, rest/view platform, toilets, teashop, etc.) \| Work \| \| 3 \| Develop nature hiking trail with tourism facilities (signage, rest/view platform, etc.) \| Work \| \| 4 \| Design and manage upstream catchment area of Rara lake with bio-engineering \| Consultancy/Work \| \| 5 \| Design and develop interactive visitor information center in park HQ \| Consultancy/Work \| \| 6 \| Establish waste management system and sanitation improvement \| Work/consultancy \| ### Component 3: Adapting Tourism Products and Providing Economic Opportunities in Tourism-Related Value Chains #### Subcomponent 3.1: Upgrading and adapting tourism products to emerging market trend \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Pre-assessment of existing standards of tourism services (accommodations, food, safety standards, sanitation, etc.) \| Consultancy \| \| 2 \| Develop and institutionalize Business Development Services (BDS) Centers \| Service/Consultancy \| \| 3 \| Capacity enhancement and exposure of tourism operators to upgrade their offerings and equip existing local community-based organizations through BDS \| Consultancy/Goods \| \| 4 \| Assessment of tourism value chain \| Consultancy \| \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 5 \| Improve Information and Communications Technology (ICTs) for branding, bookings, marketing \| Work/Service \| \| 6 \| Improve access to markets through integrating with international accreditation programs and establishing partnership with global travel website companies \| Work/Service \| \| 7 \| Support the local tourism entrepreneurs in the accreditation process (authentic local architecture designs, basic hygiene and sanitation, energy efficiency technology, safety and security improvement) \| Work/Service \| \| 8 \| Generate employment opportunities and upscale service quality through internships (paid) for hotel management and hospitality graduates with high preference to female graduates \| Service \| Subcomponent 3.2: Promoting the inclusion of local communities in tourism related value chains \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Identify and promote viable community products and services (NTFP, agro-products, homestays, souvenirs, cultural groups, guide services, local cuisines, transport service) \| Consultancy/Service/Goods \| \| 2 \| Support to improve access to finance (FIs and MFIs) for local entrepreneurs \| Service \| \| 3 \| Establish and upgrade small scale tourism investments (room insulation, solar panel, processing equipment and storage, packaging and branding) to enhance livelihood opportunities with increased participation of disadvantaged communities \| Service \| \| 4 \| Design and implement a training program related to tourism/environmental protection/TICs/and a skill development program (handicrafts, etc.), etc. for local communities/buffer zone communities \| \| Component 4: Project Management, Monitoring and Evaluation 4.1 Overall Project Management and monitoring 4.2 Management of DoT’s specific project activities \| \| Description \| Type \| \|---\|-----------------------------------------------------------------------------\|---------------\| \| 1 \| Conduct baseline study and perception survey in all destinations \| Consultancy/Service \| \| 2 \| Meetings and workshops (inception workshop, steering committee meeting, project technical committee meeting, field coordination meeting, national tourism workshop, team building workshop, etc.) \| Service \| \| 3 \| Office operation cost of PIE and FIU (Audit fee and expenses, printing and stationery, communication, utility, repair, fuel rent, etc.) \| service \| Component 5: Contingency Emergency Response (CERC) This component will allow for rapid reallocation of uncommitted project funds from other components to support immediate response and recovery needs in the event of a natural or man-made disaster or crisis. The type and nature of activities are unknown at this stage. Annex 2: Information used in preparation of ESMF The following information were collected related to specific aspects: (a) Physical Resources - Land, water and air; - Maps (thematic, GIS maps), etc.; - Relevant data published by Bureau of Statistics; - Other published documentation on tourism, nature-based tourism and wildlife conservation areas. (b) Biological Resources - Scientific publications on local biota surveys; - Ecological studies carried out in the project area and buffer zones; - Direct observation during field visits and site investigation; - Information received during FGDs; - Other relevant publication and research articles. (c) Socio-Economic and Cultural Resources - Published demographic data and maps; - Household surveys carried during field investigation; - Information received during FGDs. Guideline for Conducting Environmental Screening 1. The E&S screening team must be familiar with subproject’s background through secondary information before walk-through survey; 2. During walk through the team should hold discussion or inquire with communities and observation, inspection along the way; 3. Use ball pen or pencil to fill the checklist. Do not use washable ink or that can erase the information; 4. Insert new page if the spaces provided is not sufficient; 5. The team must carry topographical map with them, mark important environmental features/infrastructures on the map and refer to appropriate section of the checklist. The map should be included as annex to the screening report; 6. The team should take photographs of areas with environmental and social implications, and attach in the report with caption; 7. The team should include summary of the screening findings, listing main environmental and social issues/concerns related to subproject. A. Sub Project Introduction \| \| District and Municipalities/ Rural Municipalities: \| \|---\|--------------------------------------------------\| \| 1 \| \| \| \| Name of sub project: \| \|---\|------------------------------------------------\| \| 2 \| \| \| \| Brief description of Activity to be undertaken: \| \|---\|-------------------------------------------------\| \| 3 \| \| \| \| Implementation approach and institutions involved: \| \|---\|-----------------------------------------------------\| \| 5 \| \| B. Any activity /component not-eligible as per exclusion list (Annex 1) C. Baseline Information and Impacts of Sub-Project S.N. Major Attributes 1 Protected /Buffer Zone Area (Name/Location with Flora and Fauna) If Yes, describe in detail. \| S.N. \| Major Attributes \| \|------\|----------------------------------------------------------------------------------\| \| 2 \| National Park, Wildlife Conservation, Forest Area (Name Location, Flora and Fauna) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail \| \| 3 \| Major water sources- streams/rivers/ponds/lakes/springs (Name, location with aquatic animal) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail \| \| 4 \| Landslides location with current condition \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail \| \| 5 \| Settlement (Name, Location, with major Caste/Ethnicity) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail \| \| 6 \| Trade Centers (Name/Types and Nature of Trade) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail \| \| 7 \| Public Utility (Name/Number) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail \| \| S.N. \| Major Attributes \| \|------\|----------------------------------------------------------------------------------\| \| 8 \| Historical/Religious/Cultural Sites such as temple, mosque, community hall, etc. \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 9 \| Open Public Spaces/Places \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 10 \| Significant Development Potential (Home stay, horticulture, livestock, floriculture, wind power, Micro hydro, Biogas, etc.) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 11 \| Land use type and pattern \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 12 \| Quarry sites \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 13 \| Tipping sites (Spoil disposal sites) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 14 \| Existing Situation and availability of labors \| \| S.N. \| Major Attributes \| \|------\|-----------------\| \| 15 \| Locations for establishing labor camps if required. \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 16 \| Existing situation of waste management and probable locations \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 17 \| Pollution Status (Air/Water/Soil and Noise) \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 18 \| Community Health and Sanitation Status \| \| \| If yes, describe in detail \| \| \| If Potential Impacts are expected, describe in detail. \| \| 19 \| Community setting, homogenous, heterogeneous \| \| 20 \| Community acceptance, willingness and mindset for changes/development \| \| 21 \| Experience of community in similar subproject activity in the past. \| Conclusion of the Screening: Name of Proposed Project: ### A. Environmental and Social Screening Outcome Select from the following: - Eligibility: Eligible or ineligible (Annex 1(a): Exclusion List of Project Activities). Beyond the Scope of the Project and excluded. - Eligible: - Not-eligible: - Eligible, Type I: Subproject with relatively higher risk/ impact due to .................. Main issues/ risks and impacts are......................... Require following assessments/ studies and plans: ........................................... - Eligible, Type II: Subproject with risks and impacts lower than the Type I. Main likely issues / risks/ impacts likely are............................... This subproject require following assessment and/or plan.................... - Eligible, Type III: Subproject that may not require assessment beyond Social and Environmental Screening. Main recommendations are..................... ### B. Environmental and Social Issues (for projects requiring further environmental and social review and need to prepare Environment & Social Management Plan (ESMP). In this section, list out briefly the key potential environmental and social issues related with the subproject implementation. This includes both environmental and social opportunities that will be seized to strengthen the project, as well as risks that need to be managed. The above table shall be used to highlight the issues and candid opinion shall be provided for further actions. Screened by: \| Signature \| Date \| \|-----------\|------\| \| 1 \| \| \| 2 \| \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| 1 \| Development of new Integrated Tourism Development Plans (ITDPs) in line with the spirit of “Sustainable Tourism Enhancement in Nepal’s Protected Areas” \| Impacts due to wrong planning includes changes to biophysical environments and ecosystems, biodiversity, and natural resources caused directly or indirectly including global warming, environmental degradation (such as mass extinction and biodiversity loss, ecological crisis, and ecological collapse, overexploitation of resources, pollution, and deforestation, etc.). \| Planning & Design Phase Exclusion list in Annex 1 shall be considered while preparing ITDPs. The eligible subprojects activities shall be planned duly considering mitigation hierarchy (avoid, minimize, mitigation and compensation). Failing to formulate pragmatic ITDPs will have both direct and indirect impacts with high likelihood of occurrences and severity. Hence ITDs shall be formulated considering the points mentioned hereunder but not limited to: - Respect land form, natural processes and systems; - Protect and use soils in a sustainable way; - Protect and enhance the water resources including natural springs, small rivulets and river systems of surrounding area (such as Water, biodiversity, population, human health, fauna, flora, climatic factors, material assets, cultural heritage and landscape, etc.); - Protect, enhance and where necessary restore (specified) species and habitats; - Protect, enhance and where necessary restore landscape character, local distinctiveness and scenic values; - Protect, enhance and create green spaces important for recreation, biodiversity and grazing lands; Sub-project Execution & Operation Phase Activities at field shall be carried out as per the environment and social assessment and mitigation measures prescribed in the ESMP or SS-EMP. Periodic Monitoring involving warden, CFUGs, community, NGOs or other entity at local level as per ESMP or SS-EMP provisions. \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| \| \| \| o Provisions to regenerate degraded environments and respect rural form, settlement pattern and identity; \| \| \| \| \| o Protect, enhance and where necessary restore the historic environment, restore building character and townscape at local level; \| \| \| \| \| o Improve design quality in new development, reducing energy consumption and provisions for reducing waste production to further protect the area from pollution. Facilitate recycling and re-use of material in waste tips and construction wastes in an environmentally acceptable manner. \| \| \| \| \| o Identify supporting actions for environmental improvement that can assist the delivery of economic development; \| \| \| \| \| o Promote waste to energy program (household or commercial level) as appropriate; \| \| \| \| \| o Define broad areas suitable for wind and other renewable energy developments or, where appropriate, specific sites; \| \| \| \| \| o Provide guidance on appropriate locations for differing waste management facilities including special and clinical wastes and wastewater treatment plants; \| \| \| \| \| o Set out criteria against new ski and associated developments opportunities considering environmental criterion; \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| 2 \| Foot Trail and road construction inside buffer zones or any infrastructure development \| The types of activities carried out will be small scale widening as per the requirements and dealing with the improvement of existing infrastructures, not involving large scale cutting or excavation and no blasting shall be involved. Hence it is envisaged that impacts shall be minimum, site specific and reversible, if activities shall be managed duly respecting the environmental setting of the subproject area (Hilly and Plain area) and their neighborhood. Nonetheless, following impacts \| • Set standards for foot trail construction including definition of areas where particular sensitivity is required to ensure that foot trail standards reflect the existing character and amenity of the area. Prior of executing any plans that will be subjected to include in STENPA, an E&S overview need to be carried out for mainstreaming E&S issues. The detailed information on process and procedures for carrying out E&S overview of such plans will be provided in Annex 9 (a) including the ToR in Annex 9 (b) for consultancy services for carrying out the assignment. \| • Establish outfall location in close coordination with local community; • Carryout drainage improvement works as per design; • Apply proper Turfing (small scale bioengineering works, vegetation or grass plantation, etc. on a freshly filled or cut embankments or slopes for preventing scouring and erosions giving priority to plant species useful for the community (endemic grasses, Broom grass (Amriso in Nepali), fruit saplings, fodder trees, etc.) • All provisions mentioned in the Environment Management Action Plan (EMAP) or Environment and Social Management Plan (ESMP) shall be reflected in the Bill of Quantity (BoQ) explicitly while issuing Tender Document for the bidding. \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| \| \| Scouring/erosion on embankment due to increased surface runoff \| • impacts and losses of property and lands and establish the baseline data for compensation; • The design shall adopt the labor-intensive approach as far as practical and plan for using local resources and manpower; • Assessment shall be carried out based on the forest road audit techniques; • Include adequate drainage improvement works for surface runoff as well as outfall location shall be planned carefully and located at existing rivulets or streams. • The following additional points need to be taken into consideration while rehabilitating the trails: o Alignment shall follow ridgeline and away from cliff edge to ensure safety; avoid wet and poorly drained soils; o Alignment shall pass through interesting points as practical such as cascade, waterfalls, historic and cultural features and through avenues of large canopy trees; o Farm land, construction problematic area that include cliffs or steep slopes, wetlands/swampy areas shall be avoided. • In addition, following mitigations shall also be prescribed: o Trails slope shall be gentle as far as possible; o Provision of natural vegetable buffer and \| • If ESMP activities shall be carried out involving community, a written performance-based agreement shall be made. Effective monitoring mechanism shall be in place ensuring judicious utilization of resources at community level. \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| 1 \| \| \| vistas and safety handrails to ensure safety along naked trails. \| Avoid formation of borrow pits as far as possible; Operate suitable size of borrow pits as per required volume of materials and based on plan; Balance earthwork quantity of embankment and side drains to minimize additional borrow pits; Monitor burrow pit restoration activities, as per proposed restoration plan. \| \| 2 \| i. Borrow Pit: Loss of top soil, land and productivity, Water congestion, vector proliferation, spread of water borne diseases, physical injury, accident and even death \| • Burrow pits shall be avoided in lands close to embankment toe line and settlement; • Burrow pits shall be avoided in lands close to embankment toe line (in no cases less than 1.5 m) and in irrigated agricultural lands; • Incase borrow pit is in agricultural land, the depth shall not exceed 45 cm and may be dug out to a depth of not more than 30 cm after stripping the 15 cm top soil aside; • In case of riverside, borrow pit should be located not less than 15 m from the toe of the bank, distance depending on the magnitude and duration of flood to be withstood; • Provide lead distance of more than 50m as per need. • Avoid following areas: oGrazing lands; oLands within 0.5 km of settlement; oEnvironmentally sensitive areas; oCore protected areas / forests oUnstable site-hills oWater bodies; oStreams, swamps, water logging and seepage areas; oAreas supporting rare plant / animal species/habitat; • Prepare, approve and verify burrow pit restoration plan before starting of construction work as a part of \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| i. \| Spoil Disposal \| • Provide provision of lead distance of more than 50m (as per site condition) and as per need to make effective and practical for spoil management; • Prepare verify and approve tipping plan (Spoil Disposal Plan) as a part of restoration/rehabilitation plan; • Maintain cut and fill balance as far as possible in the design; • Make provision of adequate walls, slope grading and plantation to manage disposed spoil with proper drainage arrangements; • Identify and approve site for material storage in close consultation with local people; • Consult with local people to finalize the alignment especially to avoid landslide area, to decide location for culverts and other drainage structures and take prior approval from the concerned stakeholders. \| • Comply with spoil tipping site plan; • Explore opportunities of managing spoil and waste; • Reclaim degraded lands using spoil and waste in coordination with local communities; • Restore cultivated land damaged through spoil; • Follow safe and careful tipping practices without mixing spoil and waste with cultivated land/soil; • Rehabilitate and reinstate decommissioned material storage yard \| \| v. \| Protection and reinstatement of public and private utilities, cultural, historical and religious issues refers to protection reinstatement of community private infrastructures such as water supply and irrigation and \| • Maintain inventory of likely damage to public and private utilities, cultural, historical and religious sites and their temporary arrangement; • Provide provision of adjustment of alignment to protect cultural and religious assets; • Include cost for relocation, reinstatement and improvement including enhancement measures for public and private utilities, and \| • Consult properly with project beneficiaries before relocation and reinstatement of social and cultural resources; • Consult owner of the buried sites and graveyards prior to carry out construction activities at such sites; • Provide awareness program on environmental & social protection to foot trail/road users/ \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| graveyards, buried sites, monuments and temples. \| religious and cultural sites in BoQ. neighbors throughout the alignment. \| \| \| \| Dust and noise pollution - Health problems, anxiety, etc. \| • Address issues related to dust and noise pollution in the design phase; • Provision of Personal Protective Equipment (PPE) for construction workers; • Provision to plant close canopy trees and shield earthen trails/roads to abate dust pollution in public places and school area; • Monitor the provisions prescribed in design document. • Provide environmental awareness on environmental protection and safety to trail and road users. \| \| \| \| Labor camp management including labor safety, child labor or forced labor and Gender Based Violence (GBV), Impacts encountered through construction workers camp include disposal of solid waste (i.e. organic waste, plastic and metal scarps, and domestic effluent) Pressure on the existing public utilities such as (drinking water sources, health post) and poor sanitation, transmission of communicable diseases, use of alcohol, poaching & hunting, gambling and \| • Provide clause of arrangement for all Personal Protective Equipment (PPEs) for workers, including first aid facilities at construction sites at contract document; • Follow best practices on labor camp management guidelines related to construction industry; • Follow labor safety guidelines prepared as per IFC sustainability guidelines. • Provide first-aid training to construction workers for safety of workers for all types of construction related injuries; • Orient about labor camp management guidelines to community and contractor’s representative for effective implementation; • Provide adequate attention for labor camp management and labor safety; • Provide PPEs (helmets, boots, masks, safety vest, etc.) to construction workers and also monitor their use; • Maintain proper sanitation at camps with provision of potable water and regular health checkups of construction crew. \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| conflict with local communities leading to fatal accidents and on site/work accidents. \| \| \| \| \| i. Extraction of quarry material for construction: Construction materials such as stones, gravels, sand, aggregates, and soils, etc. are usually extracted from quarry. Extraction of these materials is restricted from environmentally and socially sensitive areas. \| • Identify a quarry in close consultation with the community and prepare quarry site plan based on the requirements involving geologist; • Quarry Restoration Plan shall be developed to reinstate the quarry after completion of works. \| \| \| \| i. Vegetation and Wildlife: habitat destruction, loss of biodiversity and protected species. \| • Avoid sections of trail alignment that passes through core sensitive forest land/high biodiversity area; • Avoid disposal of spoil in forested area; • Prepare compensatory plantation plan as per need, ensuring reinstatement of the condition at least to that of pre-project implementation stage; • Avoid areas with major landslides and stability problems \| \| \| \| \| • Follow recommendation of quarry site management plan; • Reinstate the quarry site as per the recommendation and monitor it. \| \| \| \| \| • Organize environmental awareness raising programs for all stakeholders in subproject implemented community area and neighborhood; • Restrict clearance of trees and bushes to the required width; • Maintain an inventory of cleared tree species with their numbers and girth; • Involve CFUGs, in plantation and protection of saplings along with Community Based Organizations (CBOs)/communities/other stakeholders; • Make arrangement to monitor the performance of plantation and protection of saplings and bioengineering works for at least five years \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| 3 \| Tourism Enterprise Development \| Business increase may lead to additional land needs and potential damage to the environment to meet the added demand by tourism growth in agriculture, forests and other natural resources. Unplanned enterprise development may cause risk of poor work place health and safety and waste management. Resulting new facilities construction due to growing tourism enterprise may have direct and indirect adverse impacts to the environment. Development of new infrastructure to reciprocate growth in tourism enterprise facilities \| Environmental awareness to be included in relevant enhancement training, including relevant aspects of EHS Guidelines, including the business sector guidelines for tourism and hospitality development. \| • Organize environmental awareness raising programs for all stakeholders in subproject implemented community area and neighborhood. • Use wood and hazardous materials for construction in minimum amount and efficiently. • Incorporate planning in development of enterprise related structures to minimize pressure to existing public facilities, conversion of cultivated land, etc. • Incorporate EHS Guidelines • Provide Environmental Code of Practice. • Ensure waste management practices. \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| 4 \| Product Diversification \| Business increase from product diversification may impact agricultural, livestock and other local production base leading to unsustainable production to meet added demands. New tourism facilities construction may have direct and indirect adverse impacts on the physical environment. \| • Sustainable production and harvesting plans to be incorporated in product development. • Recommend minimum environmental standards for facilities construction during product diversification planning stage. \| • Organize awareness raising for all stakeholders in relation to sustainable production and harvesting; and environmental standards in construction. • Provide EHS guidelines. • Provide Environmental Code of Practice. \| \| 5 \| Development and Conservation of wildlife rescue centers \| Risks common to the construction activities: • Loss of vegetation and topsoil from land clearing • Soil erosion and stream sedimentation • Dust • Noise and air emissions from heavy equipment; • Improper disposal of construction waste; \| • Exclusion list in Annex 1 shall be considered. • The site should be less ecologically sensitive and should be far from wetland and forests area. \| • Unnecessary human interference strictly checked. Proper disposal of wastes at construction site. • Close monitoring of workers assigned for the job • Close monitoring will be done of the vehicles and materials brought from outside, as well as the site and the surroundings for possible contaminations. \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| • Damage to other infrastructure or physical cultural resources; \| Planning & Design Phase \| \| \| \| • Risks from construction and operation of water supply weirs and stream channel stabilization; \| Sub-project Execution & Operation Phase \| \| \| \| • Workplace and health and safety risks; \| \| \| \| \| • Injuries and falls from not using proper personal protective equipment (PPE) protection while carrying out construction activities; \| \| \| \| \| • Risk to surrounding communities for not providing enough barricades or hazards signage to inform the boundary project area risks during ongoing construction activities; \| \| \| \| \| • Improper disposal of construction wastes and waste from worker's camp as some contractors do not provide \| \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| proper portable toilets and good housekeeping practices. \| \| \| 6 \| Wilderness Enhancement \| Wilderness enhancement will involve improving the natural state of various wildlife habitat such as grasslands and waterholes. Therefore, negative impacts to the environment are not anticipated. However, the following risks are anticipated during enhancement stage. Risk of wildlife attacks during field investigations Improper siting causing negative impacts on biodiversity and habitats Improper disposal of debris (removed vegetation including invasive species) including burning of uprooted vegetation and spread of forest fires Improper de-silting, excavation and expansion activities Use of equipment and vehicles that disturbs the habitats and biodiversity Removal of plants of conservation value \| Site selection for management will be based on expert opinion in order to ensure the ecological impact is low. - A study plots will be established to monitor the changes to the ecology of the site - Further technical assessment will also be carried out to ensure its effectiveness and to avoid/minimize the negative impacts on ecology. - A separate work manual will be developed based on the technical assessment \| - Safety precautions will be adopted to minimize attracting or aggravating wildlife - The invasive plants will be removed from the NP and disposed in a suitable site in a scientific way - Good housekeeping practices will be practiced including use of designated paths, speed limits, parking of vehicles, timing of activities, etc.; - All equipment that generates noise including heavy vehicles will be well maintained and serviced to reduce the level of noise pollution; Appropriate and non-invasive noise barriers will be set up at the site if needed - Close monitoring of workers assigned for the job - Arrangements will be done to clean up immediately if invasive species gets established - All soil that are excavated will be disposed outside the NP, unless to be used immediately for another purpose \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| Spread of invasive species from vehicles and equipment brought into the park from outside \| \| \| 7 \| Waste Collection and Management \| Groundwater pollution by leachate wastes because of location on unsuitable soils, malfunction, or poor maintenance Odors and health hazards caused by inadequate waste management Surface water pollution from contaminated runoff or uncollected or inadequately treated leachate \| • Survey of all areas and processes to identify types and sources of on-site waste generation; • Promotion of waste to energy program (household level or community level depending on the situation); • Plan to reduce GHG emissions attributable to the prevention and recycling, respectively, of various waste fractions. Each kg of organic waste sent to anaerobic digestion with energy recovery avoids 0.35 kg CO2 eq. from waste management and displaced energy generation$^1$. \| \| 8 \| Park Facility Development \| Risks common to the construction activities: • Loss of vegetation and topsoil from land clearing; • Soil erosion and stream sedimentation; • Dust generation; • Noise and air emissions from heavy equipment; • Improper disposal of \| • Exclusion list in Annex 1 shall be considered. • The site should be less ecologically sensitive and should be far from wetland and forests area. \| \| \| \| These risks can be mitigated by: a) environmental analysis of alternatives in FSS; b) preparation of good Environmental and Social Management Plans (ESMPs); c) implementation EHS Guidelines; and d) providing Environmental Code of Practice (ECOP) or Standard Operation Procedures \| $^1$ Waste and Resource Action Program U.K. 2011 \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| construction waste; \| \| \| \| \| • Damage to other infrastructure or physical cultural resources; \| \| \| \| \| • Risks from construction and operation of water supply weirs and stream channel stabilization; \| \| \| \| \| • Workplace and health and safety risks; \| \| \| \| \| • Injuries and falls from not using proper personal protective equipment (PPE) protection while carrying out construction activities; \| \| \| \| \| • Risk to surrounding communities for not providing enough barricades or hazards signage to inform the boundary project area risks during ongoing construction activities; \| \| \| \| \| • Improper disposal of construction wastes and waste from worker’s camp \| \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| 9 \| Hotel & Lodge Standardization and Accreditation \| • High value tourist and tourism may be not be attracted if Non-standardization and non-accreditation prevailed. • As some contractors do not provide proper portable toilets and good housekeeping practices. \| • Collate data on environmental management for benchmarking; Establishment of Environment Management System (EMS) such as: • ISO 14001 - Basic compliance with applicable legal environmental requirements and monitoring and reporting of key environmental performance indicators; • EMAS (EC, 2009) - Basic compliance with applicable legal environmental requirements and monitoring and reporting of key environmental performance indicators. Latest version (EMAS 3) requires organizations to report sector-specific indicators and consider best environmental management practice outlined in sectoral reference documents. • Viabono (Viabono, 2012) - A German ecolabel for accommodation that includes customer service and environmental criteria, relating to the conservation of resources, waste generation, energy efficiency, water \| • Organize training, awareness program and facilitation to implement the EMS system to enhance business; • Organize training to representatives from LG, local hotel association on anaerobic digesters, slurry storage facilities and farm building diversification with respect to the protected landscape and ensure that this is embedded within the Local Development Framework; • Provision of Environment Award based on excellence during execution and implementation and renewed annually after carrying out performance audit. • Development of practical guidelines for accommodation providers to improve environmental performance \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| 10 \| Landscape Zonation and Planning \| • Rampant grazing by \| • Undertake audit and research on the perceptions and \| • Support the development and adoption of the Biodiversity and Geo- \| \| S.N. \| Investment Typology/Sub-projects \| Potential Impacts/Issues/Risk \| Potential Mitigation Measures \| \|------\|----------------------------------\|------------------------------\|-----------------------------\| \| \| \| \| Planning & Design Phase \| Sub-project Execution & Operation Phase \| \| \| \| domesticated animals; \| attitudes of communities and visitors on grazing animals and the issue of grazing within habitat management, applying the knowledge to demonstration sites; \| diversity Best Practice Guide within the emerging Local Development Framework; \| \| \| \| • Impacts on sensitive landscape in the absence of proper planning; \| • Produce a robust and defensible Green Infrastructure Strategy that specifies and defines semi natural habitat corridors to ensure that this supplement the Local Development Framework, in conjunction with the Biodiversity and Geo-diversity Best Practice Guide; \| • Audit and monitor to support the work of clean initiatives to reduce litter in the area, especially river banks, zone dedicated for recreational or amusement activities; \| \| \| \| • Haphazard felling of trees of firewood degrade the existing environment as well as escalate the GHG emission. \| • Carryout Landscape Character Assessment of the area for detail understating of character under consideration including ‘Ecosystem Goods and Services’ provided by the landscapes; \| • Undertake an audit of the technical and financial skills of rural businesses in project area neighborhood and provide appropriate training to fill gaps, utilizing funds available from this project. \| \| \| \| \| • Carryout landscape sensitivity and capacity studies for renewable energy and housing development; specifically, a sensitivity study on wind and solar PV, including guidance on the siting and design of smaller scale wind turbines and PV panels within the protected landscape to further support and embed within the emerging Renewable and Low Carbon Energy Supplementary Planning Document. \| • Organize training to LG representatives on anaerobic digesters, slurry storage facilities and farm building diversification with respect to the protected landscape and ensure that this is embedded within the Local Development Framework. \| \| \| \| \| • Identify opportunities for new woodland creation including commercial plantations in appropriate locations; \| \| Annex 3 (c): An Indicative Checklist on OHS, CHS, Hygiene & Sanitation, Diseases Safety to safeguard against COVID-19 or similar infectious disease during executing small civil works This checklist is prepared based on World Bank’s ESF/SAFEGUARDS INTERIM NOTE: COVID-19 CONSIDERATIONS IN CONSTRUCTION/CIVIL WORKS PROJECTS as well as government’s guidelines available at the time of drafting. This should be used as a reference materials and adapted, site specific checklist and procedures tailored to the specific context and situation should be prepared. \| S.N \| List of Activities \| Yes \| No \| N/A \| Remarks \| \|-----\|------------------------------------------------------------------------------------\|-----\|----\|-----\|---------\| \| \| Ergonomics and Working Environment \| \| \| \| \| \| 1 \| Completion of a self-assessment checklist (Self Declaration Form) to ensure workers comply with good ergonomic practices. \| \| \| \| \| \| 2 \| Appointment or designation of a contact person at the workplace so that workers can talk to about any concerns. \| \| \| \| \| \| 3 \| Set up ways of communication with workers to connect with them daily (ex. morning meetings, group SMS, etc.). \| \| \| \| \| \| 4 \| Provide information to workers about the support available to them (ex. through group SMS, meetings, or morning meetings, etc.). \| \| \| \| \| \| 5 \| Ensure automatic alerts set up on computer systems to remind workers about washing hands and not touching eyes, nose, and face. \| \| \| \| \| \| 6 \| If possible, accept only cashless transactions. \| \| \| \| \| \| 7 \| Increase access to closed bins in your workplace. \| \| \| \| \| \| \| Planning Ahead \| \| \| \| \| \| 8 \| Pre-approval for the deployment of new workmen from Project Director /Project Manager. \| \| \| \| \| \| 9 \| Avoiding entry of new workmen from known hotspots of COVID 19. \| \| \| \| \| \| 10 \| Allocating separate rooms for the new workmen in the workmen habitat. \| \| \| \| \| \| 11 \| A medical checkup by a doctor and contactless thermal scanning. \| \| \| \| \| \| 12 \| Ensure the signing of MoU with the COVID-19 designated hospital/Primary Health Care Unit and availability of medical practitioner with COVID-19 know-how in the locality or near vicinity of the workplace. \| \| \| \| \| \| 13 \| Assess if the proposed project require additional health services. \| \| \| \| \| \| 14 \| Develop a plan (Emergency Preparedness Plan) to ensure business continuity if there is a suspected or confirmed outbreak of COVID-19 in the workplace. \| \| \| \| \| \| 15 \| Planning and procedure in place if any worker is suspected or confirmed to have COVID-19, including how to support that workman and what needs to be done to ensure the workplace remains safe for other workers. \| \| \| \| \| \| 16 \| Ensure appropriate cleaning products and personal protective equipment available to disinfect the workplace following an outbreak. \| \| \| \| \| \| S.N \| List of Activities \| Yes \| No \| N/A \| Remarks \| \|-----\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----\|----\|-----\|---------\| \| 17 \| Put a protocol in place for reopening your workplace after an outbreak or quarantine period. \| \| \| \| \| \| 18 \| Medical Insurance of all workers before resuming a worksite. \| \| \| \| \| \| 19 \| Detailed profile of the project workforce, key work activities, schedule for carrying out such activities, different durations of contract, and rotations (e.g. 4 weeks on, 4 weeks off, or instructed by the Project Director/Project Manager). \| \| \| \| \| \| 20 \| Put up signs about the symptoms of COVID-19 in the workplace. \| \| \| \| \| \| 21 \| Instruct workers to stay home if they are sick, and if they are displaying symptoms of COVID-19. \| \| \| \| \| \| 22 \| Instruct workers to inform if they are displaying symptoms of COVID-19 have been in close contact with a person who has COVID-19 or has been tested for COVID-19. \| \| \| \| \| \| 23 \| Remind and ensure the staff of their leave entitlements if they are sick or required to self-quarantine. \| \| \| \| \| \| 24 \| Treat personal information about the individual worker’s health carefully and confidentially. \| \| \| \| \| \| 25 \| Put up posters around the workplace on keeping at least 1.5 meters distance between everyone at the workplace. \| \| \| \| \| \| 26 \| Erect signs at the entrances to meeting rooms to ensure the maximum safe capacity is not exceeded. \| \| \| \| \| \| 27 \| Move work stations, desks, and tables in staffrooms further apart to comply with social distancing. \| \| \| \| \| \| 28 \| If possible, bring in shift arrangements so less staff are in the workplace at once. \| \| \| \| \| \| 29 \| Instruct workers to organize meetings by phone (if required) instead of in person. If not possible, require they meet in a large space and keep meetings short complying with physical distancing. \| \| \| \| \| \| 30 \| Ensure hand sanitizer stations at entry and exit points and around the workplace. \| \| \| \| \| \| 31 \| Ensure bathrooms are well stocked with hand wash, cleaned frequently, and well ventilated with toilet paper (as applicable). \| \| \| \| \| \| 32 \| Ensure separate sanitary facilities for male and female workers. \| \| \| \| \| \| 33 \| Put up posters with instructions on how to hand wash/hand rub. \| \| \| \| \| \| 34 \| Instruct workers on other ways to limit the spread of germs, including by not touching their face, sneezing into their elbow, and staying home if feeling sick. \| \| \| \| \| \| 35 \| Instruct workers to limit contact with others – no shaking hands or touching objects unless necessary. \| \| \| \| \| \| 36 \| Put up signs to request workers only touch tools & equipment they require and use during execution of works. \| \| \| \| \| \| 37 \| Ensure any areas frequented by workers or others (e.g. visitors to the premises) are cleaned at least daily with detergent or disinfectant. \| \| \| \| \| \| S.N \| List of Activities \| Yes \| No \| N/A \| Remarks \| \|-----\|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------\|-----\|----\|-----\|---------\| \| 38 \| Instruct workers to wear gloves when cleaning; wash their hands thoroughly with soap or use an alcohol-based hand sanitizer before and after wearing gloves. \| \| \| \| \| \| 39 \| Clean frequently touched areas and surfaces several times a day with a detergent or disinfectant solution or wipe. This includes equipment, switches, levers, handrails, tables, countertops, doorknobs, sinks, and keyboards. \| \| \| \| \| \| 40 \| Instruct workers to clean personal property that comes to work, such as sunglasses, mobile phones, laptops with disinfectants. \| \| \| \| \| \| 41 \| Ensure waste management plan is in place. \| \| \| \| \| \| 42 \| Daily thermal screening and symptom checking of cooks. \| \| \| \| \| \| 43 \| Cleaning and disinfection daily once the cooking is over. \| \| \| \| \| \| 44 \| Staggered Timings for dining to be adopted to limit the number of workmen using the hall or dining table to maintain social distance or Increase the Space of dining facility where possible. \| \| \| \| \| \| 45 \| An adequate number of rooms or beds complying with social distancing with cross ventilation shall be identified and reserved to accommodate symptomatic workmen. \| \| \| \| \| \| 46 \| Provisions should be made to provide OHS orientation training to all new employees to ensure they are apprised of the basic site rules of work at / on the site and of personal protection \| \| \| \| \| \| 47 \| New workers shall not be accommodated in the same rooms as the existing workmen. \| \| \| \| \| \| 48 \| Dwelling units/rooms shall be suitably organized to ensure the avoidance of proximity of the worker groups, limiting the number of workmen in dwelling units maintaining social distancing. \| \| \| \| \| \| 49 \| As far as possible, grocery shops, saloons, and other items shall be made available within the workplace to avoid the movement of workmen outside the camp. \| \| \| \| \| \| 50 \| Worker exit access shall be restricted to avoid infection from outside the community. \| \| \| \| \| \| 51 \| Any worker going out of the habitat shall get a gate pass from the camp supervisor or authority. \| \| \| \| \| \| 52 \| Ensure mechanisms for worker’s consultation designed and in place. \| \| \| \| \| \| 53 \| Ensure fair conflict resolution mechanisms in place. \| \| \| \| \| \| 54 \| Ensure an efficient process for dealing with community grievances, \| \| \| \| \| \| 55 \| Ensure community representatives provided with easy means to voice their opinions and lodge complaints. \| \| \| \| \| \| 56 \| Ensure project information board is available. \| \| \| \| \| \| 57 \| Ensure safety sinages are posted around the sites. \| \| \| \| \| \| 58 \| Ensure security guards are deputed. \| \| \| \| \| \| S.N \| List of Activities \| Yes \| No \| N/A \| Remarks \| \|-----\|------------------------------------------------------------------------------------\|-----\|----\|-----\|---------\| \| 59 \| Ensure protection of construction (excavated sites) with barricades to prevent accidental fall. \| \| \| \| \| \| 60 \| Ensures that the project does not result in potential increased health risks for the community through increased demands on existing health facilities and other communicable diseases. \| \| \| \| \| \| S.N. \| Steps \| GoN Requirement \| WB Requirement \| Steps to satisfy both GoN and WB \| \|------\|-----------------------------\|------------------------------------------------------\|------------------------------------------------------\|--------------------------------------------------------------------------------------------------\| \| 1 \| Screening/Planning/Designing\| Schedule 1 of EPR, 1997 (Based on threshold limit) \| Schedule 2 of EPR 1997 (Based on threshold limit) \| • Detailed screening of subprojects including consultations/FPIC with affected people and IPs as relevant • Preparation of detailed plans (ESMP, RAP, VCDP, GAP) considering AP’s concerns • Disclosure of ESMF and other plans \| \| 2 \| Project Implementation \| Limited options as prescribed in EPR, 1997 \| • Implementation of ESMF requirements • Exploration of detailed alternative design to suit E&S requirement through active consultation \| • Implementation of ESMF (ESMP and SS-EMPs, social plans) • EHS compliance • Public consultation and capacity building \| \| 3 \| Monitoring and Reporting \| Provision of project audit at the end of the project \| Stringent monitoring of ESMF’s requirements compliance\| • Close supervision and monitoring of safeguard/EHS compliance • Use of adequate indicators during monitoring • Periodic and third-party monitoring (independent) \| Outline of the ESMP 1. Introduction 1.1. Background of Project Area 1.2. Description of Project and its Activities 1.3. Scope of ESMP 1.4. Objectives of ESMP 2. Project Principles and Procedures 2.1. Sub-Project Implementation Modality; 2.2. Desk Review; 2.3. Consultation Meeting and Field Visit; 2.4 Documentation and Approval Process; 2.5 Dissemination and Disclosure. 