text string | id string | dump string | url string | date string | file_path string | offset int64 | token_count int64 | language string | page_average_lid string | page_average_lid_score float64 | full_doc_lid string | full_doc_lid_score float64 | per_page_languages list | is_truncated bool | extractor string | page_ends list | fw_edu_scores list | minhash_cluster_size int64 | duplicate_count int64 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
Wireless for Communities [W4C] – Phase VI
Smart Village Programme
Enabling the last mile connectivity and digital inclusion
December 2015 - November 2016
1. Project Summary
| Programme name | Wireless for Communities |
|----------------|--------------------------|
| Project phase | Phase VI |
| Project name | Smart Village Programme |
| Project duration | December 2015- November 2016 |
**Objectives**
a) Digital Smart Village Resource Centre in line with the demography of the village to understand the needs of the community and establish a Village Resource Centre with physical space, infrastructure and equipment.
b) Digital Smart Village Wireless Network Development create a wireless community network utilizing unlicensed spectrum and provide basic infrastructure and Internet access within and surrounding the community. The wireless network will create an ecosystem by connecting schools, health centres and Anganwadi centres.
c) Digital Smart Village Skills Development Programme focusing on skills development of village occupants to enhance their entrepreneurial skills; improve their living conditions. This will include wireless network training programme; digital literacy, integrating them with tourism or local handicraft skills and so on, depending on the local environment.
d) Digital Smart Village Enterprise Development providing support for Digital Smart Village Center (SDVC) for providing information-based, digital and non-ICT support services for the core and tertiary activities to the village, etc.
**Locations covered**
- Location 1: Tham, Koderma, Jharkhand
- Location 2: Narayanpet, Mahboobnagar, Telangana
| Activities undertaken | Activity 1: Digital Smart Village Resource Centre |
|-----------------------|--------------------------------------------------|
| | Conducted the baseline survey in each location to understand the status of connectivity, need of connectivity, and socio-economic indicators survey, infrastructure survey, project installation survey, mapping & analysis |
| | Procured digital equipment for setting up the digital smart village resource centre in each location |
| | Setting-up centre in each location equipped with all infrastructure such as furniture, table, etc. |
| | Mobilized community members in each location to be part of the project |
**Activity 2: Digital Smart Village Wireless Network Development**
- Broadband Internet of 4 Mbps from Bharat Sanchar Nigam Limited (BSNL) has been installed in Narayanpet centre
- Broadband internet of 4 Mbps from Airtel has been installed in Tham centre
- Network feasibility in each location has been conducted to understand the status of backhaul connectivity
- Wi-Fi hotspot has been installed in each centre to provide the connectivity within the centre and also to generate the revenue
**Activity 3: Digital Smart Village Skills Development Programme**
- Four digital literacy batches are running in each centre. Over 250 students are digitally literate so far from centres
- The digital literacy program is providing soft skills such as office suite; paint; usage of internet; search engine, etc
- English speaking vocational course is running in each centre
**Activity 4: Digital Smart Village Enterprise Development**
- Digital Services such as photocopy printing, scanning, passport photographs, online applications etc., have been started in each centre
- Information Services (Govt. schemes, online applications etc.) have been started in each centre
- Each centre is providing information based services and entitlements to community members
- 5 SHG groups have been formed in each location to manage the centre activities
| Outcome | Outcome 1: Digital Smart Village Resource Centre
|------------------------------------------------------------------------|--------------------------------------------------|
| | • Feasibility/analysis reports to understand connectivity/community needs |
| | • Two Digital Smart Village Resource Centres at proposed locations equipped with full ICT infrastructure |
| Outcome 2: Digital Smart Village Wireless Network Development | • Network feasibility report to understand the connectivity status of the location |
|------------------------------------------------------------------------|-----------------------------------------------------------------------------------|
| | • Created network ecosystem in two locations that has connected SHG office; schools; Aanganwadi centres |
| | • 40 local youth have been identified and trained on wireless network technology. They received further training on how to manage, operate and troubleshoot these networks. |
| Outcome 3: Digital Smart Village Skills Development Programme | • Over 200 students are digitally literate |
|------------------------------------------------------------------------|-------------------------------------------|
| | • 100 community members including youth have received English speaking training |
| | • 35 community members have received training digital skills |
| | • 75 youth trained and skilled on digital entrepreneurship such as printing, photocopying |
| Outcome 4: Digital Smart Village Enterprise Development | • More than 100 community members have received entrepreneurial skills |
|------------------------------------------------------------------------|-----------------------------------------------------------------------|
| | • 5 Self Help Groups (SHGs) have been formed in both locations. These SHGs have received training on accounting; new job opportunities; entrepreneurial skills; and organization management |
| | • More than 300 families have received digital information services |
| Challenges | 1. Monopoly of middlemen in weaver community |
|------------------------------------------------------------------------|-----------------------------------------------------------------------|
| | 2. Political and social cultural challenges that discourages people to participate in centre activities |
## 2. SMART VILLAGE PROGRAMME
### 1.1 Background
Internet Society (ISOC), an international non-profit organization in partnership with Digital Empowerment Foundation (DEF) has planned to implement the Phase 6 of “Wireless for Communities” program (W4C) in 2015-17. It is a “Digital Smart Village Programme” for digital inclusion and last mile connectivity.
The programme aims to adopt two villages and transform them into Smart Villages. The main focus would be to enhance the Panchayat or Municipal Council operations and improve entrepreneurship and livelihoods of the local community through the use of Internet and Information & Communication Technologies (ICTs). The main objective of the program is to impart new-age skills like using computers and Internet to the local community for their own needs like getting information on govt. entitlements, improving chances of getting good educational opportunities, running their local businesses in a better manner and more.
Objectives
a) **Digital Smart Village Resource Centre** in line with the demography of the village to understand the needs of the community and establish a Village Resource Centre with physical space, infrastructure and equipment.
b) **Digital Smart Village Wireless Network Development** create a wireless community network utilizing unlicensed spectrum and provide basic infrastructure and Internet access within and surrounding the community. The wireless network will create an ecosystem by connecting schools, health centres and Anganwadi centres.
c) **Digital Smart Village Skills Development Programme** focusing on skills development of village occupants to enhance their entrepreneurial skills; improve their living conditions. This included wireless network training programme; digital literacy, integrating them with tourism or local handicraft skills and so on, depending on the local environment.
d) **Digital Smart Village Enterprise Development** providing support for Digital Smart Village Center (SDVC) for providing information-based, digital and non-ICT support services for the core and tertiary activities to the village, etc.
2. METHODOLOGY
DEF Project team decided two villages on the basis of suggestion and feedback received by Panchayati Raj & Rural Development Dept., Govt. of Telangana, and Block Development Officer of Chandwara Block in Koderma District of Jharkhand State. On the basis of their recommendations, project team identified two locations - Narayanpet town in Mahbubnagar district of Telangana State and Tham village located in Chandwara Block in Koderma District of Jharkhand state.
One of the identified locations – Narayanpet’s main occupation is weaving and handloom; while the second location – Tham’s main occupation is agriculture and labour work. Initially, DEF project team conducted recce to understand demography of the location and where to set-up the centre. On the basis of recce and understanding of community, project team undertook the following activities as per the project guidelines.
3. ACTIVITIES UNDERTAKEN
Activity 1: Digital Smart Village Resource Centre
i. **Recce & baseline study**
Before planning and implementing the programme goals, it is necessary to study the location, understand the local issues, the challenges and requirements of local people and beneficiaries and perceive the ethos of the local administration. The study also enables to understand the status of connectivity, need of connectivity, and socio-economic indicators survey, infrastructure survey, project installation survey, mapping & analysis. DEF undertakes two surveys before it begins any project:
- Recce
- Baseline Survey
| Location | Description |
|--------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Narayanpet, Mahboobnagar, Telangana | The Narayanpet Recce was conducted on 8 Dec 2016. The purpose of the recce visit was to get an overview of the demography of Narayanpet town and weaver community and to understand the ground realities, issues, challenges and needs of the people. Visits were made to the Municipal Council office to get latest information about the town. The survey team visited two weaving centers in Narayanpet to interact with the weavers and get a broad understanding of their work and issues. |
| Tham, Koderma, Jharkhand | Tham baseline study was conducted from 20 December to 27 December 2016. The study identified that there are over 3000 households and most of them are OBC (Other Backward Class). Seven other villages are easily accessible to Tham. The main livelihood is based on agriculture and labor work. There are several SHGs (Self Help Groups) who are very active in terms of doing developmental work, being enterprising and so on. There is no specific cluster but SHGs are collectives and working on livelihood. Availability of electricity is good and 2G mobile service is available. Broadband connectivity is available at Chandwara, 8km from the village. |
Annexure(s)
1. Narayanpet Baseline Report
2. Tham Baseline Report
ii. **Setting up Digital Smart Village Resource Centre with digital infrastructure**
Based on the insights from the recce and baseline survey, the following steps were undertaken to establish the Community Information Resource Center in both locations and to make it functional.
a) **Staff recruitment & orientation**
Before beginning any work to develop our centers, it was necessary to hire a Center Coordinator who could independently handle all work in absence of the senior team. The Center coordinator after
getting hired handled all renovation work, printing material, local procurement, discussions with officials. A Trainer cum Digital Services Provider in both locations was hired later after all center-related preparatory work was completed and it was time to start the center activities. Both the newly hired persons were given orientation about the organization’s work domains and work culture.
| Location | Center Location Finalization & Renovation |
|---------------------------|------------------------------------------|
| Narayanpet, Mahboobnagar, Telangana | During the baseline survey, the Weaver Society Office in Gandhinagar was identified to setup our center. A permission letter was sent to the RDO and the Weaver Society official members. A discussion was held with them to inform them about our work and clarify their doubts. They informally signed on the letter to agree to give us the place for the next three years to continue our center activities with full support from them. An attendant already working in the Weaver Society office for daily tasks like cleaning the center & bathroom, refilling drinking water & bathroom water and other miscellaneous tasks. **Renovation** The weaver society office was not in the best shape and the following work was done over a period of 1 month to make the building sustainable and professional-looking. |
| Tham, Koderma, Jharkhand | **Center Location Finalization & Renovation** During the baseline survey, Mahila Mandal office was identified to set-up our centre. We have also signed three years contract to continue our center activities with full support from them. **Renovation** The Mahila Mandal office was not in the good condition and the following work was done over a period of 1 and half month to make the building sustainable and professional-looking. i. Cutting wall for a separate gate in Center. ii. Complete electrical wiring, earthling and fitting of lights. iii. Cleaning of excessive rubble, shrubs & garbage from around the building iv. Cleaning & washing of center flooring and walls. |
b. Procurement
The following things were procured locally alongside the renovation work in both locations:
1. Center Furniture (Tables, Chairs, Stool, Cupboard etc.)
2. Digital Equipment (Laptops, Printer-Scanner-Copier, Photo Printer, Projector, Inverter)
3. Wireless Equipment (Antenna, Management Router, etc. needed in future for Wireless Internet Setup)
4. Stationery (Registers, Printing papers, Photo papers, notepads, pens etc.)
5. Miscellaneous Material for center (cleaning material, drinking water jar, etc.)
c. Community Mobilisation
| Location | Description |
|---------------------------------|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Narayanpet, Mahboobnagar, Telangana | Extensive community mobilization was done for 2 weeks before starting the center operations in 1st week of April 2016. Volunteers were appointed for the same, if needed. Especially the weaver community was targeted and the team encouraged the weavers to send their children for the Digital Literacy training program. Mobilization was also done in schools and colleges for the training as well as to inform about digital services available in the center. |
| Tham, Koderma, Jharkhand | Extensive community mobilization was done for 1 week before of center opening. The center came into operation in 1st week of May 2016. The Mahila Mandal community and village people was targeted and the team encouraged the weavers to send their children for the Digital Literacy training program. Mobilization was also done in schools for the training as well as to inform about digital services available in the center. |
Activity 2: Digital Smart Village Wireless Network Development
| Location | Details |
|---------------------------------|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| Narayanpet, Mahboobnagar, Telangana | • Network feasibility study was conducted to understand the status of connectivity in Narayanpet
• Broadband Internet of 4 Mbps from Bharat Sanchar Nigam Limited (BSNL) was installed in the center.
• 20 youth have been identified to receive further training on wireless networking, setting up the wireless and manage and operate the network locally
• The TOT was conducted on the first week of July 2016.
• The internet connectivity has been provided to 5 Mee Seva Centres; and Integrated Child Development Services office (ICDO), which is a head office of 56 Aanganwadi centers in Narayanpet mandal.
• The internet connectivity has also been extended to two local schools |
| Tham, Koderma, Jharkhand | • Network feasibility study was conducted to understand the status of connectivity in Narayanpet
• Broadband Internet of 4 Mbps from Airtel was installed in the center.
• 23 youth have been identified to receive further training on wireless networking, setting up the wireless and manage and operate the network locally
• The TOT was conducted on the first week of August 2016.
• The internet connectivity has been provided to panchayat office and Aanganwadi Kendra and two local schools |
Activity 3: Digital Smart Village Skills Development Programme
| Location | Activities |
|--------------------------------|---------------------------------------------------------------------------|
| Narayanpet, Mahboobnagar, Telangana | • Over 100 weavers have received digital literacy training
• 60 local youth have receiving English-speaking training
• 20 local youth women have received training on digital skills
• More than 35 youth have been training digital entrepreneurship
• These training programmes are conducted with support from panchayat office and ICDO officials |
| Tham, Koderma, Jharkhand | • 120 community members have received digital literacy training. Out of 89 community members; 31 are women to receive the training
• Local team has provided English-speaking training to 40 youth.
• 15 local youth women have received training on digital skills such as photoshop; how to use internet and search on it, etc.
• 40 local youth have received training on digital entrepreneurship
• Local SHG members participated in most of these training activities |
**Activity 3: Digital Smart Village Enterprise Development**
| Location | Activities |
|--------------------------------|---------------------------------------------------------------------------|
| Narayanpet, Mahboobnagar, Telangana | • 3 Self Help Groups have been created. Most of SHG members belong to weavers’ family.