3. Description of Baseline Situation in Project Area (Physical, Biological and Socio-Economic and Cultural Environment) 3.1 Physical Environment a. Climatic and weather conditions in Project Area; b. Accessibility to the Project Area; c. Information on natural resources such as stream, river, rivulets, availability of drinking water sources, flood, landslide, etc.; d. Availability of construction materials, quarry sites, etc.; e. Debris/Solid Waste/Effluent Management practices in Project Area; f. Existing Infrastructure and current trend of infrastructure Development. g. Health, Sanitation & Safety and Drainage System; h. Existing trails and their characteristics; i. Use of Chemical fertilizers and pesticides j. Any other specific issues. 3.2 Biological Environment a. Flora and Fauna in Project Area; b. Natural Habitat and Community; c. Forest and NTFP resources; d. Ecologically Sensitive Areas (Wetland, Breeding Centers, hot spots Core areas, etc.) e. Any other specific issues 3.3 Socio-Economic and Cultural Environment a. Social, economic cultural setting; b. Commercialization and cropping patterns; c. Beneficiary Household Information; d. Vulnerable HHs/Community; e. Resettlement and Relocation; f. Diseases or health hazards; 4. Environmental and Social (E&S) Impact Assessment and Mitigation Management Plan 5. E&S Monitoring and Reporting Mechanism and Plan 6. Capacity Development and Training for Subproject Implementation 7. E&S Mitigation and Monitoring Cost 8. Grievance Redress Mechanism 9. Conclusions and Recommendation 10. Appendices Annex 6: Indicative Outline of RAP ABBREVIATIONS EXECUTIVE SUMMARY 1. Introduction 1.1 Project Description 1.2 Objectives of Plan 1.3 Scope of Resettlement Action Plan 1.4 Survey of Affected People (Methodology used for census survey of HHs, FGDs, Key Informant Survey, etc.) 1.5 Survey of Affected Properties (Measurement, assets valuation, data verification, etc.) 1.6 Efforts to Avoid and Minimize Impacts 2. Resettlement Policy Framework 2.1 Resettlement Principles 2.2 GoN Policies and Regulatory Framework 2.3 World Bank Policies 2.4 Policy Gaps and Fulfillment 3. Socio-economic Profiles of the Affected People (To be based on Census Survey) 3.1 Project Area and Locations 3.2 Social Profiles of Affected Population (Directly and indirectly affected population by social groups, gender, occupations/income, etc.) 3.3 Economic Profiles of Affected Population (Income sources/ levels, livelihood sources including land, livestock and other assets covering both farm and off-farm sources) 3.4 Social Facilities Available (Education, health, market, transportation, water, etc.) 4. Impact Assessment and Mitigation (To be based on Census Survey of Affected HHs) 4.1 Identification of Impacts (loss of land and income including physical and economic displacement) 4.2 Beneficial Impacts and Enhancement Measures 4.3 Adverse Impacts and Management (loss of land, business or other income sources, loss of employment, loss of access to physical/natural resources etc. Detailed loss of land, structures and other assets of each household to be documented and put in the annex based on the survey and measurement of losses) 4.4 Mitigation Options of Lost Assets 4.5 Resettlement Impacts (Loss of different assets owned by title holders and nontitle holders and legal status) 4.6 Detailed Entitlements 5. Public Consultations and Information Dissemination 6. Resettlement Budget 6.1 Compensation for Lost Assets and Basis 6.2 Resettlement and Rehabilitation (R&R) Assistance 6.3 Supports for Livelihoods Improvement and Other Assurances 7. Implementation Plan 7.1 Implementing Agencies 7.2 Implementation Schedule 8. Grievance Management 9. Monitoring and Evaluation The social assessment will be done at the destination level. It includes the following elements, as needed: - A review, on a scale appropriate to the project, of the legal and institutional framework applicable to Indigenous Peoples. - Gathering of baseline information on the demographic, social, cultural, and political characteristics of the affected Indigenous Peoples’ communities, the land and territories that they have traditionally owned or customarily used or occupied, and the natural resources on which they depend. - Taking the review and baseline information into account, the identification of key project stakeholders and the elaboration of a culturally appropriate process for consulting with the Indigenous Peoples at each stage of project preparation and implementation (see paragraph 9 of this policy). - An assessment, based on free, prior, and informed consultation, with the affected Indigenous Peoples’ communities, of the potential adverse and positive effects of the project. Critical to the determination of potential adverse impacts is an analysis of the relative vulnerability of, and risks to, the affected Indigenous Peoples’ communities given their distinct circumstances and close ties to land and natural resources, as well as their lack of access to opportunities relative to other social groups in the communities, regions, or national societies in which they live. - The identification and evaluation, based on free, prior, and informed consultation with the affected Indigenous Peoples’ communities, of measures necessary to avoid adverse effects, or if such measures are not feasible, the identification of measures to minimize, mitigate, or compensate for such effects, and to ensure that the Indigenous Peoples receive culturally appropriate benefits under the project. Annex 8: Indicative Outline of VCDP A typical VCDP will have generally the following contents: i. Project background and a summary of the Social Assessment ii. A summary of results of the free, prior, and informed consultation with the affected Indigenous People’s communities that was carried out during project and that led to broad community support for the project iii. A framework for ensuring free, prior, and informed consultation with the affected Indigenous Peoples and other vulnerable communities during project implementation. iv. An action plan of measures to ensure that the Indigenous Peoples and other vulnerable community receive social and economic benefits that are culturally appropriate, including, if necessary, measures to enhance the capacity of the project implementing agencies. v. When potential adverse effects on Indigenous Peoples and other vulnerable community are identified, an appropriate action plan of measures to avoid, minimize, mitigate, or compensate for these adverse effects. vi. The cost estimates and financing plan for the VCDP. vii. Accessible procedures appropriate to the project to address grievances by the affected Indigenous Peoples’ and other vulnerable communities arising from project implementation. When designing the grievance procedures, the borrower takes into account the availability of judicial recourse and customary dispute settlement mechanisms among the affected Peoples. viii. Mechanisms and benchmarks appropriate to the project for monitoring, evaluating, and reporting on the implementation of the IPP. The monitoring and evaluation mechanisms should include arrangements for the free, prior, and informed consultation with the affected Indigenous Peoples’ communities. ix. Implementation arrangement which includes respective roles and responsibilities of the implementing agency for VCDP implementation, other government agencies involved, their traditional institutions and organizations, and where appropriate other civil society organization. Annex 9 (a): Environmental and Social (E&S) Overview for Policy, Plan, and Program Introduction STENPA, in addition to investing in tourism related physical infrastructure, aims to improve Nature Based Tourism (NBT) through Technical Assistance (TA) leading to or contributing to Polices, Programs, Plans and Capacity & Institutional Strengthening (see Chapter 4.4 - Approach to Technical Assistance to Policy, Regulation, Plan and Program of the ESMF). These for example includes tourism policies; sustainable tourism development strategy, upgrading the design and enforcement of key regulations, Protected Area Management Plan, Destination Vision & Investment Plan (ITDP), IPs and gender inclusive plans; land zoning plans, park & conservation area management plan, tourism investment plans at the project destinations, community-level infrastructure/ settlement plan, as well as variety of trainings and strengthening the capacity of stakeholder and institutions. Several environmental and social impacts and issues, and risks arise from or are linked to Policies and Plan that may be prepared through Technical Assistance (TA). Since TA can take many forms, there are a range of safeguard instruments which could be appropriate. In virtually all cases it will be possible to prepare some level of analysis of potential environmental and social issues related to a proposed TA or product of a TA. Such an analysis or brief should be based on an issue scoping exercise involving stakeholder participation. In STENPA, the policies and plans will also be subjected to Environmental and Social Assessment in the form of Environmental and Social Overview$^1$ for their potential environmental and social implications, risks and impacts. Objective of such Overview type review/analysis is to mainstreaming E&S issues into the policies and plan, to inform ensure that the polices and plans are informed of the broad/ relevant environmental and social aspects, and hence contribute to a socially and environmentally better policy and plan. The following guiding principles or concepts become relevant while applying E&S Overview in a TA: Integrate environmental and social objectives into the TA process; Promote transparency through stakeholder participation; Promote innovative environmental and social assessments; Promote analysis of alternatives; and promote environmental and social capacity building and institutional strengthening. Process and Procedures for Environmental and Social (E&S) Overview The E and S Overview should be operated as a creative and iterative process which help shaping and improving the policy/program/ plan. The value is in the process of conducting $^1$ The E&S Overview is a rapid E&S Assessment tool for use during the formulation stages of polices, plans and programs. It is a simple but effective tool to apply frequently and to a wide range of drafting polices, programs, plans, strategies, etc. to assist with mainstreaming cross-cutting concern of environment and social safeguards into policy/program and plan formulation stages. It is undertaken interactively in a group situation (around the table and with a flip chart or using a computer and projector) with a group drawn from a range of line agencies or will be limited to small group of stakeholders associated with the STENPA as appropriate and is conducted in a structured format. The structure requires the group addressing a series of questions in a particular sequence that focus the group on the E&S issues and opportunities associated with the proposals (Plans, program, policies, etc.) and how these can be incorporated in the proposal if it is seen to be necessary. the Environmental Overview and getting right inputs. Policy/program documents pass through many drafts in their progress. It is during this drafting and redrafting - preferably as early as possible in the process - that the Environmental and Social Overview can prove most effective, allowing the policy/ strategy/ plan to be revised / modified, if necessary, to reduce the potential social and environmental risks and impacts and to enhance benefits. The E and S Overview should not be just a one-off activity, but part of the iterative process providing creative inputs into several different iterations of the policy/ plan preparation. Step-1: Preparation of Initial idea of a policy, plan, strategy, etc. The policies and plans supported under the STENPA Project may fall in one of the following groups: - Group 1: TA to Policy, Regulation, Strategy, Plan and Programs - Group 2: Strengthening capacity and institutions - Group 3: Investment in Physical Infrastructure Step 2: Initial Discussion with environmental and social stakeholders on the initial idea The stakeholders may vary depending on the type of policy and plan. The discussion will be structured, and participatory. The discussion will be guided by the following questions: Questions relating to the baseline conditions for the policy/program/ plan: - What are the social and environmental conditions of the areas where the policy/program will apply? - What are the major environmental and social issues which currently exist in the areas? - What are the economic forces which are currently operating in the areas? - What are the current management practices and capabilities in the areas? Questions relating to impacts and opportunities of the policy/program, followed by how the policy/program/ plan may be improved from social and environmental consideration: - What are the major natural and socio-economic impacts/ risks and opportunities that might be associated with proposed policy/ program/ plan? - How the policy/ program/ plan may be improved from social and environmental considerations? What modifications/alternatives are there for policy/program/plan that results better social and environmental output/outcomes? - What may be the operational strategy to enhance the social and environmental benefits, and to address the impacts or improve baseline conditions? Step 3: Preparation of draft Policy, Strategy, Plan, Program Considering the inputs from step 2, draft policy, strategy/ plan/ program will be formulated. Step 4: E and S Overview Workshop The draft stage Policy/Plan/Program/Strategy will be subjected to more rigorous review through an E and S Overview Works. The questions in Step 2 will provide overall guidance for the review. The E and S team will prepare a desk review of the draft policy/plan/program/strategy guided by the questions – these will be presented in the Overview Workshop. Choosing right stakeholders for the workshop and sharing information (draft paper, and E7S desk review findings) with them in time is important. OBJECTIVES OF CONSULTANCY The overall objectives of the proposed consultancy are to: - Carry out E&S overview of plans under Component 1 of STENPA: Improving NBT management, planning and coordination envisioned to improve Nature Based Tourism (NBT) management plans (such as ITDPs, IPs and gender inclusive plans land zoning plans, park & conservation area management plan, tourism investment plans at the project destinations, DCF establishment and stakeholder capacity building plans, etc.) SCOPE OF CONSULTANCY - To carry out E&S Screening, identify and assess potential positive and adverse E&S impacts as well as environmental and socio cultural settings for detail investigations, and recommend further action required including direct, indirect, and induced impacts in terms of magnitude, extent and duration that may be expected to occur due to formulation of plan, program, strategy, etc. - To review all available relevant secondary data to establish a comprehensive E&S baseline (including physical, biological, social, cultural and economic environments) for the Project Area of influence; analyze and include the issues and recommendation identified from E&S screening. The following guiding question concerns the baseline conditions for the plan/policy and program: - What are the biophysical and social environments of the areas where the plan/policy/program will apply? - What are the major E&S issues which currently exists in the area? - What are the economic forces which are currently operating in the area? - What are the current management practices and capabilities in the area? The next guiding questions concerning the plan/policy/program impacts and opportunities followed by how draft plan/policy/program can be redrafted to take baseline conditions into account: - What are the major natural and socio-economic impacts and opportunities associated with the implementation of the plan/policy/program? - What modification/alternatives to be required in the plan/policy/program design? - What are the operational strategy to address these and the base line conditions? - To develop proposed measures to avoid, reduce, mitigate, manage and/or compensate for such impacts, including the institutional arrangements and required capacity for the implementation of all such measures and monitor their effectiveness and suggest changes to the arrangements (as per new federal structures) as well as capacity strengthening measures, if necessary; • To conduct a public consultation process/Participatory Rural Appraisal as appropriate (with the consent of client) that ensures that project affected people and other stakeholders are informed about the project and its possible impacts, as well as offered the opportunity to share their opinions and feedback so as to input into the E&S overview and their implementation; and • To document all of the above mitigation and development interventions in appropriate forms and formats to be further discussed and agreed upon with STENPA and in line with World Bank standards; The Consultant shall ensure that the E&S overview outputs will comply with and meet the legal and technical requirements of the Government of Nepal (GoN) and World Bank Safeguard Policies. KEY EXPECTED DELIVERABLES 1. E & S screening/assessment and categorization Report; 2. Detailed E&S overview and Planning Report. Grievance/Complaint Format for Local Unit Level Office of Conservation Areas or National Parks Sustainable Tourism Enhancement in Nepal’s Protected Areas Project, To, The Coordinator, Field Unit Office ACA/MCA/Banke/Bardia/Sukla Phanta NP/Rara NP Subject: Regarding Grievance/Complaint With regard to ................................................. under the Sustainable Tourism Enhancement in Nepal’s Protected Areas Project, located at .......................District..................Rural Municipality/Municipality, Ward No..... I/we do hereby submit the complaint as follows: Details of complaint Attached Documents....................... 1. Yours' Sincerely 2. Signature:............ Name:............ Address:............ Mobile No:............ Date:.............. Terms of Reference (ToR) For Environmental/Social Safeguard Capacity Development Expert SCOPE OF THE CONSULTANCY SERVICE: The Consultant shall work under the management of the PIE. The Consultant shall however ensure that the services carried out are fully adequate to attain the objectives set out in the ESMF of STENPA project. The Consultant’s duties shall include but not necessarily be limited to: Support and Guidance: - Ensure the compliance of Environmental and Social Management Framework (ESMF) prepared for the implementation of the STENPA, World bank safeguard policy and other project documents and support in preparing Environmental safeguards implementation action plan on behalf of the PIE and in close coordination with FIUs; - Support and guide the Environmental Specialist based at PIE and FIUs for effective compliance of Environmental and Social Management Framework (ESMF) of the project during planning, implementation, monitoring and supervision of the safeguard works; - Support and guide the Environmental safeguard specialist at PIE and FIUs to understand their responsibilities for environmental safeguard friendly implementation of sub-projects in accordance with project’s plan and design, budget, specifications, estimated cost, bid documents and contract agreement clause; - Support and guide PIE and FIUs to prepare Environmental Screening and Environmental management plan EMP/EMAP) of the proposed subproject activities; - Support and guide to record and resolve grievances regarding social/environmental/technical in the subproject areas; - Support and guide to PIE and FIUs for resolving site specific environmental issues during the implementation of the sub-projects; - Support and guide for the preparation of plan of action regarding conduction of user committee meeting, collecting information and organize sub projects related information dissemination/awareness raising program to stakeholders as well as general users on sub projects improvement, construction and maintenance procedures and provision of the ESMF; • Support PIE and FIUs to carry out the operational safety and health required for labors and workers at the construction site; • Support and guidance for undertaking Community Based Performance Monitoring (CBPM), as per the procedure presented in the ESMF; and • All kind of support and guidance related with environmental safeguard to PIEs and FIUs as requested. Orientation, training and workshop: • Provide orientation to safeguard specialists at PIE and FIUs on implementation plan of Environmental safeguard and provisions of ESMF under STENPA; • Assist and facilitate to conduct orientation to local level stakeholders along with contractors on the provision of ESMF and environmental safeguards issues; • Assist to conduct orientation to contractors and workers on issues of child labor, mode of payment, participation of women and local labor, application of labor camp management and Occupational Health and Safety Guidelines; and • Assist to design and implement the programs such as; awareness on environmental safeguard issues, and different trainings as required during project implementation. Monitoring and Supervision: • Capacitate in monitoring and supervision of performance of Environmental specialists and safeguard consultant based at PIE and FIUs, respectively on undertaking the safeguard activities. Monitoring of compliance of safeguard measures including implementation of Resettlement Action Plan (RAP), Gender Action Plan (GAP), and Vulnerable Community Development Plan (VCDP); and • Capacitate in monitoring and supervision of compliance of recommendations made by central and field level. MINIMUM QUALIFICATION REQUIRED FOR ELIGIBILITY The applicants must satisfy the following three eligible criteria. • The applicant must have Master degree in Environmental Engineering/Environmental Management /Environmental science /Social science or equivalent from a recognized University/Institution. • Minimum seven (5) years of general experience in related with Environmental and Social safeguard works. • Minimum Five (3) years of specific experience in tourism related Environmental/Social safeguard works. Annex 12: Land Donation Agreement Form The following agreement has been made between the resident of …………………… zone ………………… district …………………..VDC/Municipality ward no …… grandson/daughter/daughter in law of …………………………………………. the sun/daughter/wife of ……………………………… aged Mr./Mrs/ Miss …………………………… (hereafter called second party) and the Project Executing Agency ……, ……………………… (hereafter called first party). 1. The second party has accepted (or not accepted) the request of the first party to donate ……… area of land out of ……… area of land registered in her/his name situated in …………………… district, …………………..VDC/Municipality ward no…………… recorded in sheet/map no…………… and parcel no…………… 2. The second party hereby grants/not grants donation of the area land mentioned in article 1 for the construction/improvement of ……………………………………… free of cost for the benefit of the community and tourism development of the area. 3. The value land/of buildings/structures, others … in the donated land mentioned in article 1 is agreed as follows: - Land : Rs.……………….. - Building/hut/shop : Rs. ………………. - Cattle shed/other structures : Rs. ………………. - Others Rs.,……………….. Other than the land, the first party will provide compensation for other losses within ……… days to second party. 4. The second party will vacant the land/ remove the compensated building/ structures, trees and crops within ……… days of signing. If the second party won’t vacant the land till the mentioned date then the first party will have full right to enter into the donated land. 5. The second party will not claim any compensation against the donation of this land asset, nor obstruct the construction process on the land after this date. 6. The EA ………………… shall construct and improve the school facilities and take all possible precautions to avoid damage to adjacent land/structure/other assets. 7. Both parties agree that the sub project so constructed shall be come publicly owned. 8. The provision of this agreement will come into action from the date of signing of this deed. Signature of first party Name: Designation: Office: Signature of second party Name: Address: Right Left Witness (Third Party) We certify that there is no pressure upon him to donate land voluntarily 1) 2) 3) …………………………… Annex 13: IPs and Vulnerable Groups Impact Screening & Categorization Form A. Project Data Sub-project Title: B. Identification of Impact on IPs/ Vulnerable Group in Sub-project Area \| Impact on Indigenous Peoples (IPs)/ Ethnic Minority (EM)/ Vulnerable Group \| Not known \| Yes \| No \| Remarks or identified problems, if any \| \|--------------------------------------------------------------------------\|-----------\|-----\|----\|----------------------------------------\| \| Are there Dalits, Janajatis, or ethnic minorities present in project locations? \| \| \| \| \| \| Do they maintain distinctive customs and traditions and economic activities in their locality? \| \| \| \| \| \| Will the project in any way affect their economic and social activity and make them more vulnerable? \| \| \| \| \| \| Will the project affect their socioeconomic and cultural integrity? \| \| \| \| \| \| Will the project disrupt their community life? \| \| \| \| \| \| Will the project positively affect their health, education, livelihood or social security status? \| \| \| \| \| \| Will the project negatively affect their health, education, livelihood or social security status? \| \| \| \| \| \| Will the project alter or undermine their local knowledge, customary behaviors or institutions? \| \| \| \| \| \| Are IP and VC households likely to lose customary rights over, access to land? \| \| \| \| \| \| Are IPs and VCs likely to lose shelter/business and be displaced? \| \| \| \| \| In case no disruption of indigenous community life as a whole, will there be loss of housing, strip of land, crops, trees and other fixed assets owned or controlled by individual indigenous households? ### C. Specific Impacts on IPs and VCs \| No of IP families losing land \| No VC families losing land \| No of IP HHs losing house over 10% of their residence \| Govt land required in Sq mts. \| Forest land required in Sq mts \| No of IP/VC houses affected \| No of IP/VC shops affected \| No of other IP/VC structures affected \| No of IP/VC Squatters affected \| Public utilities affected \| \|------------------------------\|---------------------------\|------------------------------------------------------\|-------------------------------\|--------------------------------\|-----------------------------\|-------------------------------\|-------------------------------------\|-------------------------------\|--------------------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| ### D. Anticipated project impacts on indigenous peoples \| Project activity and output \| Anticipated positive effect \| Anticipated negative effect \| \|-----------------------------\|----------------------------\|-----------------------------\| \| 1. \| \| \| \| 2. \| \| \| \| 3. \| \| \| \| 4. \| \| \| \| 5. \| \| \| ### E. Decision on Categorization After reviewing the above, it is determined that the sub-project is: - Categorized as an A project, an Indigenous Peoples Development Plan (IPDP) is required - Categorized as a B project, a specific action favorable to indigenous peoples is required and addressed through a specific provision in related plans such as a Resettlement Plan, or a general Social Action Plan - Categorized as a ‘C’ project, no IPDP or specific action required _________________________ ____________________________ Prepared by: Reviewed by: Date: Date: _________________________ ____________________________ Approved by: Endorsed by: Date: Date: Draft Terms of Reference Sustainable Tourism Enhancement in Nepal’s Protected Areas (STENPA) ToR for Environmental & Social Safeguard Consultant to conduct Third Party Monitoring \| Position: \| Third Party/ Independent Environmental & Social Safeguard Consultant \| \|-----------\|---------------------------------------------------------------------\| \| Base Station: \| Flexible/Project Management Office. \| \| Project: \| Sustainable Tourism Enhancement in Nepal’s Protected Areas \| \| Expected Date to Start the Assignment: \| Duration: \| \| Reports to: \| Title: \| BACKGROUND Brief project description and rationale for hiring third party consultant. OBJECTIVES TO BE ACHIEVED Objective of the work is to prepare the report on overall safeguard performance / compliance in line with the project’s Environmental and social management framework (ESMF) SCOPE OF THE WORK (Roles and Responsibilities) - Under close guidance of Project Director and co-operation with project team, the consultant will carry out his/her duties to prepare the Independent Safeguards Compliance Report for Tourism Project. - Review project’s safeguard objectives and implementation modalities and other documents of the project in Protected Areas. - Review periodic monitoring reports and assess environmental and social safeguards planning process adopted at subproject levels including consultations and documentations. - Undertake field visit in sample sites covering environmental and social safeguards considerations and assess safeguard compliance and best practices adopted (i.e. environmental and social screening, preparation of ESMPs, RAP and other tools including land donations for minor infrastructures as relevant) during planning and implementation. - Review and assesses Grievance Redress Mechanism (GRM) followed at different levels/hierarchies of the project and its effectiveness. - Review project’s internal monitoring and reporting system on safeguards compliance. - Draw inferences and provide recommendations on safeguards compliance of the project. SPECIFIC TASKS - Consultant should be fully committed to finish the task in given time frame. - Review and analyze the project activities (sub-project screening, ESMP, ECoPs and E&S monitoring and reporting as per the Environmental and Social Management Framework) and other plans, if any. - Assess safeguards compliance at planning and implementation including compensation, livelihood/income restoration of people including vulnerable groups, skills and training provided to the people; land donations and documentations, transfers/lease (donation forms, signed MOUs, land purchase, legal transfer/lease documents etc. - Project activities disclosure (communication and coordination) - Good practices adopted in safeguards compliance during the implementation of subproject activities under the project - GESI and women involving in safeguards compliance including their involvement in livelihood improvement, skills enhancement, income generation, management and decision makings. • Monitoring of Community Development Programs/Activities /infrastructures developed with the project’s supports. • Assess project’s grievance redress mechanism including their documentation and management. Assess safeguards monitoring and reporting practices. KEY OUTPUTS/DELIVERABLES REQUIRED COMPETENCIES __________________________________________ 1 To be updated as required during consultant recruitment process. The Government of Nepal ("GoN") has framed the Labor Rules, 2075 (2018) ("Labor Rules") by exercising the power conferred to it under Section 184 of the Labor Act, 2074 (2017) ("Labor Act") which was passed by the Council of Ministers on May 28, 2018 (Jestha 14, 2075). The Labor Rule has been published in Nepal Gazette on June 22, 2018 (Asar 08, 2075) with immediate effect and has repealed the then Labor Rules, 1994 (2050) ("Previous Labor Rules"). Major highlights of the Labor Rules related with the environment and Social Safeguard have been briefly described in the following paragraphs. Occupational safety and health policy Formulation of Health and Safety Policy: Employers are required to maintain an occupational health and safety policy. The policy should cover different measures in accordance with the entity’s nature of business. The policy should be drafted in a way which includes provisions related to arrangements Employee’s safety and security, Employee’s health, probable accident in workplace, precautions to be taken while operating devices and machines in workplace and precautions to be taken while using chemical substances. Additional duty of the Employer on workplace safety: The Employer is required to (a) make necessary arrangements to take the Employee to the hospital or health center in case of sickness or accident while working (b) inform the Labor Office regarding the fulfillment of obligations towards the Employees regarding occupational safety and health. Duties of manufacturer, importer and supplier: Pursuant to the Labor Rules, it shall be the duty of manufacturer, importer and supplier to provide sufficient information to the Employer regarding management and precautions to be taken for chemical substance that may not come into use and regarding safe use and storage of chemical products used in workplace. Formation of Safety and Health Committee: The Labor Rules requires that a safety and health committee should be formed in every entity where 20 or more workers are engaged in work. The Labor Rules has laid down the works, duties and rights of the safety and health committee. It is further required for the safety and health committee to convene meetings at a time and place decided by the Coordinator at least 4 times a year. Please also refer to the committee to this brief for the formation and health and safety policy. Specific provisions relating to the safety of the works having health hazards: The Labor Rules has provided the detail safety measures to be followed by Employer such as for the safety of eyes, for the operation of pressure plants, prevention from fire, chemical substance, testing pressure plant and boilers, safety from hazardous machine and equipment, etc. The Labor Act has also prescribed the limits for weight lifting which is (a) 55 kg for adult male, and (b) 45 kg for adult woman. This weight lifting limit is not applicable for lifting of sacks jointly. General Environment of Work Place: The Labor Rules has also specified certain requirements for work place in terms and health and safety. The requirement include, among others (a) proper cleanliness, (b) passage of fresh air, proper light and temperature, (c) solid waste management, (d) sound control measures, (e) 15 cubic meter space to Employees to the extent possible as per the nature of work, (f) healthy drinking water, (g) bathroom or modern toilet, (h) tobacco free zone, (g) mandatory medical checkup for the entities undertaking health hazardous activities, and (i) provide appropriate time for the lunch/tiffin to the Employees. Special provision relating to the Employees performing intellectual work: Labor Rules requires Employers to arrange suitable environment in workplace in order to prevent fatigue or tiredness of the Employees continuously working on computers for a long time or Employees engaged in mental or intellectual work. Other Health and Safety Arrangements \| S.N. \| Arrangement \| Details \| Remarks \| \|------\|-----------------\|-------------------------------------------------------------------------\|-------------------------------------------------------------------------\| \| 1 \| Child Care Center \| Triggers where 50 or more female Employees are engaged at work. \| Can be arranged by individual Employer or in the association with other Employers \| \| 2 \| Rest Room \| Triggers where 50 or more Employees are engaged at work. \| \| \| 3 \| Canteen \| Triggers where 50 or more Employees are at the same time at same workplace \| \| \| 4 \| First Aid \| For the primary treatment of Employees in case of any accident at workplace. Also triggers in case the Employee meets accident. \| Employer shall bear all the cost incurred for such treatment. \| Notice of Accident: Employer or the representative of Employer should provide notice, within 7 days, to the Labor Office in case any Employee meets accident which results injury or death of such Employee. Such notice should include the details including the date, time, reason and place of accident, and the name, address of the Employee including the name of hospital where treatment takes place. List of occupational disease and compensation: The Labor Rules authorizes the Government to publish list of the occupational diseases in Nepal Gazette. Any dispute relating to whether or not a disease is an occupational disease can be settled by the committee formed by the Government comprising of specialized medical practitioner as per the criteria set out by International Labor Organization. The Ministry of Labor has the authority to specify the amount of medical costs and compensation to be paid to the Employee by the Employer in the case of occupational diseases. Labor Audit The Employer is required to conduct a labor audit by the end of the month of Poush as per Nepali Calendar every year (Mid-January). The Labor Audit should be conducted as per the criteria defined by the Ministry of Labor. The audit may be conducted by the managerial level Employee of the entity or any other individual or entity associated in the field of labor. If any false details are found in the labor audit report, Department of Labor can impose up to twenty thousand rupees fine on the person providing false details or the management of the entity. A copy of the report of labor audit should be provided to the Labor Relation Committee. The report should also be submitted to the following regulatory authorities such as (a) to Nepal Rastra Bank by the bank and financial institutions, (b) to Insurance Board by the insurance companies, (c) to District Administration Office by Non-government organizations, (d) to the authority establishing or issuing license for approval by other entities. Maintenance of personal records and retention of such record: As per the Labor Rules the Employer should maintain personal and attendance record of the Employees. The record should include name, address, family details, citizenship certificate copy, contact number, email address and other important details of the Employee working with the Employer. The Employer is required to retain the records of Employee’s remuneration and attendance for at least five (5) years. Public Holiday and Weekly Off of Domestic Workers: The Labor Rules provides that domestic workers are entitled to twelve (12) day paid public holiday and one (1) day paid weekly off every week. If the worker is engaged in work on weekly off or public holiday, the Employer should provide replacing holiday within 21 days or overtime payment for such work. A. Air Nepal does not have any specific law on air pollution control. Environment Protection Act (Official Gazette, June 24/1997) and Environment Protection Rules (Official Gazette, June 26/1997) are umbrella legislation. Emission standards for in-use and new diesel generators (DG) sets, industrial boilers, cement industries, crusher industries and diesel generators were introduced in 2012. The government has also introduced brick kiln stack emission standard in 2008. According EPR, 1997, all industries as referred to in Schedule-7 has to obtain the provisional pollution control certificate. This certificate is issued by concerned body for one year of operation of such industry shall cause no Substantial adverse impact on environment or there is possibility of reducing or controlling such effect. Whereas if industry specific standards are available, the industry has to obtain the permanent pollution control certificate valid for three years to those industries after having their examination from the designated laboratory or as mentioned. Ministry of Forests and Environment (Previously named as Ministry of Population and Environment) and/or Department of Environment decides on what, when and how pollution abatement measures/equipment shall the plant implement (Rule 15, Sub Rule 5, EPR, 1997). B. Noise Nepal does not have a specific law to address noise pollution. Environment Protection Act (Official Gazette, June 24/1997) and Environment Protection Rules (Official Gazette, June 26/1997) are umbrella legislation. Sound Quality National Standard, 2012 are put in place for noise. According to Environment Protection Rules (Official Gazette, June 26/1997), Ministry of Forests and Environment (Previously named as Ministry of Population and Environment) is the in charge of implementing the proper measures for noise reduction. According to Sound Quality National Standard, 2012 noise limits differs based on the type of location. There are two types of noise limit- day and night limits. The noise limit for night are stricter then day. \| Zone \| Noise limit in Decibel \| \|-----------------------\|------------------------\| \| \| Day time \| Night time \| \| Industrial \| 75 \| 70 \| \| Commercial \| 65 \| 55 \| \| Rural Residential \| 45 \| 40 \| \| Urban Residential \| 55 \| 50 \| \| Mixed Residential \| 63 \| 55 \| \| Silent \| 50 \| 40 \| C. Drinking Water Government of Nepal issued notice to implement National Drinking Water Quality Standards, 2062 (2006) under the provision of Water Resources Act, 2049 (1993), Clause 18 and Sub Clause 1. The Standard are as follows: I. National Drinking Water Quality Standard \| S.N. \| Category \| Parameters \| Units \| Concentration Limits \| Remark \| \|------\|------------\|---------------------\|-------\|----------------------\|-------------------------\| \| 1 \| Physical \| Turbidity \| NTU \| 5 (10) \| \| \| 2 \| \| pH \| \| 6.5-8.5* \| \| \| 3 \| \| Color \| TCU \| 5 (15) \| \| \| 4 \| \| Taste and Odor \| \| Non-objectionable \| \| \| 5 \| \| TDS \| mg/L \| 1000 \| \| \| 6 \| \| Electrical conductivity (EC) \| µs/cm \| 1500 \| \| \| 7 \| Chemical \| Iron \| mg/L \| 0.3 (3) \| \| \| 8 \| \| Manganese \| mg/L \| 0.2 \| \| \| 9 \| \| Arsenic \| mg/L \| 0.05 \| \| \| 10 \| \| Cadmium \| mg/L \| 0.003 \| \| \| 11 \| \| Chromium \| mg/L \| 0.05 \| \| \| 12 \| \| Cyanide \| mg/L \| 0.07 \| \| \| 13 \| \| Fluoride \| mg/L \| 0.5 -1.5* \| \| \| 14 \| \| Lead \| mg/L \| 0.01 \| \| \| 15 \| \| Ammonia \| mg/L \| 1.5 \| \| \| 16 \| \| Chloride \| mg/L \| 250 \| \| \| 17 \| \| Sulphate \| mg/L \| 250 \| \| \| 18 \| \| Nitrate \| mg/L \| 50 \| \| \| 19 \| \| Copper \| mg/L \| 1 \| \| \| 20 \| \| Total Hardness \| mg/L as CaCO₃ \| 500 \| \| \| 21 \| \| Calcium \| mg/l \| 200 \| \| \| 22 \| \| Zinc \| mg/L \| 3 \| \| \| 23 \| \| Mercury \| mg/L \| 0.001 \| \| \| 24 \| \| Aluminum \| mg/L \| 0.2 \| \| \| 25 \| \| Residual Chlorine \| mg/L \| 0.1-0.2* \| in systems using chlorination \| --- 1 National Drinking Water Quality Standards, 2005 Implementation Directives for National Drinking Water Quality Standards, 2005 \| Category \| Parameter \| Unit \| Maximum Concentration Limits \| Remarks \| \|----------\|-----------------\|----------\|------------------------------\|---------\| \| Physical \| Turbidity_ \| NTU \| 5(10) \| \| \| \| pH \| \| 6.5-8.5* \| \| \| \| Color \| TCU \| 5(15) \| \| \| \| Taste & Odor \| \| Non objectionable \| \| \| \| Electrical Conductivity \| µS/cm \| 1500 \| \| \| Chemical \| Iron \| mg/l \| 0.3(3) \| \| \| \| Manganese \| mg/l \| 0.2 \| \| \| \| Arsenic \| mg/l \| 0.05 \| \| \| \| Fluoride \| mg/l \| 0.5-1.5* \| \| \| \| Ammonia \| mg/l \| 1.5 \| \| \| \| Nitrate \| mg/l \| 50 \| \| \| \| Total Hardness \| mg/l \| 500 \| \| \| \| Calcium \| mg/l \| 200 \| \| \| \| Residual Chlorine \| mg/l \| 0.1-0.2* \| In systems using chlorination \| \| Microbiological \| E-Coli \| MPN /100 ml \| 0 \| \| \| \| Total Coliform \| MPN /100 ml \| 0 (95% sample) \| \| * These values show lower and upper limits () Values in parenthesis refers the acceptable values only when alternative is not available. ### III. Rural Surface Water Supply Systems \| Category \| Parameter \| Unit \| Maximum Concentration Limits \| Remarks \| \|----------------\|--------------------\|--------\|------------------------------\|--------------------------\| \| Physical \| Turbidity_ \| NTU \| 5(10) \| \| \| \| pH \| \| 6.5-8.5* \| \| \| \| Color \| TCU \| 5(15) \| \| \| \| Taste & Odor \| \| Non objectionable \| \| \| \| Electrical \| $\mu S/cm$ \| 1500 \| \| \| \| Conductivity \| \| \| \| \| Chemical \| Iron \| mg/l \| 0.3(3) \| \| \| \| Manganese \| mg/l \| 0.2 \| \| \| \| Chromium \| mg/l \| 0.05 \| \| \| \| Fluoride \| mg/l \| 0.5-1.5* \| \| \| \| Ammonia \| mg/l \| 1.5 \| \| \| \| Nitrate \| mg/l \| 50 \| \| \| \| Total Hardness \| mg/l \| 500 \| \| \| \| Calcium \| mg/l \| 200 \| \| \| \| Residual Chlorine \| mg/l \| 0.1-0.2* \| In systems using chlorination \| \| Microbiological\| E-Coli \| MPN/100ml \| 0 \| \| \| \| Total Coliform \| MPN/100ml \| 0 (95% sample) \| \| * These values show lower and upper limits () Values in parenthesis refers the acceptable values only when alternative is not available. D. Waste Water (Effluent or Sewage) EPR 1997 requires for industrial unit which generate effluents to meet the pollution standards specified in Schedule 7 of EPR. According to EPR 1997, no one shall emit or cause to emit the noise, heat and waste from any mechanical means, industrial establishment or any other place in contravention of the standards prescribed. Government of Nepal has generic and specific standards for specific industries. The specific standards are as tolerance level for industrial effluents to be discharged into inland surface waters for tanning industries, wool processing industries, fermentation industries, vegetable ghee and oil industries, paper and pulp industries, dairy industries, sugar industries, cotton textile industries, shop industries, galvanizing and electroplating industries, paint industries, non-alcoholic beverage industries and pharmaceutical industries. Similarly, generic standards are also in place for industrial effluents to be discharged into inland surface waters, into public sewers, and into inland surface waters from combined wastewater treatment plant. There are also sampling and analyzing methods for same. According EPR, 1997, all industries as referred to in Schedule-7 has to obtain the provisional pollution control certificate. This certificate is issued by concerned body for one year of operation of such industry shall cause no Substantial adverse impact on environment or there is possibility of reducing or controlling such effect. Whereas if industry specific standards are available, the industry has to obtain the permanent pollution control certificate valid for three years to those industries after having their examination from the designated laboratory or as mentioned. While issuing provisional or permanent pollution control certificate, the concerned body may, as required, prescribe terms and conditions to be complied by industry (Rule 15, Sub Rule 5, EPR, 1997). GENERAL STANDARDS AND CRITERIA FOR THE DISCHARGE OF INDUSTRIAL EFFLUENTS INTO INLAND SURFACE WATERS \| Characteristics \| Tolerance Limit \| \|------------------------------------------------------\|-----------------\| \| Total Suspended solids, mg/L, Max \| 50 \| \| Particle size of total suspended particles \| Shall pass 850-micron Sieve. \| \| pH \| 5.5 to 9.0 \| \| Temperature \| Shall not exceed 40 degree C in any section of the stream within 15 meters down-stream from the effluent outlet. \| \| Biochemical oxygen demand (BOD) for 5 days at 20 degree C, mg/L, Max \| 50 \| \| Oils and grease, mg/L, Max \| 10 \| \| Phenolic compounds, mg/L, Max \| 1 \| \| Cyanides (as CN), mg/L, Max \| 0.2 \| \| Sulphides (as S), mg/L, Max \| 2 \| \| Radioactive materials: \| \| \| a. Alpha emitters, c/ml, Max \| 7-Oct \| --- 1 GoN, Urban Environment Management Framework 2068 (2011). \| Parameter \| Limit \| \|------------------------------------------------\|-------\| \| b. Beta emitters, c/ml, Max \| 8-Oct \| \| Insecticides \| Absent \| \| Total residual chlorine, mg/L \| 1 \| \| Fluorides (as F), mg/L, Max \| 2 \| \| Arsenic (as As), mg/L, Max \| 0.2 \| \| Cadmium (as, Cd), mg/L, Max \| 2 \| \| Hexavalent chromium (as Cr), mg/L, Max \| 0.1 \| \| Copper (as Cu), mg/L, Max \| 3 \| \| Lead (as Pb), mg/L, Max \| 0.1 \| \| Mercury (as Hg), mg/L, Max \| 0.01 \| \| Nickel (as Ni), mg/L, Max \| 3 \| \| Selenium (as Se), mg/L, Max \| 0.05 \| \| Zinc (as Zn), mg/L, Max \| 5 \| \| Ammonia nitrogen, mg/L, Max \| 50 \| \| Chemical Oxygen Demand, mg/L, Max \| 250 \| \| Silver, mg/L, Max \| 0.1 \| E. Waste Management in Nepal EPR 1997 requires for industrial units which generate waste to meet the pollution standards specified in Schedule 7 of EPR. According to EPR 1997, no one shall emit or cause to emit noise, heat and waste from any mechanical means, industrial establishment or any other place in contravention of the standards prescribed. According to EPR, 1997, all industries as referred to in Schedule-7 have to obtain the provisional pollution control certificate. This certificate is issued by the concerned body for one year of operation of such industry shall cause no substantial adverse impact on the environment or there is possibility of reducing or controlling such effect. Whereas if industry-specific standards are available, the industry has to obtain the permanent pollution control certificate valid for three years to those industries after having their examination from the designated laboratory or as mentioned. While issuing provisional or permanent pollution control certificates, the concerned body may, as required, prescribe terms and conditions to be complied by the industry (Rule 15, Sub Rule 5, EPR, 1997). The EPA 1997 also made provision for appointing Environment Inspectors in order to effectively carry out control measures to be made by businesses to mitigate, avoid or control the pollution they generate or activities required to be carried out in accordance with the IEE or EIA. The first policy on waste management “National Policy on Solid Waste Management” was formulated in 1996 to tackle the growing problem of solid waste management problems due to urbanization and industrialization. The policy emphasized on waste management in municipal and urban areas. The key objectives of this policy are to make management work of the solid wastes simple and effective and minimize environmental pollution caused by the solid wastes and adverse effect thereof to the public health. According to Local Self Governance Act, 1999, the local government authorities are responsible for solid waste management activities within its jurisdiction. Solid Waste Management Act 2011 came into existence with the objective of management of the solid waste in a systematic and effective way by reducing at its source, re-use, processing or discharge and for maintaining a clean and healthy environment through the reduction of adverse effects that may be caused to the public health and environment. This act made local body shall be responsible for the management of solid waste by construction and operation of infrastructure like transfer station, landfill site, processing plant, compost plant, biogas-plant and also collection of waste, final disposal and processing. As of this act, littering everywhere, placing, discharging or causing to discharge harmful waste by industrial enterprise or health institutions, emanating from industry or health institution shall be considered to have committed an offense. Cultural heritage are sites, structures, and remains of archeological, historical, religious, cultural, and aesthetic value. It is important to assess site to understand the significance of a site and to provide due protection according the aesthetic, historical, scientific, and social value. - Preventive Measures - Specify in the works contracts/agreements all required steps, notifications and preservative actions in case new/undiscovered archeological or other culturally interesting terms and encountered during excavation works. The clauses will specify whom to inform and how to proceed with works after the respective approval; - Align the trail or any other developmental activities in such a way that sites known for cultural heritage is at reasonably fair distance (to prevent possible impacts by development activity induced impacts such as air pollution, vibrations, damage aesthetics and noise, etc. - Mitigation Measures - The contractors (if involved) or community workers are responsible for strictly instructing workers to stay away from respected local cultural assets, to avoid any direct harm to those items or to hurt the traditional feelings of local people; - Avoid any actions that bear the risk to destroy the sites or alter their scientific or aesthetic character; - In case of accidental damages, the responsible agency will be obliged to inform immediately the archaeological department who will then decide further actions; - In case of accidental damages, the Contractor will be obliged to carry out immediate corrective and repair measures to satisfy the local population and, as applicable, the representative of the archaeological department. • Chance Find Procedures As subprojects will be located across the nation’s National Parks, Wildlife Reserves and Conservation Areas, possibility of encountering cultural sites during construction may be inevitable. If such physical cultural resources defined as “movable or immovable objects, sites, structures or groups of structures having archaeological, pale-ontological, historical, architectural, religious, aesthetic, or other cultural significance is found during construction, this has to be immediately informed to the local authority as per the law of the land. All findings belong to the Government of Nepal. The department of Archeology will determine the final destination of any artifact (object) that is salvaged during the construction process. Construction activity will immediately halt and will not resume until authorized by the competent authority (Representative Local Government or Department of Archeology or Chief District Officer, etc.). All the workers need to be trained or aware by responsible agency, especially those working on earth movements and excavations, on recognition of artifacts (object) most likely to be found in the area. The Department of Archeology, or any other recognized Historical or Archaeological Institute can be requested to provide this training. Annex 18: Species protected under Schedule-1 of NPWC Act (Source: National Parks and Wildlife Conservation Act, 1973) Mammals \| Species \| Scientific Name \| \|--------------------------\|------------------------------------------------------\| \| Assamese Monkey \| Macaca assamensis \| \| Pangolin \| Manis crassicaudata and M. pentadactyla \| \| Hispid Hare \| Caprolagus hispidus Gangetica \| \| Dolphin \| Platanista gangetica \| \| Grey Wolf \| Canis lupus \| \| Himalayan Brown Bear \| Ursus arctos \| \| Red Panda \| Ailurus fulgens \| \| Lingsang \| Prionodon pardicolor \| \| Striped Hyena \| Hyaena hyaena \| \| Leopard Cat \| Felis (Prionailurus) bengalensis \| \| Lynx \| Lynx lynx \| \| Clouded Leopard \| Neofelis nebulosa \| \| Tiger \| Panthera tigris tigris \| \| Snow Leopard \| Panthera uncia \| \| Wild Elephant \| Elephas maximus \| \| One-horned rhinoceros \| Rhinoceros unicornis \| \| Pygmy Hog \| Sus salvanius \| \| Musk Deer \| Moschus chrysogaster \| \| Swamp Deer \| Cervus duvaucelii \| \| Gaur \| Bos gaurus \| \| Wild Yak \| Bos grunniens (mutus) \| \| Wild Buffalo \| Bubalus arnee \| \| Great Tibetan Sheep \| Ammon hodgsonii \| \| Tibetan Antelope \| Pantholops hodgsoni \| \| Black buck \| Antilope cervicapra \| \| Four-horned Antelope \| Tetracerus quadricornis \| Birds \| Species \| Scientific Name \| \|--------------------------\|------------------------------------------------------\| \| Black Stork \| Ciconia nigra \| \| White Stork \| Ciconia ciconia \| \| Sarus Crane \| Grus antigone \| \| Cheer Pheasant \| Catreus wallichii \| \| Impeyon pheasant \| Lophophorus impejanus \| \| Crimson-horned Pheasant \| Tragopan satyra \| \| Bengal Florican \| Houbaropsis bengalensis \| \| Lesser Florican \| Eupodotis indica \| \| Giant Hornbill \| Buceros bicornis \| Reptiles \| Species \| Scientific Name \| \|--------------------------\|------------------------------------------------------\| \| Python \| Python molurus \| \| Gharial \| Gavialis gangeticus \| \| Crocodile \| Varanus flavescens \| \| S.N. \| Botanical Name or Forest Resources \| Vernacular Name \| IUCN Status \| CITIS Code \| \|------\|----------------------------------\|----------------\|-------------\|------------\| \| \| Species Banned for Collection and Export \| \| \| \| \| 1 \| Dactylorhiza hatagirea \| Panch Aule \| \| II \| \| 2 \| Picrorhiza scrophulariiflora \| Kutki \| \| \| \| 3 \| Juglans regia (bark) \| Okhar \| \| \| \| \| Species Banned for Export without Processing \| \| \| \| \| 1 \| Abies spectalilis \| Talis patra \| \| \| \| 2 \| Cinnamomum glaucescens \| Sugandhakokila \| \| \| \| 3 \| Cordyceps sinensis \| Yarsa Gomba \| \| \| \| 4 \| Lichen species \| Jhyau \| \| \| \| 5 \| Nardostachhys grandifloral \| Jatamansi \| \| \| \| 6 \| Rauvolfia serpentine \| Sarpagandha \| V \| II \| \| 7 \| Taxus buccata sub-sp. Wallichiana \| Loth Salla \| \| \| \| 8 \| Valerina jatamansii \| Sugandabala \| \| \| \| \| Tiber Tree Banned for Felling, Transportation and Export \| \| \| \| \| 1 \| Acacia catechu \| Khayer \| \| \| \| 2 \| Bombax ceiba \| Simal \| T \| \| \| 3 \| Dalbergia latifolia \| Satisal \| \| \| \| 4 \| Juglans regia \| Okhar \| \| \| \| 5 \| Michelia champaca \| Champ \| \| \| \| 6 \| Petrocarpus marsupium \| Bijay Sal \| E \| \| \| 7 \| Shorea robusta \| Sal, Sakhuwa \| \| \| Note: IUCN Threat Categories: E= endangered; T= threatened; V= vulnerable Biogas technology in buffer zone communities Deforestation, degradation and conversion of forest lands into agriculture and settlement puts tremendous pressure on the forests. Communities residing in the buffer zones around the protected areas are dependent on forest for timber, fuelwood, thatch grasses and non-timber products to meet their basic needs. Majority of the households practice traditional methods in their everyday activities such as using fuelwood for cooking and heating, harvesting timber and grasses as building materials and depend on local plants for medicinal, commercial and cultural/religious use. A large bulk of demand for forest products are for energy needs and about 77 percent of the total energy demand of the country is fulfilled by fuelwood (WCES 2010). While harvesting of forest products for energy demands exert pressure on forest resources, the associated health hazards from using fuelwood indoors are also high that result in poor respiratory health. Fetching fuelwood from the forest is also time consuming and reduces the work efficiency, especially of women who bear the responsibility of doing household chores. As an alternative to fuelwood, introduction of biogas technology in the buffer zone households has brought major benefit to the households and contributed to improving living standards. The major conservation benefit of biogas is on the direct reduction of forest deterioration. The use of biogas is most valued by the benefitting households for its significant time saving and increasing work efficiency; reduced work burden; better, renewable, quicker and easier fuel than firewood; and improvement of family health. While the obvious environmental benefits of using biogas is in the reduction of pressure on forest, using biogas also influence positive family relations, positive change of the individual in general cleanliness, indirect savings on health-related expenses, and increased time allocation by women and children in continuing their education. All these positive effects of biogas technology have resulted in the communities to embrace and understand the value of using clean energy into conserving the surrounding environment. NTNC has a long history of engaging the buffer zone local communities in environment protection by adopting biogas technology throughout the Terai Arc Landscape (TAL) region, making this conservation endeavor a model of success. Some of the major sites where biogas has brought positive change in people’s lives and enhanced environment conservation are Shivapur, Thakurdwara and Suryapatuwa VDCs of Bardia district; Bacchauli, Khumroj and Padampur VDCs of Chitwan district; and Bhimdutta municipality and Jhalari VDC of Kanchanpur district where in totality, more than 1,800 households have installed biogas through NTNC. Protecting trees through alternatives Households of ACA Manang follow Buddhist tradition who use trees for Dharjyo, which is a pole used to mount prayer cloths. The prayer flags are replaced more than once a year in each household and naturally tend to put undue pressure on forests. In effort to reduce the felling of trees for this purpose, NTNC-ACAP in Manang has introduced iron poles as substitutes to the wooden prayer flags. This initiative has brought success in changing the local behavior of relying on forests for Dharjyo and in the process, local communities have internalized the value of using iron poles to protect the forests, and that deforestation is avoidable by using simple but practical solutions. Before the use of iron poles, significant number of trees were cut from the already limited forested areas in Manang. However, this has changed for good because iron poles have replaced wooden poles, saving the forests. This case exemplifies how people are willing to change when suitable alternatives are put in place and the translation of willingness into actions stimulates the protection of the common good. Cultivating community participation for conservation in ACA The major objective of conservation area management is to address local issues by accommodating local communities in the process of protected area management. The objective has some good justifications. First, there is a close link between socio-culture and tradition of local communities with the resources of the area. Second, communities have traditional knowledge, skills, and practices required for the management of local resources. Third, the livelihoods of local communities are primarily derived from local resources, which justify their right and responsibility to be involved in the management. Moreover, the involvement of local communities in conservation area management also rationalizes the conservation cost by plowing back the revenue generated from the conservation area. In order to implement the ACA programs, the operational plan 1986 made provision to form a village level non-political Conservation and Development Committee (CDC) that could make decision about local issues including forest resources based on people’s consensus as far as possible. This provision of CDC drastically reduced people’s burden of going to the distantly located district forest office (DFO) and facing the administrative and bureaucratic procedures to get permission for timber and other materials for construction of houses and livestock shelters. With the time, the CDC gathered more practical experience and developed its own rules and regulations to protect the VDC’s forests. They even started to fine the rule breakers (KMTNC-ACAP 1997). Conservation Area Management Regulations 2053 (1996) and Conservation Area Management Directives (1999) empowered the CDC and renamed it as Conservation Area Management Committee (CAMC). The CAMC is a Village Development Committee (VDC) level organization with 15 members represented from all nine wards, one chairman and one secretary, and four nominated members from social workers, women, and disadvantaged groups. There are 57 CAMCs now operating in all Unit Conservation Areas (UCOs) in ACA who fulfill the responsibility to conserve the natural resources and contribute in the local development through mobilization of local resources. The committees operate by VDC level conservation and development plans and implement them in collaboration with VDC, District Development Committee (DDC), and local line agencies. Based on local needs, the CAMCs have sub-committees of Forest Management, Tourism Management, Mother Groups, Village Electricity Management, etc., which could exercise the authorities and responsibilities delegated by the CAMC. These committees are authorized to collect users’ fee and utilize the revenue for conservation and development of the area. All these grassroot efforts have ensured a lasting harmony between the people and environment while balancing the need of economy and development. The success of CAMC approach to community-based conservation demonstrates how conservation and development can go together through a strong local support gained by entrusting the management of conservation areas to the rightful owners and stewards. Active participation of Mother’s Group CAMC members in discussion of conservation agenda Alternative energy technology One of the objectives of Integrated Conservation and Development Program (ICDP) is to develop or introduce new technology or improve the existing one to fit local needs and prevent environmental impacts. Biomass energy consumption (e.g., firewood and dung) is one of the prime examples of environmental degradation. Firewood consumption in ACA was the major cause of deforestation. The forest area was shrinking and there was an acute shortage of firewood during 1970s-1980s. This was a real burden particularly for women and children who exhausted their time and energy in search of firewood. There was no alternative source of energy for heating and cooking. ACAP took up this issue urgently for intervention because it was the priority of local people. Various alternative energy sources such as hydropower, solar, biogas, and improved cooking stoves were introduced in order to curtail the use of firewood and other sources of biomass energy. Starting from 1987, ACAP introduced 2,183 improved cooking stoves, 906 biogas plants, 254 solar units, and 20 hydropower projects by 2006. Introduction of energy technology was accompanied by awareness program, community forest program, tree plantation in degraded areas, and so on. These alternative energy sources together with other relevant programs effectively substituted the use of firewood, which generated multiple positive impacts in ACA: a) regeneration and increase of forest area, b) reduction of environmental pollution, c) better health and sanitation, and d) availability of extra time of women and children for productive work like income generation and schooling. Safe Drinking Water Unavailability of safe drinking water in destination areas is one of the major problems that contributes to environmental pollution because of plastic water bottles brought along by the visitors. Purchasing plastic water bottles along the trekking routes is also not a good idea as it contributes to plastic waste generation. The bottles are not recycled and end up in refuse pits. Boiled drinking water are available through hotels but can be costly, raising the daily spending just for maintaining the bare minimum for health care. In order to reduce this problem, ACA has been providing safe drinking water for visitors through "Clean Water Stations" spread across various points in the trekking trails. So far, there are 26 station in ACA. The water stations use ozone generator machines to purify water of harmful pathogens through the process of ozonation. As a result, visitors have easy access to clean drinking water and replaced the need to bring or purchase bottled water. As a successful example of this initiative, now a days, the Ghandruk village of ACA has significantly reduced the use of plastic bottles that has contributed to the reduction of nonbiodegradable wastes. Tourism as driver of local development Poverty alleviation is the focus of economic development program. In ACA, it focused primarily on: a) income generation activities based on local opportunities, b) promotion of skill development for quality improvements of existing products and services, and c) manufacturing and marketing new products (e.g., products of nettle fiber and carpets from sheep wool). Promotion of tourism was considered as a viable option to achieve these objectives of economic development in the Annapurna region. Tourism was linked to commercialization of agriculture such as cultivation of tea, fruits, vegetables, and production of vegetable seeds in the area. Tourism is a mainstay of ACA. It can fetch ample benefits to local communities and generate resources and enthusiasm for nature conservation as well. The number of tourists visiting ACA increased steadily from the 1980s and reaching more than 37,000 by the early 1990s and more than 76,000 by the year 2000 after which it declined drastically due to insurgency in the country. Although tourism has inflicted some adverse social and environmental impacts, it has been the focal program for ICDP and sustainable development of ACA for several reasons. First, revenue collected from tourism (e.g., trekking permits) provided financial sustainability for its conservation and development activities. For example, trekking revenue covered more than 85% during the period of 1996-2001. Second, in addition to supporting local entrepreneurs (e.g., local hotel and teashop owners) for income generation, tourism has also significantly contributed to motivating the entrepreneurs for environmental conservation. Third, it has introduced new skills and technology and updated relevant information through volunteer and self-help programs. Tourists/visitors have donated and established funds for some activities such as scholarships for school children. Finally, besides many other contributions, tourism has also helped diversify conservation programs and change the attitude of local people towards conservation and development. Both the Operational plan and Management plan of ACA considered these negative and positive aspects of tourism in developing tourism management activities. For example, local hotel and teashop owners were lacking ideas and skills in hotel management, food preparation, guest relation, sanitation, and communication and information according to the taste of visitors. The ACAP program provided such skills through a number of formal and informal training, which significantly helped in improving the services. Now, there are more than 700 such teashops and hotels with skilled manpower, alternative energy sources, and environment friendly products from local resources. Economic indicators such as lifestyle (e.g., housing and consumption pattern), purchasing capacity, possession of household appliances (e.g., television), schools, health posts, etc. suggested that the economic status of local people has been rising. Tourism is largely responsible for such positive changes in the economic status of ACA. In order to enhance the economic development and also maintain the balance between economy and environment, ACA should go for quality tourism in future by attracting quality tourists who are ready to pay more entrance fees and spend more days. This demands that ACA be developed as a special destination with improved facilities, diversified products and programs (e.g., new routes and sites), and new style of marketing and promotion of tourism. THANK YOU FOR VISITING MANANG THORONG-LA PASS 5415m CONGRATULATION FOR THE SUCCESS!!! HOPE YOU ENJOYED THE TREK IN MANANG SEE YOU AGAIN!!! 1. Bardia National Park 1.1 Physical environment Location The Bardia National Park is primarily located in Bardia district and spreading towards Surkhet and Banke districts. It is the largest protected area in the Tarai region of Nepal which covers an area of 968 sq. km. The total area of the park’s buffer zone (BZ) is of 507 sq. km. In addition to Bardia district, the buffer zone is extended to Banke and Surkhet districts. The BZ includes 110 Wards of 20 Village Development Committees (VDCs) with the population of 1,14,201 and 17,146 households. Topography The park’s landscape consists of two broad physiographic zones; Siwalik/Churia and Flat Tarai land. The large northern part, Siwalik is comprised of steep to moderately steep undulating terrain and southern part is almost flat. Important landscapes are Karnali flood plain, the Babai river valley and Siwaliks. Most of the park and buffer zone area is covered by forests (76%) and followed by cultivated lands (13%), shrub land (3.64%), grass lands (1.47%), and water bodies (1.63%). Climate Two bio-climatic zones exist in the BNP including lower tropical zone (below 500m) and upper tropical zone (501-1000m). The upper tropical zone is comparatively cool which experience like sub-tropical monsoon whereas lower tropical zone is too dry and hot. Recorded mean annual temperature of the park is $21^\circ$ C with lowest temperature of $3^\circ$ C during January and maximum temperature over $40^\circ$ C during May-June. Three distinct seasons can be observed in a year, they are: hot and dry season (February to mid-June), hot and wet (mid-June to late September), and cool and dry (late September to February). Annual recorded rainfall ranges from 2000 mm (at Chisapani area/Churia) to 1400 mm (at Gulriya/Southern lowland). Monsoon rain is prevalent in the area, about 90% of the total precipitation occurs during three months (July, August and September). Winter rains are scanty but have significant role in maintaining the hydrology of the park. Geology/Soils The Siwalik Hills are composed of unconsolidated rock materials mainly made-up of sedimentary rocks (mostly limestone and quartz) and big boulders which are very weak, and therefore, vulnerable to rapid erosion. The Bhabar belt is formed through the accumulation of gravel, boulders, stones and sand which are washed down from the foot hills. The flat plain is made-up of alluvium, layers of unconsolidated materials deposited by the rivers. River flood plains are sandy whereas other land consists of Silty to clay soil type. Mass movements such as landslides and mud flows are common in the Siwaliks during the rainy season accelerating flood and removal of vegetation. The Siwalik degradation caused by encroachment, illegal collection of forest product, grazing and fire has detrimental effects on ground water and river water pollution. Hydrology/Drainage The park is located along the Karnali river basin, the biggest river basin of the country. Karnali, Babai and Orahi rivers are the major tributaries that drain the park. Karnali River, the largest tributary of the basin passes through the park from north to south. The south-western Karnali flood plain of an area of about 100 sq. km is regarded as "biodiversity hot-spot". The Babai River, originated from the ridges of the Siwaliks, flows from east to west at the middle of the park stretches about 40 km within the park. Other rivers of Siwalik origin such as Orahi, Ambasa, Karelia Nala and Maan Khola drain the eastern sector of the park. Only few ox-bow lakes are found inside the park. ### 1.2 Biological resource and land use Fauna Fifty-six species of mammals, 438 birds, 52 herpetofauna, and 121 fishes have been recorded from the park area. The park is prime habitat for Royal Bengal Tiger (Panthera tigris tigris). Other symbolic mammalian species includes: Asian Elephant (Elephas maximus), One-horned Rhinoceros (Rhinoceros unicornis), Dolphin (Platanista gangetica), Swamp deer (Cervus duvaucelii), Black buck (Antelope cervicapra), Hispid hare (Caprolagus hispidus) and Common leopard (Panthera pardus). The park is also rich in ungulate diversity. Out of total 6 species of deer, 5 species such as Samber deer (Cervious unicolor), Spotted deer (Axis axis), Hog deer (Axis porcinus), Swamp deer (Cervus duvaucelii) and Barking deer (Muntiacus muntjak) are found in the park. Endangered Gharial crocodile (Gavialis gangeticus), Marsh Mugger (Crocodilus palustris), and Burmese Python (Python molurus) are symbolic reptiles of the park. Bird species symbolic to the park include the Endangered Bengal florican (Houbaropsis bengalensis) and lesser florican (Syphoetides indica), Critically Endangered White-rumped vulture (Gyps bengalensis), Peacock (Pavo cristatus) and Bar-headed gees (Anser indicus), Giant Horn Bill (Buceros bicornis), Eurasian Eagle Owl (Bubo bubo). Flora A total of 839 species of flora have been estimated in the park. Among these, 170 are estimated to be vascular plants. Eight pteridophytes, 1 gymnosperm, 140 dicotyledons and 26 monocotyledons have been recorded so far. The park consists of mainly three major vegetation types viz. (i) Chirpine forest, (ii) hill Sal forest and (iii) lower tropical Sal and mixed broad-leaved forest. Chirpine and hill Sal forest are found in the Siwaliks and the latter in the foothills. Chirpine (Pinus roxburghii) is found above 500 meter in the northern Siwalik region. Sal is the dominant tree species (71%) of the park. Other major associates of the Sal forest includes; Karma (Adina cardifolia), Bot-Dhangero (Lagerestromia parviflora), Asna(Terminalia tomentosa), Barro (Terminalia belerica), Jamun (Syzgium cumini), Tantari (Dillenia pentagyna), Sindure/Rohini (Malotus philipinenansis), Mahuwa (Madhuca indica), Bhalayo (Semicarpus anacardium), Rajbriksha (Cassia fistula), Siris (Albiziasp), Bel (Aegle marmelos), etc. Major dominant riverine species includes: Khair (Acacia catechu), Sisoo (Dalbergia sisoo), Simal (Bombax ceiba), and Vellor(Trewia nudiflora). Dhangero (Woodfordia fruticosa), Lwangful (Lantana camara), Besarma/Bihaya (Ipomea fistulosa), Titepati (Artimissia dubia), Asare/Kadipatta(Murraya koenigii), Kurilo (Asparagus recemosus), Tapre (Cassia tora) are the major shrubs found in the park. The major grassland species of the park includes: Elephant grass (Themeda villosa), Kans(Saccharum spontaneum), Siru (Imperata cylindrica), Dubo (Cynodon dactylon), Babiyo (Eulaliopsis binata), and Khar (Vetivaria zizanoides). Ecosystem Altogether seven forest ecosystem types have been identified in BNP; Upper Siwalik Chirpine-Oak forest, Siwalik Chirpine-Oak forest, Tropical hill Sal forest in inner valleys, Tarai Tropical Sal forest, Khair-Sisoo scrub and riverine forest, Bhabar light forest and Tarai cultivated land (NBRB, 2007). Of the 200 global eco-regions identified by World Wildlife Fund (WWF), the park holds two eco-regions, the Tarai-duar savannas and grasslands, and the Sub-tropical Broad-leaf Forests. Land use The park can be distinguished into five distinct land use types, viz.