• They have received training on how to manage their accounts; social media outreach of their products; expense sheet; etc
• About 150 households have received information based services |
| Tham, Koderma, Jharkhand | • In Tham, there are more than 5 SHGs running, thus, it has been decided to provide the trainings to them. Two training programs have been organized on accounting; law and justice; how to make strong organization; how to manage their expense and budget effectively and digitally. The training also imparted awareness about government schemes related to health, education and employment. Mostly, community members want to know about old pension schemes; widow schemes, schemes available for differently abled and senior citizens.
• More than 180 households have received digital information services including government to citizen or citizen to government services |
| Narayanpet, Mahboobnagar, Telangana | • Local level politics: Political disturbances are going on in the state of Telangana due to new district formations after states Andhra Pradesh and Telangana have separated. People are fighting to get Narayanpet converted to a district. “Bandhs” have happened frequently in Sep-Oct 2016 and the town has been shut down.
• Centre needs to stay shut in such situations and new student count drops. This may continue long into the future and situation is unpredictable. Such situations are out of control of the organization and no solution can be found except cooperating with local Govt. in peace maintenance.
• Competition from other service centres: There are at least 5-6 Mee Sewa Kendras (Digital Services Centres) setup by Govt. and many private centres in Narayanpet on the main street in the town. Many times people are unwilling to come to the centre to get services. |
| Tham, Koderma, Jharkhand | • Electricity and power shortage are major challenges.
• Finding out relevant human resource and continuous mobilization required so that women can participate in centre activities. |
3. FUTURE ACTIVIES
- Setting up of Panchayat portal with grievance redressal mechanism that will be integrated with local handicraft or tourism and promotion services.
- Providing entrepreneurship training to SHG members
- Linking SHG members with e-Governance; health; education; scholarship; services
- Extending the Internet connectivity to households, SHGs, health centres; schools, Anganwadi centres, etc.
| Figure 1: Trainer Mamta conducting classes for the 1st batch | Figure 2: Students from the 2nd batch learning about computers |
|-------------------------------------------------------------|---------------------------------------------------------------|
| Figure 3: Female students practicing Paint application | Figure 4: Use of projector during class |
| Figure 5: Conducting digital literacy training for the 1st batch | Figure 6: Students from the 3rd batch learning about computers |
Figure 7: Female students practicing Paint application
Figure 8: Use of projector during class
Figure 7: Talking to local people about our center
Figure 7: Local student come center for learning computer
Figure 8: Rahul conducting class for the 1st batch
Figure 8: Visiting door to door to distribute pamphlets and get applications
Figure 9: Student joining center 1st batch
Figure 10: Female student working on MS office
Figure 11: Student participating paint application
Figure 12: Talking to weavers about our center
Figure 13: Visiting door to door to distribute pamphlets and get applications
The training was conducted in two phases. In the first phase, the participants were introduced to the basics of computer operation and software applications such as Microsoft Office Suite (Word, Excel, PowerPoint) and Google Suite (Docs, Sheets, Slides). They also learned about internet safety, digital literacy, and basic cybersecurity practices.
In the second phase, the focus shifted to more advanced topics including data analysis using spreadsheets, creating professional presentations, and utilizing online collaboration tools. The participants were encouraged to apply their newly acquired skills by working on real-world projects that addressed local community issues.
Throughout the training, the facilitators emphasized the importance of continuous learning and encouraged the participants to explore additional resources and courses to further enhance their digital competencies. The feedback from the participants was overwhelmingly positive, with many expressing gratitude for the opportunity to acquire these valuable skills. | <urn:uuid:0b46276f-d7ed-4627-bbe7-954d3cef9ad0> | CC-MAIN-2021-21 | https://wforc.in/wp-content/uploads/2019/10/Phase-VI-Closure-Report.pdf | 2021-05-11T05:16:14+00:00 | crawl-data/CC-MAIN-2021-21/segments/1620243991641.5/warc/CC-MAIN-20210511025739-20210511055739-00353.warc.gz | 624,630,569 | 4,386 | eng_Latn | eng_Latn | 0.980769 | eng_Latn | 0.992484 | [
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**Continual Learning Journey Map**
**Purpose:** Help learners discover new knowledge and experiences by identifying interest, acknowledge receipts of knowledge, and determine application to one's well-being.
**Materials Needed:**
- Wall space or Digital tool
- Large piece of paper
- Markers
- Sticky Notes (3x3 or 3x5)
---
**Continual Learning Journey Map**
| Learner / Team Name: |
|----------------------|
| Course / Learning Experience: |
| Date & Time | What do I want to learn today? (Purpose & ownership) [Include 1 or more] | What did I learn? (Receiving & awareness) [Include 1 or more] | What are the outcomes? (Journey results) [Include 1 or more] | How will the new knowledge change my life? (Wisdom) [Recite 1 or more] |
|-------------|--------------------------------------------------------------------------|---------------------------------------------------------------|---------------------------------------------------------------|------------------------------------------------------------------|
| | Place Sticky Notes Here | Place Sticky Notes Here | Place Sticky Notes Here | Place Sticky Notes Here |
| | Virtual reality | Machine learning | Discovered augmented reality | Become a Data Scientist |
---
**Learning Behaviors**
Learning behaviors (LB) will amplify the new knowledge as the experience include:
1) studying, 2) sensing, 3) wanting, and 4) asking.
Take the opportunity to enrich your life by studying environments and people, sensing feelings, wanting to pursue freedom, and asking with empathy.
| Studying (Observe without judgment) | Sensing (Identify feelings) | Wanting (Expressing wants and needs) | Asking (Request to enrich your life) |
|------------------------------------|-----------------------------|--------------------------------------|-------------------------------------|
| How to: Sense what is seen, heard, or touched; affecting your well-being | How to: Strong and passionate; I feel encouraged and energetic | How to: Autonomy to choose one's dreams, goals, and values | How to: Request with empathy: At times I feel I am a burden, can you help me with this problem |
---
**Continual Learning Journey**
- **Learn**
- Life skills
- Agility
- Continual Improvement
- **Innovate**
- Technology
- Business
- **Realize**
- Self awareness
- Possibilities
- **Transform**
- Life goals
- Capabilities
---
**Step 1:**
Follow the "Continual Learning Journey Map" format. Draw the columns using rows, then write the learner on the large piece of paper.
**Step 2:**
Write team or your name on the paper.
**Step 3:**
Write the Course or Learning experience name on the paper.
**Step 4:**
Set a timer for 15-minutes less than the course or learning event duration time.
**Step 5:**
Write the date and time in the "Date & Time" column.
**Step 6:**
Write what you want to learn today on a sticky note and place the sticky note in the "What do I want to learn today?" column. (Triggered by personal needs).
**Step 7:**
When the timer ends, write the things learned on a sticky note and place the sticky note in the "What did I learn?" column.
**Step 8:**
Write the outcome of the learning on a separate sticky note and place the sticky note in the "What are the Outcomes?" column.
**Step 9:**
Write the effect on your life on a separate sticky note and place the sticky note in the "How will the new knowledge change my life?" column.
**Step 10:**
The end
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What is metabolism?
Metabolism is defined as the processes needed to maintain life. But when you hear metabolism used today, it’s usually used in terms of weight issues. You may hear someone say, “I can’t lose weight because I have a slow metabolism.”
While there’s some truth to this, other factors – such as how much you eat and exercise – play a much bigger role in your weight than your metabolism does.
And while it’s true that how much lean body mass you have can affect how many calories you burn at rest, its effect is limited – in part, because you can only build so much lean muscle by strength training.
Here are some other facts about metabolism.
What it is
Metabolism is how your body turns the food you eat into the energy it needs. It’s a vital process for all living things, not just humans.
What can affect your metabolism
- Some medications can affect your weight. A balanced diet and regular physical activity can lessen this effect.
- Eating breakfast every day can get your metabolism off to a good start.
- Weight loss – especially when it’s rapid – slows your metabolism. As you lose weight, you need to take in fewer calories or get more physical activity to burn more calories to keep losing weight.
- Age can slow your metabolism. In general, as you age, you gain fat and lose muscle. Some people also become less active. As you age, you need to do more to keep your metabolism up.
What can’t affect your metabolism
- Any weight-loss supplement, regardless of its claims
- A diet of green tea and chili peppers
- Eating late at night
Insist on a second opinion—your own
Why are patients in Casper, Wyo., nearly seven times more likely to undergo back surgery than patients in Honolulu, Hawaii?
Why are women over age 65 in Grand Forks, N.D., seven times more likely to have a mastectomy for early-stage breast cancer than women in San Francisco?
Why are men age 68 to 74 years old in Miami 15 times more likely to receive a PSA test than men living in Lebanon, N.H.?
Those are questions raised by the release of reports compiled by researchers at the Dartmouth Institute for Health Policy & Clinical Practice.
Comparing elective surgeries in nine regions across the country, they discovered remarkable variations in procedures, even though the patients had similar conditions.
Researchers concluded that the treatment a patient receives depends more on the physician’s recommendations than the patient’s preferences.
Patient preference is critical when facing a decision about a test or treatment involving more than one medically reasonable option. Ideally, it’s a shared decision.
According to Michael J. Barry, MD, co-author of the Dartmouth report, “When done right, shared decision-making results in a better decision: a personalized choice based on both the best scientific evidence and the patient’s values.”
Dr. Barry’s statement came in a press release issued by the Robert Wood Johnson Foundation, which funded the study as part of its ongoing mission to create positive change in the healthcare system.
continued on page 8
Cancer centers offer the latest cancer treatments, as well as those that are experimental. They take part in research studies that help them come up with ways to treat cancer and address long-term cancer survival and quality of life. This research is helping treatments become more suited to each person — and more successful.
Many cancer centers are NCI-designated. This means that the National Cancer Institute (NCI) evaluates them every three to five years.
Talk to your doctor if you think a cancer center might be right for you. Your doctor can refer you and help you find a cancer center that's a good fit for you. Find a list of NCI cancer centers at http://cancercenters.cancer.gov/cancer_centers/.
Caring for arthritic joints
Help manage pain in arthritic joints with these tips.
Get regular, low-impact aerobic exercise. Walking, swimming, cycling and tai chi are examples. This type of exercise helps keep your joints flexible, the muscles around your joints strong, and the cartilage tissue strong and healthy. It can also help reduce pain.
Avoid physical activity that puts too much stress on your joints. High-impact aerobic dancing, running and playing competitive sports are a few examples.
Maintain a healthy weight. Carrying too much weight will put strain on the joints in your knees, hips and feet.
Consider acupuncture. Some research shows that it helps improve how your joint feels. It may also help you manage pain if you have osteoarthritis.
Try massage. In one study, people with osteoarthritis of the knee said they felt less pain and stiffness and had better physical function after eight weeks of massage therapy.
What about glucosamine and chondroitin?
Some research shows that glucosamine and chondroitin supplements can help reduce osteoarthritis pain. Most research shows no effect. A recent study found that these supplements may not be any more helpful than the prescription drug celecoxib (Celebrex) or a placebo. Talk to your doctor if you're interested in taking glucosamine and chondroitin.
Everyday spirituality
Your spirituality may be related to a belief in God. Or, you may see it in a more secular way. Either way, you probably practice spirituality every day without even realizing it, by:
- Connecting with others, such as friends, family or a group that gathers for a spiritual purpose
- Helping someone in need
- Being able to look at the bigger picture in life, especially during times of stress
- Spending time in nature
- Experiencing God or a higher power at work in your life
- Taking part in activities such as prayer, meditation, deep breathing, expressing gratitude, silent observation or experiencing art
- Looking for and doing things that give your life meaning and purpose, such as the work you do or something that helps you feel connected to something larger than yourself
Spirituality can help give you meaning and purpose, hope, inner peace, and ways to make a difference.
MyStory
Dave and Kristine Rossman: ‘Make the best of it’
Dave and Kristine Rossman have faced their share of challenges:
- Dave’s dad died when Dave was a senior in high school.
- Kristine’s brother was born with a disability. Dave and Kristine are his guardians.
- Dave and Kristine’s son died at age 6 of aplastic anemia.
- On July 13, 2011, Dave learned he had a brain tumor.
- On June 28, 2012, Dave and Kristine met with a hospice nurse. Cancer treatment wasn’t working.
“People could say, ‘Oh, that poor family,’” Kristine says. “But I don’t think of our life in those terms.”
“We’re surviving,” Kristine says.
“Just barely,” Dave says, and then smiles. They look lovingly at each other as they hold hands on a couch in a waiting room.
“We’ve had a happy life,” Kristine says. “We’ve had a lot of fun times.”
The couple has two grown daughters, good relationships with family, a love of nature and a strong faith in God. All of this – plus a positive attitude – helps explain how the couple has made it through life’s challenges together.
A saying Dave has often told Kristine and their daughters over the years sums up their outlook on life well. When they’ve faced an unexpected situation, Dave has been known to say, “We’re not lost; we’re having an adventure!”
Over the years, they’ve had many adventures, including vacations where they could unplug from technology and spend time in nature, hiking and camping.
Daily rituals are important to them, too. Kristine finds comfort in daily prayer. Dave found peace while singing with their church choir. They both cherish their relationships with friends and family.
“When friends say, ‘Call me if you need something,’ they really mean that. So call them up and ask them,” Kristine says. Friends play a major role in their day-to-day life these days. They take turns spending time with Dave at home so Kristine can work without leaving him alone.
Above all else, Kristine says how good your life will be largely comes down to how you choose to look at life. Take the Rossmans’ 42nd wedding anniversary, for example.
Dave was scheduled for cancer treatment that day, which meant he wouldn’t have the energy to go out to dinner to celebrate as they usually did. Instead of letting this get them down, they made other plans.
Kristine, in a vibrant, colorful dress, and Dave, dressed in a suit and tie, went to the hospital together for Dave’s treatment. With every compliment they received, they proudly proclaimed that it was their anniversary. After Dave’s appointment, they went out to lunch at a favorite restaurant and were seated at their favorite table.
“You choose to do what you can to make the best of it,” Kristine says. “It’s a prayerful choice.”
Editor’s note: Dave Rossman died Oct. 3, 2012, at home surrounded by his family.