(i) the Siwalik, (ii) the Bhabar, (iii) the river valley, (iv) the alluvial lowland, and (v) the riverine floodplains. Important landscapes are Karnali flood plain, the Babai river valley and Siwaliks. Most of the park and buffer zone area is covered by forests (76%) and followed by cultivated lands (13%), shrub land (3.64%), grass lands (1.47%), and water bodies (1.63%). About 33% of the buffer zone area is under good forest cover, 17% under grassland and degraded forest, over 43% under agricultural land and 7% other land use. ### 1.3 Socio-economy and human settlement Located in province five of the country, Bardia district is situated in the Terai region of the country with elevation starting from below 300 m and going up to 1,564 masl and hot tropical climate. With an area of 2,025 km$^2$ and population of 426,576 living in 83,147 households, about 56% of the total population are Indigenous People (IPs) with Tharu as the most populous ethnic group. Bardia district has been divided into six municipalities and two rural municipalities. Madhesi community with many castes and sects are the dominant population in the district with Tharu being the most common language spoken. The average household size of the district is 5.23 and predominant occupation of the district is agriculture, but the production system is traditional and mostly subsistence. Integrated crop-livestock farming is the predominant production system. Rice and wheat are the predominant crops cultivated in 50,000 ha and 17,800 ha respectively, producing about 202,800 MT of rice and 66,300 MT of wheat in 2015/16. The average annual household income is $1,086 with 28.7% of the population in poverty. Household statistics show that 96.3% own their own home but homes are mostly mud bonded in foundation and wall, and roofed by galvanized iron. Wood is used as the main fuel for cooking at 87.6% and 62.6% have access to electricity. The human development indices of the district are not very encouraging as the literacy rate is only at 65% where 58% of women are literate and 74% of males are literate; and 50.6% children under age five are malnourished. Wildlife tourism is Bardia National Park is growing steadily over the past few years where tourists visit to experience the pristine wilderness of the park. The fast-flowing water of the Rapti river and wildness of the park provide excellent jungle safari and rafting expeditions. Since the past few years, more tourists are drawn to the park by the high prospect of sighting tigers in the wild. In 2017/18 the park received 17,959 visitors, although an increase compared to the previous years, it is much lower than other parks such as Chitwan National Park. 1.4 Physical cultural resources Besides the national park, Bardia district is known for its Tharu culture. The district is mainly inhabited by Danguara Tharu people who have their own language, customs and traditions. Small villages like Dalla and Kailashi in the countryside are some of the cultural attractions with rich Tharu culture. Different cultural experience includes folk dance, handicraft sale and exhibits, museum displays, traditional customs, religious rituals and festivals. Homestay facilities operated by local communities provide various cultural and traditional programs. The Thakur baba temple of Thakurwara municipality is a major religious attraction to Hindu pilgrims. 1.5 Krishnar Conservation Area Situated in Khairapur of Bardia district, Krishnasar Conservation Area was established in an area of 16.95 km$^2$ by the GoN to protect and conserve the last remaining herd of blackbucks in in-situ state. The total area of core blackbuck habitat is 5.27 km$^2$ and the surrounding area of influence is 11.68 km$^2$. In Nepal, blackbucks were almost extinct until a small herd of nine blackbucks were discovered in Khairapur of Bardia district in 1975 which initiated their conservation efforts. Today, conservation efforts have helped the blackbuck population to rebound, growing to 293 and standing as the northernmost surviving herd of blackbucks in the world. In order to ensure sustainable management of the conservation area, a protection fence of 10.25 km$^2$ encloses the core blackbuck habitat to deter livestock grazing and avoid unwanted contacts with potential disease vectors and predators such as domestic dogs and hyaenas. In addition, to minimize the risk to the blackbucks from flooding, five hillocks have been constructed for their refuge. Other wildlife such as hyaena (Hyaena hyaena), Asiatic Rock Python (Python molurus) and Golden Monitor Lizard (Varanus flavescens) are also recorded in the area. The first reintroduction of 28 captive blackbucks in Shukla Phanta NP have resulted in a population of 70 individuals in the wild. It stands as a potential tourism product which can attract tourists visiting the Bardia NP. The conservation area received 17,697 foreign visitors in 2017. 2. Banke National Park 2.1 Physical environment Location Banke National Park extends over 550 km² in Banke district and its buffer zone, 343 km², encompasses parts of Banke, Dang and Salyan districts. It is connected with Bardia National Park towards the west which further links with Katerniaghat Wildlife Sanctuary in India via national and community forests of Khata corridor. Similarly, it also adjoins with Kamdi corridor, through national and community forests, and connects Suhelwa Wildlife Sanctuary (SWS) of India. It is an important component of Terai Arc Landscape (TAL) which provides additional habitat for tigers. Topography Plains: This is a narrow strip which stretches east to west parallel to the National Highway in the southern part of the Park with elevation ranging from 153 m to 250 masl. This region contains various forest types: Sal forest, Riverine forest, Floodplain forest, and Khair-Sissoo forest along the streams. Bhabar/foot hills: This is the region north of the plains and at the foothills of the Churia hills. The altitudinal variation ranges from 250 m to about 600 m. The main forest types found in this region are: Hill Sal forest, Mixed hardwood forest, and Riverine forest. Churia ridge: This is the Churia hill region with altitudinal range from 600 m up to 1247 masl. Mixed Churia hill forest is the main forest type found in the area with hill Sal forests found scattered in places. Climate The park has sub-tropical monsoonal climate with summer monsoon from mid-June to early October followed by relatively long, cold dry winter. There are three distinct seasons: hot-dry (February to mid-June), monsoon (mid-June to early October), and cold dry (early October to February). The area is located in the far-western climatic zone and has a tropical monsoon climate with high humidity throughout the year. Summer is characterized by hot, dry and westerly windy weather where temperature can reach as high as 39°C. The hot humid days give way to the monsoon season that typically lasts from late June until September when rivers become flooded and most of the roads are virtually impassable. Spring refers to a pleasant climate with slightly post monsoon rain and not extreme temperature. The weather in winter is also pleasant with cold morning and nights with occasional cold waves during two months of December and January. The average annual rainfall of the park is 1,474 mm and about 80% of rainfall occurs within four months of rainy season i.e. June to September. Rains are scanty in winter season although few intermittent showers take place during the period. Geology/Soils The geological formation of the Churia range is the determining factor for the soil types of the park. Exposed rocks consist of fine-grained sandstone with pockets of clay, shale, conglomerate and freshwater limestone. The Bhabar zone receives boulder, cobbles, gravel, and coarse sand interceded with silt and clay from the Churia. Hydrology/Drainage Two major rivers, Rapti and Babai enclose the buffer zone. Rapti River forms the southern boundary, whereas the Babai River has demarcated the northern boundary of BZ. The Churia ridge forms the catchment boundary and divides the basin. All the rivers of the Park originate from the Churia hills. Main streams in the Rapti catchment (southern aspect) of the Park are Kathauti, Jethi, Syalmare, Ranighat, Jhijhari, Baghsal, Paruwa, Muguwa, Khairi, Sukhar, Lumba/Rolpali, Sauri, Bairiya, Oz Khola and Tilkanya and Malai Khola lies within Babai catchment (northern aspect). Water discharge of these rivers/streams is very high during rainy season. Much of the small streams remain dry during summer season. ### 2.2 Biological resources and land use Fauna Mammals: The Park is home to 34 species of mammals. Among them, seven species are protected under National Parks and Wildlife Conservation (NPWC) Act 2029. These protected species are: Tiger (Panthera tigris), Leopard Cat (Felis bengalensis), Spotted Lingsang (Prionodon pardicolor), Asian Wild Elephant (Elephas maximus), Striped Hyaena (Hyaena hyaena), Four-horned Antelope (Tetracerus quadricornis) and Indian Pangolin (Manis crassicaudata). Similarly, the common species recorded in the Park are Common Leopard (Panthera pardus), Jackal (Canis aureus), Fox (Vulpus bengalensis), Jungle cat (Felis chaus), Bluebull (Boselaphus tragocamelus), Hog deer (Axis porcinus), Wild Boar (Sus scrofa), Sloth bear (Melursus ursinus), Spotted deer (Axis axis), Barking deer (Muntiacus muntjak), Sambar (Cervus unicolor), Common Ghoral (Naemorhaedus goral), Rhesus monkey (Macaca mulata) and Porcupine (Hystrix indica). Birds: To date, 236 species of bird have been reported from the park out of which one protected bird species is reported under NPWC Act, 2029 i.e. Great Hornbill. Great Slaty Woodpecker (Mulleripicus pulverulentus), Egyptian Vulture (Neophron percnopterus), Whiterumped Vulture (Gyps bengalensis), Steppe Eagle (Aquila nipalensis), Woolley-necked Stork (Ciconia episcopus) and Hodgson’s Bushchat (Saxicola insignis) are the six globally threatened species found in the park. Some nationally threatened species found in the Park are Grey Francolin (Francolinus pondicerianus), Northern Pintail (Anas acuta), Great Hornbill (Buceros bicornis), Yellow-wattled Lapwing (Vanellus malabaricus), Himalayan Vulture (Gyps himalayensis) and Asian Openbill (Anastomus oscitans). Herpeto-fauna: Twenty-four species of reptiles and nine amphibian species have been reported from the area. Asatic (Rock Python) and Golden monitor lizard (Varanus flavescens) is endangered species reported from the area and are therefore protected species in the Herpeto-fauna list of NPWC Act 2029. Other common reptiles reported are Garden lizard (Calotes versicolor), Brookes’ house gecko (Hemidactylus brookii), Agama (Agama tuberculata), Krait (Bungarus caeruleus), King Cobra (Naja naja), and Viper (Vipera russelli). The common amphibian species recorded in the Park include Bull frog (Rana tigrina), Marbled toad (Bufo stomaticus) and Common toad (Bufo melanstictus). Fish diversity: Several fish species are found in the major river systems of the Park. To date, 55 species of fish have been reported out of which 35 fish species are reported from Rapti River only. Flora The composition of forests, change from site to site even within similar forest types. Forest composition, structure and status change according to the horizontal as well as vertical gradients of the park. The Bhabar/ foothills of the Churia are more diverse than either of the lowland plains and the Churia forests. Likewise, the western and middle part of the Park are more diverse than the eastern sector. Of the several floras recorded in the Park, 263 species have been identified. Sal (Shorea robusta), Asna (Terminalia tomentosa), Chiraunjee (Buchanania latifolia), Bajhi (Anogeisus latifolia), Sissoo (Delbergia sisoo), Khair (Acacia catechu), Dumri (Ficus glomerata), Sindure (Mallatous philippinis), and Jamun (Eugenia jambolana) are the dominant species in terms of density and basal area. About 20 to 30% of the area is dominated by Sal forest and other species include Barro (Terminalia belerica), Harro (Terminalia chebula), Karma (Adina cordifolia), Kusum (Schleichera trijuga), Bhalayo (Semecarpas anacardium), Tantari (Dillenia pentagyna) and Bot Dhaiyanro (Lagerstroemia parviflora). Ecosystem The park represents the mid-western Terai ecosystem of Nepal containing an array of eight ecosystem types such as Sal forest, deciduous riverine forest, savannahs and grasslands, mixed hardwood forest, flood plain community, bhawar and foot hills of Churia range. The plains contain various forest types – Sal forest, riverine forest, flood plain forest, and Khair-Sisso along the streams. The Bharbar zone form the region north of the plains and at the foothills of Churia hills that contain mixed hardwood forest and riverine forest. The Churia hills region fall within the altitudinal range of 600 m to 1,247 masl with mixed Churia hill forest with Sal forests scattered in places. Land use The core area of the park is predominantly forests contributing to 91% of the area. Other coverage includes bush, grasslands, sand and small water bodies. The major land use types in the buffer zone are forests (74%) and agriculture (11%). ### 2.3 Socio-economy and human settlement Banke district is located in province five of the Terai region of the country with elevation starting from 153 m and going up to 1,247 masl and sub-tropical monsoonal climate. With Nepaljung as the headquarter, Banke covers an area of 2,337 km² and population of 491,313 living in 94,693 households, about 24% of the total population are Indigenous People (IPs) with Tharu as the most populous ethnic group. Banke district has been divided into one sub-metropolitan city, one municipality and six rural rural municipalities. Madhesi community with are the dominant population in the district with Tharu, Musalman, Yadav and Kurmi bing the main caste groups. Tharu is the most common language spoken. The average household size of the district is 5.19 and predominant occupation of the district is agriculture. Rice and wheat are the predominant crops cultivated in 36,500 ha and 19,050 ha respectively, producing about 85,442 MT of rice and 3,200 MT of wheat in 2015/16. The average annual household income is $1,133 with 26.4% of the population in poverty. Household statistics show that 88.1% own their own home but homes are mostly mud bonded in foundation and wall, and roofed by galvanized iron. Wood is the used as the main fuel for cooking at 74.4% and 68.8% have access to electricity. The literacy rate is only at 62% where 55% of women are literate and 70% of males are literate; and 44.8% children under age five are malnourished. Banke National Park adjoins Bardia National Park and is equally rich in biodiversity and cultural attractions. Domestic tourists account for most tourists and the park received only four foreign visitors in FY 2017/18. ### 2.4 Physical cultural resources Banke district holds similar cultural characteristics with Bardia district. Since a past few years, few homestays are in operation. Some wetlands such as Badhaiya tal, Rani tal and Purainapureni lake and religious sites such as Bageswori temple are attractions to domestic tourists. 3. Shukla Phanta National Park 3.1 Physical environment Location Shukla Phanta National Park (ShuNP) lies in the bordering south-western section of Terai in Kanchanpur district. It covers an area of 305 km$^2$ of open grassland, forests, riverbeds and tropical wetlands in the core area and the buffer zone area covers 243.5 km$^2$. The park has the largest grassland in the far-western Terai. It is also home to Nepal’s, and perhaps even Asia’s largest population of swamp deer. The park shares a common boundary with the Indian state of Uttar Pradesh in the south and west which is formed by the Mahakali river, a major tributary of the Ganges river. It is bordered on the eastern side by the Chaudhar river and to the north by a forest belt and cultivations. The park was previously a wildlife reserve and upgraded into the national park in 2016. Topography It lies within the coordinate $28^\circ 42'29''E - 29^\circ 03'08''E$ and $80^\circ 03'08''N - 80^\circ 25'53''N$. Altitude gradient varies from 174 m to 1,386 m. Climate The park has lower sub-tropical and upper-tropical bio-climatic zones that fall in the park's Siwaliks region and lower tropical bio-climatic zone in the Terai part. The park has a tropical monsoon climate with four different seasons: winter, spring, summer and monsoon. The mean monthly temperature varies from 10°C to 12°C in winter, gradually rising to 17°C in the spring and 26°C in the summer. December and January are fairly cold and misty with occasional frost. The average annual rainfall ranges from 1,300 mm to 2,300 mm, 80% of which falls during monsoon. The relative humidity remains fairly high throughout the year except in the dry months of the pre-monsoon period. Geology/soils There are five different soils in ShuNP. The soils in the riverine forests of khair and sisso along Mahakali river are loamy-sand with small gravel and stones; in the mixed forests they are sandy loam; in the Sal forests, they are loam to sandy loam with high organic content; and in the Siwaliks the soils consist mainly of sandstone, conglomerate, quartzite, shales, and micaceous sandstone. Hydrology/Drainage The Mahakali River is the major river system of the area which flows forming the western boundary of the park. However, the park does not benefit much from such large river. There are few rivers that support this park viz. Bahuni, Chaudhar, Radha and Syali rivers which flows through the NP and mixes with the Mahakali. Also, there are degraded wetlands/ponds inside park such as Rani Tal, Khairkandra Tal, etc. 3.2 Biological resources and land use Fauna The faunal diversity of the park comprises 43 species of mammals, 349 species of birds, 2 species of reptiles, 21 species of fish and 20 species of amphibians. It is the prime habitat for the endangered swamp deer (Cervus duvaucelii) and currently holds about 2,000 swamp deer. It is also home to threatened species of global importance, including the Bengal tiger (Panthera tigris), greater one-horned rhinoceros (Rhinoceros unicornis), Asian elephant (Elephas maximus), Bengal florican (Houbaropsis bengalensis) and Hodgson’s bushchat (Saxicola insignis). Flora The park has the highest number of plant species from Terai, Nepal so far for any given protected area, comprising 665 species of plants (109 tree species, 70 shrubs, 432 herbs, 41 climbers, 4 epiphytes and 9 others) belonging to 438 genera and 118 families. Among these species, a total of 8 species fall into different IUCN threat categories. Ecosystem The park consists of three major ecosystem types viz. Terai tropical Sal forest, Khairsisso riverine forests and Terai duar-savannah grassland. About 80% of the park is occupied by different stages of Sal forests. Ground vegetation is poor in the mature Sal forests where there is closed canopy while grasses like Narenga porphyrocoma, Themada arundinacea, Saccharum bangalense, etc. are present in immature forests with relatively open canopy. The riverine vegetation present in the Mahakali floodplain comprises khair-sisso forests, and pure stands of sisso on the banks of the Mahakali river. Mixed deciduous forests occupy the lower part of the reserve with major species such as guthali, jamun, simal, sindure, and fiscus species. The major grassland ‘Shukla Phanta’ covers an area of 54 km$^2$ south-west of Bauni river and south of the forests. Other grassland includes Sundari phanta, Karaiya phanta, Singhpur phanta, Mangalsera Phanta, etc. Land use The land use type of the park is 52% Sal forests, 10% wetlands, 30% grassland, 16% riverine forests and 2% mixed forests. 3.3 Socio-economy and human settlement Kanchanpur district is located in province seven of the Terai region of the country with elevation starting with Bhimdatta as its district headquarter. With an area of 1,610 km$^2$, the district has 7 municipalities and 2 gaunpalikas where 451,248 people (52% males, 56% females) reside in the 82,134 households. The most representative ethnic group in the district are the Chhetris (29%) followed by Tharus (26%) and Brahmins (16%) and mix of other ethnic groups. The Doteli language is the most spoken language (40%) followed by the Tharu language (25%) and Nepali (16%). The average household size of the district is 5.49 and predominant occupation of the district is subsistence agriculture farming. Rice and wheat are the predominant crops cultivated in 45,796 ha and 31,342 ha respectively, producing about 145,207 MT of rice and 75,439 MT of wheat in 2015/16. The average annual household income is $938 with 31.4% of the population in poverty. Household statistics show that 94.1% own their own home and 82% use fuel cooking for cooking while 75.2% have access to electricity. The literacy rate is at 71% where 61% of women are literate and 81% of males are literate; and 31.7% children under age five are malnourished. 3.4 Physical cultural resources The famous destination here is suspension bridge (1496.5 m), Tanakpur dam, etc. There is a temple inside the park which is worshipped mainly by Tharu community called Singhapal Babathan. Outside the park within few kilometer radiuses there are Banda Lake, Rautela temple, Bishnu temple, Bhamkeni temple, Linga temple, Bedkot Lake temple, Siddhanath temple, etc. Also, the fring area is rich in cultural and ethnic diversity with typical village of Rana Tharu and Dagaura Tharu. Typical culture of Khas Brahman and Chhetri of western hill region can be also be found. 4. Rara National Park 4.1 Physical environment Location The Rara National Park (RNP) is located in Karnali Zone (Province 6) of North-west Nepal, between coordinates of 29° 26' - 29° 34' North and 82° 00' - 82°10' East. A larger part of RNP lies in Mugu district while a southern tip of the Park lies in Jumla district. RNP covers an area of 106 km$^2$, out of which 10.8 km$^2$ is occupied by Rara Lake, which is the largest lake of Nepal (HMG 1980, Upreti 1989). The buffer zone of the park lies in Mugu and Jumla district. The total population of the buffer zone is 13,876 (10,617 in Mugu and 3,259 in Jumla district). The total households in buffer zone is 2,548 (2,028 in Mugu and 520 in Jumla). The buffer zone has been divided into 10 user committees (7 user committees in Mugu and 3 in Jumla district) based on geographic features. The nearest village from the Rara lake and the park headquarter is Murma. Majority of the people belongs to Hindu religion and major ethnic groups are Chhetri, Thakuri and Dalits. The major economic activities of the people are agriculture and animal husbandry. Topography RNP is located at elevations ranging from 1,800 m (Karkibada) to 4,087 m (Chuchemara Lekh). Rara Lake is the main attraction of the park and lies at an elevation of 2,990 m (9,810 ft). It is oval shaped stretching in east-west axis, with a maximum length of 5 km, width of 3 km, and the depth up to 167 m, which drains into Mugu Karnali River via Nijar Khola (Figure 3). The Chuchemara Lekh is located at the southern side of the lake, whereas, other two peaks Ruma Kand (3731 m) and Malika Kand (3444 m) are located in the northern part (DNPWC 2010). RNP is linked with the Great Himalayan Trail, especially via Phoksumdo Lake (Shey-Phoksumdo National Park) to Sai Pal Himal (Api Nampa Conservation Area) to Khaptad National Park. Furthermore, RNP may serve as the biological corridor linking Great Himalayan Trail with the Mt. Kailash and Mansarovar Lake (Kailash Sacred Landscape). Climate The climate at RNP area is the same as common to the south of high Himalayas: dry winter and wet monsoonal summer. The winter is quite severe with ground frosts occurring from October and snow falling from December through April and the minimum temperature dropping below freezing point during this period. Average annual temperature in the last 10 years is little over 11°C. Monthly maximum and minimum mean temperature is 27°C and 4°C in June and December, respectively. April normally sees the start of the warmer season which steadily increases to a pleasant temperature until September. Geology/Soils Formation of the Rara lake is believed to be the result of river capture. It is thought that the Mugu Karnali River, to the north, once flowed through the lake. The Mugu Karnali was at that time a separate tributary of the Humla Karnali River, further north and having its bed very deeply eroded, captured the Mugu Karnali in the vicinity of Ruga. The Mugu Karnali was thus diverted and continued to erode its bed leaving its old course, the lake and the Nijar Khola, high above it. The gorge of the Nijar Khola today makes it difficult to believe that it could have been cut to such a depth simply by the overflow of the lake (Barber 1990). People have observed that erosion is taking place at a high rate in the eastern side of the lake. In 2002, people of Gamgadhi feared breaking of the eastern bund of the lake, which could destroy this market located on the top of a small hillock. This shows the need of geological study of the lake. A cave large enough to ‘accommodate thousands of sheep’ exists in Taunka in Jogi Lekh in the south-western side of the lake in Kalei VDC. Hydrology/Drainage There is no natural perennial inflow to Rara Lake except the runoff from the surrounding hills. There is a fairly, symmetrical drainage system from the slopes of the Chuchemara Lekh and some streams to the north side flowing directly into the lake. The only outflow from the lake is the Nijar Khola, which eventually drains into Mugu Karnali. The lakeside pasture in the south gives way to the steep slopes of Gurchi Lekh, its crest culminating at Chuchemara in a horse-shoe shaped opening to the south drained by the Jiun River. On the west, river valleys cut through a ridge which forms the natural boundary to the Park. ### 4.2 Biological resources and land use Fauna Out of 210 mammal species recorded in Nepal, 52 species have been recorded in the park. The Park is home for Musk Deer (Moschus chrysogaster), Himalayan Black Bear (Ursus thibetanus), Red Panda (Ailurus fulgens), Leopard Cat (Prionailurus bengalensis) Himalayan Ghoral (Nemorhaedus goral), Himalayan Thar (Hemitragus jemlahicus), Wild Dog (Cuon alpines) and Wild Boar (Sus scrofa). Three endemic species of Snow Trout viz. Schizothorax macroptalus, Schizothorax nepalensis and Schizothorax rarensis have been recorded in the lake (BPP, 1995). Schizothorax rarensis is endemic to this lake. Out of 778 birds recorded in Nepal, 272 species have been recorded in the park. Rara lake serves as an important transit point for migratory waterfowls across the Himalayas. Common Coots (Fulica atra) are plentiful in the lake and several of them stay even for the whole year. Tufted Duck (Aythya fuligula), Mallard (Anas platyrhynchos), Great-created grebe (Podiceps nigricollis), Red-crested pochard (Netta ragna), and Gulls (Larus spp.) visit the park during winter. Other common birds of the park are Cheer Pheasant (Catreus wallichii), Snow cock (Teragallus himalayensis), Chukor partridge (Alectoris chukor), Impeyan Pheasant (Lophophorus impejanus), Kalij pheasant (Lophura leucomelana) and Blood pheasant (Ithaginis crustus). Flora The majority of vegetation in the Park is dominated by blue pine and different species of rhododendrons. The other major species includes Himalayan spruce (Picea smithiana), Oak (Quercus semecarpifolia), Himalayan cypress (Cupressus torulosa), Birch (Betula utilis), Deodar (Cedrus deodara), Lauth salla (Taxus wallichiana), walnut (Juglans regia) and Himalayan poplar (Populus ciliata). Rangelands are dominated by herbs and grass species like Carex atrofusca, Juncus himalensis, Kobresia duthei, Parnsia nubicola, Polygonum spp. Juniperus indica, J.lindleyana and Aletris pauciflora. Major Non-Timber Forest Products (NTFPs) and medicinal plants includes; Kutki (Neopicrorhiza scrophulariiflora), Panchaunle (Dactylorhiza hatagirea), Jatamansi (Nardostachys grandiflora), Satuwa (Paris polyphylla), Sugandhwal (Valeliana jatamansi), Attis (Aconitum heterophyllum), Padmchal (Rheum emodii) and Guchi Chayau (Morchella conica). Ecosystem RNP and its buffer zone is represented by following 11 types of forests: Quercus semecarpifolia forest, Aesculus-Juglans-Acer forest, Upper temperate mixed broadleaved forest, Rhododendron forest, Betula utilis forest, Abies spectabilis forest, Tsuga dumosa forest, Pinus wallichiana forest, Picea smithiana forest, Cupressus torulosa forest, and Moist alpine scrub (Stainton 1972). Blue Pine Forest The Park is dominated by conifers. The area around the lake is dominated by Blue pine (Pinus wallichiana) and this dominance continues up to 3,200 m. Rhododendron (Rhododendron arboreum), Black juniper (Juniperus wallichiana), West Himalayan spruce (Picea smithiana), oak (Quercus semecarpifolia), and Himalayan cypress (Cupressus torulosa) are other associated species. Above this elevation, the vegetation is replaced with mixed coniferous forest of pine, spruce and fir. At about 3,350 m., pine and spruce give way to fir, oak and birch forest. Other deciduous tree species such as Indian horse-chestnut (Aesculus indica), walnut (Juglans regia) and Himalayan poplar (Populus ciliata) are also found. Fir Forest The dominant coniferous forest is between 3,200 m - 3,600 m comprised of Fir (Abies spectabilis). Khasru (Quercus semecarpifolia) is commonly associated with it and becomes dominant towards the top of the hill-side. Together with Birch (Betula utilis), Indian horse–chest-nut (Aesculus indica), Walnut (Juglans regia) and Himalayan poplar (Populus ciliata) are other associates as in the lower altitudinal zone. Birch – Rhododendron forest Above 3600 m fir forest is replaced by birch (Betula utilis) forest. Above 3700 m, birch tends to be dwarf and is mixed with Rhododendron (Rhododendron campanulatum) forming a continuous cover. The other associated species are Prunus rufa (jungali aru), Potentilla fruticosa (bajradanti), Polygonatum cirrhifolium (khiraunlo), and dwarf Rhododendron lepidotum (bhairungpati) as well as Juniperus indica (dhupi). Alpine Meadows The alpine vegetation occurring in this area above the tree line mainly comprises of alpine scrub (3700 m – 4400 m) that consists of Juniperus indica, J. lindleyana and alpine grasses (4,200 m - 5,000 m) that consists of Aletris pauciflora, Carex atrofusca, Juncus himalensis, Kobresia duthiei, Parnasia nubicola, and Polygonum spp. Land use Grassland: Terraced land used by former residents for cultivation. Only a small part of it has remained fallow now, as forest has regenerated in most of these lands. Marshland: The North side of the lake is marshy and is dominated by reeds. Grazing land: The grazing land of the Park ranges from 3,000 m-4,000 m, which is being invaded by the regeneration of blue pine. Rock outcrop: The alpine zone is formed by rock outcrop, coming out of stratum to the surface. Forests: Pinus wallichiana (Blue pine) and Abies spectabilis (Silver fir) are dominant species of the park. Other associated species are Quercus semecarpifolia, Picea smithiana and Cupressus torulosa. Land use pattern comprise of 183.15 km$^2$ (60.25%) forest, 19.95 km$^2$ (6.56%) shrubland, 55.44 km$^2$ (18.24%) grassland, 33.56 km$^2$ (11.04%) cultivated land, 10.62 km$^2$ (3.49%) lake, 1.0 km$^2$ (0.33%) water bodies, and 0.28 km$^2$ (0.09%) sandy area (DNPWC 2012). ### 4.3 Socio-economy and human settlement Both Mugu and Jumla districts are rated as under-developed, remote and poverty-stricken districts. The case of Mugu is particularly severe. Among the 75 districts of the country Mugu occupies one of the lowest positions in terms of overall development index. Mugu ranks the last position in terms of ‘poverty and deprivation index’ and ‘women empowerment index’, whereas 72$^{nd}$ in terms of ‘socio-economic and infrastructural development index’. Jumla is slightly better than Mugu in ‘overall development index’ ranking 69$^{th}$ position. Its position in terms of ‘poverty and deprivation index’, ‘socio-economic and infrastructure index’ and ‘women empowerment index’ is 67$^{th}$, 65$^{th}$ and 70$^{th}$ respectively (ICIMOD/CBS/SNV 2003). With an area of 3,535 km$^2$, Mugu district has 1 municipality and 3 2 gaunpalikas where 54,832 (51% males, 49% females) reside in the 9,600 households. The most representative ethnic group in the district are the Chhetris (49%) followed by Thakuri (15%), and mixed minorities of Kami (9%), Tamang (8%), Dalits (6%), etc. Nepali language is the most spoken language (92%) followed by the Tamang (7%). The average household size of the district is 5.76 and predominant occupation of the district is agriculture and livestock that have not produced sufficient food for the people. Every household including Dalits are also involved in occupation-based work that is tied up with farming. NTFP collection and selling is another source of income. The main crops produced here include dry crops like barley, buckwheat, wheat and chino with large production of potato. These are also the staple crops of these areas. Majority of households can produce food for 3 to 6 months. Because of difficulties in transportation of food grains, availability of food is also extremely low. Annually, the settlements in the buffer zone receives 1500 to 2000 metric ton of subsidized food from the government. The transhumance nature of livestock grazing is common but the practice is declining because of emerging community forestry in lower hills and growing crop production in farmland. The average annual household income is $866 with 47.1% of the population in poverty. Household statistics show that 96.9% own their own home and 98.8% use fuel cooking for cooking while only 13.9% have access to electricity. The literacy rate is at 51% where 37% of women and 65% of males are literate; and 50.02% children under age five are malnourished. 4.4 Physical cultural resources People living in BZ and lower Mugu region belong to Hindu religion. There are several ancient temples and shrines of local importance in this region. The famous temples in Mugu district include Chhayanath temple, Khesma Malika temple, Tharpa temple, Choti temple and Viyi temple. There are several caves in the hills surrounding the Rara lakes. One of the snowy mountains (Chhayanath Himal) is situated in the east of the lake which is considered very auspicious in Hindu belief. This place is also considered as the final abode of Sati Devi, whose dead body her consort Lord Shiva carried to different places for love. As a result, this region has become very auspicious for religious people. Jumla being the seat of the ancient civilization has a long tradition and history. This would attract a large number of local (Nepali) visitors. Kanakasundari temple is located near the Park. There is another famous temple of Chandannath in Jumla. There are 14 important temples distributed in various locations in Jumla district. Hot springs are also common here. There are numerous religious sites within the Park and BZ, but they do not attract most people. Small temples and important historical sites are large in number within the Park. These include: replica of Chhayanath temple, Chapru Mahadev, Rara Mahadev, Harahara Mahadev, Thakurnath Mahadev, Bhavani, Kuldev, and Jagma Mahadev. A deep tap in the relocated village of Rara used by the locals before their resettlement in Tarai is said to be ancient and unique. People of this area speak a different dialect which is the former or original form of Nepali language. People in the region take pride in visiting Hat Sinja village (Jumla district, south of the Park) for it. Women wear various ornaments on the neck, nose and ear. Deuda is a culture of dancing and singing. People, even though poor, seem to have a sense of art. In the bridges, temples, houses and walls, they make various types of arts especially by carving woods. 5. Annapurna Conservation Area 5.1 Physical environment Location The Annapurna Conservation Area (ACA) is the community managed first & largest protected area of Nepal that covers 5.18% of country’s surface area but 27% of total protected area coverage of Nepal. The entire massif and surrounding area have an extent of 7,629 km$^2$ in between 83°34’ to 84°25’ E longitude and 28°15’ to 28°50’ N latitude. The constituencies of ACA spread in 91 wards of 15 Gaunpalika (Rural Municipality) in 5 districts (Kaski, Lamjung, Manang, Mustand and Myagdi) under Province-4 in the Western Development Region of Nepal. Topography Altitudes gradient in ACA varies greatly between 950m in Madi valley to 8,091m in Annapurna I from sea level within 115 km of aerial distances. Two distinct ecological regions are found here which are: 1) Trans-Himalayan Region holds two valleys of Upper Kali Gandaki and Upper Marsyangdi. Topography of this region is steppe with broken terrain cliff; talus; and scree with vast ranges of alpine pastureland. Upper Kali Gandaki lies north to the Himalaya; which constitutes areas north of Larjung-Ghasa to the Tibetan border along Kali-Gandaki Valley. Marpha; Jomsom; Thini; Muktinath and Damodarkunda are at far north of the Upper Mustang. Upper Marsyangdi Valley is It is surrounded by the Himalaya on all direction such as Annapurna in south; Mukut in west; Damodar in north and Mahalangur in east; and is situated at north of Marsyangdi River. This valley occupies areas north of Chame; Pisang; Dhikurpokhari; Humde; Manang; Bhraka; Tanki Manang to Thorang Phedi with Nar and Phu Valley. 2) Cis-Himalayan Region covers vast area of Modi Valley; Bhujung Region; Lower Kali Gandaki Valley; Lower Marsyangdi Valley and area West of Modi. The Modi Valley is the formation of Modi River originated from the base of Annapurna VI & Lamjung Himal and cuts a deep valley draining south across different vegetation zones. The Bhujung Region is along the eastern bank of the Midim River on south slope of Lamjung Himal. Watersheds of the Midim & Khudikhola has dense forests. The Lower Kali Gandaki Valley: Most of this valley lies within ACA; and is characterized by subtropical and temperate climatic zones. The Lower Marsyangdi Valley is the mix representation of tropical to temperate regions fully occupied by human settlements. The West to Modi: The subtropical climatic zone of this area has dense human settlements; whereas the south slope of it has the temperate climatic zone with pure stands of the rhododendron forests. Climate ACA demonstrates ranges of climatic zones from tropical to nival. Annual mean temperature is 14 °C (maximum 35 °C and minimum -0.3°C). Rainfall type greatly correlates to the aspect, altitude and rain shade area. The southern region has the highest precipitation range in Nepal; whereas the northern aspect receives 25 to 500 mm of precipitation annually with a record of the lowest rainfall in Dhiee, Upper Mustang. Microclimate varies with altitude & aspects and annual rainfall ranges in between 193 mm to 2,987 mm from trans-Himalayan region (Mustang) to cis-Himalyan region (Ghandruk). An average daily temperature decreases from December to February and reaches maximum from May to July. Seasonal climate is dominated by the southerly monsoon from June to September. ACA records both the highest and lowest precipitation in Nepal. Geology/Soils The Cis-Himalayan section of ACA consists of four types of geological structures. They are the High Himalayan Region above 4000 masl perpetually snow covered; Ghanapokhara Group with weak formation of the Main Central Thrust traversing between 1500-2000masl; Naudanda Group at the south of Ghanapokhara Group with weak formulation of stone; and Seti Group mainly in south of Lwang formed from bursting of glacial deposit from Machhapuchre Mountain. The Kali Gandaki River valley of ACA is the storehouse of Ammonoid fossils from the prehistoric Tethys Sea dating back 60 million years. Besides, some areas are vulnerable to the soil erosion which are Madi watershed in Rabaidandgaun and Pakhurikot (ward 8 & 9); Dhartidanda & Purano Bhachok Chaur (ward 10); eastern & western part of Yanjakot (ward 1); Setikhola Chaur & Namarjung (ward 2); Madi River bank from Sondha to Sikles and hill amidst Chipli and Khilang of Madi Gaunpalika in Kaski district. Similarly, Sardikhola & Dhiprangkhola areas in Seti watershed; Idi Khola area in Mardi watershed; and Modi River bank of Landruk; head of Kyumrungkhola; Uri & Kimcheagaun and Bhurungdi Khola areas of Annapurna Gaunpalika/Kaski in Modi watershed are prone areas to landslide & soil erosion. Hydrology/Drainage The Kali Gandaki; Marsyangdi; Seti; Madi and Modi Rivers are major river system in ACA. Of this Kali Gandaki is the 3rd largest river of Nepal (Length: 630 km; Basin: 46,300 km²; Average annual discharge: 176 m³/s) originated as the Chhuama Khola from the Nhubine Himal Glacier (Mustang; 6,268 m) then nearing Lo Manthang where it is called Nhichung Khola. It then flows southwest and meets Kak Khola at Kagbeni flowing south through a steep Kali Gandaki Gorge. It drains to Trishuli at Devighat (Chitwan). Marsyangdi (Length: 150 km; Basin: 3,850 km²; Average annual discharge: 210 m³/s) starts from the confluence of Khangsar Khola and Jharsang Khola from the northwest of the Annapurna massif near Manang village.). Seti River also called Seti Gandak or Seti Khola (Length: 223 km) rises from the base of the Annapurna massif (II) and Annapurna slope (III); and flows south and south-east before joining to the Marsyangdi River; and drains to Trishuli River. The Madi Khola (Length: 70 km) is originated from Kawache-See glacier lake in the southern flank of Annapurna II; and flows south Annapurna massif. Modi Khola runs from the Annapurna Sanctuary down to Landruk and Lumle and joins to Kali Gandaki in Modi Beni (Parbat district). There exist many waterfalls in the Annapurna Trekking Circuit and two major high-altitude fresh water lakes are Damodar Kunda (Mustang) and Tilicho (Manang). Damodar Kunda lies on Upper Mustang as the belief centre of the Hindu and Buddhist pilgrimages. Tilicho is the highest freshwater lake for its size in the world (4.8 km²; Average depth: 85m) and one of the popular hiking sites and highest ever altitude scuba dive in Annapurna Circuit. Other lakes are Titi & Dhumba (Mustang); Kang La Tal (Manang); Dudh Pokhari (Lamjung) and Kapuche (Kaski). ### 5.2 Biological resources and land use Fauna ACA harbors 105 mammal species; 488 bird species; 41 reptile species; 23 amphibian species; 20 fish species; 347 butterfly species; 7 nematodes species; 1 annelids species; 8 species of arthropod insects; 2 species of mollusks and many species of zooplankton. Such diversity represents over 50% of mammals; >55% of birds; >33% of reptiles; about 20% of amphibians and about 9% species of fishes of Nepal’s total. Among invertebrate; butterfly and mollusks account for >53% and 1% of Nepal respectively. Some major wild animals of ACA are the Snow Leopard; Tibetan Wild Ass; Tibetan Gazelle; Tibetan Argali; Brown Bear; Tibetan Fox; Himalayan Black Bear; Red Panda; Lynx; Steppe Pole Cat; Pallas Cat; Himalayan Wolf; Common Leopard and Musk Deer. The major birds include six species of Pheasant; Himalayan Griffon; Eurasian Griffon and Tibetan Sand Grouse. Flora Plant diversity of ACA represents over 18% of country’s flora; with 1,264 species of flowering plants including 41 species of orchid; 15 species of gymnosperm; and 73 species of pteridophytes. Monocot-dicot relationship is almost 1:6. Similarly, gymnosperm and orchid of ACA share their species wealth by >48% and 9% respectively in their national account. Further, ACA is the second largest Rhododendron pocket with nine species in Nepal after Tinjure-Milke-Jaljale, the eastern Nepal. Over 430 plant species have been used as plant based NTFPs. Some major NTFPs in ACA include Neopicrorhiza scrophulariiflora; Dactylorhiza hatagirea; Daphne spp; Cordyceps sinensis and some minerals like Silajit; gemstone, etc. Of NTFPs/plants, more than 200 species are used for the domestic and commercial purposes, and 18 species are considered commercially valuable. Ecosystem ACA is the only protected area in Nepal having 4 physiographic regions and 6 climatic zones, where 9 ecosystems and 22 forests types occur. In a stretch less than 50 km, tropical hardwood trees (such as Shorea robusta, Terminalia tomentosa, Bombax ceiba and Eugenia jambolana), pine-clad hills and oak forests at medium altitudes, the rhododendrons and firs that give away to birches and junipers before the vegetation