“You choose to do what you can to make the best of it. It’s a prayerful choice.”
- Kristine Rossman
Have a personal health success story to share?
Email EmbodyHealthnewsletter @mayo.edu or write to Mayo Clinic EmbodyHealth newsletter, 200 First St. SW, Rochester, MN 55905. All correspondence becomes the property of Mayo Clinic, which reserves the right to edit material.
What are nurse practitioners and physician assistants?
If you’ve visited a doctor’s office recently, you may have been seen by a nurse practitioner or a physician assistant. According to a national survey, nearly half of office-based physicians were in practices that used nurse practitioners (NPs) or physician assistants (PAs). Here’s what you should know about them.
**Nurse practitioners**
- **Education:** A master’s or doctorate degree, plus advanced clinical training
- **Certification:** National certification
- **What they can do:** Order and interpret tests, diagnose and treat medical conditions, prescribe medications and other treatments
**Physician assistants**
- **Education:** Master’s degree for most; at least two years of college courses in basic science and behavioral science, plus completion of a roughly 27-monthslong program
- **Certification:** National certification
- **What they can do:** Order and interpret tests, diagnose and treat illnesses, prescribe medications
---
**QUICK QUIZ: TEST YOUR UNDERSTANDING**
1. **HOW MANY DOCTOR’S OFFICES USE NURSE PRACTITIONERS OR PHYSICIAN ASSISTANTS?**
- [ ] None
- [ ] A quarter
- [ ] Nearly half
- [ ] All
2. **BEING AN NP OR PA DOESN’T REQUIRE ADVANCED EDUCATION.**
- [ ] True
- [ ] False
3. **BOTH NPS AND PAs UNDERGO A NATIONAL CERTIFICATION PROCESS.**
- [ ] True
- [ ] False
4. **NPS AND PAs CAN DIAGNOSE AND TREAT ILLNESS AND CAN PRESCRIBE MEDICATIONS.**
- [ ] True
- [ ] False
---
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Contact information will be used for the purposes of this contest only.
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WINNERS Contest entries must be received by June 17, 2013. One winner will be chosen to receive a Mayo Clinic book of the winner’s choice. Winners will be notified by phone or by email if no phone number is given.
ANSWERS: 1. C – NEARLY HALF 2. FALSE 3. TRUE 4. TRUE
Best exercises for women
Some types of exercise are especially good for women. Here are four of the best choices.
**WEIGHT-BEARING EXERCISE**
*What it does:* Helps build and maintain healthy bones, which is especially important after menopause.
*What you can do:* Brisk walking, pushing a lawn mower, team sports, dancing, tennis and bowling are some examples.
**STRENGTH TRAINING**
*What it does:* Helps with maintaining weight, muscle strength, posture and bone mass.
*What you can do:* Everyone should strength train all major muscle groups at least twice a week. For women, it’s especially helpful to strengthen core muscles to help reduce the risk of back pain and to strengthen upper back muscles, which help women hold their posture, prevent stooping and maintain bone mass in the middle of the spine.
**STABILITY AND BALANCE EXERCISES (SEE PAGE 8)**
*What they do:* Help reduce the risk of falling.
*What you can do:* Walking heel to toe and standing on one foot are two simple balance exercises. Tai chi also has been shown to help.
**KEGEL EXERCISE**
*What it does:* Strengthens your pelvic muscles so you can hold urine in your bladder longer; this becomes more important with age.
*What you can do:* Pretend to stop urinating by squeezing and holding your pelvic muscles. Hold your muscles for three seconds. Then relax for three seconds. Work toward doing a set of 10 exercises.
Get to the core of your core
Any way you slice it, there’s almost as much fitness advice related to strengthening your core as there are apples in an orchard these days.
Learn more about your core with this short primer.
**Q What is your core?**
**A** The group of muscles around your trunk – in your abdomen, lower back and pelvis – is known as your core. Your core is where your center of gravity is located. It provides the foundation for many movements.
**Q Why is core strength important?**
**A** Developing strength and power in your core muscles leads to better balance, posture and stability. With a strong core, you can lower your risk of injury and have less low back pain. Your athletic performance also may improve. For example, strong core muscles can make it easier for you to swing a golf club. Your core is also important in your everyday life, such as when you bend down to pick up a child. In addition, core exercises can help you strengthen and tone your abdominal muscles.
**Q How can you strengthen your core?**
**A** Try any exercise that uses the trunk of your body without support, such as pushups, planks and bridges. Exercising with a fitness ball will also strengthen your core. Popular fitness programs such as yoga, Pilates and tai chi also are good for core strengthening.
Make a splash with water fitness
Exercising in the water is a great way to stay fit. Research shows that it’s especially good for people with osteoarthritis and chronic low back pain. It’s also a good choice if you have osteoporosis because it can help improve your balance and poses no risk of falling. Similar to other forms of exercise, some studies suggest that water exercise, such as swimming, can even improve your mood.
Ready to take the plunge? Here are some options and advice.
**SWIMMING IS A GOOD WAY TO GET REGULAR AEROBIC PHYSICAL ACTIVITY.**
Before swimming for fitness, warm up properly. Do jumping jacks, ride a stationary cycle, or run or walk in place for three to five minutes. Then slowly and gently stretch, holding each stretch for 30 seconds.
**WATER AEROBICS CLASSES ARE AVAILABLE AT MOST FITNESS CENTERS WITH A POOL.**
A water aerobics class should start with a warm-up period. It should include aerobic and muscle conditioning and end with a cool-down.
**WATER WALKING INVOLVES WALKING IN A POOL WITH YOUR FEET TOUCHING THE POOL’S BOTTOM.**
For best results, stand in chest-deep water and start walking. Add variety and tone other muscles by walking backward and sideways and lifting your knees higher.
Getting older adults outdoors
Spending time outdoors is important for everyone’s well-being – including your elderly loved ones. Making an effort to encourage and facilitate your loved ones’ time outside is a gift you can give them.
RECOGNIZE THE ADVANTAGES
Light physical activity that’s done outdoors in natural settings, such as walking, offers healing effects for older adults. Studies show that natural environments are therapeutic. Research also shows that it helps reduce mental fatigue. Even for older adults who aren’t able to move, just sitting outside can be good for their well-being.
OVERCOME THE OBSTACLES
Whether your elderly loved one is able to move easily or not, choose short walking routes that offer plenty of places to rest. Avoid traffic, dangerous crossroads, and hilly or rough surfaces.
STAY SAFE
Make sure your elderly loved one uses sunscreen and wears sunglasses and a wide-brimmed hat. Also, provide your loved one with well-fitting shoes. They should have flat, nonskid soles and provide proper support for their feet.
SAFE SUN FOR CHILDREN
Playing outdoors in the sun provides valuable vitamin D for children – and a good opportunity to be physically active. However, most sun damage to the skin takes place during childhood.
Try to keep children out of the sun between 10 a.m. and 4 p.m. This is when the sun’s rays are strongest.
Apply a broad-spectrum sunscreen with an SPF of at least 30 to all exposed areas of children’s skin about 15 to 30 minutes before they go outside. Reapply every 1½ to two hours. Reapply more often if they spend a lot of time in the water.
Have children dress in sun-protective clothing or tightly woven, lightweight cotton clothing with long sleeves and long pant legs when possible. A hat with a wide brim and sunglasses also are a good idea.
Keep babies younger than 6 months old well covered and out of direct sunlight. If you don’t have shade, use a small amount of sunscreen on small areas of your baby’s body, such as the face and backs of the hands. Wash sunscreen off once your baby is indoors.
What is whey protein?
Research shows that whey protein may help:
- Reduce your risk of metabolic syndrome, a group of conditions that raises your risk of heart disease and diabetes
- Lower your blood sugar
- Satisfy your hunger when you eat, which can help you eat less
- Reduce age-related muscle loss
Researchers aren’t sure if whey protein:
- Improves athletic performance
- Can help shrink tumors in people who have late-stage cancer
- Can help treat asthma or high cholesterol
Where is whey protein?
In energy bars, drink mixes and some yogurts
In powder form, which can be added to foods and beverages
In baked goods, dressings, frozen desserts, cake and dessert mixes, and dairy products, as a replacement for fat
Is it safe?
Whey protein is generally safe for most adults when used appropriately. But too much can lead to unwanted side effects, such as nausea, bloating, cramps, reduced appetite, fatigue and headache. People who are allergic to cow’s milk and women who are pregnant or breast-feeding should avoid whey protein. It may interact with some medications. How much whey protein you should take depends on how much protein you get in your diet overall.
If you want to try whey protein, ask your doctor about its risks and benefits.
EAT YOUR WAY TO PREVENTING OSTEOPOROSIS
As you age, bone health becomes more important. You can improve your bone health with the nutritional choices you make every day. Here’s what can help.
| NUTRIENT | HOW MUCH DO YOU NEED? | WHERE YOU CAN GET IT |
|----------|-----------------------|----------------------|
| VITAMIN D | Adults ages 19 to 70: 600 international units (IU) of vitamin D a day
Adults age 71 and older: 800 IU a day | Egg yolks
Saltwater fish
Fortified milk |
| CALCIUM | Adults ages 19 to 50 and men ages 51 to 70: 1,000 milligrams (mg) a day
Women age 51 and older, men age 71 and older: 1,200 mg a day | Low-fat and fat-free dairy products
Fortified products, such as oatmeal and orange juice
Sardines and canned salmon, with edible bones
Fortified soy products, such as soy milk and tofu |
One more note: If you drink alcohol, limit it to no more than one drink a day for women of all ages and men older than age 65, and no more than two drinks a day for men age 65 and younger. Drinking more can increase your risk of osteoporosis.
Frozen berry banana cream pops
Total prep and cooking time: 15 minutes, plus 3–4 hours for freezing | Serves: 6 (1 cream pop each)
1½ cups plain, fat-free yogurt
1½ cups fresh or frozen berries (blueberries, raspberries and sliced strawberries)
1 large banana, sliced
6 paper cups, 5-oz. to 9-oz. size
Aluminum foil
Wooden Popsicle sticks
1. Place yogurt, fruit (slightly thaw frozen fruit first) and banana in a blender. Blend until smooth.
2. Divide mixture evenly into paper cups.
3. Cover each paper cup with foil. Make a slit in the center of the foil covers and insert one Popsicle stick in each cup.
4. Place in freezer for 3 to 4 hours or until frozen solid.
5. Peel off paper cup and serve.
Nutrition analysis per serving: 60 calories, 0 g total fat (0 g saturated fat, 0 g trans fat, 0 g monounsaturated fat), 0 mg cholesterol, 35 mg sodium, 14 g total carbohydrate (2 g dietary fiber, 8 g sugars), 3 g protein
Try other flavor combinations! Instead of berries and a banana, try:
Coconut and pineapple
Lemon zest and pitted cherries
Peaches and orange zest
(Nutrition analysis may vary.)
Can you eat too much fruit?
Experts say it’s possible to eat too much fruit. However, it’s not very common. In fact, most of the time, high fruit consumption has health benefits. Studies have linked it to a lower risk of high blood pressure, heart disease and reduced risk of hardening of the arteries (atherosclerosis) in people with type 2 diabetes. In general, the Dietary Guidelines for Americans recommends eating 2 cups of fruit a day on a 2,000-calorie diet.
There’s been some talk that eating a lot of fruit can cause weight gain. However, studies that have looked at this have found that eating a lot of fruit promotes weight loss, not weight gain.
Two cautions: If you’re eating a lot of fruit and excluding other foods from your diet, you may not be getting all your necessary nutrients. And if you have diabetes, eating a lot of fruit may raise your blood sugar. Talk with your doctor about how much fruit is best for you.
One last note: Although 100 percent fruit juice can account for some of the fruit in your diet, most should come from whole fruits rather than juice. Stick to no more than 4 ounces of fruit juice a day.
Insist on a second opinion—your own
Traditionally, patients rely on physicians to make health care recommendations in their best interest. But as the Dartmouth report suggests, physicians do not always get it right.
Part of the problem is consolidation of the healthcare system. Investment-minded hospitals are buying up medical practices, and displaced physicians are becoming hospital employees with economic incentives based on performance and efficiency.
Last December, the American Medical Association responded to this consolidation with a newly adopted policy statement addressing what it called the “divided loyalty” of physicians.
“A physician’s paramount responsibility is to his or her patients,” the policy statement declared. On the other hand, a doctor “owes a duty of loyalty to his or her employer.” “This divided loyalty can create conflicts of interest, such as financial incentives to over- or under-treat patients.”
It would be unfair to say all doctors are bound to their personal economic interests. At the same time, it would be unwise to ignore the fact that these types of incentives exist and that they run contrary to these fundamental principles for high-quality medical care:
1. Avoid underuse
2. Avoid overuse
3. Eliminate misuse
A physician is just one member of your health care team. Now, more than ever, it’s important to insist on a second opinion—your own—as well as input from other trustworthy sources.
5 ways to get the right amount of care
How can you know whether you are getting the right amount of care – not too much and not too little? Here are some tips from Own Your Health, a campaign to empower individuals to make healthcare decisions that offer the best outcomes and best value for their healthcare dollars. Learn more at www.wacommunitycheckup.org/ownyourhealth
1. Talk to your primary care doctor.
2. Call the Ask Mayo Clinic nurse line (800-903-1836) for information and advice*
3. Ask questions.
4. Look for more information on your own.
5. If needed, get a second opinion from another doctor.
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PROTECTION OF THE GREATER DAINTREE
Report from the House of Representatives Standing Committee on Environment and Conservation
August 1984
Australian Government Publishing Service
Canberra 1984
© Commonwealth of Australia 1984
ISBN 0 644 03663 X
Printed by Canberra Publishing & Printing Co.
Terms of Reference of the Committee
(1) That a standing committee be appointed to inquire into and report on -
(a) environmental aspects of legislative and administrative measures which ought to be taken in order to ensure the wise and effective management of the Australian environment and of Australia's natural resources, and
(b) such other matters relating to the environment and conservation and the management of Australia's natural resources as are referred to it by -
(i) resolution of the House, or
(ii) the Minister responsible for those matters.