changes to alpine scrublands, grasslands, meadows, and finally, a treeless zone can all be found. Land use The land use pattern in ACA is dominated by barren land (>3789 km2; about 50%) followed by grassland (1622.3 km2; >21%). Of barren land; Lo-Manthang Unit Conservation Area (UCO) takes lion share of about >43% followed by Manang (over 34%). In total; forestland covers >15% followed by grassland (21.3%); glaciers (4.4%) and shrubland (4%). Snow cover is limited to Manang (34.8 km2; 0.46%). Freshwater rivers & lakes cover a nominal area of 0.2%) mainly in Manang and Lo-Manthang. Of total forests, over 22% is in Sikles; Bhujung (over 22%) and Ghandruk (about 20%). Lo-Manthang does not have forest cover. In Manang, forests are observed up to Khangsar in the north slope only. Shrubland is very noticeable in Manang and Jomsom. Only 3.1% of land is under sparse agriculture which is higher in Ghandruk and Bhujung. The northern UCOs are food deficit areas and exhibit transhumant features. ### 5.3 Socio-economy and human settlement ACA holds the human population of 91,688 with more than 45% of male and over 54% female. There exist more than 28 caste/groups with diverse cultural and linguistic variations. The Gurung are the dominating hill community by 30%, and their clusters much pronounced in Bhujung; Sikles; Ghandruk and Lwang. The second dominating group is the hill Brahmin (>14%) followed by the Kami (13%), Magar and Chhetree. Other minority castes are the Damai/Dholi; Tamang; Sarki; Thakali; Lhoba; Rai; Gharti/Bhujel; Dalit; Thakuri; Newar; Ghale; Bhote; Badi; Dashnami; Sherpa; Chhantyal; Musalman; Hyolmo; Tharu; Limbu and Kulung (Rai). Most of these have population of less than 1%. The Gurung; Magar; Sherpa; Thakali; Rai and so on represent the Tibeto-Burman ethnolinguistic group and the Hill Brahmin; Chhetree; Damai; Kami and so on are from the Indo-Aryan ethnolinguistic branch. Both the groups speak Nepali as the common language; and have religious faith on the Hinduism & Buddhism. However, the Tibeto-Burmans have been living with the sacred cultural practices and rituals at the foundation of the Buddhism especially in the Manang and Mustang. The literacy rate of aged 5 years and above in ACA is 64.67%, which is slightly higher than the national rate of 63.9%. Of this, male and female literacy is 75.3% and 56.7% respectively. Agriculture, remittance and tourism are the major sources of economy in ACA. UCOs except Manang & Mustang are food surplus. The major crops grown are rice, maize, wheat and millet in UCOs of Kaski and Lumjung, whereas maize; wheat; barley; buckwheat and potatoes in Manang, Myagdi and Mustang. The commercial cultivation of fruits & vegetables is popular in areas accessible to better market centres. The commercial apple farming in Mustang started almost two decades ago, and now introduced in Manang. Animal husbandry is the major agro-activity at high altitude with transhumance practice. Recently, remittance has become one of the sources of HHs’ income in ACA. ACA is one of the most splendid ecotourism and the largest and the world-class trekking destinations where >126,000 tourists annually visit here. ### 5.4 Physical cultural resources The Gurungs believed of having their origin from the Tibet now in the cis-Himalayan valleys from centuries are very artful in blending the natural paradise & scenic splendors with the belief of the Buddhism & Hinduism from the long time. The Bhujung; Ghalegaon; Ghandruk; Landruk; Lwang and Sikles are typical the Gurung hamlets with cherished tradition and culture. The Brahmin; Chhetree; Damai and Kami add essence upon the cultural value of area. Besides, the Thakali, Manange and Loba in the trans-Himalayan ACA are predominantly extraordinary in their own dialect; unique rituals & traditions; belief; weapon & tools; survival strategies and so on. ACA mingles the taste of the Hindu, Buddhist and pre-Buddhist (Bon-po). Some unique traditions in ACA are Amchi (folk medicine practice in Mustang); Ghatu (folk Gurung dance blended with Hindu myth); Losar (the Tibetan New Year festive); Saga Lug Ka (Ritual for good faith on the climate for superior harvest); Duk Chu (Monk’s dance for a prosperous year); Tenji (annual festive in Lo-Manthang); and Toranla (Festival in the lower Mustang). Table below shows the key ethno-cultural heritage related resources in ACA. 6. Manaslu Conservation Area 6.1 Physical environment Location Manaslu Conservation Area (MCA) lies in the northcentral region of Nepal, on the eastern slopes of the Kali Gangaki river basin. Its northern border is co-incident with Nepal’s national border with Tibet Autonomous Region of China. It covers 1,663 sq km and includes seven VDCs of Gorkha District, viz. Samagaon, Lho, Prok, Bihi, Chumchet, Chhekampar and Sirdibas. Topography MCA lies in the northern section of the Gorkha district and its elevation ranges from 1,239 m in the south to 8,163 m at its highest point, Mt. Manaslu. Other major peaks include Himalchuli (7,893 m) and Shringi (7,187 m). Important high passes include Larke La (5,205 m) and Gya La (5,375 m) passes respectively. Major rivers draining the MCA are Budhi Gandaki and Syar Khola, while Kalchuvan (Kal Tal) and Birendra Tal are important high-altitude lakes in the conservation area. Climate MCA has five climatic zones: viz. sub-tropical, temperate, sub-alpine, alpine and nival. The sub-tropical zone lies between 1,000 m and 2,000 m with average summer and winter temperatures ranging between 31-34°C and 8-13°C, respectively. The temperate zone occurs in the higher hills above 2,000 m and below 3,000 m. In this zone, average summer temperatures range from 22° to 25°C while winter temperatures range from 2° to 6°C. Frost and snowfall are common during winter (January and February). The sub-alpine zone lies between 3,000 m and 4,000 m with snowfall likely for about four to six months (December to May). In this zone, winter is very cold and annual summer temperatures average between 6° and 10°C. The alpine zone, between 4,000 m and 5,000 m, is mostly open meadows. The nival zone occurs at elevations above 4,500 m. Monsoon rains usually last from June to September. Average annual rainfall is around 1,900m. A significant portion of MCA is surrounded by high mountains, protecting it from direct southern monsoon clouds and creating partial rain-shadow areas. However, because monsoon clouds reach the lower ranges of the Budi Gandaki and Syar Khola valleys, thus, the valley floor is relatively wet while comparing with surrounding slopes and side valleys. Geology MCA constitutes the Cis-Himalaya in the south and the arid Trans-Himalayan high pastures in the north. The four types of geological structures of MCA are the High Himalayan Region above 4000 masl perpetually snow covered; weak formation of the Main Central Thrust between 1500-2000 masl; weak formation of stone descending southwards; and mainly in south formations from bursting of glacial deposit from Manaslu and associated mountains. The Budi Gandaki River valley of MCA is the storehouse of Ammonoid fossils from the prehistoric Tethys Sea. Lower parts of Nurbi valley, upper parts Tsum valley and along the trail to MCA are vulnerable to soil landslide and soil erosion. Hydrology The Budi Gandaki is the major river system in MCA that originates from Fukan Glacier and Mount Manaslu flowing northwest to south until it joins with the Siyar Khola at Nyakfedi from where the confluence of two rivers become Budi Gandaki and continue to flow southwards draining most of MCA. There are a few important wetlands and lakes on the north and east side of the Manaslu and Himal Chuli mountains. Some of the lakes have potential of becoming popular tourist destinations within MCA for their spectacular scenery, but the approach trails have to be developed. Chhonak Tal, at 3,350 m and the source of Deng Khola, is a particularly picturesque lake, covering an area of about half a hectare. Likewise, Kal Tal and Birendra Tal are important wetland of the area. Kal Tal is the largest lake in Manaslu and is situated at an elevation of 3,630 m. The Birendra Tal (3,570 m) near Samagaon and at the foot of the Manaslu glacier; covers an area of about three to four hectares. 6.2 Biological resources and land use Fauna MCA harbors 39 species of mammals, 201 bird species, 5 reptile species, 4 amphibian species, 1 fish species and 13 butterfly species. Some major wild animals of MCA are the Snow Leopard, Musk deer, grey wolf, blue sheep and Himalayan tahr. Flora The altitudinal variations and complex terrain of the MCA create different types of habitats and micro-climatic conditions that contribute to the floral diversity. A total of 756 species of plants have been recorded, of these, 696 species belong to 115 angiosperm Families, 13 species to 4 gymnosperm Families, 37 species of pteridophytes, 3 species of lichens and 7 species in the Mycophyta group. Some noteworthy plants in MCA include Dactylorhiza hatagirea and Cordyceps sinensis which have high commercial value. Several other plants found in the MCA with commercial value but are banned for export in crude form from the country: viz. Abies spectabilis, Nardostachys grandiflora, Taxus baccata subsp. wallichiana, Valeriana jatamansi. Species of lichen (Parmelia, Ramalina and Usnea) are also noteworthy plant species of commercial interest. Ecosystem MCA contains eight ecosystems which are temperate broadleaf forests, mixed conifer forests, sub-alpine conifer, alpine scrubs, wetlands, glaciers, snow and glacier lakes; and cryosphere. The vegetation ecosystem represented in MCA ranges from the subtropical Himalayan forests in the southern areas to the arid Trans-Himalayan high pastures in the north, bordering Tibet. Land use The topographic maps of the Government of Nepal (1996) lists the following land use and land cover categories in MCA: agriculture land; forest; shrub land; grassland; river/river bed; snow/glacier; lake/pond; barren land; rocks; and cutting/cliffs. Area coverage under agriculture is 1.8%, forest 13.28%, shrub land 2.79%, grassland 23.66%, river/riverbed 1.21%, snow/glacier 6.8%, lake/pond 0.047%, barren land 49.99% and cutting/cliff 0.38%. 6.3 Socio-economy and human settlement The total population in MCA is 6,923 comprising of 3,665 females and 3,258 males. It includes only one rural municipality of Gorkha District, viz. Tsum-Nubri Rural Municipality with seven wards - Samagaon, Lho, Prok, Bihi, Chumchet, Chhekampar and Sirdibas. The average family size is 3.5 persons per households, with 1,949 households. Sirdibas VDC has the highest (572) and Prok VDC has the lowest (187) number of households. The major ethnic group in all VDCs, except Sirdibas, is Bhotia (also known as Lama). Gurung and Karki are the major ethnic groups in Sirdibas VDC. with three households of Ghale. In Namrung village of Prok VDC, there are 7 households of Thakali who migrated from Mustang District a few generations ago. There is one Kami household in Samagaon VDC. In MCA, the majority of the population (67.57%) above 6 years of age are illiterate. Of the total literate population, 44.25% are male and 21.98% are female. Primary sources of income in MCA are agriculture and livestock herding. Around two third 62% of households in the MCA are involved in agriculture and livestock herding followed by wage labour (17%), business (11%), foreign employment (4%), and service (3%). Few proportions of households (1%) are involved in tourism related activities. Trekking is the major tourism form of tourism in MCA. Of the two main trails, one goes west through Nubri valley and crosses Larke Pass links with Annapurna region and the other goes east to Tsum valley. The main tourist season is from September to November. Around 75% of the trekkers visiting MCA trek towards Nubri valley while the remaining trekkers visit the Tsum valley. The number of tourist visitors over the recent years has shown gradual increase with 7,091 visitors in 2017/18, about 19 percent increase from 2016/17 and 68 percent increase form 2015/16 figures. 6.4 Physical cultural resources Villagers from Prok and Chhekampar claimed to be Gurung, Shah and Neupane, are mostly Buddhists. They celebrate Buddhist festivals, the Lhosar being the major festival celebrated in the month of Falgun (February-March). Many communities also celebrate occasional festivals with mane nach (dance), arrow shooting, and offering puja in Gompas. Monasteries locally named as ‘Gumbas’ are important socio-religious institutions in MCA. There are 92 gumbas in MCA. Important gumbas in MCA are Shringi Gumba in Bihi, and Mu and Rachen Gumbas in Chhekampar. Gumbas are culturally important for the preservation of cultural artifacts such as ancient idols, hand-written sacred books, and thankas. \| SN \| Participant \| Organization \| \|----\|-----------------------------------\|-----------------------\| \| 1 \| Dr. Binod Prasad Devkota \| MoFE \| \| 2 \| Dr. Biswa Nath Oli \| MoFE \| \| 3 \| Dr. Ram Chandra Kandel \| DNPWc \| \| 4 \| Dr. Siddhartha Bajra Bajracharya \| NTNC \| \| 5 \| Dr. Sindhu P. Dhungana \| MoFE \| \| 6 \| Dr. Sunita Chaudhary \| ICIMOD \| \| 7 \| Mr. Amar Bahadur Oli \| MoFE \| \| 8 \| Mr. Ambika Prasad Khatiwada \| NTNC \| \| 9 \| Mr. Anu K. Lama \| ICIMOD \| \| 10 \| Mr. Bidur Pradad Pokharel \| NTNC \| \| 11 \| Mr. Bikhyat Sherchan \| NTNC \| \| 12 \| Mr. Binod Basnet \| NTNC \| \| 13 \| Mr. Buddi Sagar Poudel \| FRIC \| \| 14 \| Mr. Chandra Majhi \| Aankhijhyal (NEFEJ) \| \| 15 \| Mr. Ishwor Neupane \| WB \| \| 16 \| Mr. Krishna Bahadur Katwal \| DOLI \| \| 17 \| Mr. Manish Raj Pandey \| NTNC \| \| 18 \| Mr. Nabin Gopal Baidya \| WCN \| \| 19 \| Mr. Narendra Pradhan \| IUCN \| \| 20 \| Mr. Prakash Awasthi \| WB \| \| 21 \| Mr. Prakash Sigdel \| ZSL-Nepal \| \| 22 \| Mr. Rajendra Suwal \| WWF-Nepal \| \| 23 \| Mr. Sujhav Pun \| NTNC \| \| 24 \| Mr. Sumit Baral \| WB \| \| 25 \| Mr. Suvash K. 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Summer Reading Together Packet @Learning_Ally #SRT21 Summer Reading Together Packet Grades: 6-8 Learning is not just for the classroom! Use the following activities to add reading to your summer and have fun reaching your goals. Complete each step and earn your certificate! Learning Ally has lots of book selections to keep you reading. Sign up for the Summer Reading Together Program to win prizes and share your success! Four students win each month and four win at the end of the summer for overall reading across June, July and August. Monthly prizes include a $25.00 digital gift card! End of summer winners also receive a $100 digital gift card. Top students who read the most pages or who have the most days spent reading 20 minutes or more will win! You can use this packet to read all summer. Print extra copies of activity pages that you want to use for more than one book. Your family can help you use these activities to share on social media. To learn more call 800-221-4792 or visit LearningAlly.org Table of Contents: Step 1: Pick a Book ................................................................. 4 Step 2: Set a goal ................................................................. 6 Step 3: Prepare ................................................................. 7 Step 4: Create .................................................................. 9 Character Map ................................................................. 9 Words to Learn: Vocabulary Builder .................................. 11 Literary Elements: ......................................................... 12 Step 5: Track your Progress .............................................. 14 Step 6: Celebrate! ............................................................. 16 Step 7: Keep Reading!!! .................................................... 18 To learn more call 800-221-4792 or visit LearningAlly.org Step 1: Pick a book Summer is a great time to read!! Start by picking a book that looks good to you. It is a good idea to pick a couple of books in case you don’t like the first one you try. Keep trying until you find one you like. See the next page for some recommendations to get you started! # Summer Reading 2021: Tales and Tails – Middle School \| Book Title \| Author \| \|----------------------------------\|-------------------------\| \| Silverwing \| Kenneth Oppel \| \| Beetle Boy \| M.G. Leonard \| \| My Life With The Chimpanzees \| Jane Goodall \| \| Voyage Of The Dogs \| Greg Van Eekhout \| \| Dead Of Night \| Erin Hunter \| \| Katt Vs. Dog \| James Patterson \| \| Scary Stories For Young Foxes \| Christian Heidicker \| \| Born To Trot \| Marguerite Henry \| \| The Green Ember \| Sam Smith \| \| The Hatchling \| Kathryn Lasky \| \| Hoot \| Carl Hiaasen \| \| Crenshaw \| Katherine Applegate \| \| Puppies, Dogs And Blue Norther \| Gary Paulsen \| \| Frenzy \| Robert Lettrick \| \| Mountain Dog \| Margarita Engle \| \| The Fourth Apprentice \| Erin Hunter \| \| Warriors: The Untold Stories \| Erin Hunter \| \| Incident At Hawk’s Hill \| Allan Eckert \| \| The Elephant’s Girl \| Celesta Rimington \| \| Wildlives \| Ben Lerwill \| \| The Poison Jungle \| Tui Sutherland \| Step 2: Set a goal The best way to become a good reader is to plan to read as often as you can. You can start slow and then work your way up to more reading as you get stronger. You can aim for a certain number of minutes or pages each day. Think about the best days and times that you can read. Make sure you pick a comfy spot and have a snack! You can update your goal every month: Month 1 Goal: I will read for ________________ minutes or ___________ pages on these days: Sunday Monday Tuesday Wednesday Thursday Friday Saturday (circle every day that you will read) Month 2 Goal: I will read for ________________ minutes or ___________ pages on these days: Sunday Monday Tuesday Wednesday Thursday Friday Saturday (circle every day that you will read) Month 3 Goal: I will read for ________________ minutes or ___________ pages on these days: Sunday Monday Tuesday Wednesday Thursday Friday Saturday (circle every day that you will read) Step 3: Prepare A good way to help you read well is to prepare before you read. Before you start your book, think about what you already know and make some predictions. As you read, gather evidence to support or refute your prediction. As you finish your book consider whether your prediction was accurate or not. Use the below framework to track your prediction: Book Title: ____________________________________________________________ Author: _______________________________________________________________ Prediction: Supporting quotes/ actions/ experiences: Supporting facts and/or inferences: Conclusion and Analysis: Was your prediction right or wrong? Step 4: Create Use any of the following activities to help you learn while you read: Character Map Purpose: To assist students in the identification and analysis of the character traits in a literary work using text support. Instructions: Use this graphic organizer to identify character traits as you progress through your book. Review the below example and then complete your own character trait map for a character in the book you are reading. Example: \| Title: \| Alice in Wonderland \| \|--------\|---------------------\| \| Author: \| Lewis J. Carroll \| \| Feelings \| Description \| \|----------\|-------------\| \| Alice felt bored so she had an adventure. After that she was scared and confused. \| Alice is a blond girl with a blue dress and a white apron. \| \| Name: \| Alice \| \|-------\|-------\| \| Behavior \| Personality Traits \| \|----------\|--------------------\| \| Alice was very curious and had many adventures with the white rabbit. \| Alice was mannerly, cheerful and curious. \| \| Title: \| \| \|--------\|---\| \| Author: \| \| \| Feelings \| Description \| \|----------\|-------------\| Name: \| Behavior \| Personality Traits \| \|----------\|---------------------\| Words to Learn: Vocabulary Builder: Find interesting words in your audiobook that are unfamiliar to you. Write what you think it means, the page number and the dictionary definition. Share on social media! Share between three and six vocabulary words using #mysummervocab and tagging @Learning_Ally as well as #SRT21 Book Title: ____________________________________________________________ Author: _______________________________________________________________ \| New Word \| What I Think It Means \| Page Number \| Dictionary Definition \| \|----------\|-----------------------\|-------------\|----------------------\| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| \| To learn more call 800-221-4792 or visit LearningAlly.org Literary Elements: The author uses many different elements to help make the story more engaging. A few elements that are used often in the story are simile, metaphor, symbolism and imagery. 1. Imagery: The use of sensory words to paint an image in your mind. For example: - The gushing brook stole its way down the lush green mountains, dotted with tiny flowers in a riot of colors and trees coming alive with chirping birds. 2. Simile and Metaphor: Comparing two distinct objects to something else. Simile uses "like" or "as". A metaphor describes without using "like" or "as". For example: - "My love is like a red, red rose" (simile) - He is an old fox; very cunning (metaphor) 3. Symbolism: Something (a word, action or event in the story) that represents something else. For example: - A red rose represents love - A dove represents peace. Find examples of each literary element from the book you are reading and include them in the below chart: \| Literary Element \| Example from the Book \| Page Number \| \|------------------\|-----------------------\|------------\| \| Imagery \| \| \| \| Simile \| \| \| \| Metaphor \| \| \| \| Symbolism \| \| \| To learn more call 800-221-4792 or visit LearningAlly.org Step 5: Track your progress Use the calendar to check off every day that you read. Use the pictures to show if your summer reading outlook is cloudy, partly sunny, or sunny! Share on social media! When you finish a book, create a video to recommend your summer reading book to other students using #mysummerbook and tag @Learning_Ally and #SRT21 Step 6: Celebrate! When you reach your goals, celebrate your success by sharing this certificate of your success with family and friends. You can share your progress on social media using #SRT21. To learn more call 800-221-4792 or visit LearningAlly.org Thank you for joining our community of readers and congratulations on your commitment to improving your daily reading habits. SUMMER 2021 Learning Ally Step 7: Keep Reading!!! Learning Ally has even more activities and book recommendations. Visit Learning Ally’s Distance Learning site to find more activities, https://learningally.org/Solutions-for-School/Distance-Learning Check out these recommendations ## Good Reads: Middle School ### Nonfiction \| Code \| Title \| Author(s) \| \|-------\|----------------------------------------------------------------------\|-----------------------------------------------\| \| NC047 \| Fly Girls Young Readers’ Edition: How Five Daring Women Defied All Odds and Made Aviation History \| Keith O’Brien \| \| KY379 \| Kids On Strike! \| Susan Campbell Bartoletti \| \| NC720 \| They Lost Their Heads!: What Happened To Washington’s Teeth, Einstein’s Brain, And Other Famous Body Parts \| Carlyn Beccia \| \| NC729 \| Know Your Rights!: A Modern Kid’s Guide To The American Constitution \| Laura Barcella \| \| NA223 \| Lion: A Long Way Home Young Readers’ Edition \| Saroo Brierley \| \| GW423 \| We Were There Too!: Young People In U.S. History \| Phillip Hoose \| \| NB643 \| Path To The Stars: My Journey From Girl Scout To Rocket Scientist \| Sylvia Acevedo \| \| NA633 \| Stormy Seas: Stories Of Young Boat Refugees \| Mary Beth Leatherdale \| ### Graphic Novels \| Code \| Title \| Author(s) \| \|-------\|----------------------------------------------------------------------\|-----------------------------------------------\| \| NB501 \| A Wrinkle In Time: A Graphic Novel \| Madeleine L’Engle \| \| NA728 \| The Boxer: The True Story Of Holocaust Survivor Harry Haft \| Amy Bass \| \| NA631 \| Roller Girl \| Victoria Jamieson \| \| NC428 \| Guts \| Raina Telgemeier \| \| KZ136 \| The Last Kids On Earth And The Zombie Parade \| Max Brallier \| \| NB600 \| All’s Faire In Middle School \| Victoria Jamieson \| \| NC636 \| White Bird \| R.J. Palacio \| \| NA460 \| Alamo All-Stars \| Nathan Hale \| ### Historical Fiction \| Code \| Title \| Author(s) \| \|-------\|----------------------------------------------------------------------\|-----------------------------------------------\| \| NB465 \| Resistance \| Jennifer Nielsen \| \| NA524 \| Paper Wishes \| Lois Sepahban \| \| NA591 \| Unbound: A Novel In Verse \| Ann Burg \| \| KW439 \| Stella By Starlight \| Sharon Draper \| \| NB007 \| The Night Diary \| Veera Hiranandani \| \| KX359 \| The War That Saved My Life \| Kimberly Brubaker Bradley \| \| KZ614 \| Full Of Beans \| Jennifer Holm \| \| NB966 \| The Book Of Boy \| Catherine Gilbert Murdock \|	d5f74195-4184-4912-9767-9d46800f0bf5	CC-MAIN-2021-43	https://learningally.org/Portals/6/Docs/SummerReading/SummerPacket-Middle_School.pdf	2021-10-24T16:38:36+00:00	crawl-data/CC-MAIN-2021-43/segments/1634323586043.75/warc/CC-MAIN-20211024142824-20211024172824-00206.warc.gz	469,638,015	2,605	eng_Latn	eng_Latn	0.921342	eng_Latn	0.99855	[ "unknown", "eng_Latn", "por_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 53, 1020, 1929, 2227, 3731, 4757, 5325, 5424, 6410, 6587, 7707, 8691, 9100, 9450, 9707, 9862, 10121, 14180 ]	[ 4.46875 ]	3	0
PEOPLE’S REPUBLIC OF BANGLADESH A Publication of Embassy of the People’s Republic of Bangladesh, The Hague, The Netherlands CELEBRATING THE 48TH ANNIVERSARY OF INDEPENDENCE MARCH 26, 2019 \| Contents \| Page \| \|------------------------------------------------------------------------\|------\| \| Message from Hon’ble President of Bangladesh \| 03 \| \| Message from Hon’ble Prime Minister of Bangladesh \| 04 \| \| Message from Hon’ble Foreign Minister of Bangladesh \| 05 \| \| Message from Hon’ble State Minister for Foreign Affairs of Bangladesh \| 06 \| \| Exclusive Interview with Ambassador of Bangladesh to the Netherlands \| 07 \| \| Bangladesh – Flag & National Emblem \| 11 \| \| Bangladesh at a Glance \| 12 \| \| Sheikh Mujib My Father \| 14 \| \| History of Bangladesh \| 18 \| \| Bangladesh Vision 2021 \| 20 \| \| Bangladesh Infrastructure and Mega projects \| 24 \| \| Exchange of High-Level Visits between Bangladesh and the Netherlands \| 28 \| \| Bangladesh and the Netherlands: Diplomatic and Economic Relations \| 31 \| \| Contribution of the Netherlands Development Cooperation with Bangladesh \| 34 \| \| Bangladesh Leading in Women Empowerment \| 36 \| \| Bangladesh: Fairs & Festivals \| 38 \| \| Bangladesh Tourism \| 42 \| \| Cox’s Bazar \| 44 \| \| The Sundarbans \| 45 \| \| Somapura Mahavihara \| 46 \| \| Recent Activities of the Embassy \| 47 \| THANK YOU SPONSORS delta desh Beautiful Bangladesh Today is 26th March, the Independence Day of Bangladesh. On the occasion of our great Independence and National Day, I extend my heartfelt greetings and warm felicitations to my fellow countrymen living at home and abroad. On this historic day, I recall with profound respect the architect of our independence, Father of the Nation Bangabandhu Sheikh Mujibur Rahman. I pay my deep homage to the martyrs and valiant sons of the soil, who made the supreme sacrifice in the war of liberation. I also recall with deep reverence our four National Leaders, valiant freedom-fighters, organizers, supporters, our foreign friends and people from all walks of life who made immense contributions to attain our right to self-determination and the war of liberation. The contributions of all would be written in golden letters in the history of our independence forever. We have achieved our hard-earned independence through huge sacrifices. Bangabandhu always cherished a dream of building a happy and prosperous country along with achieving political emancipation. Immediately after the independence, he had taken all out steps in rebuilding the economy of the war-ravaged country. Keeping that in mind, the present Government has been rendering untiring efforts in materializing the dream of Bangabandhu. After long struggle Bangladesh is now moving towards development and prosperity. Besides, the overall development, the implementation of mega projects like Padma Bridge, Metro Rail and Nuclear Power Plant are going on. With the launching of Bangabandhu Satellite, we have cemented our place in the space. We are dreaming of a developed Bangladesh by the year 2041. Bangladesh is now being branded as a role model for outstanding success in socio-economic development. In pursuing our diplomatic objectives, the government has been consistent in upholding the principle of “Friendship to all, malice towards none” as enunciated by Father of the Nation. Our achievement in international arena also commendable. Our expatriate Bangladeshis have also been making significant contributions to our national economy through sending their hard-earned remittances. Nevertheless, we have to go a long way for achieving the desired goals of independence. We must ensure good governance, social justice, transparency and accountability to make the development people oriented and sustainable. Democracy and development complements each other. Jatiya Sangsad and the government have started the new journey after the eleventh parliamentary election. Collective initiative is necessary to implement the development ideas of the government and make the parliament meaningful. I hope that National Parliament would be the centre of hopes and aspirations of the people. For this, the ruling party as well as the opposition would have to play constructive role. Present Government has set ‘Vision 2021’ and ‘Vision 2041’ respectively to materialize Bangabandhu’s dream of transforming Bangladesh into ‘Sonar Bangla’. Sincere and collective efforts are imperative to implement the programmes. Imbued with the spirit of war of liberation and democratic values, let us work together irrespective of party affiliation to make our hard-earned independence more meaningful. Let this be the pledge on the Independence and National Day. Khoda Hafez, May Bangladesh Live Forever. I convey my heartiest greetings and congratulations to my countrymen as well as all expatriate Bangalees on the occasion of the great Independence and National Day of Bangladesh. The 26th March is the day of earning self-identity of our nation. It’s the day of breaking the shackles of subjugation. On the eve of the Independence Day, I recall with deep gratitude the greatest Bangalee of all times, Father of the Nation Bangabandhu Sheikh Mujibur Rahman, under whose undisputed leadership we earned our coveted independence. I pay my deep homage to the 3 million martyrs and 200 thousand women who lost their honour in the War of Liberation. I also pay my tributes to four national leaders who steered the War of Liberation in the absence of Bangabandhu. My homage goes to the valiant freedom fighters, including the wounded ones. I extend my sympathies to those who had lost their near and dear ones, and were subjected to brutal torture during the war. I recall with gratitude our foreign friends who had extended their whole-hearted support and cooperation for the cause of our liberation. The Bangalee nation had fought against Pakistani rulers’ oppression and deprivation for long 23 years under the leadership of Bangabandhu. They were compelled to hold general elections in 1970. Bangladesh Awami League led by Bangabandhu won overwhelming majority in the elections. But the Pakistani rulers instead of handing over the power to the majority party in a democratic way; they launched repressive measures against them. Bangabandhu in his 7th March historic address at the then Racecourse Maidan declared, “The struggle of this time is for emancipation, the struggle for this time for our independence, Joi Bangla.” He instructed the Bangalee nation to resist the enemies. The occupation forces unleashed a sudden attack and started killing innocent and unarmed Bangalees on the black night of the 25th March 1971. They killed thousands of people in cities and towns, including Dhaka. The Father of the Nation Bangabandhu Sheikh Mujibur Rahman formally proclaimed the independence of Bangladesh at the first hour of the 26th March 1971. Bangabandhu’s proclamation was spread all over the country through telegrams, tele-printers and EPR wireless. The international media also had circulated Bangabandhu’s proclamation of independence. Under the brave and dauntless leadership of Bangabandhu, we earned the ultimate victory on the 16th December 1971 after a 9-month bloody war. The independence earned through supreme sacrifices of millions of people is the greatest achievement of Bangalee nation. To ensure that this achievement remains meaningful, all have to know the history of our great liberation war and retain the spirit of independence. The spirit of the liberation war has to be passed on to generation to generations. Being imbued with the spirit of the freedom struggle, the Awami League government has relentlessly been working to develop the country. We have been accomplishing the unfinished work of the Father of the Nation. We have achieved expected developments in every sector during last 10 years. Bangladesh has become the ‘Role Model’ of socio-economic development in the world. Our government is maintaining ‘zero tolerance’ policy to tackle militancy, terrorism and drug-menace. For the first time in the world, we have formulated a hundred year plan named ‘Delta Plan 2100’. Bangladesh is one of the five top countries in the world in economic development. Ninety percent of development work is financed by our own resources. We have executed the verdict of the trial of the killers of Bangabandhu Sheikh Mujibur Rahman establishing the rule of law. The verdicts of the trials of the war criminals are also being executed. The trials of war criminals will be continued as per our pledges to the nation. Due to the continuation of the Awami League government, grassroot people are now getting the dividend of the development. Bangladesh is moving forward and it will continue. The next generation will get a prosperous Bangladesh. The people made Bangladesh Awami League victorious in the recent 11th parliamentary elections. We will fully honour the huge mandate that the people of our country have given us. We will turn Bangladesh into a middle income country by 2021 and a developed-prosperous one by 2041, InshaAllah. Let us come and uphold the development and democratic spree being imbued with the spirit of the freedom struggle. Let us engage ourselves for the welfare of the country and nation. Let us build a hunger-poverty-free and happy-prosperous Sonar Bangladesh as dreamt by Father of the Nation. On the historic day, let this be our commitment. Joi Bangla, Joi Bangabandhu May Bangladesh Live Forever. Sheikh Hasina On the occasion of 26th March - the great Independence and National day of Bangladesh, I extend my heartfelt greetings and warm felicitations to all Bangalees living both home and abroad. On this great historic day, I may recall with profound reverence the greatest Bangalee of all times, Father of the Nation, Bangabandhu Sheikh Mujibur Rahman, who proclaimed country's independence on March 26, 1971. Under his visionary leadership, we achieved our long cherished independence through a nine-month long armed struggle. With deep respect, I recall the supreme sacrifices made by our war heroes, the 3 million martyrs and the wounded freedom fighters. I also pay my profound gratitude to the people from all walks of life and especially the members of our Diaspora and the diplomatic front who, during and after our Liberation War, played a vital role in gaining international recognition. I also acknowledge with deep gratitude the enormous contributions of our foreign friends in the emergence of independent Bangladesh. The charismatic leadership of the Father of the Nation united the whole nation like a solid rock under one umbrella. Bangabandhu was not only the leader of the Bangalee but also a forerunner in realizing the rights of the oppressed and deprived people of the world. Bangabandhu, the great architect of our Libration War dreamt of a happy, prosperous, exploitation free and equitable 'Sonar Bangla' (Bengal of Gold). His able successor, his daughter, Hon’ble Prime Minister Sheikh Hasina aims at becoming an upper middle income country by 2021 and developed country by 2041. She hopes to realize Bangabandhu’s dream “Sonar Bangla”, a prosperous, exploitation free, just and developed Bangladesh. Now Bangladesh is on a pathway to prosperity. Currently, Bangladesh is marching forward with more than 7.86% GDP growth rate. The number of working women has increased from 6% to 38% in the workforce. Introduction of six months leave, maternity and lactating allowances, establishment of free community clinics are few critical interventions which have lowered maternal mortality by a 67% and infant death by 75%. In the last ten years, the size of our national budget enlarged about five and half times. On one hand, while Bangladesh is now recognized as a ‘Role Model of Development’ on the other, it has been steadily achieving successes, earning many international awards and accolades. As a consequence, the United Nations has recently announced Bangladesh's eligibility for graduation to the status of 'Developing Country' from 'Least Developed Country'. By successful launching of Banabandhu-1 satellite the first Bangladeshi geostationary communication satellite. We have embarked to communication technology to a new height. I congratulate all Bangladeshi Diaspora in every corner of the world that are contributing to the escalation of the image of Bangladesh. I thank all the members of the Ministry of Foreign Affairs and our Missions abroad who have been working with deep commitment to uphold our national interest across nations. On this historic day of Independence, let us all vow to transform Bangladesh into a prosperous technology based, developed Sonar Bangla. Joy Bangla, Joy Bangabandhu. May Bangladesh Live forever. MESSAGE FROM THE HON’BLE STATE MINISTER FOR FOREIGN AFFAIRS PEOPLE’S REPUBLIC OF BANGLADESH 12 Chaitra 1425 26 March 2019 Md. Shahriar Alam Today is 26 March, Our great Independence and National Day. This is the day of breaking shackles of subjugation; a day of reaching the enlightened world from the abyss of darkness. On this very day in 1971, the Bangalee nation started the War of Liberation against the misrule, exploitation and repression of the Pakistani brutal ruler with the clarion call of our Father of the Nation Bangabandhu Sheikh Mujibur Rahman. Pakistani Occupation Forces committed one of the worst genocide indiscriminately on 25 March, 1971 to silence the Bangalee Nation forever. Diabolical Mass killing during liberation war is a black chapter not only in the history of Bangladesh, but also in the history of world humanity. In 2017, the august National Parliament of Bangladesh declared March 25 as National Genocide Day to commemorate the genocide carried out by the atrocious Pakistani Forces on the black night of March, 1971. Bangabandhu, the Architect of Bangladesh, declared the independence of Bangladesh at the wee hour of 26 March in 1971. Bangladesh made its place in the world map as an independent and sovereign state with self-esteem through the nine-month long Liberation War. On this very day, I pay profound reverence to the great hero of the war of independence, the architect of great independence, Bangabandhu Sheikh Mujibur Rahman who led his people from the front in various movements and struggles from 1952 Language Movement to the 1971 Liberation War to the greatest achievement of Bengali Nationalism-independent Bangladesh. With profound love and respect, I recall the supreme sacrifices made by our war heroes, the 3 million martyrs and the wounded freedom fighters. On this historic moment, I recall the contributions of the officials of the then Foreign Ministry who worked to build public opinion all over the world in response to the clarion call of Bangabandhu during liberation war. Bangabandhu had a dream of bringing smile in the face of Bangalee people. He wanted to make them free from exploitation, hunger, poverty and subjugation. Daughter of our founding father Bangabandhu Sheikh Mujibur Rahman, the current Prime Minister of Bangladesh Sheikh Hasina has been leading the development pursuit of Bangladesh. Recently, the people of Bangladesh fortified their support on her with huge public support on the Eleventh General Election. As a result of pragmatic initiatives commenced by the Awami League government, now Bangladesh has been transformed into a trade-dependent country from an aid-dependent one. Currently, Bangladesh is marching forward with US$1.752 per capita income and more than 7.86% growth rate. As a result, Bangladesh has been recognized as a ‘Role Model of Development’. On this auspicious day, I thank all the members of the Ministry of Foreign Affairs and our Missions abroad who have been working with sustained dedication and commitment in achieving our foreign policy objectives and promote national interest of Bangladesh on the world stage. Also my heartfelt felicitations go to the Bangladeshi Diaspora who has been contributing unceasingly for the development of our motherland by sending invaluable remittance and brightening the image of Bangladesh globally by practicing Bangla and Bengali culture abroad. On this glorious day, being imbued with the spirit of our great Liberation War and with a view to building Bangabandhus’s dream of ‘Sonar Bangla’ (Golden Bengal). Let us take a fresh vow to devote ourselves to work from our respective position in advancing the ongoing development efforts of the present government to strengthen the hands of Hon’ble Prime Minister Sheikh Hasina and build a better world for our future generations. Joy Bangla, Joy Bangabandhu May Bangladesh Live Forever Md. Shahriar Alam, MP Netherlands and Bangladesh do share strong bond since 1615 how do you see this relation now? It is very watery but not slippery! Indeed, water is our bonding glue. Although Dutch presence in Bangladesh could be traced back to the 17th century, when Dutch traders arrived in Bengal to establish trading posts, our bilateral relations got its real footing around 1965 when the then East Pakistan sought Dutch assistance to deal with its water problems. On their side, the Dutch were aware of our entrepreneurship and the resilience of our people and found it compatible for a vibrant relationship ever since. After our independence, it is, therefore, no coincidence that the Netherlands became one