Members of the Committee
Chairman Mr P. Milton, M.P.
Deputy Chairman Mr D.M. Connolly, M.P.
Members Mr M.A. Burr, M.P.
Mr R.L. Chynoweth, M.P.
Mr R.F. Edwards, M.P.
Mr G. Gear, M.P.
Mr A.A. Morris, M.P.
The Hon. I.L. Robinson, M.P.
Secretary to the Committee Mr J.R. Cummins
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs.
3. Database Management Systems: These are the programs that manage the storage, retrieval, and manipulation of data.
4. Web Development Tools: These are the tools used to create websites and web applications.
5. Software Development Tools: These are the tools used to develop software applications.
6. Data Analysis Tools: These are the tools used to analyze data and make decisions based on the analysis.
7. Project Management Tools: These are the tools used to manage projects and ensure that they are completed on time and within budget.
8. Collaboration Tools: These are the tools used to collaborate with others on projects and share information.
9. Security Tools: These are the tools used to protect computer systems from unauthorized access and attacks.
10. Virtualization Tools: These are the tools used to create virtual machines and run multiple operating systems on a single physical machine.
CONTENTS
Chapter | Paragraph
--- | ---
1. Introduction | 1
2. The Greater Daintree |
- Introduction | 5
- Topography | 8
- Flora and Fauna | 10
- Conservation and Scientific Values | 12
- Land Tenure and Access | 16
- Cape Tribulation to Bloomfield River Road | 18
- Sub-division in the Cow Bay Area | 22
- Logging on the Windsor Tableland | 23
3. Environmental Assessments | 24
4. Commonwealth Powers |
- Introduction | 28
- Great Barrier Reef Marine Park Act | 33
- Australian Heritage Commission Act | 35
- Environment Protection (Impact of Proposals) Act | 37
- World Heritage Properties Conservation Act | 38
5. Conclusions | 40
Appendixes
1. Dissent
2. Map of the Greater Daintree area.
3. Extract from Habitat, Volume 12, No. 4, August 1984 p. 29.
4. Extract from Legal Services Bulletin, Volume 9, No. 2, April 1984 p. 67.
5. Extract from Habitat, Volume 12, No. 4, August 1984 p. 30.
1. INTRODUCTION
1. During 1983 and 1984, the Committee received representations from conservationists concerning the construction of a road by the Douglas Shire Council from Cape Tribulation to Bloomfield in Northern Queensland. Following these representations the Committee was briefed in March 1984 by officers of the Department of Home Affairs and Environment.
2. The Committee inspected the Daintree area in July 1984. This included a visit to the site of the proposed Cape Tribulation - Bloomfield Road, an aerial inspection of most of the Greater Daintree and a trip along the coast between Cape Tribulation and the Bloomfield River by boat.
3. During its visit the Committee talked to a number of local residents and representatives of conservation groups. There were no formal discussions with State government officers nor were there any public meetings. The Committee Chairman also held informal discussions with the Douglas Shire Council. Present were the Shire President, a Councillor, the Shire Secretary and the Shire Engineer.
4. On 23 August 1984, the Committee resolved to report to Parliament on the Greater Daintree. The Committee decided to report without inquiry because of the sensitivity of the issue and its belief that there was a need for a preliminary report. The report makes no recommendations relating to the world heritage status but rather acknowledges that studies are presently being undertaken, identifies areas where some further study is required and suggests appropriate consultative procedures which should be entered into by the Commonwealth Government, the Queensland Government and the Douglas Shire Council.
2. THE GREATER DAINTREE
Introduction
5. For the purpose of this report the region referred to as the Greater Daintree is the area listed on the Register of the National Estate as the Cooktown/Daintree/Windsor tableland area. It was nominated in 1976 and was listed on the Register in 1980 after assessment of the objections to the proposal.
6. The Greater Daintree covers approximately 350,000 hectares extending from Mossman in the south to Cooktown in the north. It has generally been described as the most extensive relatively untouched tropical rainforest left in Australia and includes the largest remaining coastal rainforest.
7. The area north of Cape Tribulation received particular attention during the Committee's investigation. It contains the greatest number of different types of vegetation communities in the region and is the only place south of Cooktown where unprotected natural vegetation, including rainforest, extends from the high water mark over coastal ranges to the Great Dividing Range.
Topography
8. The Greater Daintree includes rugged and spectacular coastal ranges, higher more extensive peaks of the Great Dividing Range, broad valleys, deep gullies, tidal lowlands, high tablelands and scenic coastal headlands. There are several in-shore fringing coral reefs and much of the area is contiguous with the Great Barrier Reef.
9. There are several outstanding geological features including Thornton Peak, Black Mountain, Roaring Meg Creek waterrail and Mt Petier Botte. Natural landscapes have been preserved by the steep topography and mountain streams which have restricted access particularly in the Cooktown/Daintree area.
Flora and Fauna
10. There are 30 major vegetation complexes represented in the area including 15 distinct types of rainforest, eucalypt forest, mangroves, coastal swamps and mountain moorland. Some of the rainforest types contain a very high number of species including some rare plants and there are numerous examples of plant communities and species that occur nowhere else.
11. The large areas of diverse habitats support a rich variety of fauna including animals not found elsewhere, for example Bennetts Tree Kangaroo.
Conservation and Scientific Values
12. The area is of high conservation value because it contains the last remaining examples of several types of vegetation and wildlife habitat retained in a natural state. The diversity, complexity and the number of species present make it one of the important natural areas in Australia.
13. The region also has a high scientific value because it contains many species not found elsewhere in Australia. Its interest to scientists would increase if more biological surveys were carried out because many animal species have not yet been described and as many as 10 per cent of the plant species have not been identified and named.
14. The area contains examples of 8 of the 14 primitive plant species and is therefore considered to have some of the most important botanical sites in Australia. It is suggested that there has been a continuous line of evolution from the earliest flowering plants with the vegetation developing relatively undisturbed by continental and climatic change over the last 150 million years. For this reason the area holds immense interest for botanists.
15. The forest near Cooktown was the first in Australia to be examined thoroughly by botanists and has remained relatively unchanged since the naturalists who accompanied Captain Cook explored the area in 1770. It therefore forms an important benchmark for ecological research.
Land tenure and access
16. There are seven national parks in the Greater Daintree area. Most of these are small and the majority of the area is contained in State Forest and Timber Reserves with some small areas of freehold and leasehold land. Conservation groups have proposed that the Greater Daintree be consolidated as a single national park.
17. The only north-south road through the area is the track which follows the electricity supply line from Daintree to the Bloomfield River. It is suitable only for 4 wheel drive vehicles and is closed to traffic during the wet season. All weather access from Mossman in the South to the Bloomfield River in the North is via the Cooktown Development road which passes inland west of the Greater Daintree. There is also a road that runs north from the Daintree River but this terminates at Cape Tribulation.
Cape Tribulation to Bloomfield River Road
18. In November 1983 the Douglas Shire Council commenced construction of a 30 kilometre road from Cape Tribulation to the Bloomfield River through the Cape Tribulation National Park. The purpose of this road is to provide an alternative north-south route. However the Committee doubts that the proposed road will provide all-weather access and expects that it would be closed during the wet season.
19. The road will pass through one of the most significant and scenic parts of the Greater Daintree. Construction will have a severe local impact including sedimentation of the streams and possible siltation of inshore coral reefs. During its inspection the Committee saw that the incomplete work carried out in 1983 had caused considerable erosion. Longterm impacts may include permanent alteration of the rainforest and the introduction of weeds. It is also likely, given the steep terrain and very high rainfall, that erosion would continue to be a long-term problem.
20. The alternatives would be to upgrade the power line track on its existing alignment, to select a new alignment in the Daintree and Bloomfield River valleys or to upgrade the Cooktown Regional Development Road together with the link road to the Bloomfield River. The Committee was told that the present alignment of the power line road is unsuitable for upgrading and that a new alignment between Daintree and the Bloomfield River would be prohibitively expensive.
21. Although the Cooktown Regional Development road is a longer route than the other alternatives it may be possible to upgrade this road to reduce the travel time.
Sub-division in the Cow Bay Area
22. Virgin rainforests with high conservation and scientific values are being sub-divided and cleared for rural housing in the Cow Bay area. Approval for this sub-division was given before the National Park was established and is occurring on privately owned land. The Committee inspected some sub-divisions and associated roads and were concerned that the developments might be causing serious environmental impacts and might not be an appropriate form of zoning for that area. The destruction of this rainforest may not be consistent with the proposals to preserve and protect the vegetation of the Greater Daintree region.
Logging on the Windsor Tableland
23. The Windsor Tableland contains several unusual associations of plant species and is of considerable interest to botanists. Logging has commenced in this area and there are plans to harvest rainforest timbers from 10,000 hectares of forest. This logging is likely to have significant localised impact on the rainforest and is being carried out without a detailed knowledge of the biological resources of the tableland or the long term consequences.
The following is a list of the most common types of software that are used in the field of computer science:
1. Operating Systems: These are the programs that control and manage the hardware and software resources of a computer system.
2. Programming Languages: These are the languages used to write computer programs. Some examples include Python, Java, C++, and JavaScript.
3. Database Management Systems: These are the programs that allow users to store, retrieve, and manipulate data in a database.
4. Web Development Tools: These are the tools used to create websites and web applications. Some examples include HTML, CSS, JavaScript, and React.
5. Data Analysis Tools: These are the tools used to analyze and visualize data. Some examples include Excel, Tableau, and R.
6. Cloud Computing Tools: These are the tools used to access and manage cloud-based computing resources. Some examples include AWS, Azure, and Google Cloud Platform.
7. Artificial Intelligence Tools: These are the tools used to develop and implement artificial intelligence algorithms. Some examples include TensorFlow, PyTorch, and Scikit-learn.
8. Machine Learning Tools: These are the tools used to develop and implement machine learning algorithms. Some examples include scikit-learn, TensorFlow, and Keras.
9. Natural Language Processing Tools: These are the tools used to develop and implement natural language processing algorithms. Some examples include NLTK, spaCy, and Gensim.
10. Computer Vision Tools: These are the tools used to develop and implement computer vision algorithms. Some examples include OpenCV, TensorFlow, and Keras.
These are just a few examples of the many different types of software that are used in the field of computer science. The specific software used will depend on the particular application or project being worked on.
3. ENVIRONMENTAL ASSESSMENTS
24. The Australian Heritage Commission sought expert advice about the proposed listing of the Greater Daintree on the Register of the National Estate and about the objections to the proposals. The advisers reported that the objections to the nomination were not valid and that the area should be included on the Register and that parts of the Greater Daintree could be considered to be of World Heritage. This included the Cape Tribulation to Cooktown coastline.
25. One of the advisers suggested that the commercial forestry activities on the Windsor Tableland threatened conservation values and stressed that there was a need for a rigorous biological assessment to be carried out in the areas proposed for logging.
26. The Douglas Shire Council prepared an environmental assessment before commencing work on the Cape Tribulation to Bloomfield Road in 1983. The conservationists argued that assessment did not include any biological survey or proper identification and consideration of the environmental impacts. It did not prescribe any construction standards to minimise these impacts. They argued that the report prepared by the Shire was not an adequate assessment given the conservation and scientific value of the area.
27. A study commissioned by the Australian Heritage Commission into the conservation value of the wet tropical rainforests from Townsville to Cairns commenced in January 1984. The study was conducted by the Rainforest Conservation Society which reported in June 1984. The consultant's report was forwarded to international referees for assessment. The Australian Heritage Commission has yet to announce the conclusions of this study.
| **Name** | **Age** | **Gender** |
|----------|---------|------------|
| John | 25 | Male |
| Jane | 30 | Female |
| Tom | 28 | Male |
| Mary | 22 | Female |
| David | 35 | Male |
| Sarah | 27 | Female |
**Total number of employees:** 6
**Average age:** 27.17 years
**Most common gender:** Female (3 out of 6)
4. COMMONWEALTH POWERS
Introduction
28. The Commonwealth has power to require environmental factors to be taken into account in the decision-making processes of the Commonwealth and Commonwealth authorities. The Commonwealth does not have any general legislative power directly to control environmental conduct within the States. The Commonwealth does however possess both legislative and fiscal powers which may be utilised to pursue environmental goals within the States.
29. Upon the Commonwealth becoming a party to a treaty or convention which attracts the operation of the external affairs power, then, subject to constitutional prohibitions expressed or implied it acquires legislative power to implement the provisions of the treaty or convention. The external affairs powers of the Commonwealth are presently being discussed by a Sub-committee of the Standing Committee of the Australian Constitutional Convention.
30. Section 96 of the Constitution enables the Commonwealth to grant financial assistance to States on certain terms and conditions. By the use of this power the Commonwealth can, with State cooperation pursue environmental goals in areas which are beyond its legislative competence.
31. The specific pieces of Commonwealth environmental legislation which may be relevant to the Daintree issue are:
The Great Barrier Reef Marine Park Act 1975
The Australian Heritage Commission Act 1975
Environment Protection (Impact of Proposals) Act 1974
The World Heritage Properties Conservation Act 1983.
These acts are discussed in the following paragraphs.
32. The source of the Committee's information are primarily:
a letter from the Minister for Home Affairs and Environment (Appendix 3);
articles from the Legal Services Bulletin and Habitat on Commonwealth Powers (Appendix 4 and 5); and
documents from a previous inquiry conducted by the Committee into the Commonwealth's environmental powers.
Great Barrier Reef Marine Park Act
33. The Great Barrier Reef Marine Park Act 1975 makes provision for the establishment, control, care and development of a marine park in the Great Barrier Reef region. The Act also empowers the Governor-General to make regulations to control or prohibit acts within the Marine Park or elsewhere which may pollute water in a manner harmful to animals and plants in the Marine Park. It has been argued that an amendment to the Act in 1978 further empowers the Commonwealth to act on the road because of its possible damaging effect on the Reef. The Minister for Home Affairs and Environment argues that the 1978 amendment relates purely to cost sharing arrangements between the Commonwealth and the State regarding Queensland's marine parks.
34. The Minister advises that it is his understanding that no regulation could be made under the Act unless it was established clearly and by expert evidence that the building of the road may damage the Reef. The Committee has been advised that two criteria need to be satisfied before the Act could be invoked. First it would need to be shown that the pollution was from the road. Secondly it would need to be shown that the polluted water may be harmful to animals and plants in the marine park. The second point may take some years of extensive study to establish.
Australian Heritage Commission Act
35. The Australian Heritage Commission Act 1975 requires that Ministers do not take any action which adversely affects the National Estate unless they are satisfied that there is no feasible and prudent alternative. A function of the Australian Heritage Commission is to forward advice to the Minister on its own motion or at his request on matters relating to the National Estate. It further allows for an inquiry to be held under the Environment Protection (Impact of Proposals) Act on matters relating to the National Estate.
36. It is unlikely that the Heritage Act can be used to prevent construction of the road. No Commonwealth action is involved and the inquiry and reporting provisions while providing information would have no direct impact on the continuing construction.
Environment Protection (Impact of Proposals) Act
37. The Environment Protection (Impact of Proposals) Act 1974 requires that matters affecting the environment to a significant extent and involving Commonwealth decisions be fully examined. If Commonwealth funding was allocated to the road the
provisions of this Act would apply. However the road has been funded solely by the State Government and the Shire and accordingly the Act does not apply.
World Heritage Properties Conservation Act
38. It is argued in Appendix 4 and 5 that the World Heritage Properties Conservation Act 1983 could be invoked to prevent further action on the road. The Act is not limited to protecting sites already on the World Heritage list. An area can be declared by the regulations to be subject to the Act if it fulfills the definition of cultural or natural heritage in the Convention for the Protection of the World Cultural and Natural Heritage.
39. The Minister for Home Affairs and Environment argues, in Appendix 3, that this simplistic view gives no indication of what is needed for an area to fall within the definition of cultural or natural heritage. Before the Government can make regulations under the Act it must be satisfied that a particular area is of outstanding universal value. He believes that consistent application of the criteria is essential otherwise the World Heritage List would lose its significance and creditability.
5. CONCLUSIONS
40. The Committee notes that approaches have been made by the Commonwealth Government to the Queensland Government concerning the road. It is apparent that these discussions have been unsuccessful as construction of the road continues. The Committee does not have detailed information on the nature of the discussions nor is it clear whether the Commonwealth Government offered incentives to the State to cease construction.
41. In many of its previous reports the Committee has recognised the role of State Governments in conservation matters and has advocated a consultative-cooperative approach by the two levels of Government. In the case of the present Daintree controversy it does not appear that the Commonwealth Government has fully exhausted all consultative mechanisms nor does it appear that the State Government or the Shire have been offered incentives to adopt alternatives to their present action.
42. The Committee notes the statement made by the Queensland Premier at the Second World Wilderness Congress concerning the outstanding value of the area. Given statements such as these, the Committee presumes that neither the Queensland Government nor the Douglas Shire Council would continue to undertake action which would damage the area if it proved to be of world heritage value and if feasible alternatives were available to them.
43. The Committee considers it essential that if the area warrants World Heritage nomination, the Queensland Government and the Douglas Shire Council should be offered Commonwealth assistance to develop an environmentally acceptable all-weather
road in a different location or to upgrade existing roads. It further considers that the Commonwealth should recognise its responsibilities in the preservation of World Heritage areas and the costs which may be incurred by State and local governments. It would be appropriate for the Commonwealth Government to offer assistance in the preparation of a regional plan of management for the region and on-going financial assistance for its day to day management.
44. The Committee notes the statements by the Minister for Home Affairs and Environment relating to the establishment of a rainforest working group, consisting of Commonwealth and State Government representatives and other interested parties. The Committee considers that it may be appropriate for this body to be involved in future planning and development of proposals for the region.
45. To enable informed discussion it is important that the World Heritage investigations be completed as quickly as possible. Accordingly the Committee recommends that:
- the Commonwealth Government complete its assessment of World Heritage status as a matter of urgency; and
- if the assessment concludes that the area is of World Heritage value the Commonwealth Government after consultation with the Queensland Government proceed with World Heritage nomination as soon as possible.
46. The Committee recommends that:
- the Minister for Home Affairs and Environment consult with relevant Queensland State Ministers to seek agreement for the cessation of the construction of the Cape Tribulation to Bloomfield road until such time as the World Heritage value of the area has been established.
47. The Committee notes the finding contained in the assessment conducted by the Australian Heritage Commission prior to the listing of the region on the Register of the National Estate. While the area may not prove to be unique in terms of the World's rainforests it certainly has special values in terms of Australia's rainforests. Accordingly the Committee recommends regardless of the conclusions relating to world heritage status that:
the Minister for Home Affairs and Environment - consult with relevant Queensland State Ministers to discuss the assistance which could be offered by the Commonwealth Government for the preparation of a regional plan of management; and
discuss the types of assistance which could be offered by the Commonwealth Government to ensure sound on-going management of the region.
48. There are conflicting views on the possible impact of the road and its effects on the national and world heritage values of the region. The Committee believes that a scientific study should be undertaken to determine these impacts. The Australian Heritage Commission Act allows for reports to be prepared on matters relating to places listed on the Register of the National Estate. Accordingly the Committee recommends that:
- the Commonwealth Government commission a scientific study to determine the impact of the road on the region's heritage values.
49. If the road study indicates that there are significant environmental impacts the Committee further recommends that:
- the Commonwealth Government offer funding assistance to the Queensland Government to construct an environmentally acceptable alternative all-weather road or to upgrade existing roads.
50. The Committee recognises that the process of evaluation for world heritage listing and other studies poses a significant and immediate constraint on both the Queensland Government and the Douglas Shire in terms of their current planning. The Committee considers that this places an obligation on the Commonwealth to accept some responsibility for providing funding regardless of the outcome of these assessments. The Committee therefore recommends that:
- the Commonwealth Government indicate its preparedness to assist the Queensland Government and Douglas Shire in the costs incurred in deferring proposed developments.
51. It is difficult to believe that the Queensland Government and Douglas Shire Council would reject an approach involving proper consultation and offers of financial and other assistance.
52. In the previous chapter the Commonwealth's powers to intervene were discussed. It appears that the Commonwealth may have powers under the Great Barrier Reef Marine Park Act 1975 and the World Heritage Properties Conservation Act 1983 to directly intervene.
53. However, the Committee believes that the Marine Park Act is meant for and is achieving sound management of the Marine Park. It would not be appropriate to use the Act to prevent further construction of the road to save a small area of the reef as it could irreparably damage the delicate arrangement which exists between the Commonwealth and the Queensland Governments concerning the sound management of what effectively represents 80 percent of the eastern Queensland coast.
54. With regard to the application of the World Heritage Act the Committee notes the Minister for Home Affairs and Environment's comments relating to the dangers involved in unilateral action by Australia before a proper assessment has been made or before a proposal has been submitted to the World Heritage Committee. This could lead to the 'debasing' of the World Heritage List. A precedent could be established which may lead to pressure for the Act to be used whenever conservationists are in disagreement with State Governments. The Act should not be used for general conservation purposes and should only be invoked when a listed place or places under consideration for listing are under threat.
55. Therefore the Committee recommends that:
- the Commonwealth Government consider applying the provisions of the *World Heritage Properties Conservation Act 1983* but only if -
(i) the studies commissioned by the Australian Heritage Commission find that the Greater Daintree region is worthy of World Heritage nomination;
(ii) the Commonwealth Government has consulted with the Queensland Government and offered financial assistance for an alternative road and assistance for regional management;
(iii) the consultation and offers of assistance have been unsuccessful; and
(iv) the scientific study has been undertaken and shows that the road seriously debases the region's national and world heritage values.
56. The Committee's recommendation in the previous paragraph is consistent with the view held by the Committee in previous Parliaments on the right of the Commonwealth to intervene in environmental matters of national concern.
(PETER MILTON)
Chairman
23 August 1984
APPENDIX 1
DISSENT BY MR BURR, MR CONNOLLY AND MR ROBINSON
Pursuant to Standing Order 343 we add this dissent to the Committee's Report.
While not disagreeing with some of the Report recommendations we have serious reservations about reporting on a matter as important as this and involving varying interests without first conducting a thorough investigation. We are particularly concerned that neither the Queensland Government nor the Douglas Shire Council were asked to put their views to the Committee in a formal manner. Some of the conclusions were based on very limited scientific data.
We also consider it premature to report at this time when the Australian Heritage Commission has a study in progress on the status of rainforests in Northern Queensland. The results of this study will be released in the near future. The Committee would have made a far more worthwhile contribution to the debate if it had waited until it had examined the Australian Heritage Commission report.
We now turn to specific aspects of the Report. We strongly disagree with those sections which suggest that the Commonwealth pursue action which will result in World Heritage nomination irrespective of the views and agreement of the Queensland Government. The approach adopted by the Committee is confrontationist and would involve the Commonwealth in areas
which are the primary responsibility of the State. This approach is short-sighted and has serious implications for the management of areas in all parts of Australia which are of significant national and international value.
We recognise that the Commonwealth should play an active role in assisting states in the management of areas considered of major national conservation significance such as the Daintree Rainforest. This should be on the basis of cooperation and consultation.
We believe that the recommendation contained in Paragraph 55 which threatens the application of the World Heritage Properties Conservation Act against Queensland is unnecessary and inconsistent with the main thrust of the Report which is to encourage further negotiation between the Commonwealth and Queensland. We completely oppose the use of the World Heritage Properties Act without the support of the Queensland Government.
Notwithstanding our comments relating to the preparation and contents of the Report, we do not oppose nomination of the Daintree for the World Heritage List if it is determined to be of such significance. However nomination should only proceed with the full support of the Queensland Government.
It is regrettable that the Minister for Home Affairs and Environment had not offered assistance prior to the road's commencement in November 1983. The lack of a positive cooperative approach by the Minister and the Government has contributed to the present unsatisfactory situation and needless confrontation.
D.M. Connolly M.A. Burr J.L. Robinson
THE GREATER DAINTREE REGION
GREATER DAINTREE NATIONAL PARK PROPOSAL
PROPOSED NATIONAL PARK
WILDERNESS
10 20 30 KILOMETRES
APPENDIX 2
The following is a list of the most important and frequently used terms in the field of information technology. It is intended to provide a basic understanding of these terms for those who may not be familiar with them.
1. **Algorithm**: A step-by-step procedure for solving a problem or performing a computation.
2. **API (Application Programming Interface)**: A set of rules and protocols that allow different software applications to communicate with each other.
3. **ASCII (American Standard Code for Information Interchange)**: A standard character encoding scheme used in computers and telecommunications systems.
4. **Bandwidth**: The capacity of a communication channel to transmit data, typically measured in bits per second (bps).
5. **Binary**: A numbering system that uses only two digits, 0 and 1.
6. **Byte**: A unit of digital information consisting of eight bits.
7. **Cache**: A temporary storage area that stores frequently accessed data to improve performance.
8. **Cloud Computing**: The delivery of computing resources over the internet, including servers, storage, databases, and software.
9. **CPU (Central Processing Unit)**: The main processing unit of a computer, responsible for executing instructions and performing calculations.
10. **Database**: An organized collection of data stored in a computer system.
11. **Data Mining**: The process of discovering patterns and knowledge from large datasets.
12. **Encryption**: The process of converting plain text into a coded format to protect data from unauthorized access.
13. **Ethernet**: A popular local area network (LAN) technology that uses a shared cable to connect devices.
14. **Firewall**: A security device that controls access between a private network and the public internet.
15. **GPU (Graphics Processing Unit)**: A specialized processor designed for handling graphics and video tasks.
16. **Hard Drive**: A storage device that uses magnetic platters to store data.
17. **HTTP (Hypertext Transfer Protocol)**: A protocol used for transferring hypertext documents on the internet.
18. **HTML (HyperText Markup Language)**: A markup language used for creating web pages.
19. **IP Address**: A unique identifier assigned to each device connected to a network.
20. **ISP (Internet Service Provider)**: A company that provides internet access to consumers and businesses.
21. **Java**: A programming language developed by Sun Microsystems for creating platform-independent applications.
22. **JSON (JavaScript Object Notation)**: A lightweight data-interchange format commonly used for transmitting data between a server and a client.
23. **Linux**: An open-source operating system based on the Unix kernel.
24. **MacOS**: The operating system used on Apple's Macintosh computers.
25. **Mobile App**: A software application designed to run on mobile devices such as smartphones and tablets.
26. **MySQL**: An open-source relational database management system.
27. **NAT (Network Address Translation)**: A technique used to translate private IP addresses to public IP addresses.
28. **Operating System**: A software program that manages computer hardware and software resources and provides common services for computer programs.
29. **PDF (Portable Document Format)**: A file format used for sharing documents across different platforms.
30. **PHP (Hypertext Preprocessor)**: A scripting language commonly used for developing dynamic websites.
31. **Python**: A high-level programming language known for its simplicity and readability.
32. **RAM (Random Access Memory)**: A type of memory that allows for fast access to data.
33. **RDBMS (Relational Database Management System)**: A database management system that organizes data into tables with rows and columns.
34. **SQL (Structured Query Language)**: A programming language used for managing and manipulating relational databases.
35. **SSL/TLS (Secure Sockets Layer/Transport Layer Security)**: Protocols used to encrypt data transmitted over the internet.
36. **TCP/IP (Transmission Control Protocol/Internet Protocol)**: A suite of protocols used for transmitting data over the internet.
37. **Ubuntu**: A popular Linux distribution known for its user-friendly interface.
38. **URL (Uniform Resource Locator)**: A standardized way of identifying resources on the internet.
39. **VLAN (Virtual Local Area Network)**: A virtual network that isolates traffic within a specific group of devices.
40. **Wi-Fi**: A wireless networking technology that allows devices to connect to the internet without physical cables.
This list is not exhaustive but covers some of the most fundamental concepts in information technology.
from the Hon. Barry Cohen
Minister for Home Affairs and Environment
Parliament House
Canberra, A.C.T. 2600
I refer to the article "The Commonwealth has legal responsibilities for 'Cape Tribulation'" by Elizabeth Ward published in Vol. 12, No. 2 of your magazine — April 1984.