of the first countries in Europe to recognize Bangladesh as an independent nation on 11 February 1972. After the independence of Bangladesh in 1971, the bilateral relations between Bangladesh and the Netherlands have been transforming from traditional development assistance driven to broad based partnership for sustainable development. The relationship took a significant spike in 2015, when our Hon’ble Prime Minister Sheikh Hasina came to visit the Netherlands for an official tour on 3-5 November at the invitation of Dutch Prime Minister Mark Rutte. This was the first ever visit of any Prime Minister form Bangladesh to the Netherlands. In the same year and month, Her Majesty Queen Maxima visited Bangladesh on 16 to 18 November 2015 in her role as the UN Secretary-General’s Special Advocate for Inclusive Finance for Development at the invitation of the Government of Bangladesh. These Summit level visits took our relations to a new high. These visits came at the heel of a twin Ministerial visit from the Netherlands. Dutch Minister for Foreign Trade and Development cooperation and Minister of Infrastructure and Water Management visited Bangladesh in June 2015. Signing of 03 important bilateral instruments, respectively, on Bangladesh Delta Plan 2100, land reclamation and attrition in Bangladesh and knowledge and innovation partnership for sustainable development could be seen as watershed moments in our diplomatic history. What is Bangladesh Delta Plan 2100 and how Netherlands is going to join hands with Bangladesh government in order to complete this plan? The Bangladesh Delta Plan 2100 (BDP 2100) is a mega plan to secure a brighter future for our people. Never before in our nation's history, we have had the pause or recess to look into a future as long as hundred years. It is an adaptive techno-economic plan involving the interaction of water, land use, ecosystem and climate change with development outcomes. It aims at long-term water and food security, economic growth and sustainable environment for Bangladesh while coping with natural disaster and climate change through adaptive and integrated strategies. A consortium of nine Dutch firms and three Bangladeshi firms, with the financial support from the Governments of the Netherlands and Bangladesh, provided assistance to our Planning Commission to formulate the BDP 2100. It has been formulated through conducting 24 baseline studies and stakeholder consultations including with relevant ministries and agencies of the Government of Bangladesh. The Netherlands-Bangladesh Inter-Governmental Committee acted as a guiding committee in formulating the plan. This flagship program between Bangladesh and the Netherlands is an example of how knowledge transfers, from one country to the other, set win-win enterprises. It is also an example of how rising tide of good innovations and creativity in one country could lift millions in another country. The National Economic Council of Bangladesh headed by Honorable Prime Minister approved the BDP 2100 on 04 September 2018. Allow me to term this as Sputnik moment of our history under the visionary leadership of Prime Minister Sheikh Hasina. Now it is time for implementation. Bangladesh government has already rolled out a series of short- to medium-term investment plans. The ultimate implementation will be guided by the MOU that we signed with the Netherlands, International Development Association and the International Finance Corporation. The investment plan includes 80 potential programs/projects with an estimated cost of around US$38 billion. The BDP 2100 will engage itself in areas of river dredging, navigation, water preservation, flood protection, coastal flood defense, water availability, irrigation, disaster risk reduction, climate change adaptation, agriculture, fisheries, livestock, inland water transport, etc. These projects are expected to be implemented during the period from 2018 to 2030. The biggest challenge for the implementation of the Plan will be mobilizing the required fund and enough skilled manpower. A Delta Fund is under consideration. The Government of Bangladesh, development partners’ Environment and Climate Change Fund, Public-Private Partnership, etc are being looked at as principal sources of the Delta Fund. We expect that the Netherlands, with its vast reservoir of knowledge and technology, huge pool of water and delta related business entities and knowledge institutions as well as enormous goodwill for Bangladesh, will come forward to support us to implement the Bangladesh Delta Plan 2100. What is Bangladesh Development Plan 2021 and what are the goals and objectives that the country is planning to achieve in this tenure? Bangladesh Development Plan 2021 is a strategic articulation of the development vision, mission, and goals of the Government. It aims prosperous Bangladesh grounded in political and economic freedoms of our youthful people. The expectation is that by 2021, the country will have crossed the middle income threshold, with the basic needs of the population ensured, their basic rights respected, when everyone is adequately fed, clothed and housed, and have access to health care. The Vision 2021 and the associated Perspective Plan 2010–2021 have set solid development targets for Bangladesh by the end of 2021. Those targets, if achieved, will transform socio-economic environment of Bangladesh from a low income economy to the first stages of a middle income economy. Along with higher per capita income, Vision 2021 lays down a development scenario where citizens will have a higher standard of living, will be better educated, will face better social justice, will have a more equitable socio-economic environment, and the sustainability of development will be ensured through better protection from climate change and natural disasters. The associated political environment will be based on democratic principles with emphasis on human rights, freedom of expression, rule of law, equality of citizens irrespective of race, religion and creed, and equality of opportunities. The broad development goals underlying the Perspective Plan include: - building a secular tolerant liberal progressive democratic state; - promoting good governance and curbing corruption; - promoting sustainable human development; - reducing the growth of population; - instituting a prudent macroeconomic policy mix; - promoting a favourable industrialization and trade policy regime; - addressing globalization and regional cooperation challenges; - ensuring adequate supply of electricity and fuel; - achieving food security; - making available adequate infrastructure; - pursuing environmental friendly development; and - building a digital Bangladesh Bangladesh and Netherlands are strongly connected on the platform of economic ties, Netherlands is one of the biggest sources of foreign investment in your country, and how Bangladesh is trying to enhance this tie for future? The bilateral relationship between Bangladesh and the Netherlands is now going through a transition from traditional development assistance-driven relationship to broad-based partnership for sustainable development with particular focus on trade and investment. The Netherlands is one of major export destinations of the exports of Bangladesh (7th in 2017-2018). It is also one of the major sources of foreign direct investment in Bangladesh (8th as in June 2018). The Dutch investment stock stood at US$ 785.9 million as in June 2018. The export of Bangladesh to the Netherlands is growing at a healthy rate and at the same time Dutch investment in Bangladesh is also steadily rising. The net Dutch investment amounting to US$ 108.6 million came in Bangladesh in 2017-2018, which is a 20.6 percent rise over the preceding year of 2016-2017 and a 38.1 percent rise over the year of 2015-2016. In recent years, the Dutch investment mainly concentrated in power, trade, leather and leather products, cement, etc sectors. During the official visit of Bangladesh Prime Minister to the Netherlands on 3-5 November 2015, the two Prime Ministers agreed that economic cooperation and trade constitute a key element for strengthening bilateral relations. The two sides expressed the wish to increase bilateral trade and investment. Honorable Prime Minister of Bangladesh invited Dutch investors to invest in the emerging sectors such as pharmaceuticals, leather, agro-processing, light engineering, jute, shipbuilding, power and energy particularly renewable energy, infrastructure in water and marine sector, IT and tourism. Bangladesh Embassy in the Netherlands is working relentlessly to promote bilateral trade and more Dutch investment in Bangladesh. To further promote already robust bilateral trade and Dutch investment in Bangladesh, the two countries are taking innovative initiatives through the Dutch RVO, CBI and FMO. Regular exchange of business delegations is one of our primary conduits to bring our people and businesses closer. Moreover, the Embassy regularly hosts seminars, workshops on the potential of enhancing bilateral trade and Dutch investments in Bangladesh, interacts with the chambers and other trade and workers’ rights groups to secure more investments from the Netherlands to Bangladesh. What are the major export opportunities that both the nations share? The Netherlands is always an important export destination for Bangladeshi products. The Netherlands was the 7th largest export destination of Bangladeshi products accounting for about 3.3% of total export earnings of Bangladesh in 2017-18. During 2017-18, Bangladesh exported goods worth of US$1205.37 million, a 15.3 percent rise over the preceding year of 2016-2017 and a 42.5 percent rise over the year of 2015-2016. The products that Bangladesh mainly exports to the Netherlands include knitwear (around 42 percent), woven garments (around 41 percent), agricultural products (around 2.5 percent), footwear (around 2.2 percent), home textiles (around 2.0 percent), jute goods (around 1.7 percent), frozen fish mainly black tiger shrimp (around 1.5 percent), leather and leather products (around 1.0 percent), pharmaceuticals (around 0.4 percent), and the rests constitute of raw jute, bi-cycle, tobacco, ceramic and porcelain products, tableware, toys, etc. Bangladesh has immense scope to consolidate its exports of apparels, home textiles, black tiger shrimps, leather products, jute-based products, pharmaceuticals and bi-cycles. On the other hand, Dutch exports to Bangladesh show mixed trend. In 2018, the Netherlands exported goods worth of €245.0 million to Bangladesh but in 2017 it exported goods worth of €335.0 million to Bangladesh, a 71.8 percent rise over the year of 2016. The products that the Netherlands mainly exports to Bangladesh include machineries, vegetable products, live animals, prepared food stuffs, animal or vegetable fats and oils, mineral products, chemical products, pharmaceutical products, organic chemicals, plastic and rubber articles, articles of wood, pulp of wood, textile & textile articles, articles of stone, base metals, etc. The Netherlands too has huge potential to consolidate its exports to Bangladesh, especially machineries, vegetable products, mineral products, chemical products, pharmaceutical products, organic chemicals, ICT and creative industries’ products, etc. How the future looks like for Bangladesh in the Netherlands? Bangladesh has an ample opportunity to deepen and expand its exports to the Netherlands including apparels, frozen fishes and shrimps, leather products, environment friendly jute products, pharmaceuticals, etc. Bangladesh is also keen to have more Dutch investments in Bangladesh, especially in power and energy, port development, river dredging, land reclamation, high-tech agriculture and aquaculture, ICT and creative industries, shipbuilding, Blue Economy, leather and leather products, etc. sectors. Although the size of our Non Resident citizen (NRBs) are rather small here, but most of our people are gainfully engaged in the Netherlands. Only in the city of Eindhoven, known as Brain port in the Netherlands, we have over hundred highly skilled ICT expatriates engaged in a win-win enterprise between our two countries. How Bangladesh is moving ahead to strengthen the bilateral relationship between the two nations? Bangladesh is very keen to strengthen the ongoing bilateral relationship between the two countries. Bangladesh and the Netherlands have a mechanism of regular Foreign Office Consultations since 2015. Both the countries have so far had three rounds of Foreign Office Consultations of which the first one was held in The Hague in September 2015, the second one in May 2016 in Dhaka and the third one in February 2018 in The Hague. The fourth round of FOC is expected to be held in Dhaka in 2019. In fact, our relationship with the Netherlands catapulted to its zenith following the two VVIP visits, back to back, in a space of less than few weeks in November 2015. These visits put our relationship on a new trajectory. As a result of the VVIP/VIP visits, host of new initiatives have been unrolled while reinvigorating the existing ones. We are not only transiting from traditional development assistance-driven relationship to “innovation” and “creativity” driven broad-based partnership, we are also trying to strategize our relations in a way that harness our mutual complementarities without harming any. Globally, as well, we are partnering with the Netherlands to promote world peace and inclusive development. The trade and investment relations between Bangladesh and the Netherlands have remained a cornerstone in the multifaceted broad-based partnership between the two countries for sustainable development of Bangladesh. What kind of cultural exchanges are taking place between the two nations? What are the major tourism opportunities in Netherlands for Bangladesh? Bangladesh Embassy continues to promote our secular cultural ethos in the Netherlands. As part of our cultural diplomacy, we hosted the first ever art exhibition of forty different artists of Bangladesh in the Atrium City Hall of The Hague with the theme ‘Shades of Passion’ from 30 March – 13 April 2018. Apart from the art exhibition, Bangladesh Embassy in The Hague promotes our traditional cultural heritage in the Netherlands through different cultural activities during our national events like the Bengali New Year, International Mother Language Day, Rabindra-Nazrul birth anniversary, etc. Bangladesh is an unknown jewel of South Asia. We have the world’s longest sandy beach in Cox’s Bazar; the world’s largest mangrove forest in the Sundarbans (a UNESCO World Heritage site), which is the den of the world famous Royal Bengal Tigers; eco-tourism places in Sylhet and Chattogram Hill Tracts areas; relics of ancient civilization including Shat Gambuj Masjid (Sixty Dome Mosque; a UNESCO World Heritage Site), Paharpur Buddhist Vihara (a UNESCO World Heritage Site), and an ancient Buddhist settlement at Mainamati among a long list of must see places for the Dutch. What are the upcoming joint projects/plans which are going to be accomplished by both the countries? The Netherlands is perhaps the best partner Bangladesh could expect to have to address all our issues concerning water resources management. The Netherlands’ signature programs on Bangladesh Delta 2100 and Blue Gold are two major pillars of our bilateral relations. However, Bangladesh Delta Plan 2100 remains the flagship undertaking between Bangladesh and the Netherlands. This undertaking is expected to enter in a new horizon of cooperation between our two friendly countries. We are also working to unroll hosts of new projects like articulation of concepts of circular economy, 4iR, land reclamation, smart agriculture taking cues from Dutch greenhouse technology, intensive aquaculture, maritime cooperation themed on our Blue Economy concept, academic collaborations between our universities, capacity building for our water and climate diplomats, eco-friendly projects like jute, handicrafts, circular garments etc. We are working everyday not only to learn from the Netherlands’ best practices but also to offer our resilience and entrepreneurship as well as a huge domestic market for the Dutch. In Bangladesh, situated between two Asian giants, China and India, the Dutch are bound to get their gateway to Asia. This is our daily project for a mutually shared future. Period. With utmost pride here ENVOY EXCELLENCY presents this special collectable edition in association with Embassy of the People’s Republic of Bangladesh, The Hague, The Netherlands, on the occasion of the 48th anniversary of Independence of Bangladesh, March 26, 2019. We’ve Messages from the Hon’ble President, Prime Minister, Foreign Minister and State Minister for Foreign Affairs of the People’s Republic of Bangladesh. The bilateral relations between Bangladesh and the Netherlands are now going through a transition from traditional development assistance-driven relations to broad-based partnership for sustainable development. Bangladesh is a nation endowed with enormous potential that is yet to be realized. The year 2021 marks the 50th anniversary of independence. In recognition of the long-term development challenges, the Government under the leadership of Prime Minister Sheikh Hasina adopted the Vision 2021. The Netherlands has a strong position in the development cooperation with Bangladesh in water management, SRHR and gender, as well as in food security/agriculture. Prime Minister Sheikh Hasina has emphasized the need to undertake actions to advance women’s empowerment, including working to overcome gender stereotypes regarding women’s abilities. Bangladesh is a “Land of Stories”. Everything of this land tells a story; a story of Bangladeshi people and their heart. On the tourism side- Explore- Cox’s Bazar, The Sundarbans and Somapura Mahavihara. We are deeply obliged to the Ambassador of Bangladesh to the Netherlands, H.E. Sheikh Mohammed Belal, for giving us an exclusive interview. In addition, on the behalf of our entire team, let me convey sincere gratitude to all the contributors who helped making this special Collectable edition successful. Sincere wishes, and happy reading. Prof. Manoj Sharma (email@example.com) The national flag of Bangladesh was adopted officially on 17 January 1972. It consists of a red disc on top of a green field, offset slightly toward the hoist so that it appears centred when the flag is flying. The red disc represents the sun rising over Bengal, and also the blood of those who died for the independence of Bangladesh. The green field stands for the lushness of the land of Bangladesh. The national emblem of Bangladesh was adopted shortly after independence in 1971. Located on the emblem is a water lily, that is bordered on two sides by rice sheaves. Above the water lily are four stars and three connected jute leaves. The water lily is the country's national flower, and is representative of the many rivers that run through Bangladesh. Rice represents its presence as the staple food of Bangladesh, and for the agriculture of that nation. The four stars represent the four founding principles that were originally enshrined in the first constitution of Bangladesh in 1972: nationalism, secularism, socialism, and democracy. Bangladesh at a Glance Official Name: The People’s Republic of Bangladesh State Religion: Islam but other main religions namely Hinduism, Buddhism, Christianity are practiced in peace and harmony. State Language: Bangla National Anthem: The first ten lines of “Amar Sonar Bangla”, written by Nobel Laureate Rabindranath Tagore. National Flag: Consists of a circle coloured red throughout its area, resting on a green rectangular background. The length to width ratio of the rectangle is 10:6 and the circle has a radius of one fifth of the length. National Emblem: The national flower “Shapla” (nymphaea-nouchali) resting on water, having on each side an ear of paddy and being surmounted by three connected leaves of jute with two stars on each side of the leaves. Capital: Dhaka Nationality: Bangladeshi Name of Currency: Taka (TK) Time Zone: GMT +6 Geographical Location: Between 20°34’ and 26°38’ north latitude and between 88°01’ and 92°41’ east longitude. Boundary: - North: India - West: India - South: Bay of Bengal - East: India and Myanmar Area: 56977 sq. miles or 147570 sq. km. Territorial Water: 200 nautical miles. Bangladesh National Anthem - Amar shonar Bangla Bangla Lyrica আমার সোনার বাংলা, আমি তোমায় ভালবাসি। তীরিন্দি দ্বারের অজানা, ভোরের নাচায়, আমার প্রাণ বাজায় বাহি। ও মা, চাঁদের তৃণে আমার বন চাল শকল করে, করি হয়, তাম ৫— ও মা, আমার ক্ষেত্রে মাত্র আমি কী গোপনি মুখের মহিলা। নী শাখা, নী মাথা পে, নী গুলি, নী মাথা গো— নী অর্ধন নিয়েছে বনের মূল, নীতির কুল কুল। মা, ক্ষেত্রে মুখের বাহি আমার করে লাগে মুখের মুখটা, করি হয়, হয় লে— না, একের বনামারি মধ্যে পড়ে, ও মা, আমি নননজাল চাহি। English Meaning My Bengal of gold, I love you. Forever your skies, your air set my heart in tune as if it were a flute. In spring, O mother mine, the fragrance from your mango groves makes me wild with joy. Ah, what a thrill! In autumn, O mother mine, in the full blossomed paddy fields I have seen spread all over sweet smiles. Ah, what beauty, what shades, what an affection, and what tenderness! What a quilt have you spread at the feet of banyan trees and along the banks of rivers! O mother mine, the tears from your lips are like nectar to my ears. Ah, what a thrill! If sadness, O mother mine, casts a gloom on your face, my eyes are filled with tears! There is a beautiful picturesque village on the bank of the river Baigar. The name of that village is Tungipara. The river Baigar reaches the Madhumati river by following a meandering course. The river Baigar is one of the numerous branches of this Madhumati. There lay a green foliage of palm-tomal-hijal trees on the both sides of the river. The songs of ‘Bhatiali’ float from the mouths of boatmen on this river with oars in hand; the chirping of birds and the ripples of river-water create a fascinating environment. The river Madhumati had flown beside this village nearly two centuries ago. Habitats were then built up on its bank. Due to the inviolable law of nature, the river has now moved farther away. Many other villages also sprang up after the surfacing of shoals. Our forefathers had arrived in this small riverine village of natural splendor and beauty and settled down here with the goal of preaching Islam. Their trading and commercial activities were centred around the port of Kolkatta. They started cultivating crops in fallow lands here together with the local peasants. Gradually, they built up Tungipara as a self-reliant and affluent habitat. At the outset, boat was the only mode of transport. Later, a steamer landing port developed at the Gopalganj thana. Our ancestors, purchased landed properties at Tungipara village for dwelling. They built houses there by hiring masons and technicians from Kolkata. Those were completed in 1854. The remnants of those buildings still remain as a witness of time. The Pakistani invading forces burnt down the two buildings which were used as residences till 1971. After starting to reside in those buildings, our family began to expand and the number of settlements around the place also rose. My great grandfather Sheikh Abdul Hamid built a tin-roofed house on the north-eastern corner of that building. My grandfather Sheikh Lutfor Rahman started his family life in this dwelling. And my father was born here on 17 March 1920. My father’s maternal grandfather Sheikh Abdul Majid named him as Sheikh Mujibur Rahman during his Akika (naming ceremony). My father was the first son of my grandmother who issued two daughters earlier. My grandmother’s father therefore donated all his properties to her and said during Akika, “Maa (daughter) Saira, I have given your son such a name that it will be famous all over the world.” My father’s childhood was spent diving in the river-water at Tungipara and getting dusty on the rural-path passing through the field. He used to get soaked in the muddy waters of monsoon. How the weaver-birds built their nest, how the kingfisher went inside water to catch fish, where lay the nest of the magpie robin – the searching of all these were the usual activities of this romping boy. My father was greatly attracted by the sweet melody of the latter’s sound. And that is why he liked to mingle with nature by moving around the fields and meadows with small children of the village. He used to teach the little ‘shalik’ and mynah birds how to speak or whistle after catching them. He used to rear monkey and dog, and they used to do whatever he instructed. Again, he used to give the responsibility of looking after them to his younger sister Helen. He could not tolerate the slightest negligence towards these animals. Sometimes the younger sister was scolded for that reason. There is a narrow canal on the north-western side of our house, which connects with the confluence of the rivers Madhumati and Baigar. A large ‘Kachari Ghar’ stood on its bank. And the teachers, pundits and moulavi sahibs used to reside in rooms adjacent to this house. They were appointed as house tutors and my father used to learn Arabic, Bangla, English and Mathematics from them. The Gimadanga Tungipara High School was built by our ancestors. It was then a primary school, located almost one and a quarter kilometer from our house. Abba (my father) initially studies in this school. One day, his boat capsized while he was returning from school. My father fell down in the canal water. After that, my grandmother did not allow him to go to that school. He was a little boy, the apple of their eyes, object of love and affection of all family-members; his slightest discomfort brought pains to others. She admitted him to Gopalganj Missionary School taking a transfer certificate from that school. Gopalganj was the place of work of my grandfather. From then on, my father started to receive education at Gopalganj. At one stage, my grandfather was transferred to Madaripur. My father studies at Madaripur during that episode. Later, his teenage days were spent in Gopalganj. The health condition of my father was quite delicate. The only thinking of my grandmother was therefore focused on how to keep his ‘Khoka’ well. My grandparents also called him ‘Khoka’ out of affection. And he was known as ‘Mia Bha’ to his peers and villagers. He could associate very easily with the simple village-folks. My grandmother constantly remained busy for improving Khoka’s health condition. Milk, posset, butter etc. were therefore produced in the household. Fruits from the garden and fresh fish from the river were always kept ready for Khoka, but my father was very lean and thin since his very childhood; therefore my grandmother regretted why herchild did not become plump with nutrition. During food intakes, he preferred ordinary rice, fish broth and vegetables. After taking food, he liked to eat milk-rice-banana and molasses. I had four aunts and one uncle. Of these four sisters, two were older. These elder sisters were always alert so that their younger brother did not face any discomfort. The rest were also younger, but the affection Khoka received from my grandparents was limitless. People who took sanctuary in our house were also numerous. The children of my grandparents’ sisters, especially those who had been orphaned, were brought to our homestead by my grandparents in order to groom them properly. Therefore, around 17-18 children were growing up in our house at the same time. My father was married off when he was ten years old. My mother’s age was then only three years. After my mother lost her father, her grandfather gave all his property in her and my aunt’s names in writing following their marriages. My aunt was three years senior to my mother. Their grandfather married off the two sisters with relatives and made my paternal grandfather their guardians. When my mother was 6-7 years old, her mother also dies. My paternal grandmother then took my mother on her lap. And from then on, she was groomed together with the rest of children. Side by side with receiving education, Abba was very fond of sports. Especially he liked to play football. He used to go to Chitalmari and Mollarhat crossing the Madhumati for playing. There was a school team at Gopalganj. My grandfather also liked to play. He used to visit the playing-field when when Abba played. Grandfather used to tell us the story later: ‘Your father was so frail that he fell on the ground after forcefully kicking the ball.’ If Abba was standing nearby, he used to protest. We then really enjoyed these episodes. An interesting happening was that matches were played between Abba’s and grandfather’s teams also. Even now, when I visit those places, I come across many elderly people who speak about Abba’s childhood days. There were many photos and papers about these games. The Pakistani invading forces set our house on fire in 1971. As a result, everything was burnt down. My father was a big-hearted person since his childhood. At that time, the boys did not have that much opportunity for pursuing education. Many individuals used to pursue education by taking ‘jaigirs’ (a system of getting food and accommodation in exchange for providing tuition to children of the host family). Students had to reach schools after walking a distance of 4-5 miles. They used to come to school eating rice. They had to return home walking a long distance after starving for the whole day. As our house was located in the ‘bank-paral’ area, Abba used to bring them home. I heard from my grandmother that a number of umbrellas had to be bought for my father every month. The reason was that he used to give away his umbrellas to those who could not buy because of poverty; it pained him to see them suffer due to sun and rain. Sometimes, he even used to give away his text-books. I heard from my grandmother that she used to stand under the mango tree when the school-hours were over. She used to keep an eye on the road as Khoka would be coming. One day she saw Khoka coming with a wrapper on his body, without any Pajama (trouser) or Panjabi. What had happened? He had donated his dress to a poor boy who wore torn and disheveled clothing. My grandparents were very generous. When my father donated anything, they never scolded him; rather they used to encourage him. There were many other instances of this liberal attitude of my grandparents. While studying in school, Abba was infected with beriberi disease and his eyesight was gravely affected. As a result, his education had Bangabandhu Sheikh Mujibur Rahman with his family to be suspended for four years. At that juncture, he had a house-tutor named Hamid Master, who was active in the anti-British movement and remained imprisoned for many years. Later, when Abba had to go to jail at different times and the police came to arrest him; my grandmother recalled the name of that Master Sahib and cried. My grandparents never obstructed any activities of their son, rather they encouraged him. My father's mental horizon flourished in a very open atmosphere. Whenever any task appeared to be just, my grandfather encouraged him instead of opposing. One of Abba’s school masters set up a small organization; he used to help the poor, meritorious boys by moving door to door and collecting paddy, Taka and rice. Abba used to work with him as one of the prominent and active workers, and encouraged other to do so. Wherever he saw any injustice, he used to protest. Once he protested an injustice, he became the victim of a conspiracy by government-supporters and had to stay in jail for a few days after getting arrested. He was very conscious about people's right during his adolescence. Once the Chief Minister of the united Bengal Sher-e-Bangla came to Gopalganj on a visit and inspected his school. During that episode, the courageous teenager Mujib attracted everybody's attention when he articulated the complaint about leakage of monsoon water in the school-building and succeeded in eliciting the pledge of repairing it. After passing matriculation from the Gopalganj School, he went on to study at Islamia College of Kolkata. He used to stay there at Bekar Hostel. At this time, he came in touch with Huseyn Shaheed Suhrawardy. He got actively involved in the Hallway Monument movement. His active participation in politics commenced from that juncture. He passed BA in 1946. He played an active role in halting the riot that started during the partition of India-Pakistan. He used to work by risking his life. My second Fupu (paternal aunt) used to live in Kolkatta then. I heard from Fupu, he sometimes worked for two to three days at a stretch without taking any food. When he occasionally went to Fupu's house for enquiring about their wellbeing, she forcibly made him eat something. He never supported injustice. He never compromised on the question of establishing truth and justice even by risking his own life. He got admitted to the Law Department of Dhaka University after the establishment of Pakistan. At that time, he lent support and actively participated in the movement of class three and class four employees. He was arrested while observing a sit-in demonstration before the secretariat. He was released a few days later. At this juncture, Mohammad Ali Jinnah gave a declaration about the drafting of Pakistan constitution; when Jinnah announced that Urdu should be the state language of Pakistan, all the Bengalis in the then East Pakistan protested it. The student community actively participated in this movement. My father was arrested during the movement in 1949. I was then of a very tender age, and my younger brother Kamal was just born. Abba did not even get the opportunity to see him. He was continuously in captivity until 1952. At that time, my mother used to reside at my grandparents' house along with us me and my brother. Once, Abba was brought to Gopalganj in connection with a case. Kamal had then learned to speak a bit. But he had never seen Abba, nor did he know him. When I was repeatedly rushing to Abba and calling him 'Abba, Abba', he only looked on in amazement. There was a big pond in Gopalganj thana, beside which was a large open field. We brother and sister used to play there, ran around to catch grasshoppers and occasionally came back towards Abba. After gathering many flowers and leaves, I sat down with Kamal for playing on the veranda of the police station. He suddenly asked me, 'Hasu Apa, please allow me to call your Abba as Abba.' When I recall those words of Kamal, I cannot hold back my tears. Today he is no more alive, we have non to call 'Abba'. The bullets of the assassins not only snatched away Abba, they did not spare even my mother, Kamal, Jamal and little Russel. Sultana and Rosy, newly-married wives of Kamal-Jamal, were also no spared; the colour of henna in their hands had mingled with the blood of their hearts. The murderers did not stop there. They killed my lone uncle Sheikh Naser, youth leader and my cousin Sheikh Moni, his pregnant wife and my playmate of childhood days Arzu. These killers simultaneously attacked Abdur Rab Serniabat (husband of my aunt), his thirteen-year old daughter Baby and ten-year old son Arif. Even the four-year old son Babu of Mr. serniabat's eldest son Abul Hasnat Abdullah was not spared by the murderers. Colonel Jamil, who had rused towards our hose after waking up to save my father's life, was also killed. What kind of barbarous cruelty was this? My second Fupu is still crippled due to bullet-wound. On that day, Kamal sought permission to call my father as Abba, I instantly took him to Abba. I told about him. He fondled Kamal very affectionately taking him on his lap. None of them are alive today. Hi! Today my mind craves to call 'Abba'. I yearn intensely for the affection of my mother, company of my brother; but I cannot get them back even if I cry ceaselessly. None of them would respond. Their lives have been cruelly silenced forever by the bullets of the assassins, won't they face trial? Written by Prime Minister of Bangladesh Sheikh Hasina a project management company in Bangladesh with a difference Services - Construction Project management - Construction Project Consultancy - Development of projects & Implementation - Electrical and Mechanical Solution - Interior design and Implementation - Engineering Procurement - Architecture Solution - Cost consultancy & Value Engineering - Linking European and specifically Dutch companies to Bangladeshi partners - Linking Bangladeshi companies to Dutch partners for Agro sector development your one-stop shop for investment in Bangladesh Deltadesh (Pvt.) Ltd. Road-79, House-1A, Apt.-1C Gulshan-2, Dhaka-1212, Bangladesh Phone: +880 2 9853911 E-mail: firstname.lastname@example.org, email@example.com web: www.deltadesh.com After the demise of British Empire in 1947, Bengal was partitioned as a province of West Pakistan with being renamed as East Pakistan. Dhaka was declared as its capital. Despite of adequate resources and demographic weight of East Pakistan, the entire Pakistan’s government and military was largely dominated by the upper classes from the west. The government of Pakistan — dominated largely by the west — declared Urdu as the only official language of the entire Pakistan which triggered a massive dissatisfaction among the people of the east. On 21 February, 1952, Bengali students in East Pakistan rose up for the mother tongue and protested against this decision. As police open fired to their possession, several students died for defending their language. The glorified sacrifice of these martyrs is now observed not only in Bangladesh but also all over the world as International Mother Language Day. Displeasure on the west in the issues of economic and cultural domination resulted into the emergence of Awami League as the strongest political voice of East Pakistan. In his historic speech before hundred thousands of people at the Suhrawardy Udyan on March 7, 1971, the president of Awami League and the father of the nation Bangabandhu Sheikh Mujibur Rahman, called upon all the people of East Pakistan to launch a decisive struggle against the Pakistani occupation and take a all-out preparation for the War of Liberation. After a lot political unrest and provincial discrimination, Bangladesh Liberation War (Bengali: Muktijuddho) was commenced after Bangabandhu Sheikh Mujibur Rahman declared Bangladesh’s independence just before getting arrested in the early hours of 26 March 1971 by Pakistani military. President Yahya Khan and his military officials launched extremely bloody measurement called Operation Searchlight on the innocent civilians of Bangladesh. The exile government, formed by Awami League leaders, formally took oath at Meherpur, in the Kustia district of Bangladesh, on 17 April 1971, with Tajuddin Ahmad as the first Prime Minister and Syed Nazrul Islam as the Acting President. A resistance force known as the Mukti Bahini (Freedom Fighter) was formed from the Bangladesh Forces (consisting of Bengali regular forces) in alliance with civilian fighters. Led by General M. A. G. Osmani, the Bangladesh Forces were organized into eleven sectors and, as part of Mukti Bahini, conducted a massive guerrilla war against the Pakistan Forces. During this war, the whole world witnessed the 1971 Bangladesh genocide, in which the Pakistan Army and its allied religious militias carried out a wide-scale elimination of Bengali civilians, intellectuals, youth, students, politicians, activists and religious minorities. Amidst the sacrifice of countless Bangladeshi souls, Pakistani Army finally surrendered to the Bangladesh-India Allied Forces on 16 December 1971. The nine month long Bangladesh’s Liberation War was won on that day. And Bangladesh, with a lot of promise and hopes, starts its glorious journey. The Vision: Bangladesh is a nation endowed with enormous potential that is yet to be realized. The year 2021 marks the 50th anniversary of independence. In recognition of the long-term development challenges, the Government under the leadership of Prime Minister Sheikh Hasina adopted the Vision 2021. The Vision 2021 and the associated Perspective Plan 2010-2021 have set solid development targets for Bangladesh by the end of 2021. Those targets if achieved will transform the socio-economic environment of Bangladesh from a low income economy to the first stages of a middle income economy. Along with higher per capita income, Vision 2021 lays down a development scenario where citizens will have a higher standard of living, will be better educated, will face better social justice, will have a more equitable socio-economic environment, and the sustainability of development will be ensured through better protection from climate change and natural disasters. The associated political environment will be based on democratic principles with emphasis on human rights, freedom of expression, rule of law, equality of citizens irrespective of race, religion and creed, and equality of opportunities. The Bangladesh economy will be managed within the framework of a market economy with appropriate government interventions to correct market distortions, to ensure equality of opportunities, and to ensure equity and social justice for all. Institutional foundations: The goals of long run stability and prosperity cannot be achieved without building effective institutions for sound overall governance. The Government recognizes that without fundamental reforms of core institutions, improvement in public administration capacity and a strong anti-corruption strategy, the ability to implement Vision 2021 and the underlying five year development plans and the Perspective Plan will be seriously compromised. Vision 2021 places strong emphasis on establishing a legacy of good governance by focusing on three fundamental principles of governance: (a) ensuring the rule of law, (b) avoiding political partisanship, and (c) building a society free from corruption. These cardinal principles also guide the articulation and implementation of development programs thus forming the institutional framework for the Perspective Plan. The government is determined to confront and root out the scourge of corruption from the body politic of Bangladesh. To this end, the Government intends to strengthen transparency and accountability of all government institutions as an integral part of a program of social change to curb corruption. With Vision 2021, the country aspires to an accountable and transparent governance system, with the right to information firmly established under the auspices of the Right to Information Act 2009 and the high-powered Right to Information Commission. Agriculture and rural development: With a view to enhancing agricultural production and ensuring food security, the target of agriculture sector is that, by 2021, food deficiency will be eliminated and the country will attain self-sufficiency in food production enabling to meet nutritional requirement of the population. In this context, the key targets are to achieve self-sufficiency in rice production, to diversify agricultural crops, to form production and marketing cooperatives, to encourage R&D for increasing productivity etc. In addition, for fisheries sector, the plan prioritizes on closed water fisheries production, promotion of technical knowledge among the educated youth in closed water cultivation as well as on the adoption and implementation of fishermen cooperatives. To promote development of livestock sector, the plan argues that, it is imperative to develop breed, to increase production and supply of feed and to extend veterinary services. For ensuring sustainability in development process, the plan will adopt strategies to increase productivity, to strengthen the Sundarbans and to promote agro and social forestry. In the context of rural development, the key strategies taken under the perspective plan are to establish a powerful autonomous local government body for providing coordination among private and public rural development institutes and to consider reviving the local government commission. Industrial development: The Perspective Plan target of reaching 10 percent annual GDP growth by 2021 is premised on a prolific and competitive manufacturing sector growing at or near double digits during the 2010-21 decade. Consequently, the broad industrial sector will continue to account for a much larger share of GDP, approaching 37% by 2021, compensating for the secular decline in the share of agricultural sector, which falls to 15%. This trend is consistent with the stylized facts of structural change in the process of development. For Bangladesh to reach middle income threshold by 2021, industrial expansion must accompany hand-in-hand with highly productive farm and non-farm agriculture. Furthermore, a strong and competitive manufacturing sector is especially important for generating productive high income jobs. Manufacturing is the predominant and leading sector within broad industry which also includes such activities as power generation, water and sewage, and mining and quarrying. Manufacturing is and will remain the driver of industrial growth and employment for years to come. Vision 2021 stipulates middle income status for Bangladesh by 2021, reaching annual GDP growth rate of 10% by that year and averaging 9.2% for the period 2011-21. Fulfillment of this vision requires superior double digit performance for manufacturing taking its share in GDP to 27 percent by 2021, and that of industry to 37 percent. Manufacturing exports: The main driver of manufacturing growth will be the export markets, although growing domestic demand from higher income generation will also provide impetus to import substitute production. Low-cost labor with growing skills gives Bangladesh potential competitive advantage in most labor-intensive activities which will continue to drive manufacturing growth for at least another decade. It is projected that the share of exports in relation to GDP will rise to about 25% of GDP by 2021 reflecting a leading role that export sector is envisaged to play in the economy. The target with regard to the external sector is to ensure strengthened global integration of the Bangladesh economy by building necessary traderelated supply side capacities. This will be realized through raising the competitiveness of Bangladesh's exports, ensuring a larger share for the country in the global trade in goods and services, and by encouraging both product and market diversification. This will be done by renewing efforts at moving up market and by raising the efficacy of trade facilitation measures. Bangladesh's strong performance in the global labour services market will be continued and further consolidated. The overarching goal here will be to ensure that trade-GDP ratio rises to nearly 60% of GDP with export of goods and remittance earnings approaching 40 per cent by 2021. Foreign investment: Bangladesh's projected needs for investment in infrastructure for an expanding transport network and burgeoning urban centres cannot and need not be met from domestic resources alone. With improved economic management and a highly liberalized investment regime, and with strategic locational shifts in labor-intensive industries, Bangladesh could become an attractive destination for private capital flows over the next decade. The Perspective Plan will consider the following strategic actions to stimulate inflow of FDI: (a) improve the investment climate by giving high priority to constraints in infrastructure, regulatory framework, and policy environment, (b) the general governance situation (and related high transactions costs) will be addressed to improve the country's image, (c) special effort will be made to encourage regional investment in emerging and potentially high return sectors (e.g. software development and IT from India, electronics from China), (d) a string of Special Economic Zones (SEZs) will be established along international borders to stimulate cross-border investments and trade, in line with the successful examples of China and Vietnam, and (e) the private sector will be encouraged to enter joint ventures and other forms of collaborative investment with NRBs and foreign partners in areas of high potential. Regional cooperation: In recent years, proposals for sub-regional cooperation between Bangladesh, India, Nepal and Bhutan have been gaining ground. Bangladesh, India, Nepal, Bhutan and Myanmar are endowed with rich complementary resources that offer significant opportunities for cooperation in several sectors. The framework for cooperation stipulates huge gains for Bangladesh in several areas, including trade and trade facilitation, regional transport, energy trade, water management, FDI and joint ventures, cooperation on road and railway projects. Long-term strategies for strengthening regional cooperation include (a) more vigorous efforts in multiple forums to make SAFTA, APTA and BIMSTEC more effective organizations, (b) forging effective cooperation in trade, cross-border investment and all the other areas of mutually beneficial activities, (c) initiatives to resolve cross-border issues and undertake joint projects, such as production and distribution of electricity, gas, coal, fertilizer and other products, all on a win-win basis, and (d) participation in the grand Asian Highway and Asian Railway Systems that generate win-win outcomes. Digital Bangladesh: Much of the impetus to higher growth will come from additional private and public investment, particularly in the areas of agriculture, manufacturing, infrastructure and human development. Yet, the experience of Bangladesh shows that it has not benefitted much from productivity improvements. A key strategy and policy focus of the Perspective Plan is to enhance productivity in all sectors of the economy. Among other factors, productivity improvements depend on research and technology. The world has moved with new knowledge and technology; Bangladesh has a lot of catch up to do. Emphasis on knowledge economy is a key development priority for Bangladesh. The ‘Vision 2021’ aims at developing Bangladesh into a resourceful and modern economy through efficient use of information and communication technology. This goal has eloquently been described by the Prime Minister as ‘Digital Bangladesh’. It is believed that through the successful implementation of the ICT policy and its principles it would be possible to create a Digital Bangladesh by 2021 as promised by the government. Sustainable development: Economic advancement, accompanied with rapid urbanization and industrialization, had also left its toll on Bangladesh’s own ecosystem. This was evident from natural calamities, loss of bio-diversity, deforestation, destruction of wetlands and inland fisheries, arsenic contamination in the ground water in the southern part of the country, soil nutrient depletion and inland salinity intrusion in the South West region, and creeping desertification in the Northern region. Bangladesh is also one of the most natural disaster prone areas that suffer from ravages of floods, cyclones, storm surges and drought. In urban areas, air pollution, sound pollution and waste load from industries, hospitals, and municipalities are a matter of great concern. Maarten, Being an Honorary consul of Bangladesh and also Managing Director of Deltadesh Pvt. Ltd., how do you see your position and what are your potential plans for the future? Well, first I would like to say that after 18 years of activities in both the Netherlands and Bangladesh it was a true honor to receive the nomination from the Bangladesh Embassy for the position of being an Honorary Consul. Over the years we have been very active to pursue many foreign investors to establish themselves in Bangladesh. We see the strong potential of Bangladesh as a fast emerging country, distinguishing themselves by the hard-working mentality of the population. And many large conglomerates as well as SME’s also see that potential today. We have had the opportunity and honor to serve many of those organizations through Deltadesh, and we will continue to do so in the years to come. As an Honorary Consul it is my duty to continue the promotion of Bangladesh in The Netherlands even more. We also all realize that over the years the circumstances have changed due to the strong development as well as the globalization. Years ago there were a very few foreign pioneers setting up their businesses in Bangladesh, but today we see a much larger interest from more different organizations. Part of our vision is a larger focus on automation and quality improvement, especially in the agricultural industry. Since Bangladesh is developing to a middle-income country, and the population is still growing there will be a larger need for a more efficient and professional solutions. Many both Bangladeshi and foreign companies are knocking on the door to start bilateral cooperation, and that will improve food security, food quality and diversification as well as export potential. How do you see the relation between Bangladesh and Netherlands? What is the pivotal role of Deltadesh Pvt. Ltd.? How it works to strengthen the relationship between the two countries. Bangladesh and The Netherlands can be seen as sister-countries, although a long geographical way apart. Both countries struggle with water, are both delta’s and face similar challenges. The bilateral relations have always been good, and the Dutch were one of the first to acknowledge Bangladesh’ independence. It may be good to realize that the cooperation in the water sector goes back to 1956 following the large scale flooding of 1956 and 1957. We can truly say that the Dutch and Bangladeshi feel connected. Deltadesh has always been promoting its services with sentences as “bridging the Bangladeshi potential to the world” and “your one-stop-shop for investing in Bangladesh”. Deltadesh has always had a very pragmatic approach, and therefore a lot of hands-on experience. We never commit to anything we can’t fulfill, and companies appreciate this honest and no-nonsense approach. An issue to we regularly face is the negative prejudice of many foreigners. Fortunately we have seen so many examples of people who ultimately fell in love and lost their heart to Bangladesh, the country of a 1000 varieties of green. As you have been associated with Bangladesh over last 18 years so how this huge experience helping you to tapping the market? The first thing that I believe is that every foreigner should try to learn a basic knowledge of the language. I arrived in Bangladesh for the very first time on the 16th of April 2001, and I still remember the first few necessary words I learned which were “pani” and “chabi”. A basic understanding of the language will help a lot to see through situations or conversations. What also helps in tapping the potential is that over the course of time it becomes less challenging to understand the dynamics of the market. Economic behavior in Bangladesh is obviously different than in The Netherlands since both situations are influenced by totally different factors. The challenge is that not everything is written, some things can only be understood by feeling or experience. Tell us about your recent projects which you have done, what are your next 5 year plans for Deltadesh Pvt. Ltd.? Last year we got involved with the establishment of the Aga Khan Academy which is a relatively large university complex. This is beautiful project. Another trend we notice in the market is the steeply growing hospitality sector. Demand for hotel services, but also resorts outside the cites is growing. We have been involved with a few of those projects. A few other examples we worked for are companies like Honda, H&M and IKEA. In the diplomatic sector we completed the Project Management for the combined German-French embassy in 2018. As mentioned earlier we also have a strong focus in the agricultural sector which comes up with a totally different client base, but we will not cease to serve our existing clients demanding Project Management. We are currently also active in the execution of the so-called Bangladesh Potato Impact Cluster, where 5 Dutch companies combined their forces with the support of the Dutch Government to reduce the post-harvest losses in the potato sector. I personally look forward to serving Bangladesh for many years to come, since I also fell in love with the country and lost my heart there. The people have mainly always been good to me, and I strongly believe that Bangladesh looks forward to a bright future. Padma Multipurpose Bridge The Padma Bridge is a multipurpose road-rail bridge across the Padma River being constructed in Bangladesh. When completed it will be the largest bridge in Bangladesh and the first fixed river crossing for road traffic. It will connect Louhajong, Munshiganj to Shariatpur and Madaripur, linking the south-west of the country, to northern and eastern regions. The Project will build the first fixed crossing across the Padma River for road traffic comprising (a) a two-level steel truss composite bridge 6.15 km long, the top deck to accommodate a four-lane highway and the lower deck to accommodate a single-track railway; (b) 12.0 km of approach roads, 1.5 km on the Mawa side and 10.5 km on the Janjira side; (c) bridge-end facilities including toll plazas and service areas; and (d) river training with dredging and bank protection works, 1.5 km on the Mawa side and 12 km on the Janjira side, to regulate flow and prevent damage to the bridge structure. On 07 August 2016, the first span of the superstructure of the bridge was installed. 41 spans are required for the 6.15-km superstructure of the bridge. On a monthly basis, 1-2 spans are expected to be installed every month. The weight of each 150-metre span is some 2,900 tonnes. The spans are being made of steel plate with 20-80 mm thickness in a Chinese factory. As of 2018, overall implementation progress marked around 62%. Construction of the approach road at Jajira and Mawa point has already been completed. Capable of standing against floods and earthquakes, this mega project means a symbol of hope, height, pride and change of fate for around 30 million people of southern part of the country. With more than 62% of work has already been accomplished, the dream for the largest and the longest infrastructure undertaking in Bangladesh–Padma Multipurpose Bridge- has started to appear as a distinct reality now. Completely a self-funded project worth $3.65 billion, the bridge site is filled with laborers, workers and engineers who are toiling hard day and night to get it open for traffic by 2019. The construction of the bridge over the Padma River is a top priority development agenda for the Government of Bangladesh (GoB) that will not only benefit the southwest region but the country as a whole. As the bridge falls on the Asian Highway [AH-1], it will bring revolutionary changes to the country’s internal road network as well as inter-connectivity in the South Asian nations. The bridge will also play an important role in the country’s socioeconomic development by increasing national GDP by 1.2% and reducing poverty at the rate of 0.84% annually. Rooppur Nuclear Plant Bangladesh is in the process of solving its power deficit problem to ensure smooth economic development as well as well being of the people. Even in the recent past the country was almost fully dependent on gas-based power generation. From environmental considerations gas is one of the preferred fuel options, no doubt. But, the source is not unlimited. Rapidly depleting gas reserve compels Bangladesh to go for diversification of its energy mix. In the present world, while planning an energy mix every country needs to actively consider the environmental pollution issues mainly green house effect, which has become one of the greatest threats to our planet. According to the Power System Master Plan – 2010, Bangladesh aims for 24,000Mw of capacity by 2021 and 39,000Mw by 2030. Along with other sources like gas, coal, liquid fuel, renewable resources the country has decided to go for nuclear as well. This is a prudent and pragmatic step by the Government towards meeting up the rising energy demand as well as environmental protection. The Rooppur Nuclear Power Project – the largest infrastructure project in the history of Bangladesh involving a plan to produce 2,400 Mw of electricity has made significant progress till August 2018. A financing agreement of US$12.65 billion has been signed with Russia in December, 2016. The first and second agreements of the project covering feasibility evaluation, environmental impact assessment, engineering survey, technical documentation and working documentation have been fully completed. On 26 July 2016, Russia and Bangladesh signed an $11.38 billion loan agreement. The pouring of the first nuclear safety-related concrete at Rooppur NPP Unit-1 was on 30 November 2017 with due compliances of the design requirements and all other regulatory requirements of BAERA. Presently, the civil and construction works for development of the containment walls, outer walls, inner walls, reactor pit walls, core catcher placement foundation and core catcher walls are being performed. The first unit of Rooppur NPP will be producing electricity on experimental basis at the beginning of 2023, provisional take over and final takeover at the end of 2023 and 2024 respectively. The soiling stabilization works under Rooppur NPP Unit – 2 have been commenced after getting necessary approval from concerned authorities on 8 July 2018. All necessary works including reinforcement works have been completed and this unit is ready for celebrating the FCD ceremony of the Unit-2 of Rooppur NPP on July 2018. The fuel loading/commissioning of this unit will be in October 2023 and the provisional and final takeover will be in October 2024 and October 2025, respectively. Deep Seaport Bangladesh is one of world’s fastest growing economies, which is expected to rise at 8.25 percent clip this year. It is on Goldman Sachs’s list of the “Next 11” emerging economic powerhouses of the 21st century. On the strength of the second most dynamic textile industry on the planet, Bangladesh’s export sector is booming, and is expected to eclipse US$ 50 billion per year in value by 2021. This is all in a country without adequate maritime infrastructure. Annual trade of US$ 60 billion currently pours through the country’s two existing seaports, Chittagong and Mongla. Both of these two ports are too shallow for large container ships and require costly load transfers to smaller vessels to get cargo in and out. For solving the problems, government of Bangladesh has identified ten growth-generating large projects identified as ‘Mega Projects’ which includes among others ‘Construction of Payra Sea Port (1st Phase) and ‘Sonadia Deep Sea Port’. The Government passed the ‘Payra Port Authority Act, 2013’ in Parliament on 5th of November, 2013 to set up the third seaport in the country. The Honorable Prime Minister on 13th of August 2016 inaugurated limited operational activities of the port. An agreement has been approved to implement the capital dredging project on a PPP basis with foreign investment of around €840 million. A project has been approved to construct the first terminal of the port at a cost of Tk. 3,982 crore to be financed by the Government of Bangladesh. Moreover, the government has a plan to establish Payra as a fullyfledged deep seaport by 2025. The Payra Port Authority has signed a deal with a Belgian company to start capital dredging of the Payra’s main channel Rabnabad to help entry of large ships that cannot berth now at Chittagong and Mongla ports. As a result of that, vessels with draught of up to 12 metres will be able to anchor at the seaport at high tide once the dredging is completed. Mass Rapid Transit With a view to reducing the traffic congestion and improving the environment of Dhaka city and its adjacent areas, Dhaka Mass Transit Company Limited, a government-owned company, has formulated a time-bound Action Plan to establish a modern Network of five Mass Rapid Transits (MRT) or Metro Rail within 2030. Under the 1st phase of this time-bound Action Plan, the 20.1 kilometre-long, first Elevated Metro Rail of Bangladesh, starting from Uttara Section-3 to Motijheel, is being implemented in full swing. Physical progress of the project up to December 2018 is 20.95%. Progress of Uttara Section-3 to Agargaon, which is expected to be completed by December 2019, is 33.57% during the same period. In the 2nd phase, Detailed Design of MRT Line-1, combining underground and elevated sections, is ongoing. The 19.872 kilometer-long MRT line-1 route will be the first underground rail of Bangladesh by 2026 from Kamlapur to Airport. Appraisal of Expression of Interest (AoI) is underway to construct MRT Line-5: Northern Route by 2027. The pre-feasibility study for MRT Line-5: Southern Route to be implemented by 2030 at 3rd phase is in process. An MoU has been signed with Japan to construct MRT-2 on a PPP basis through G2G and this has been under consideration of the Cabinet Committee on Economic Affairs. A development partner organisation is being hunted to construct MRT-4. Rampal Power Station The Rampal power station is a proposed 1320 Mw coal-fired power station at Rampal Upazila of Bagerhat District in Khulna. It is a joint partnership between India’s state owned National Thermal Power Corporation and Bangladesh Power Development Board each have 15% equity, while the remaining 70% of the total funding is expected to come from bank loans. The joint venture company is known as Bangladesh India Friendship Power Company (BIFPC). The proposed project, on an area of over 1834 acres of land, is situated 14 kilometers north of the world’s largest mangrove forest Sundarbans which is a UNESCO world heritage site. It is scheduled to be operational from 2020. Bangabandhu Satellite-1 The Bangabandhu Satellite-1 is the first Bangladeshi geostationary communications and Broadcasting Satellite. It was manufactured by Thales Alenia Space and launched on 11 May 2018. The project is being implemented by Bangladesh Telecommunication Regulatory Commission (BTRC) working hand-in-hand with US based Space Partnership International, LLC. and was the first payload launched by a Falcon 9 Block 5 rocket of SpaceX. Bangladesh Government formed a Government owned Bangladesh Communication Satellite Company Limited, BCSCCL to operate the Bangabandhu Satellite-1. Bangabandhu-1 launched from Kennedy Space Center on Merritt Island, Florida, USA and utilizes ground control stations built by Thales Alenia Space with its partner Spectra in Betbunia, and Gazipur. The satellite is based on the highly secured and reliable Spacebus-4000B2 platform and currently located at longitude 119.09°E. Visit of Hon’ble Law Minister to The Netherlands - January 2015 Visit of Hon’ble Foreign Minister of Bangladesh to The Netherlands - April 2015 Newly built Shaheed Minar in The Hague - February 2019 Dutch Twin Ministerial Visit to Bangladesh - June 2015 Meeting of Hon’ble Prime Minister with Dutch Prime Minister at the sideline of the UNGA Meeting of Hon’ble Prime Minister with Her Majesty Dutch Queen at the sideline of UNGA - September 2016 Hon’ble Prime Minister Sheikh Hasina is visiting Green House farm of Tomato - November 2015 Foreign Secretary of Bangladesh laid foundation stone of Shaheed Minar in The Hague - February 2018 Bangladesh and the Netherlands have a long history of cooperation which started even before the independence of Bangladesh. Bilateral relations between the two countries grew steadily since the Netherlands became one of the first countries in Europe to recognize Bangladesh as an independent country (on 11 February 1972) and commenced its development assistance thereafter for socio-economic development of Bangladesh. The bilateral relations between Bangladesh and the Netherlands are now going through a transition from traditional aid-donor relationship to broad-based partnership for sustainable development. The high-level visits between the two countries in recent years have cemented the friendly relations between the two countries and truly catapulted the relations to a new high. Hon’ble Prime Minister Sheikh Hasina’s official visit to the Netherlands on 3-5 November 2015: Zenith of the bilateral relations Hon’ble Prime Minister Sheikh Hasina, accompanied by a 65-member official delegation including Hon’ble Foreign Minister and Hon’ble State Minister for Water Resources, and a 24-member business delegation paid a bilateral official visit to the Netherlands on 3-5 November 2015 at the invitation of the Prime Minister of the Netherlands H.E. Mr. Mark Rutte. This was the first-ever bilateral official visit to the Netherlands by any Prime Ministers of Bangladesh. This was also the first bilateral official visit of Hon’ble Prime Minister Sheikh Hasina to Europe since her assumption of the office of Prime Minister for the third time on 12 January 2014. During the visit, the Hon’ble Prime Minister Sheikh Hasina held Official Talks with the Prime Minister of the Netherlands H.E. Mark Rutte and joined the Official Dinner hosted in her honour by the Dutch Prime at the Official Residence of the Prime Minister of the Netherlands. The Hon’ble Prime Minister also called on Her Majesty Queen Máxima of the Kingdom of the Netherlands. Minister for Foreign Trade and Development Cooperation and Minister for Infrastructure and Environment of the Netherlands called on the Hon’ble Prime Minister. The Hon’ble Prime Minister also attended a programme on presentations of Dutch Delta Plan and Bangladesh Delta Plan 2100 organized by the Ministry of Infrastructure and Environment of the Netherlands, and a business seminar as Chief Guest, organized by the Embassy of Bangladesh in The Hague where top business executives of different Dutch companies participated. The Hon’ble Prime Minister also visited a harbour in Rotterdam port area, a vegetables and fruits export processing centre and a greenhouse. At the Official Talks, both the Prime Ministers of Bangladesh and the Netherlands held discussions on arrays of bilateral and global issues of mutual interest, including trade and investment, private sector development, agriculture, port development, rule of law, and water management. They underlined the immense scope of cooperation between the two countries in the areas of delta management, water resources management and other related areas. They also agreed to work together in the framework of the Delta Coalition. The Hon’ble Prime Minister invited Dutch investors to invest in the emerging sectors of Bangladesh and the Prime Minister of the Netherlands expressed interest in Bangladesh deep sea ports projects. The Prime Ministers of Bangladesh and the Netherlands also discussed about the cooperation between the two countries in various international fora towards international peace and security and agreed to forge closer cooperation in the UN and other international fora on issues of mutual interest. While visiting the Maasvlakte II project area in the Rotterdam harbour, Hon’ble Prime Minister exchanged extensively with the Dutch participants including Minister of Infrastructure and the Environment as well as CEO of APM Terminals, Dutch consultants for APM Terminals, BAM and the like. The Dutch participants expressed their interests in the harbour development in Bangladesh. Hon’ble Prime Minister welcomed their interests and stated that Bangladesh is committed to developments. At the business seminar, the Hon’ble Prime Minister underscored that Bangladesh was now widely recognized as a ‘role model’ for development. Mentioning the fast making economic transformation in Bangladesh and highlighting attractive investment opportunities in Bangladesh, the Hon’ble Prime Minister invited the investors and Dutch entrepreneurs to grab the opportunities and benefits of competitive sectors of Bangladesh, such as pharmaceuticals, ICT, shipbuilding, leather, jute, ceramics, petrochemicals, agro-processing, plastic goods, light engineering and electronics, telecommunications and IT, power, energy, water and marine and other infrastructure projects, hi-tech manufacturing and microprocessors, etc.. While visiting the Koorrnstra & Co., a warehouse for fruits and vegetables export, and the Tomatoworld, a greenhouse that produces different varieties of tomatoes, the Hon’ble Prime Minister expressed interests to see greenhouse projects in Bangladesh. The bilateral relations between Bangladesh and the Netherlands have reached to a higher trajectory following the official visit of the Hon’ble Prime Minister to the Netherlands. The visit has opened up opportunities for enhanced partnership between the two countries in diversified areas including delta management, agriculture, port development and management, trade and investment, etc. During the visit, a Joint Statement was issued on the outcome of the official visit of the Hon’ble Prime Minister Sheikh Hasina. Visit of Her Majesty Queen Máxima of the Netherlands to Bangladesh on 16-18 November 2015: A royal touch in Bangladesh-Netherlands bilateral relations! Her Majesty Queen Maxima of the Kingdom of the Netherlands visited Bangladesh on 16-18 November 2015 in her role as the UN Secretary-General’s Special Advocate for Inclusive Finance for Development, at the invitation of the Bangladesh government. During her visit to Bangladesh, the Her Majesty the Queen separately called on the Hon’ble President of Bangladesh, H.E. Mr Abdul Hamid and Hon’ble Prime Minister Sheikh Hasina. During the meeting with the Hon’ble Prime Minister, the Dutch Queen expressed her satisfaction at the different development projects and financial activities, especially digitization scheme of the a2i Programme and mobile banking service of Bangladesh and assured of extending all support from the Netherlands to materialize the “Vision 2021” of the Bangladesh government. The Dutch Queen also held separate meetings with the Hon’ble Finance Minister and Governor of Bangladesh Bank. Hon’ble State Minister for ICT also called on the Queen of the Netherlands. The Dutch Queen held meeting with the development partners in Dhaka about their role in inclusive finance and cooperation. She also held meeting with the representatives of microcredit organizations about expanding financial services, attended a seminar on National Financial Inclusion Strategy and held another meeting with the banking sector. She also visited a garment factory in Gazipur district of Bangladesh to meet entrepreneurs and workers to know about their experience with loans and other financial services. Dutch Twin Ministerial Visit to Bangladesh in June 2015: New momentum in bilateral relations The bilateral relations between Bangladesh and the Netherlands reached a new height when two Dutch Ministers – Minister for Foreign Trade and Development Cooperation and Minister for Infrastructure and Environment – along with CEOs of several top Dutch companies jointly undertook a visit to Bangladesh on 14-18 June 2015. During the visit, two countries signed MoU on Bangladesh Delta Plan 2100 (triptite with World Bank), Letter of Intent on Land Reclamation & Land Accretion in Bangladesh and Framework of Intent on Partnership on Knowledge and Innovation for Sustainable Development. A joint Consultative Meeting with all stakeholders relating to RMG industry in Bangladesh took place, which Hon’ble Commerce Minister of Bangladesh and Dutch Minister for Foreign Trade and Development Cooperation Co-Chaired. The outcome was issued as a Joint Statement stating progress and responsibilities of the concerned stakeholders, including Dutch Minister’s commitment to convene an International Conference in Bangladesh on “faire pricing” and access to finance. The idea of the visit of Hon’ble Prime Minister’ to the Netherlands came out during this twin Ministerial visit. Eventually, the above visits not only helped Bangladesh to finalize ‘Bangladesh Delta Plan 2100’ but also put our relations on a solid foundation to venture for more initiative and creative enterprises in the coming days. Bangladesh and the Netherlands: Diplomatic and Economic Relations The Dutch presence in present day Bangladesh can be traced back to the 17th century when Dutch traders arrived in Bangladesh to establish trading posts and factories. A century later, Dutch silk traders were active in the northern part of Bangladesh. In modern day, the Netherlands has been supporting Bangladesh in the water sector since 1960s, even before the independence of Bangladesh in 1971. Over the last 48 years, the bilateral relations between Bangladesh and the Netherlands have developed with particular emphasis on the support to Bangladesh’s efforts in social and economic development. The bilateral relationship between Bangladesh and the Netherlands catapulted to its zenith following two VVIP visits, back to back, in a space of less than a month. Following the official visit of Hon’ble Prime Minister Sheikh Hasina to the Netherlands on 3-5 November 2015, the Queen of the Netherlands Her Majesty Máxima visited Bangladesh from 16 to 18 November in her role as the UN Secretary-General’s Special Advocate for Inclusive Finance for Development. The Netherlands, being one of the founding members of the European Union plays a key role in shaping common EU policies and it has also been very proactive within the UN system in support of democracy, good governance and fundamental human rights. Bangladesh thus maintains close political ties with the Netherlands in ensuring that the country has a proper understanding and appreciation of Bangladesh as a moderate and pluralistic democracy and support Bangladesh in her endeavour of being a middle income country by 2021 and a developed country by 2041. Bilateral political relations Bangladesh and the Netherlands have a long history of cooperation in water sector since 1965. Bilateral relations grew steadily since the Netherlands became one of the first countries in Europe to recognize Bangladesh as an independent country (on 11 February 1972) and commenced its development assistance thereafter for socio-economic development of Bangladesh. Currently, the Netherlands is one of the top investors in Bangladesh and trading partners of Bangladesh. The bilateral relations between Bangladesh and the Netherlands are now going through a transition from traditional development assistance-driven relations to broad-based partnership for sustainable development. As Bangladesh is poised to be a middle income country by 2021 and therefore, the Dutch development assistance will be phasing out gradually, both the countries are now putting emphasis on creating new opportunities for the business/private sector to forge meaningful partnerships in targeted areas like water, agriculture, infrastructure, ICT, Blue Economy, institutional capacity building, etc. The VVIP and VIP level visits between the two countries in recent years have strengthened the bilateral relations between Bangladesh and the Netherlands. The official bilateral visit of Bangladesh Prime Minister Sheikh Hasina to the Netherlands on 3-5 November 2015 at the invitation of Dutch Prime Minister Mark Rutte is considered the zenith of bilateral relations between the two friendly countries. During the visit, Bangladesh and the Netherlands signed four bilateral instruments on Foreign Office Consultations, training cooperation for junior diplomats from Bangladesh, and academic cooperation between Saxion University of Applied Sciences of the Netherlands and BGMEA University of Fashion & Technology of Bangladesh. A Joint Statement on the Outcome of the Official Visit of the Hon’ble Prime Minister to the Netherlands was issued on 4 November 2015. The visit of Bangladesh Prime Minister to the Netherlands was the first-ever bilateral official visit to the Netherlands by any Prime Ministers of Bangladesh. The visit has steered the bilateral relations between Bangladesh and the Netherlands to a new trajectory. The visit of Her Majesty Queen Máxima of the Kingdom of the Netherlands to Bangladesh on 16-18 November 2015 in her role as the UN Secretary-General’s Special Advocate for Inclusive Finance for Development, at the invitation of the Bangladesh government is another milestone in the bilateral relations between Bangladesh and the Netherlands. During her visit to Bangladesh, Her Majesty the Queen separately called on the Hon’ble President and Hon’ble Prime Minister. The Dutch Queen also held separate meetings with the Hon’ble Finance Minister and Governor of Bangladesh Bank. Hon’ble State Minister for ICT called on Her Majesty the Queen of the Netherlands. The Dutch Queen held meeting with the development partners in Dhaka about their role in inclusive finance and cooperation. She also held meeting with the representatives of microcredit organizations about expanding financial services, attended a seminar on National Financial Inclusion Strategy and held another meeting with the banking sector. She also visited a garment factory in Gazipur to meet entrepreneurs and workers to know about their experience with loans and other financial services. During the visit to Bangladesh, the Dutch Queen expressed her satisfaction at the different development projects and financial activities, especially digitization scheme of the a2i Programme and mobile banking service of Bangladesh. The bilateral relations reached a new height when two Dutch Ministers - Minister for Trade & Development Cooperation and Minister of Infrastructure & Environment - jointly undertook a visit to Bangladesh on 14-18 June 2015. During the visit, Bangladesh and the Netherlands signed bilateral instruments on Bangladesh Delta Plan 2100 (tripartite with World Bank), land reclamation & land accretion in Bangladesh and partnership on knowledge and innovation for sustainable development, which have opened up cooperation between the two friendly countries on key water and delta sectors. Apart from these visits, the Hon’ble Prime Minister and the Dutch Queen held meetings in New York in September 2018, September 2017 and September 2015 on the sidelines of the UN General Assembly. The Hon’ble Prime Minister also held meeting with Dutch Prime Minister Mark Rutte in September 2015 on the sidelines of the UN General Assembly, which fostered bilateral relations between Bangladesh and the Netherlands. To review the existing areas of bilateral cooperation and identify new areas of cooperation, Bangladesh and the Netherlands have already held three rounds of annual Foreign Office Consultations (FOC) at the Foreign Secretary/ Secretary-General level since 2015. At the FOCs, Bangladesh and the Netherlands agreed to strengthen knowledge and innovation driven broad-based partnership for sustainable development. Both the countries also agreed to unroll more initiatives toward harnessing mutual complementariness. Bilateral economic cooperation Bangladesh and the Netherlands have robust economic cooperation in the areas of development cooperation, trade and commerce, investment, education and capacity building and sectoral cooperation in different sectors including water, agriculture, etc. Development cooperation The Government of the Netherlands has been providing development support to Bangladesh since the independence of Bangladesh. Bangladesh is one of the Netherlands’ 15 development cooperation partner countries, falling into profile 3 (‘broad-based relationship’) which covers countries experiencing healthy economic growth. The development programme is targeting markets where the Netherlands can offer Bangladesh specific added value, and where main focuses are water, food security and sexual and reproductive health and rights, within which good governance, gender and climate change are being highlighted. The total Dutch development assistance earmarked for the period 2015-2018 was EUR 154.10 million. Trade cooperation Bangladesh and the Netherlands maintain an excellent bilateral trade relationship. The Netherlands was the 7th largest export destination of Bangladeshi goods for FY 2017-2018 accounting for about 3.3% of total export earnings of Bangladesh (US$ 36.668 billion). Bangladesh exported goods worth US$ 1205.4 million to the Netherlands in FY 2017-2018 and imported goods worth €335.2 million from the Netherlands in 2017. The products that Bangladesh exports to the Netherlands include garments, home textile, terry towel, bicycle, jute manufactures, jute yarn & twine, acrylic yarn, shrimps, leather products, footwear (leather and sports), PVC bags, tobacco, ceramic tableware, pharmaceuticals, toys, engineering products, etc. The products that Bangladesh mainly imports from the Netherlands include vegetable products, live animals, prepared food stuffs, animal or vegetable fats and oils, mineral products, chemical products, pharmaceutical products, organic chemicals, base metals, etc. Bangladesh Embassy in The Hague and the Centre for the promotion of imports from the developing countries (CBI) of the Netherland are engaged to enhance exports from Bangladesh to the Netherlands. Investment cooperation The investment made by the investors of the Netherlands in Bangladesh since 1971 to 2017 is US$ 852.42 million including an investment of US$90.04 million in 2016-17. The Dutch were among the pioneers with regard to foreign private investment in Bangladesh. Dutch companies like Unilever, Philips, Organon, Shell, etc. were active in Bangladesh from very early years of our independence. Over 30 Dutch companies including Phillips, Organon / Akzo, Unilever are presently active in Bangladesh. The Embassy of Bangladesh in The Hague and the Netherlands Enterprise Agency (RVO) are