In coming to a decision on a particular environmental issue, the Commonwealth Government needs to take into account not only its responsibilities under specific legislation, but also its overall policy position with respect to the issue.
The article raised by Ms Ward in her article needs to be considered from two standpoints. Firstly, what action the Commonwealth may be able to take under various Acts to prevent or delay the construction of the Cape Tribulation to Bloomfield road. Secondly, whether the Commonwealth considers it desirable to act, bearing in mind its relationships with the States on a federal level, and alternative ventures for protecting and conserving the Australian environment.
On the first point, it is my understanding that the Commonwealth's ability to intervene effectively in the development of the road using its powers under four environment Acts is not as clear cut as Ms Ward's article suggests. I will consider in turn each of the four Acts.
The Great Barrier Reef Marine Park Act 1975 established the Great Barrier Reef Marine Park Authority which has the responsibility for the care and control of the Marine Park established by the Act. However, there is no duty on the Authority to monitor activities outside the Park to ensure the Reef is not threatened by virtue of sub-section 7 (1A) of the Act.
Sub-section 7 (1A) of the Act was added in 1983 to ensure that the Authority could, in accordance with cost-sharing arrangements, provide money to the State to cover the Commonwealth's share of recurrent and capital costs associated with the management of areas outside the Marine Park (e.g. Queensland's natural areas and the waters beyond the outer boundaries of the Marine Park). Without this provision the Authority could not provide Queensland with the Commonwealth's contribution towards the cost of managing Queensland national or marine parks within, or near the Great Barrier Reef Marine Park.
Sub-section 7 (1A) was inserted for the purposes of paragraphs 7 (1)(ea) and (1)(eb) of the capacity provisions for interpreting other provisions in the Act as Ms Ward has attempted to do.
Ms Ward states that "if there was evidence that land-based activities were affecting the Great Barrier Reef then the Commonwealth Government should pass regulations to control the land-based activities". The Act provides that regulations may be made regulating or prohibiting any activity (in the Marine Park or elsewhere) "that may pollute water in a manner harmful to animals and plants in the Marine Park".
It is my understanding that no regulation would be made under this Section of the Act unless it were established clearly and by expert evidence that the building of the road may pollute water in the manner described. Assembleyman Irvine have been advanced regarding the effect the road construction may have on the water and the fringing reefs adjacent to the shoreline. However, under 7(1) and other sections dealing with effects of constructing the road, these opinions do not as yet constitute expert evidence. I am nevertheless seeking further advice on this matter.
Again, Ms Ward's analysis of the World Heritage Properties Conservation Act 1983 presents a rather one dimensional approach to a complex issue. The area of the Cape Tribulation area was prescribed as identified property by the regulations, the Act could be used to protect it". This misleads your readers as it gives no indication of how it is possible for an area to come within the definition of cultural or natural heritage as defined in the Convention for the Protection of the World Cultural and Natural Heritage (the Convention). Under the Convention and the Act only areas of "outstanding universal value" are to be considered as "natural heritage" or "cultural heritage".
Before the Government can make regulations under the Act it must be satisfied that a particular area is of "outstanding universal value". What determines that an area is of "outstanding universal value" must be answered by looking at the Convention itself.
Article 1.15 of the Convention provides that the World Heritage Committee shall define the criteria for including a property in the World Heritage List. For areas to come within the Convention's definition of "natural heritage" they must:
(i) be outstanding examples representing the major stages of the earth's evolutionary history;
(ii) be outstanding examples representing significant ongoing geological processes, biological evolution and man's interaction with his natural environment; as distinct from the periods of the earth's development, this focuses upon ongoing processes such as the development of communities of plants and animals, landforms and marine and fresh water bodies; or
(iii) be superlative natural phenomena, formations or features of exceptional natural beauty, such as superlative examples of the most important ecosystems, rare species, speciabes presented by great concentrations of animals, sweeping vistas covered by natural and cultural elements; or
(iv) be the most important and significant natural habitats where threatened species of animals or plants of outstanding universal value from the point of view of science or conservation need to survive.
Many areas which are nominated for the World Heritage List are rejected by the World Heritage Committee as not meeting these criteria. Consistent application of the criteria is essential, otherwise the List would lose its significance and credibility. It must be restricted to areas which really are of outstanding universal value. At present there are few areas on the List and 5 of these are in Australia. This indicates just how special an area must be to justify listing.
The making of valid regulations, therefore, is not quite as straightforward as the author suggests. A lot more work would need to be done on the "universal significance" of the area. At this stage there does not appear to be adequate evidence to put the matter beyond doubt.
There is a significant flaw in Ms Ward's suggestion concerning proclamations made under paragraphs 6 and 7 of the Protection of World Heritage Properties Conservation Act 1983. She should be aware that the High Court in the Tasmania Dam Case, a case to which she refers, declared
Section 6 to be invalid. A majority of the Court also considered paragraph 6 (2)(e) to be invalid.
Ms Ward's last point concerns the direction of an inquiry under the Commonwealth's Environment Protection (Impact of Proposals) Act 1974. As Ms Ward correctly points out, the Cape Tribulation region is already listed on the Register of the National Estate kept in pursuance of the Australian Heritage Conservation Act 1975. I know of no proposal to reconsider the listing. In such circumstances, I do not see any need for the conducting of an inquiry under the Environment Protection (Impact of Proposals) Act.
Even if, from this analysis, it could be concluded that the Commonwealth might have power in certain circumstances to act with respect to the road, there remains the issue of whether it wishes to do so.
The Commonwealth cannot prevent all actions by State or local governments which result in damage to the environment. The situation in respect of South West Tasmania was special and unique. It was a clear case of a property, on the World Heritage List, being threatened by the deliberate and continuing action of a State Government. That action, if continued, would have left Australia facing the breach of its international obligations. Further, the Government had a mandate from the 1983 election to act to prevent the Gordon-below-Franklin dam being built.
The situation with respect to the Cape Tribulation road is different. While many people are saying the area is of World Heritage quality, the fact is that it is not on the World Heritage List and it has not been considered for entry on the list by the Commonwealth Government, which is the appropriate body to nominate it. The Commonwealth Government receives advice on world heritage matters by a special program committee of officials representing relevant areas of Government administration, including the Australian Heritage Commission. I am informed that a number of places, including the Cape Tribulation area, that might be nominated in the future by Australia for the World heritage List are being considered by the group.
When the Government receives the advice of the special program committee it will consider the matter. Before making any decision on the nomination of any properties to the World Heritage Committee the Government will consult fully with the State or Territory Governments concerned.
I will conclude by re-affirming the Government's commitment to sound policies which can provide a balance between economic, ecological and recreational needs in relation to Australia's forest resources. To this end, and particularly when faced with sensitive issues such as Cape Tribulation, we will strive to achieve consensus with all interested parties, rather than pursue the interventionist approach so readily advocated by Ms Ward.
Canberra's responsibility
Cape Tribulation
Elizabeth Ward
On 8 December 1983 the Minister for Home Affairs and Environment, Barry Cohen, announced that the Commonwealth would not offer the Douglas Shire Council (Qld) a sum of money as an inducement to abandon the construction of the road from Cape Tribulation to Bloomfield. He went on to say, 'The responsibility for the Cape Tribulation rain forest area lies with the Douglas Shire Council and the Queensland Government'. The Federal Government's attitude must lead environmentalists to ask why the environmental issues at Cape Tribulation are so different from those in South West Tasmania. Is the case for Commonwealth intervention any weaker in relation to the Cape Tribulation road than it was for the Franklin Dam?
An examination of relevant Commonwealth legislation shows that the Federal Government has not only the power to act in North Queensland, but has legal obligations to intervene to protect the Cape Tribulation region.
THE GREAT BARRIER REEF MARINE PARK ACT 1975 (Cth)
The previous Labor Government expressed its commitment to protecting the Great Barrier Reef by passing the Great Barrier Reef Marine Park Act 1975. This Act established the Great Barrier Reef Marine Park Authority to hold responsibility for the care and control of the marine park which was established by the Act, to make recommendations to the Minister in relation to the care and development of the Marine Park and to carry out research and other activities relevant to the Marine Park (ss.7(1)(a) and (b) of the Act).
Furthermore, the Parliament amended the Act in November 1983, increasing the powers of the Authority by providing that matters relate to the Marine Park if they are concerned with the use or management of an area outside the Park which would or might affect the Marine Park (new s.7(1A)). The Authority therefore has the duty to monitor activities outside the Park and to ensure that the reef is not threatened.
If there was evidence that land-based activities were affecting reef life within the Park then the Commonwealth Government could act to control the land-based activities. Regulations could be enacted pursuant to s.66(2)(e) of the Act. These regulations would be similar to current provisions which prohibit drilling for minerals outside the Park, in order to protect the environment within the Park.
Barry Cohen referred to the possibility of damage to fringing reefs in his 8 December 1983 press release. The very suggestion that the Marine Park would be affected, immediately makes the matter one of Commonwealth concern, one on which the Minister can do more than 'hope' that the Queensland Government and the Douglas Shire Council will change their course.
WORLD HERITAGE PROPERTIES CONSERVATION ACT 1983
The Commonwealth has legislation already in force to protect sites of outstanding natural and cultural significance. The World Heritage Properties Conservation Act 1983 is not limited to protecting sites already on the World Heritage List. Any area can be declared by the regulations to be subject to the Act if it fulfils the definition of cultural or natural heritage in the Convention for the Protection of the World Cultural and Natural Heritage. Once the Cape Tribulation area was prescribed as identified property by the regulations, the Act could be used to protect it, by making proclamations under s.6 and s.8. The constitutional support for the proclamations would derive from ss.6(2)(b), (c), (d) and (e).
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Narrator 1: One of the many responsibilities of the head of the family, or paterfamilias, was to make sure that his children were educated and became good Roman citizens. Children were taught to be worthy of the traditions of Rome and to be honest, virtuous, and dutiful toward their father and the Empire. There were two choices for education in Rome—home or school. Join Servius and his classmates as they take you on a tour of the Roman educational system.
Servius: Welcome, my friends. We begin our tour at the local primary school, or *ludus*, where wealthy boys and some wealthy girls are taught from ages seven through twelve. Of course, our education truly begins at home. We learn obedience from our parents. We learn about the gods and how to keep them happy. From an early age boys and girls take part in religious ceremonies. My younger brother and sister are still students here at the primary school.
Garan: To say I don’t like it here is an understatement! Every day I am escorted to school by a slave who makes sure I am prepared for the day’s lessons. Many mornings I am barely awake. Classes begin at dawn, and lessons last until midday. Our teachers are very strict and require complete attention and obedience. It is not uncommon for a student to be beaten for any sort of misbehavior or wrongdoing. One time a boy contradicted the teacher and was flogged with a leather whip.
Etrusia: Although Garan paints a bleak picture, the teacher disciplines us so that we learn to be respectful. We speak only if we are asked a question, and we always complete our assignments. We have learned to read and write in Greek and Latin and to do simple mathematical calculations on the abacus.
Narrator 2: Dozens of different languages were spoken throughout the Roman Empire. In the west Latin and in the east Greek were the standard languages used. The Romans introduced writing to northern Europe. They used the Latin alphabet, which has 22 letters. Roman numerals are still used today, although not for mathematics. But they are used in outlines, for labeling book volumes, and on clocks and watches.
Servius: Although I am fortunate to have been given the opportunity to come to school, I must say I will not miss the rigorous, repetitious, and mostly boring lessons. This is my last year at school. Mother must now prepare me to master the more important domestic skills if I am to marry a wealthy Roman. I wish Father would have let us have a Greek tutor, or pedagogue, like Timone has.
Timone: When I was six my father entrusted me to one of our Greek slaves. As you know, slaves are treated in a variety of ways in Rome. Some work very hard and live like animals. Others, like my trusted friend Sophles, are treated like one of the family. Sophles was a teacher in Greece and is highly knowledgeable in reading, writing, mathematics, the arts, literature, philosophy, and the sciences. Sophles is responsible for my appearance and for teaching me how I should behave in different situations. His care and instruction prepared me to enter the grammaticus, or secondary school. Many other wealthy Roman families have Greek tutors for their children.
Servius: As a matter of fact, Xenatis and his pedagogue are waiting for us at the grammaticus as we speak, so we must be on our way. Not all boys are able to move on to secondary school. Most children in the Empire are illiterate or have only a basic education because they are needed in the family trade or business. Those of us wishing to have prominent positions within the government or to practice law require a higher education that only wealthy families can afford. Ah, here we are. Greetings, Xenatis.
Xenatis: Hello. I understand you are giving a tour of my alma mater. Although I am glad to help you, I’m also glad to have already graduated. The grammaticus was much more strenuous than I had imagined. We read scroll after scroll of famous Greek and Latin literature and memorized long, complicated passages from each. I remember being questioned constantly by our teachers not only about the content, but also about the grammar and figures of speech used by the authors. And the writing assignments! I dulled more than my share of styluses, and I’m still picking beeswax from under my fingernails!
Servius the Student (cont.)
Narrator 3: Students in the grammaticus wrote their daily assignments on special wooden tablets covered in melted beeswax. When notes were no longer needed, the wax was often smoothed and reused. Occasionally, wax tablets were bound together to form a book, but it was more customary for important texts to be written in ink on papyrus scrolls.
Narrator 4: These scrolls were more permanent than the wax tablets, but also more expensive. Paper was made by pounding together the fibers of the papyrus reed, then pressing, and polishing the sheets until they were smooth. Papyrus was used for important documents, especially those with a legal purpose. The very best books were written on a substance called vellum, made from the skin of a kid or lamb. Vellum was very durable. The sheets were thin enough to create a beautiful writing surface. But vellum was very expensive and required many hours to prepare.
Narrator 5: The ink used by the Romans was made from soot mixed with resin, wine dregs, and cuttle fish secretions. A tool called a stylus was used for writing. They had a point at one end that was used to transfer ink onto papyrus or vellum and to scratch text into wax tablets. The other end was a flat surface used to smooth out, or erase, unwanted text on the wax. Ink pots were fashionable with the Romans. They came in a variety of shapes and sizes. Many of the upper-class displayed their wealth by having beautiful inkpots inlaid with patterns of gold and silver.