engaged to encourage Dutch investors to avail investment opportunities in Bangladesh. Capacity building The Netherlands supports Bangladesh as a priority country in capacity building. Last year, the Dutch government has earmarked Euro 11 million for capacity building in Bangladesh for the period 2018-2022. The support will be in the form of three types of interventions: individual scholarships, group trainings and institutional projects focusing on sustainable improvement of technical and higher education capacity. Sectoral cooperation Water is the most prominent sector for the Netherlands for cooperation with Bangladesh. The Dutch water programme in Bangladesh focuses on: participatory water management in polders in the coastal zone, river management, drinking water and sanitation in rural and urban areas, and strengthening of key water institutions. On the other hand, Bangladesh is one of the five delta countries included in the Dutch Water Mondiaal Programme and the cooperation of the two countries has resulted in the formulation of Bangladesh Delta Plan 2100. The plan aims at long-term water and food security, economic growth and sustainable environment for Bangladesh while coping with natural disasters and climate change related adaptive and integrated strategies. The Netherlands is expected to continue its cooperation in implementing the Bangladesh Delta Plan 2100 as well. Bangladesh aspires to have much deeper and diverse cooperation in the field of agriculture. Acknowledging the presence of as many as 30 Dutch agricultural companies in Bangladesh, the Embassy of Bangladesh in The Hague is working towards deepening our relations in agricultural production and technology (greenhouse farming and re-circulated aquaculture, etc), farm produce processing, agribusiness, etc. Bangladesh wishes to gain insights on Dutch culture of doing more with the less. The Netherlands has the potential to be a partner for Bangladesh in Blue Economy, especially in the areas of deep sea fishing, marine aquaculture, port infrastructure, coastal and cruise tourism, offshore renewable energy, biotechnology, coastal protection, coastal land reclamation, etc. Bangladesh, with her growing economic strength and sizable domestic market, presents herself as a destination for handsome return of Dutch investments. Given the Dutch ingenuity and her culture of innovation and as a gateway to Europe, the Netherlands remains as a formidable trade and development partner of Bangladesh. The Embassy of Bangladesh in The Hague is committed towards furthering this win-win enterprise to the benefits of our both the peoples. Netherlands development cooperation with Bangladesh started in 1972 shortly after Independence of Bangladesh. The earliest motivation to provide aid to Bangladesh was the urgent need for humanitarian assistance and rehabilitation of the economy after the independence. Following this phase, the poverty of the country made it one of the Netherlands’ major partner countries. Since 1972 the Netherlands has maintained a continuous and substantial aid relationship with Bangladesh, with disbursements until 2018 totaling US$ 1.2 billion. Traditionally the Netherlands has a strong position in the development cooperation with Bangladesh in water management, SRHR and gender, as well as in food security/agriculture. In recent years the Netherlands has also gained prominence in the RMG sector in which the country is considered a well-respected partner. All activities align with Bangladesh national policy and development plans. The present development relationship is being changed towards an economic and trade relationship. Yet, with still over 30 million people living in poverty, in the coming years the Netherlands will focus on aid, trade and investment. The Bangladeshi economy is becoming more mature and will contribute to the achievement of the Sustainable Development Goals (SDGs) by ensuring job growth, diversifying the economy, improving value chains and aiming for inclusiveness. By linking development programmes and private sector initiatives, the Dutch Embassy in Dhaka will strive to make the programmes and their outcomes more impactful and sustainable. The Netherlands works with a large number and wide range of partners (42 contract parties in the bilateral programme), government, multilateral organisations, and international, Netherlands and local NGOs/implementing partners. Fourteen centrally funded partnerships have activities in Bangladesh, among them 10 Dialogue and Dissent partnerships. Apart from private sector development (PSD) activities in the Netherlands’ bilateral programme, there are other Netherlands development organisations active in the area of PSD. FMO, the Dutch Entrepreneurial Development Bank, has an investment portfolio of US$ 350 million and is planning to increase its investments. The Centre for the Promotion of Imports from developing countries (CBI) has been supporting the Bangladesh Export Promotion Bureau. It also worked with approximately 20 RMG-factories to improve their social and environmental compliance and is looking for other sectors in which it can become active. PUM, Netherlands Senior Experts Program, active since 1989, is planning to expand its program to at least 100 missions per year. Skills and knowledge development is an important element in the Netherlands’ development cooperation program, a.o. through the Orange Knowledge Program (OKP), which is implemented by NUFFIC. Apart from NUFFIC, other Netherlands knowledge and research institutes like WUR/CDI, Deltares, IHE, the Netherlands Water Partnership (NWP), ISS, and NWO/WOTRO also have activities in/with the country. Key sectors/themes: Water management The overall aim of the water program in Bangladesh is to contribute to a healthy living environment and wellbeing for the population, as well as economic growth. Particular focus is on the poor and vulnerable. It is anticipated that there will be more extreme rainfall, higher sea water levels, increasing industrial pollution and further urbanization. Bangladesh continues to have high needs and expectations for close bilateral cooperation in the area of water management. Important challenges in that area include climate change adaptation, providing protection against storm surges along the coast, preventing floods in cities, and ensuring a sustainable water supply in light of groundwater depletion, arsenic and industrial contamination, as well as saline water intrusion along the coast. The Embassy of the Kingdom of the Netherlands (EKN) Water Program for the period 2014-2018 focussed on assisting the Government of Bangladesh in the formulation of a Bangladesh Delta Plan (BDP) and Framework 2100 which will in turn provide the basis for on-going and new activities in the areas of (i) participatory water management in the existing polders and in the reclaimed land of the coastal zone, (ii) river management, (iii) drinking water and sanitation in rural and urban areas and (iv) skills development and institutional strengthening. Sexual and Reproductive Health and Rights and gender The Netherlands is one of the most active and long-standing partners in the area of sexual and reproductive health and rights (SRHR) and gender in Bangladesh. Specifically, the SRHR (Sexual, Reproductive Health and Rights) program of the Embassy of the Kingdom of the Netherlands aims to reduce maternal mortality and end violence against women, including child marriage in Bangladesh. The target group includes young adolescents between the ages of 10-19. The SRHR program emphasizes the importance of adolescents being better informed about sexuality and having better access to quality, youth friendly, public and private sexual and reproductive health care services, especially in slums and rural areas. Due attention is also given to the creation of an enabling environment, the importance of male engagement and private sector involvement. Other subjects addressed are the prevention of unwanted pregnancies, access to contraceptives, Menstrual Regulation (MR), comprehensive sexuality education, ending child marriage, improved menstrual hygiene and eradication of violence against women (VAW). Food security/agriculture The Embassy of the Kingdom of the Netherlands addresses through its Food Security Program all four aspects of food security - availability of food, access to food, affordability of food products and utilization of nutritious food. The overall objective of the Food Security strategy is to increase food security for the most food insecure households by enabling them to get access to sufficient and balanced food throughout the year on the basis of strengthened livelihoods; this is in line with the National Food Policy of Bangladesh and its Plan of Action. Four focus areas were identified in the strategy: 1) improved water resource management and infrastructure for agricultural production, 2) fisheries and aquaculture development, 3) livestock development and 4) improvement of food quality, the latter focusing on the use of (nutritious) food. Soon after, also food safety was included. Key to agricultural development in general and in the selected subsectors in particular is that small producers develop profitable linkages with input and output markets. The development of these sectors requires the active involvement of the private sector serving local, national and international markets. Market access facilitation and value chain development are therefore critical features of EKN’s approach to food security. The sectors fisheries/aquaculture and livestock especially have a large potential to develop in Bangladesh. The development of these sectors can provide a regular income to rural households, especially to women, and can be well integrated into present farming practices. Moreover, fish, eggs, meat and milk help diversify household diets in that they provide much needed proteins. Transporting, marketing and processing in these sectors can generate non-farm employment for resource-poor households, including women. Therefore some Food Security projects especially focus on these sectors. Dutch private companies may assist in strengthening value chains in these sectors and expand marketing opportunities, while Dutch research institutions and development organizations may provide know-how in these areas and contribute their skills in working with comprehensive approaches through multi-stakeholder processes. As part of the transitional process (from aid to trade) EKN Dhaka is partnering more and more with Dutch companies, knowledge institutes, Dutch NGOs and actively links the Dutch and Bangladeshi Private Sector actors with each other to generate mutual beneficial outcomes. Ready Made Garments (RMG) A priority of the Netherlands is to improve safety and labour conditions in the Ready Made Garments (RMG) sector through political and diplomatic involvement and financial support to various programs. At the core of the Netherlands’ involvement in the RMG sector lies the belief that safe and decent working conditions ultimately lead to increased competitiveness of the sector. Since all actors in the garment value chain share a responsibility for safe and decent working conditions, the government of the Netherlands promotes CSR and gender equality across the entire value chain. In Bangladesh, assistance is provided to the government of Bangladesh in enhancing its capacity to manage and enforce factory safety, to improve and implement labour laws and regulations and to ensure workers’ rights. Also, the Netherlands’ programme supports government, employers and trade unions in Bangladesh to enhance occupational safety and health, social dialogue and social and environmental compliance. Women’s participation in the workplace, leadership role in the political and social arenas and access to credit can be regarded as empowerment of women. Women empowerment is the reflection of gender equality which is the precursor to moving the country forward, towards middle income status, towards inclusive and sustainable development. There is much for the world to learn from the experiences of Bangladesh. The ever-increasing contribution of women is clearly evident in every spheres of the society. Their increasing active participation in all sectors ranging from agriculture to politics has made great impact to the national development. The visible changes in women’s political and economic participation throughout the country testify the government commitment and to people’s aspiration to a more equitable society. Prime Minister Sheikh Hasina has emphasized the need to undertake three actions to advance women’s empowerment, including working to overcome gender stereotypes regarding women’s abilities. She said this at Conference of the United Nations (UN) Headquarters while addressing a high-level discussion on “Economic Growth Through Women’s Empowerment.” Hasina called for women’s productivity - Women hold 50 reserve seats in Bangladesh National Parliament - Current parliament has 72 women members which is 20% of total seat - 13,500 elected female members are working in different tiers of local government - Bangladesh won the Women in Parliament Award in the South and Southeast Asia categories for closing gender gap in politics. to be enhanced by addressing gender-specific challenges, such as violence against women; creating equal opportunities for women in all sectors of life; and improving livelihoods through gender-responsive policy interventions, reports UNB. UN Secretary General Antonio Guterres was present at the event hosted by the President of Lithuania and Chair of the Council of Women Leaders Dalia Grybauskaite. The prime minister said: “We’ve learned from our experience that economy gains significantly from empowerment of women. Greater gender equality reflects a better education and health system, higher per capita income, faster economic growth and greater competitiveness.” She said, globally, 50% of women aged 15 and above, are employed—compared to about 75% of men. She mentioned that a large number of women are unemployed and women earn 10%-30% less than men for the same work. The Prime Minister said a McKinsey Global Institute study suggests closing gender gaps in the labor market would add 12%-25% percent to global GDP by 2025. She said the realization of “leaving no one behind” is contingent upon gender equality and women’s economic empowerment. “Despite our commitments and efforts, gender gaps around the world remain large, pervasive, and persistent,” she added. PM Hasina, while speaking about women’s empowerment in Bangladesh, said: “The government has prioritized various programs and policies, especially for women that have not only left positive impacts on their economic empowerment but also reinforced their status in society. Here, women’s empowerment has been identified as the most significant determinant of the outstanding economic progress of the country. Our aim is to focus on decreasing the gender gap in targeted sectors like: education, employment, business and policy making.” The prime minister said: “There are 72 women members in the current Parliament of Bangladesh, while the speaker, the leader of the House and the deputy leader of the House are all women.” According to the World Economic Forum’s 2018 report, Bangladesh is Asia’s second most gender-equal country. Women are receiving education free of cost in public institutions, up to Class-XII, and they are also provided with easy access to micro savings. Currently, there are 20 million women employed in the agriculture, service, and industrial sectors in Bangladesh. Bangladeshi women hold high positions in the judiciary and administration, plus, they are making history as part of UN peacekeeping operations. Bangladesh is featured as one of the top ten nations to have reduced gender inequality by political empowerment of women. Bangladesh has been making steady progress year-on-year in reducing gender inequality. Bangladesh is also featured as one of the top 10 nations which have reduced gender inequality by political empowerment of women. The World Economic Forum recently ranked Bangladesh first in gender equality among South Asia nations for the second consecutive year. The Forum’s “Gender Gap Index of 2017” highlights Bangladesh’s success in four key areas: education, economic participation, health, and political empowerment. While no country has eliminated the gender gap completely, Bangladesh has had a steady climb in the ranking, rising 25 places over the preceding year to no. 47 in the world. Bangladesh consistently outperforms its neighbors India and Pakistan on measures of gender inequality. Bangladesh has substantially achieved MDGs with regard to gender parity which will help to implement SDG-5, Gender Equality before 2030. The country is well on track to achieve gender parity in all aspects of life. Bangladesh: Fairs & Festivals Traditional The rest of the world may have their blast of New Year in January 1st. But for us, the advent of Bengali New Year (Pahela Baishakh; April 14 of each year) is the most cheerful, colorful and amazing public holiday that is immensely observed throughout the country. From urban concrete jungle to blissful natural rural landscape, the unbound color of life will definitely mesmerize you. It is presumed that the tradition of Pahela Baishakh started about 600 years back. One of the chief customaries of Pahela Baishakh is clearing up all the dues of present year on the last day of Chaitra (the twelfth month of the Bengali calendar). On the first day of Bengali New Year, the landlords or the shop owners offer sweets to their tenants and customers. In Dhaka, under the Banyan Tree at Ramna Park, the biggest and most colorful celebration of Pahela Baishakh takes place. The programme initiates with Tagore’s famous song titled “Eso he Baishakh eso eso” (Come O Baishakh, come come) performed by the artists of Chhayanat. The students and teachers of Institute of Fine Arts bring out a colorful procession and parade around their campus with sculptures that resemble our age old culture. With wearing traditional attires, hundreds of Bangladeshi people join both events. Every media channel — based Bangladesh — broadcast a live coverage on both of this programme. The newspapers also publish special news and supplements following this event. Baishakhi mela (in Bengali mela means fair) is the most amazing part of Pahela Baishakh. Life happens there. And music and color brings life to the Baishakhi fair. Many kind of traditional handicrafts, toys, hand-made cakes, special kinds of food stuff, sweets, potteries, bangles, pitchers and cane products are the main exhibits at these fairs. Although the fairs are held all over our country, but the fair at Dhaka University and Ramna is the most famous. The fairs also provide entertainment, with singers and dancers staging Jatra, Pala gan, Kavigan, Jarigan, Gambhira Gan, Gazir Gan and Alkap Gan. Artistes present folk songs as well as Baul, Marfati, Murshidi and Bhatiali songs. Shakrain Festival Celebrated especially in Old Dhaka, Shakrain Festival (also known as Kite Festival) is observed at the end of the Bengali month Poush or January 14 or 15. This is day is also known as Poush Shangkranti. The major attraction of this festival is that people of all ages gather around their rooftop with their kites in the afternoon. They fly their kites high and sometimes this festival often brings the epic and exciting kite fighting. Each participant attempts to snag each other's kite. At the night, people crack their fireworks in a way to light up the sky of old Dhaka. This gets even more exciting with the flame-eaters skills of fire show. Lalon Mela Lalon Shah is one of most acclaimed and prominent philosopher from Bangladesh. His distinctive tradition of philosophy is still being carried out through thousands of songs and composition. which he wrote during his lifetime. His vision on human life is the fundamental base of Baul culture and tradition which is now currently appreciated and studied by major researchers all over the world. Every year on the first week of April, a fair is organized following Lalon Shah’s birth anniversary by the devotees. The fair is held at the akhra (the place where Lalon lived) situated in Kushtia. The entire place goes through colorful decoration on this occasion. Thousands devotees from both abroad and Bangladesh gather in the Akhra to celebrate this day. With ektara and other musical instrument, the singers of Lalon Academy perform Lalon’s song all through the night during this fair. With the hymn of thousands unique composition, the devotees from all around the world remember the veracity of his philosophical thoughts. Lalon Mela Lalon Shah is one of most acclaimed and prominent philosopher from Bangladesh. His distinctive tradition of philosophy is still being carried out through thousands of songs and composition which he wrote during his lifetime. His vision on human life is the fundamental base of Baul culture and tradition which is now currently appreciated and studied by major researchers all over the world. Every year on the first week of April, a fair is organized following Lalon Shah’s birth anniversary by the devotees. The fair is held at the akhra (the place where Lalon lived) situated in Kushtia. The entire place goes through colorful decoration on this occasion. Thousands devotees from both abroad and Bangladesh gather in the Akhra to celebrate this day. With ektara and other musical instrument, the singers of Lalon Academy perform Lalon’s song all through the night during this fair. With the hymn of thousands unique composition, the devotees from all around the world remember the veracity of his philosophical thoughts. Every year in the Bengali month of Falgun, especially during Krishnapakkha, the thirteen days fair is held at the foot of the hillock on land facing the vast sea. The sweet water of green coconuts especially grown in this place is a most attractive and popular drink. Devotees and visitors to the fair drink it before worshipping the goddess of Adinath. Tribal-Festivals A diverse range of Tribal festivals is celebrated and observed by the tribal community in all over Bangladesh. Their exotic music and dance combined with their long cultural heritage is not only eye-catching but also exciting to the viewers. Baisabi Festival Baisabi Festival — commonly celebrated as “Biju” by the Chakma and Tanchyanga, “Shangrai” as Marmas and “Baisuk” or “Baisu” by Tripuras — is the main social festival of the tribal people in the hill districts of Rangamati, Bandarban and Khagrachhari. Each tribe has their own way of celebrating this festival. For example: Biju is celebrated for three consecutive days by the Chakmas and Tanchyangas on the last two days of Chaitra and the first day of Baishakh. They refrain themselves from killing any living creatures during this festival. The last day of Chaitra is considered as the main festival day. On this special day they cook a mixed curry with five types of vegetables, which they call Pachan. The Marinas celebrate Shangrai for four days. They all carry the image of Lord Buddha to the river front and set down the image on a floating bed. Afterwards, they complete the bathing of the image in milk or sandalwood water and return with it to set it in the Temple or in their homes. In every locality, the water throwing festival starts with people throwing water at each other so that the previous year’s sorrow will be washed away. The Baisuk festival of the Tripura tribe is celebrated by worshipping the god Shiva and asking for his blessings. Kothin Chibor Dan Utsab ‘Kothin Chibor Dan’ is the greatest religious festival of the Buddhist community where ‘viksus’ are given ‘chibor’ or cloth to wear which the Buddhists believe as the best of all gifts. Chibor, the cloth that viksus wear, may be of any six colors: those of a tree’s roots, trunk, bark, dry leaves, fruit or flower. This utsab or festival is celebrated with religious fervor at Rangamati Rajban Bihara in the Rangamati hill district. Buddhist community from all three hill districts as well many visitors and tourists from home and abroad gather at Rangamati Rajban Bihara area to participate in the festival. The elaborated schedule of this programme includes Buddha puja, Ful puja, Sibbi puja, feeding the monks, astaporiskardan, taking Panchshil and Astashil and praying for world peace. Source: https://visitbangladesh.gov.bd/ Land of History, Culture and Nature Bangladesh is a gift of nature in richest of scenic beauty. Nature has bestowed so much beauty on no other country in the world as on Bangladesh. It contains greater biodiversity than that of many countries taken together. Indeed, few countries in the world can match its rich and varied flora and fauna which are not only a unique biological phenomenon but also a great natural resource of the country. Moreover, Bangladesh is famous for its diverse culture. The longest sea beach Cox’s Bazar, the world largest mangrove forests the Sundarban, the living place of majestic Royal Bengal Tiger, lots of archaeological sites such as sixty dome mosque and Paharpur Buddhist bihar, monuments, hills, forests, wild life, ethnic diversity, rich traditional handicraft and cottage etc are important branded tourism product of Bangladesh that always attract tourists. The fascinating ancient history, vibrant cultures and people, warm hospitality of the local people, numerous panoramic scenic beauties, rich archaeological sites, historical ruins, sandy sea beaches, hills and forests and wildlife, flora and fauna of Bangladesh raises her potentiality to develop in tourism. Given the potentiality, the present government under the leadership of Hon’ble Prime Minister Sheikh Hasina, has established Bangladesh Tourism Board (BTB) under the Bangladesh Tourism Board Act-2010 to establish Bangladesh as one of the popular tourist destinations of south Asia. To achieve this target BTB is working relentlessly to develop world-class tourism products and services and promoting Bangladesh tourism at home and abroad. Moreover, Bangladesh Tourism Board is trying to engage more and more people in tourism activities and make them aware of the benefits of tourism. In addition, BTB has also been organizing international events for creating a positive image of the country to the international communities. To achieve the SDGs by 2030, Bangladesh Tourism Board, under the supervision of the Ministry of Civil Aviation and Tourism, is trying to perform its specific role as National Tourism Organization. Nilgiri Bandarbans, Bangladesh Nilgiri is one of the tallest peaks and beautiful tourist spots in Bangladesh situated at about 3500 feet high from sea level. In rainy season here creates a spectacular scenery and the whole spot is covered with the blanket of clouds. It is a nice place for campfire in that season. The most attractive time is the dawn. Here, Hill trekking is another attraction for adventure tourist. You are cordially welcome to visit Nilgiri. Bangladesh Tourism Board National Tourism Organization www.tourismboard.gov.bd; www.visitbangladesh.gov.bd BANGLADESH LAND OF STORIES Bangladesh is a “Land of Stories”. Everything of this land tells a story; a story of Bangladeshi people and their heart. Not only the livelihood of Bangladeshi people is deeply rooted in this land, but also their life is deeply incorporated in this land. This country has a very fertile alluvial soil which gives the country abundant crops every year. These lands are like our parents, our eternal guardian who take cares of us, nurture us with providing our primitive needs. With a grand and resourceful Bay of Bengal at its south, Bangladesh is called the land of rivers. As a riverine country, about 700 rivers including tributaries flow through the country in which the souls and livelihood of Bangladeshi people are strongly connected. Today, Cox’s Bazar is one of the most visited tourist destinations in Bangladesh. It even has the potential of becoming as one of the world’s major tourist destinations because of its breathtaking beauty, longest unbroken beach and growing stream of international visitors to the camps housing over a million displaced Rohingyas from Myanmar. The Sundarbans in Bangladesh is part of the world’s largest mangrove forest, lying on the delta of the Ganges, Brahmaputra and Meghna rivers and bordering India’s Sundarbans National Park, which was inscribed as a World Heritage site in 1997. It is the largest single block of tidal halophytic mangrove forest in the world. Bestowed with magnificent scenic beauty and natural resources, it is internationally recognized for its high biodiversity of mangrove flora and fauna both on land and water. Sundarbans is a mosaic of islands of different shapes and sizes, perennially washed by brackish water shrilling in and around the endless and mind-boggling labyrinths of water channels. The site supports exceptional biodiversity in its terrestrial, aquatic and marine habitats. The Sundarbans is of universal importance for globally endangered species like world famous, the Royal Bengal Tiger, Ganges and Irawadi dolphins, estuarine crocodiles and the critically endangered endemic river terrapin (Batagur baska). It is the only mangrove habitat in the world for Panther atigris tigris species. Somapura Mahavihara Somapura Mahavihara in Paharpur, Badalgachhi Upazila, Naogaon District, Bangladesh is among the best known Buddhist viharas in the Indian Subcontinent and is one of the most important archaeological sites in the country. It was designated as a UNESCO World Heritage Site in 1985. It dates from a similar time period to the nearby Halud Vihara and to the Sitakot Vihara in Nawabganj Upazila of Dinajpur District. RECENT ACTIVITIES OF THE EMBASSY Embassy of the People’s Republic of Bangladesh Badhuisweg 77, 2587 CD The Hague, The Netherlands Phone: +31-70-328-3722 E-mail: firstname.lastname@example.org \| Web: www.bangladeshembassy.nl Envoy Excellency Magazine, backed by D.N Media Group	d4c4799c-706f-4c48-8882-669181a2176f	CC-MAIN-2024-22	https://bangladeshembassy.nl/wp-content/uploads/2019/07/Publication-on-48th-Anniversary-of-Independence-2019.pdf	2024-05-20T12:43:42+00:00	crawl-data/CC-MAIN-2024-22/segments/1715971058278.91/warc/CC-MAIN-20240520111411-20240520141411-00214.warc.gz	103,006,537	27,247	eng_Latn	eng_Latn	0.941519	eng_Latn	0.996356	[ "eng_Latn", "unknown", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "ben_Beng", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn...	true	rolmOCR	[ 190, 2134, 5490, 10261, 13528, 17451, 21468, 27965, 34724, 36597, 37647, 38863, 40001, 43518, 49156, 54724, 55453, 56533, 58502, 61033, 66539, 70100, 75462, 78274, 82437, 85851, 86497, 89857, 93787, 95278, 99205, 101986, 107606, 110854, 116804, 1...	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Instructor Preparation \| Class Level \| Grade 5 \| \|-------------\|---------\| \| Objectives \| Students will learn about the sampling methodology employed for the Citizen Science Varnish Clam Monitoring project using a model of the beach. \| \| Curricular Competencies \| Science: Questioning and Predicting - Demonstrate a sustained curiosity about a scientific topic or problem of personal interest - Make observations in familiar or unfamiliar contexts - Identify questions to answer or problems to solve through scientific inquiry - Make predictions about the findings of their inquiry Planning and Conducting - Observe, measure, and record data, using appropriate tools, including digital technologies Evaluating - Identify possible sources of error - Suggest improvements to their investigation methods Processing and analyzing data and information - Experience and interpret the local environment - Construct and use a variety of methods, including tables, graphs, and digital technologies, as appropriate, to represent patterns or relationships in data - Identify patterns and connections in data - Compare data with predictions and develop explanations for results Math: Understanding and solving - Engage in problem-solving experiences that are connected to place, story, and cultural practices relevant to the local community Connecting and reflecting - Connect mathematical concepts to each other and make mathematical connections to the real world \| \| Materials/Equipment Needed (per group) \| Download the Sampling Game packet from NS3 Resources for Teachers webpage (http://nanaimoscience.org/resources-for-teachers/). Each group should have: - a copy of the protocol, 1 game board (either varnish clams or sea urchins), and the corresponding graphing page (clams or urchins) - 12-inch ruler - Medium sized rubber bands or hair elastics (approx. 2 inches diameter) \| To begin this activity, the teacher will need to briefly describe the Citizen Science project: Key Ideas - Varnish clams are native to parts of Asia and were likely transported here in the 1990’s on ships. - Varnish clams are an invasive species in the intertidal. - Varnish clams have become abundant along the coast of BC. - Scientists don't yet know exactly what impact Varnish clams have on our native species, including on other bivalves. - NS3's Citizen Science Monitoring project is an ongoing project in which students collect data on the number of Varnish clams and on other bivalves. This data is maintained by researchers at VIU who are interested in how Varnish clam populations are increasing. - The data students are collecting is real data that will be used to look at patterns over several years. - This activity is a miniature version of how they will be sampling Varnish clams at Departure Bay. - Students will use a common scientific method of random sampling along a transect. Vocabulary Invasive Species – non-native plants or animals that have been introduced, either intentionally or accidentally, into the environment from other areas. Invasive species often have no predators in their new environment. They are capable of moving aggressively into an area and using resources such as light, nutrients, water, and space which other plants or animals need. Native Species – those species that originally (over geologic time) come from a given area, in other words, they have developed, occur naturally or have existed for tens of thousands of years in an area. Intertidal – the part of the beach covered by water at high-tide but exposed at low-tide Bivalves – a class of animals with two hinged shells, like clams and oysters Random Sampling - where we select a small group of individuals (a sample) for study from a larger group. Each individual is chosen entirely by chance and each individual from the larger group has an equal chance of being included in the sample. Transect - a straight line or narrow section through an object or natural feature or across the earth's surface, along which observations are made or measurements taken. Citizen Science - the involvement of the general public in scientific inquiry. \| Activity \| Split the class so that the students are in groups of 2. Give half the groups the Varnish clam example and the other half the Sea urchin example. Groups should follow the directions given on the protocol sheet to "sample" their game board for their species and fill in the graph. Have students share their results and hypotheses with the rest of the class. hint for teachers: Rulers should be placed on the board so they run from the green line to the bottom of the page – there is no right or wrong place to set the rulers from left to right. What happens if the ruler was placed on the right hand side of the board? the left side? the middle? This variability illustrates an important concept for sampling natural environments. Species (in our case, Varnish clams) can be distributed in patches but we can't know that in advance nor can we plan to sample every individual. Therefore, we must sample randomly so that when we average the data together (i.e. across classes) we have a good idea of the actual number of clams on the beach. \| 1. On your sampling board, lay down your ruler (=transect line) from the green line down the “beach”. The green line represents the “wrack line” (where piles of seaweed and debris pile up). - 0-15cm = UPPER INTERTIDAL AREA - 15-25cm = MIDDLE INTERTIDAL AREA 2. Place one rubber band (=“quadrat”) every 5cm along the transect line, alternating left and right. - 1 quadrat between 0-5cm (Q1) - 1 quadrat between 5-10cm (Q2) - 1 quadrat between 10-15cm (Q3) - 1 quadrat between 15-20cm (Q4) - 1 quadrat between 20-25m (Q5) 3. Count the number of animals that are inside each “quadrat” and record in the boxes. The image shows a pattern of shells on a checkered background. The shells are arranged in rows and columns, with some rows having more shells than others. The shells are dark brown with white interiors, and they are placed on a light blue and beige checkered surface. The overall pattern is symmetrical and repetitive. 1. Graph the data you collected by colouring in the number of clams you counted in each quadrat. (each box=1 clam) 2. What trend do you notice? What questions do you come up with? 3. Colour in what you hypothesize might happen if you sampled two more quadrats (Q6 and Q7)? How would you test it? 1. Graph the data you collected by colouring in the number of urchins you counted in each quadrat. (each box=1 urchin) 2. What trend do you notice? What questions do you come up with? 3. Colour in what you hypothesize might happen if you sampled two more quadrats (Q6 and Q7)? How would you test it?	d7421b34-4fe6-4768-98fc-ef58f8b5151d	CC-MAIN-2023-40	https://nanaimoscience.org/wp-content/uploads/2020/08/SampleGamePacket.pdf	2023-09-30T03:57:27+00:00	crawl-data/CC-MAIN-2023-40/segments/1695233510575.93/warc/CC-MAIN-20230930014147-20230930044147-00021.warc.gz	463,196,703	1,512	eng_Latn	eng_Latn	0.982626	eng_Latn	0.997526	[ "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1928, 4202, 5261, 5894, 6214, 6513, 6816 ]	[ 4.90625 ]	1	0
The Norwalk Health Department partners with Norwalk Public Schools to monitor the rates of childhood obesity in the community. The Health Department uses height and weight information from students’ health assessment records to calculate body mass index (BMI), a measure that is often used for obesity surveillance. To protect students’ privacy, only a school nurse can access the school district records, and student names are removed from the information provided to the Health Department. With the help of the Yale Rudd Center for Food Policy and Obesity Research, the Health Department and Norwalk Public Schools calculate age- and gender-standardized percentiles to help measure the health of Norwalk children and to track the community’s progress in the fight against obesity. In the most recent data—from the 2009-2010 school year—some alarming statistics emerged. First, among all the students in the database (kindergarteners, sixth graders, and ninth and tenth graders), 39% of children were overweight or obese. In many cases, these figures were higher than state and national averages. (continued on next page) Key Findings - In total, 39% of Norwalk Public School children in the database were overweight or obese. In many cases, these rates were higher than state and national averages. - Minority children were at higher risk of unhealthy weight than White children, as were children of all races from lower-income families. - Trends in overweight and obesity remained consistent over the years, with a few exceptions. However, a child’s weight status in kindergarten is highly predictive of his/her weight status in middle and high school. Significant differences in rates of overweight and obesity existed between kindergartners (34%) and students in middle school (43%) or high school (40%). The reason for this difference between elementary school and middle school is not clear and requires more research. As seen in other US studies, Black and Hispanic children were often at higher risk of unhealthy weight than White children. For example, in kindergarten, Hispanic children had significantly higher rates of overweight and obesity (44%) than White children (26%) or Black children (29%). Also, children of all races in lower income families (as measured by eligibility for free and reduced-price lunch) were more likely to be overweight or obese. Over time, the trends in overweight and obesity in each grade remained consistent, with a few exceptions. In addition, weight status in kindergarten was highly predictive of weight status in later grades. In other words, a child who enters kindergarten at an unhealthy weight is three times as likely to be at an unhealthy weight in high school as a student who was at a healthy weight in kindergarten. Also, the high rate of unhealthy weight in children as young as kindergarten highlights the need to address obesity in early childhood. Small Steps for a Healthier Tomorrow! - Eat more fruits and vegetables every day. Make sure at least half your plate is fruits or vegetables at every meal. Dietary guidelines for adults and children can be found at www.ChooseMyPlate.gov. - Get moving. Kids should get at least 1 hour of active play most days and limit screen time—that’s time in front of a TV, computer screen, or other electronic device. For more information about how to get active, see Let’s Move! at http://www.letsmove.gov/. - Cut down (or eliminate) sugary drinks. Choose water or low-fat/no-fat milk instead. To learn how sugary drinks are marketed to kids, see the Yale Rudd Center for Food Policy & Obesity Research at http://www.yaleruddcenter.org/ Working Toward a Healthier Community The childhood obesity epidemic is a complex problem that requires a multipart solution. The Norwalk Health Department, Norwalk Public Schools, and other Norwalk organizations provide valuable programs and services to help children and families eat right and stay active. To get healthy and stay that way, Norwalk families need help from neighbors, schools, daycare providers, health care professionals, businesses, and community leaders. To this end, the Health Department leads the Norwalk Childhood Obesity Prevention Committee, a group of organizations that work together to promote healthy policies and programs in Norwalk and to educate and empower children, their families, and their caregivers to make healthy choices. Contact Us For more information, contact the Norwalk Health Department (203) 854-7776 http://www.norwalkhealth.com.	29fd2069-53d5-4b68-9d9a-be8bd7c630d9	CC-MAIN-2020-05	https://www.norwalkct.org/DocumentCenter/View/3786/Norwalk-BMI-Data-Report_Exec-Summary-Final?bidId=	2020-01-19T22:29:09+00:00	crawl-data/CC-MAIN-2020-05/segments/1579250595282.35/warc/CC-MAIN-20200119205448-20200119233448-00266.warc.gz	1,009,528,407	897	eng_Latn	eng_Latn	0.998445	eng_Latn	0.998391	[ "eng_Latn", "eng_Latn" ]	true	rolmOCR	[ 1665, 4562 ]	[ 2.90625 ]	1	1

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