Servius: We read and write a lot here at the grammaticus. Here’s the school library. We glued the sheets of papyrus or vellum together to form a scroll, or a long strip attached to two dowels. We read them by unrolling them from one dowel and rolling them up with the other. The scrolls are stored in drumlike containers. Our “books” have to be copied by hand—a slow and painstaking process mostly performed by Greek slaves.
Timone: Xenatis and I depended upon our pedagogues to support us at home with our studies, and we learned many more subjects, including advanced calculations in mathematics, weights and measures, and the art of rhetoric, or effective and persuasive speaking. Do you wish you had a pedagogue, Servius?
Servius: Primary school trained me well to be disciplined in my studies. Garan may dread his studies here, but he’ll enjoy the athletics. We participate in a variety of physical activities such as running, jumping, wrestling, and swimming. There is a terrible toughening-up process.
Xenatis: I certainly wouldn’t want to go through that again! We had to swim the river rapids and avoid the rocks. We had to endure many hardships without complaint. How we survived and graduated with honors is mystery only the gods can unravel.
Servius: My father has said very little about my progress, but I believe he is proud of me. Lately I have been accompanying him when he gives important speeches at the forum, and he let me attend a dinner party last week at the home of an important patrician. When I am home and he is conducting business, he allows me to be there with his clients. He says it is good preparation for becoming a respected citizen and paterfamilias. And it’s good practice to reinforce the teachings of my rhetor.
Timone: That’s right, you are working with a professional public speaker now to further your studies. This will prepare you for a number of professions, such as law, the military, and politics.
Xenatis: Working with a rhetor is far more enjoyable than grammaticus. It is fun to write a speech in which you present and argue various points of view. I have read a few of your essays, Servius, and you show promise.
Servius: Thank you, dear friend. My rhetor requires that I write many different types of essays. But it is not only words that help make a good speech. Tone, diction, and gestures are also important. Father has agreed to pay for my studies as long as I continue to work hard. Eventually I would like to go to Athens to study. It is the best place to study rhetoric, and some of the most famous teachers live there. However, it will be very expensive.
Timone: Have faith in the gods and your fate, Servius. You are a good student. Now let’s get back to the ludus and pick up your siblings. We can stop at a food stall on the way home for a midday snack. All of this talk about Roman education has made me hungry!
Servius the Student – Please answer the questions (watch for plurals!).
1. What was the head of the family called?
2. What 2 things did the head of the family make sure his children learned?
3. What was the name of the primary school? Who was allowed to attend? What ages attended?
4. Before attending school, name 2 things children learned from their parents.
5. Who escorted the children to school?
6. What happened if children misbehaved?
7. What languages did children learn to read and write? On what instrument did they learn to do math calculations?
8. What is another name for a Greek tutor?
9. After age 12, why did the mother teach daughters domestic skills?
10. What are the responsibilities of the slaves who teach the sons?
11. What is the name for the secondary school?
12. T or F – Most children of the empire are literate. (If your answer is false, EXPLAIN why).
13. What positions required higher education?
14. Explain classes at the secondary school.
15. What did students in the grammaticus use instead of paper?
16. Important texts were written on ___ with ___. The very best books were written on ___.
17. How did they make ink in Rome?
Compare Educational Systems
Use the information from *The Life of the Student* (pages 137–140) and other sources to complete the chart below. Be sure to make your entries as detailed as possible.
| Roman Education | Modern Education |
|-----------------|------------------|
| School Levels/Students' Ages | |
| Subjects Studied | |
| School Supplies | |
| Discipline/Rules | |
| Higher Education | |
| Home Schooling | |
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Walk safety
This leaflet contains some basic information about preparation and safety on walks. It doesn’t cover everything, but it does give you a few pointers for what to look out for. If you are unsure about anything, look up more information or seek advice, for instance from the National Park Centres on Exmoor. The Ramblers’ Association (www.ramblers.org.uk) also has some good information on walk safety.
Clothing, equipment and preparation
In summer some shorter and more straightforward walks can be done in trainers, outdoor shoes or even walking sandals if you are used to them (but see the note about adders under ‘keeping safe’), and they require no special clothing or equipment apart from weather protection – perhaps sun block, sun hat and sunglasses, and a light packable waterproof. Shorts and short sleeves can be fine in warm weather, but exposed limbs are more vulnerable to the sun, thorns and nettles, as well as biting insects and ticks. Many walks include uneven, stony paths, mud, and sometimes shallow fords, where the added support and protection provided by walking boots becomes almost essential. Gaiters can be useful in (or after) heavy rain or in boggy areas. Make sure you have enough water – half a litre is a minimum for anything more than a short stroll, a litre or more in hot weather – and food, particularly on longer walks where there are no intermediate refreshment stops.
In cold weather a warm layer such as a fleece or jumper plus a windproof and waterproof outer layer are essential – and add a warm hat and gloves. A stick or hiking pole can be useful for steep or slippery descents, and two provide more stability and take weight off the knees. If you are heading on to the open moor, or more remote sections of the coast path, consider taking an emergency shelter or survival bag in cool or wet conditions. A small first aid kit (add some treatment for bites and stings, a tick remover or pair of thin forceps, and perhaps some blister plasters), a compass (essential on open moorland walks), and a loud whistle for attracting attention are useful additions, plus a torch if there is any possibility of being out after dark. If you are walking alone, consider how you would call for help and let the emergency services know where you are, and who could raise the alarm if you are not back in a reasonable time. Calling ‘999’ or ‘112’ picks up any signal that is available, and you can also register your phone so that you can text ‘999’ if needed (start by texting ‘register’ to 999). A GPS app or device is also useful (though the signal can be poor in woodland).
Weather, terrain and tides
Check the weather before you set out, and be prepared for adverse conditions. There several things to be aware of here. Loss of visibility in fog or heavy rain can make navigation more difficult particularly on the open moors, when a compass becomes essential. Cold and wet weather in remote locations comes with a danger of exposure and hypothermia, particularly if you have inadequate clothing, with the strongest risk when cold and wet or windy conditions combine with exhaustion or an accident. Wet weather brings an increased danger of slips and falls, particularly on steep and narrow paths. After heavy rainfall Exmoor acts like a sponge, absorbing water until it is full, then any surplus rain cascades off the top of the moor turning the rivers and streams into raging torrents. At their most destructive these flash floods can sweep cars and buildings away, as happened when parts of Lynmouth were destroyed in 1952. Moorland walks, and those that cross or run alongside rivers and streams as they come off the hills, are unadvisable in flood conditions, and don’t try to ford fast-moving watercourses: at best you will get very wet. Finally don’t underestimate the force of the sun in summer, even on misty days: it is easy to get sunburnt through the mist.
Several walks involve stretches of open moorland where there are no defined paths. The conditions on these vary depending on time of year, recent rainfall, and how much they have been walked previously. Do be prepared to navigate carefully (with a compass or GPS where indicated), pick your way carefully through vegetation and bog, and take care to avoid disturbing wildlife particularly during the nesting season (March to July). Heavy rain, and sometimes strong spring growth, can make some stretches of moorland impassable or very difficult to negotiate: be prepared to turn back or find an alternative route.
A few walks have short tidal sections that can only be done near low water. Check the tide times before you go. There is local advice in individual walk instructions, but in general the ‘window’ for walking on tidal paths is 2 hours either side of low water. This means being off the path or beach at least 4 hours before high water, so make sure you have enough time to complete the tidal section before you set out.
Keeping safe
Exmoor is relatively safe walking country given common sense and suitable clothing. Watch out for ticks, that can attach themselves to bare skin that is in contact with vegetation; they can carry Lyme disease, which can lead to debilitating complications if left untreated. Particularly in the summer there is a chance of encountering an adder (viper) in scrub or bracken or among rocks, but unless cornered or stepped on it is more likely to flee than to bite. Bites are very painful and can cause severe nausea and paralysis. They should be treated as a medical emergency, but they are rarely deadly. Be aware of cattle: skirt around cows with calves, don’t walk between cows and a bull, and be particularly careful when walking among cattle with a dog (if a cow or bull does charge at you, both you and the dog will have a better chance of avoiding injury if you let the dog go).
Otherwise, the main danger is from the landscape itself, and of course traffic. Many paths are uneven with stones and tree roots, and descents can be slippery particularly after rain and in late autumn and winter when they are covered in fallen leaves. There are also a few paths (indicated in the walk descriptions) with unprotected drops to one side. The rule for these is to focus on the path, slow down and step carefully, and stop when you want to admire the view or take pictures. If the path becomes too difficult or starts to look dangerous, turn back. When walking on lanes, keep a good lookout, and walk on the right-hand side of the road except when approaching a blind bend: cross to the open side of the bend in good time to allow traffic to see you. On narrow lanes where the vehicle needs to ‘squeeze’ past, it is safer to stand on the driver’s side – usually your left as you are facing the vehicle. If you are walking in a large group, keep in single file on narrow lanes and divide into groups of no more than four walkers. Fluorescent or bright clothing, particularly for the first and last walkers, aids being seen; if there is a possibility of being out after dark, also take a good torch.
Particularly on more remote walks, if you haven’t arrived at a feature or waypoint in a reasonable amount of time and you are unsure where you are, return to the last known point and refer carefully to the map or walk instructions; this is where a compass or GPS can be useful. Do make allowances for changes, for instance marker posts and signs can fall down or be removed, and stiles can be replaced with gates. More major changes such as new roads and housing developments are relatively rare, but footpaths are sometimes diverted and the addition of a new farm driveway or forest track can make paths appear different from how they are shown on the map or described in route instructions.
**A Country Code**
Any rural area is first and foremost a home, a workplace and a habitat. Following a simple country code, such as the one below that is based on the more detailed Countryside Code, does much to protect the landscape and avoid conflict between the different users of the countryside.
- Respect local people and visitors using the countryside. In particular, when driving slow down and wait for walkers, cyclists, horses, livestock and wild animals, and whether you are driving, riding or on foot, don’t hinder people at work.
- There is no blanket speed limit on Exmoor or the Quantocks other than the national one, but 40mph (as on Dartmoor) is a sensible limit on the open moor. On the other hand, don’t crawl along trying to drive and admire the view at the same time.
- Park considerately. Particularly if you are walking as a group with several cars, leave enough spaces for local people – for instance to visit shops, post offices and churches. Get permission before leaving your car in pub or café car parks while you walk.
- Keep to designated paths and access land, and avoid actions that could cause damage – such as walking on crops or historic sites, and climbing over walls and fences. If you have no choice but to climb over a gate, use the side next to the hinges.
- A right of way means that you have a right to pass through, not to hinder people who are working or taking part in other leisure activities, or to invade privacy for instance by stopping to eat your lunch overlooking a house or garden on the route.
- Leave gates as you find them – or as indicated on signs.
- Take litter home with you, or put it in litter bins where they are provided.
- Don’t remove or damage plants, trees, wildlife or rocks.
- Be careful with naked flames and cigarettes – fires can be devastating to plants, wildlife and farming.
- Ensure that dogs are under control and do not worry livestock or wildlife, including ground nesting birds. On access land, dogs must be kept on a short lead from the beginning of March to the end of July. Clean up any dog mess.
- Respect any local orders and variations – for instance when footpaths and access land are closed, or there are temporary restrictions on dogs. Follow any local advice and signs.
- Make sure you are well-prepared for the activity you are planning to do. In particular, check the weather forecast and where appropriate the tide times, and go equipped for the conditions – as well as any unexpected changes.
There may be the odd occasion where you need to assert your rights as a walker. Avoid doing this in a way that is aggressive or obstructive – if you get a less than civil response, you can always report it (along with any obstructions to rights of way) to the National Park Authority on Exmoor, the local authority’s Footpaths or Rights of Way Officer elsewhere, or the police if you are threatened.
**Finally, the disclaimer**
The information on this site is provided freely and in good faith to help users explore the Exmoor and Quantocks region. I’m not a professional walk leader, none of it is guaranteed in any way, and there will be errors and omissions. It is your responsibility to use the site sensibly, to read and take note of the warnings relating to specific walks or walking in general (including use of GPX files), to assess how suitable each walk is for you, and to take into account (among other things) your level of fitness, surefootedness and head for heights, as well as the weather conditions and where relevant the tide times. I sincerely hope you don’t have an accident or injure yourself, get lost, experience hypothermia, dehydration or sun-stroke, get cut off by the tide, arrive at the café just as it shuts, or miss the last bus (or find that it’s been withdrawn from service), but I can’t take any responsibility if you do!
Copyright © Stan Lester 2018-20. Last updated 07/2020. Please email firstname.lastname@example.org with any updates.
*You are welcome to use, copy and distribute this document for personal and non-profit purposes (attribution—non-commercial—no derivatives). No responsibility is taken for any errors or omissions, or for your navigation or safety when walking.* | <urn:uuid:547c04b5-cce7-4344-9476-6bab161a1fd2> | CC-MAIN-2021-10 | http://exmoorwalker.emyspot.com/medias/files/walk-safety.pdf | 2021-02-27T04:22:54+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178358064.34/warc/CC-MAIN-20210227024823-20210227054823-00378.warc.gz | 35,254,796 | 2,501 | eng_Latn | eng_Latn | 0.998997 | eng_Latn | 0.998998 | [
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Introduction to Public Forum and Congressional Debate
Introduction to Public Forum and Congressional Debate
Jeffrey Hannan
Benjamin Berkman
Chad Meadows
International Debate Education Association
New York, London & Amsterdam
Published by:
International Debate Education Association
105 East 22nd Street
New York, NY 10010
Copyright © 2012 by International Debate Education Association
This work is licensed under the Creative Commons Attribution License: http://creativecommons.org/licenses/by-nc-nd/3.0/
Library of Congress Cataloging-in-Publication Data
Hannan, Jeffrey.
Introduction to public forum and Congressional debate / Jeffrey Hannan, Benjamin Berkman, Chad Meadows.
p. cm.
ISBN 978-1-61770-038-5
1. Debates and debating. I. Berkman, Benjamin. II. Meadows, Chad. III. Title.
PN4181.H263 2012
808.5'3--dc23
2012027912
Design by Kathleen Hayes
Printed in the USA
IDEBATE Press
Acknowledgements
We would like to thank the National Forensic League and the International Debate Education Association for their tireless advocacy and support for forensics around the world. Adam Jacobi and Cherian Koshy of the NFL have made invaluable contributions, and we are especially grateful for their support.
Eleanora von Dehsen has been a wonderful resource as an editor, and without her impressive dedication this volume would only be a shadow of its current self.
All the authors thank the countless coaches and colleagues who have provided professional and personal support, particularly Lisa Miller of Nova High School.
Chad thanks his lovely girlfriend, Myra Milam, for her support; Jeff thanks his loving and patient wife, Adie.
## Contents
Acknowledgements ........................................... v
Preface ......................................................... xiii
Chapter 1: Overview of Public Forum Debate ............... 1
The Resolution ............................................. 2
Sides ....................................................... 3
Speeches .................................................... 4
Constructive Speeches ................................. 5
Crossfire ............................................... 6
Rebuttal Speeches ...................................... 6
Summary Speeches ...................................... 7
Grand Crossfire ....................................... 7
Final Focus ............................................. 7
Preparation Time .......................................... 7
Determining the Winner .................................. 8
Rounds ..................................................... 8
Chapter 2: Overview of Congressional Debate .............. 11
Preparation ................................................. 12
The Session ................................................ 12
Electing the Presiding Officer and Setting the Agenda .... 13
Debate ...................................................... 13
Speaking, Precedence, and Recency ......................... 15
Ending the Session ........................................ 17
Judges ......................................................... 17
Chapter 3: Argument Construction .................. 19
Elements of an Argument ............................. 19
Claims .................................................. 21
Warrants .............................................. 23
Data .................................................... 25
Impacts ............................................... 26
Filling in the Gaps ................................. 27
Chapter 4: Congressional Debate Legislation ....... 31
Types of Legislation ................................. 31
Bills .................................................... 33
Resolutions .......................................... 33
Constitutional Amendments ....................... 34
Structure of a Bill .................................. 34
Structure of a Resolution .......................... 37
Structure of a Constitutional Amendment ...... 39
Formatting ........................................... 41
Topic Selection ..................................... 42
Constitutionality, Funding, and Enforcement ... 44
Constitutionality ............................... 44
Funding .......................................... 46
Enforcement ..................................... 47
Chapter 5: Speech Construction in Congressional Debate ........................................ 51
Goals .................................................... 51
Speech Structure ..................................... 53
Introduction ....................................... 53
Body .................................................. 58
Conclusion ......................................... 60
Sponsorship Speeches ............................... 62
| Chapter 5: Delivery in Congressional Debate | Page |
|-------------------------------------------|------|
| Role-Playing | 66 |
| Style in Congressional Debate Speeches | 67 |
| Eye Contact | 68 |
| Tone and Speed | 68 |
| Movement | 70 |
| Gesturing | 71 |
| Pad Orientation | 72 |
Chapter 6: Resolitional Analysis in Public Forum Debate
| Section | Page |
|----------------------------------------------|------|
| Understanding Resolutions | 76 |
| Types of Resolutions | 77 |
| Resolutions of Fact | 77 |
| Resolutions of Value | 78 |
| Resolutions of Policy | 79 |
Chapter 7: Constructive Speeches in Public Forum Debate
| Section | Page |
|----------------------------------------------|------|
| Case Construction | 84 |
| Structure | 84 |
| Introduction | 84 |
| Contentions | 87 |
| Conclusion | 89 |
| Strategic Case Construction | 89 |
| Practice and Delivery | 90 |
Chapter 8: Questioning and Crossfire
| Section | Page |
|----------------------------------------------|------|
| Structure of Questioning | 93 |
| Goals of Questioning | 95 |
| Communicative Goals | 95 |
| Argumentative Goals | 100 |
| Effective Questioning | 103 |
| Open- and Close-ended Questions | 104 |
| Asking Questions | 106 |
| Chapter 8: Effective Answers | 107 |
|-------------------------------|-----|
| Effective Answers | 107 |
| Congressional Questioning Specifics | 108 |
| Public Forum Crossfire Specifics | 110 |
Chapter 9: Debate: Refutation, Rebuttal, and Summary | 113 |
|------------------------------------------------------|-----|
| Flowing | 113 |
| Flowing in Congressional Debate | 116 |
| Flowing a Congressional Debate with Two Sheets | 119 |
| Flowing Congressional Debate by Speech | 120 |
| Flowing in Public Forum Debate | 122 |
| Responding: Refutation and Rebuttal | 125 |
| Offense and Defense in Debate | 129 |
| Responding in Congressional Debate | 130 |
| Responding in Public Forum Debate | 136 |
Chapter 10: Crystallization and the Final Focus | 143 |
|-----------------------------------------------|-----|
| Crystallization | 143 |
| Goals of Crystallization | 144 |
| Selecting the Issues | 144 |
| Closing Debate on Important Issues | 145 |
| Prioritizing and Weighing the Arguments Chosen for Discussion | 146 |
| Weighing | 147 |
| The Final Focus in Public Forum Debate | 149 |
| Crystallization in Congressional Debate | 151 |
| Crystallization Structures in Congressional Debate | 152 |
Chapter 11: Congressional Debate Procedure | 157 |
|------------------------------------------|-----|
| Beginning the Session | 157 |
| Setting the Agenda | 157 |
| Electing the Presiding Officer | 159 |
| During the Session | 160 |
| Section | Page |
|------------------------------------------------------------------------|------|
| Debating Legislation | 160 |
| Questioning | 161 |
| Ending the Debate and Voting | 161 |
| Tabling a Measure | 162 |
| Recess | 163 |
| Personal Privilege | 163 |
| Points of Information and Points of Order | 164 |
| Ending the Session | 165 |
| Recency and Precedence | 166 |
| Amendments | 166 |
| Presiding | 168 |
| Gaveling and Selection Procedures | 168 |
| Recognizing Questioners | 171 |
| Other Skills | 172 |
| Chapter 12: Preparing For Tournaments | 175 |
| Preparation in Congressional Debate | 175 |
| Preparation in Public Forum Debate | 176 |
| Research | 177 |
| Understanding Sources | 179 |
| Citation | 181 |
| Materials | 184 |
| Congressional Debate | 184 |
| Public Forum | 184 |
| Chapter 13: Competing at Tournaments | 187 |
| Tournament Structure | 187 |
| Professionalism | 190 |
| Dress | 192 |
| Interaction with Judges | 193 |
| Maintaining Mental Awareness | 196 |
| Glossary | 199 |
Hundreds of thousands of students in the United States and around the world participate in academic debate. Debate offers these students many benefits: a rigorous education, the thrill of competition, and the joy of camaraderie. Debaters reap these benefits from a variety of different debate events, some of which have existed for more than a hundred years, others for less than a decade. Two of the most popular forms of debate are quite new: Congressional Debate has existed in some form for many years but has only recently gained widespread acceptance; Public Forum Debate was only developed in the last 10 years.
Because the two events are relatively young, little material is available to help new (or experienced) debaters learn the activities. Nevertheless, these two events continue to grow and attract new students. Although the two activities differ in basic structure, they have much in common: both events offer an accessible blend of argument and eloquence; both events empower students; and both events offer a fast-paced, exciting exchange of ideas. These characteristics, as well as the universal characteristics of solid argumentation and debate, make a text covering both Congressional Debate and Public Forum Debate appropriate.
But what does it mean for a text to “cover” these styles of debate? And who will benefit from that text? Well, this
book will be most useful for debaters new to Congressional Debate or Public Forum Debate. In addition to explaining how these styles of debate work, this text will teach new debaters how to write an argument, how to prepare and deliver a rebuttal, how to ask and answer questions, and how to prepare for and compete in debate tournaments. Even students experienced in these forms of debate may find many useful tips and strategies to improve their performance.
Overview of Public Forum Debate
One of the newest forms of academic debate, Public Forum Debate was designed to enable debaters to discuss current events in an accessible, conversational format. Public Forum rounds feature polished delivery, exciting clash, and fast-paced refutations. The format also allows debaters to work together as partners. For these reasons, Public Forum Debate often comes closest to what many beginning debaters imagine debate will look like.
Public Forum Debate features four high school students on teams of two debating a timely issue in highly structured speech times. The teams compete for the vote of a judge or panel of judges, who will decide the round based on which team debated better. Debate in Public Forum should be conducive to adjudication by citizen judges and should not require special knowledge or training to judge. The debaters will use their common knowledge, reasoning, and evidence from third-party experts to support and substantiate their arguments.
The Resolution
The central component of Public Forum Debate is the resolution, which is the topic that the students debate. Resolutions are generated by the National Forensic League and are published in the NFL’s monthly journal, *Rostrum*, and on its website, www.NFLonline.org. They are chosen each month by a vote of NFL member schools; tournaments, though, may use whichever month’s resolution that they deem best. For example, if a tournament is held early in the month, thus leaving students too little time to adequately prepare that month’s resolution, the tournament may use the previous month’s resolution. The NFL also chooses a Nationals topic that is used at the NFL National Tournament.
Resolutions are intended to be “ripped from the headlines” and to reflect prevailing issues about which most well-read individuals would be informed. Previous resolutions have covered a wide array of topics such as 9/11 security measures, cyberbullying, and civil disobedience. Two resolutions have been:
Resolved: The costs of a college education outweigh the benefits.
Resolved: The United States federal government should permit the use of financial incentives to encourage organ donation.
The word “Resolved” appears at the beginning of each resolution, which sets up the basic clash of every Public Forum round: the pro team, also called the affirmative or “aff” team, attempts to prove the resolution true, while the con team, also called the negative or “neg” team, attempts to prove it false. The NFL guidelines state that
Public Forum Debate does not have preestablished burdens of proof for either side of the debate. In other words, neither the pro or con team is obligated to debate in a certain way to uphold certain arguments; instead, the resolution itself will generate those burdens of proof. Each resolution dictates the substance of debating for both sides. For example, the first resolution posits a fact that the costs of a college education outweigh the benefits. For this resolution, the debaters must prove or disprove this fact to win the debate. The second resolution posits an action that the federal government should take, namely allowing financial incentives to encourage organ donation. For this resolution, the debaters must prove the desirability (or lack thereof) of this action. (You can find a more thorough exploration of Public Forum Debate resolutions and analysis in Chapter 6.)
**Sides**
In most other forms of debate, the debaters are assigned sides before the round begins. In Public Forum Debate, this is determined with a coin toss. The team that wins the toss may choose which side of the resolution they would like to defend *or* whether they would like to speak first or second. Depending on which choice the winning team makes, the team that has lost the coin toss makes the remaining choice. For example, if the winning team selects which side it wants to defend, then the losing team chooses to speak either first or second. Strategies for the coin toss are covered in Chapter 13.
Because debaters cannot always control the side of the resolution they must defend, they must be prepared to
debate both sides of every resolution. Strategies for preparation are discussed in greater detail in Chapter 12.
**Speeches**
The debate itself is broken down into a series of speeches based on the speaking order selected during the coin toss. This makes Public Forum Debate unique among debate events in that the con, or negative, team may begin the debate. Both teams and speakers alternate speeches until the conclusion of the debate.
Public Forum Debate includes four types of speeches: the constructive, the rebuttal, the summary, and the final focus. It also includes three questioning periods, called “crossfires.” The order of a PF round is as follows:
| Speech/Crossfire Period | Team/Speaker | Time |
|-------------------------|---------------------------------------------------|------|
| Constructive Speech | Team A: First Speaker | 4 minutes |
| Constructive Speech | Team B: First Speaker | 4 minutes |
| 1st Crossfire | Team A: First Speaker and Team B: First Speaker | 3 minutes |
| Rebuttal Speech | Team A: Second Speaker | 4 minutes |
| Rebuttal Speech | Team B: Second Speaker | 4 minutes |
| 2nd Crossfire | Team A: Second Speaker and Team B: Second Speaker | 3 minutes |
| Event | Team A: First Speaker | Time |
|-----------------------|-----------------------|-------|
| Summary Speech | | 2 minutes |
| Summary Speech | | 2 minutes |
| Grand Crossfire | All Speakers | 3 minutes |
| Final Focus | Team A: Second Speaker| 2 minutes |
| Final Focus | Team B: Second Speaker| 2 minutes |
Note that each debater speaks twice, delivering both a four-minute speech and a two-minute speech. The order of speakers and teams is consistent throughout the round; if Team A gives the first constructive speech, then Team A will give the first rebuttal, summary, and final focus speeches. Also, the debater who delivers the constructive speech will deliver the summary; the student who delivers the rebuttal will deliver the final focus.
**CONSTRUCTIVE SPEECHES**
The constructive speeches are the teams’ first opportunity to deliver and establish their prepared arguments, also called a “case.” These speeches are typically fully scripted. The first speaker from each team will read their case, which will include evidence in support of or in opposition to the resolution depending on the side of the team in any given debate. Once the first speaker has finished, the first speaker from the second team will stand and deliver their case. Typically, no direct clash between ideas occurs at this point in the debate. (Constructing individual arguments for a Public Forum case is covered more thoroughly in Chapter 3; a more comprehensive exploration of Public Forum cases as a whole is provided in Chapter 7.)
CROSSFIRE
Following the two constructive speeches, the first speakers from each team engage in a crossfire, a three-minute period during which either speaker may ask or answer questions. The speaker from the team that speaks first has the right to ask the first question. Following the first question, the flow of questions is left up to the debaters. After answering a question, a speaker will usually interrupt her opponent’s questions to indicate that she would now like to ask a question. Both debaters participating in the crossfire stand and address each other as well as the judge during the crossfire periods. (More information about crossfire in Public Forum Debate can be found in Chapter 8.)
REBUTTAL SPEECHES
After the first crossfire, the second speakers on each team deliver the rebuttal speeches; this is the first opportunity for each team to refute, or answer, the arguments made by their opponents. In this four-minute speech, the speakers are charged with disproving their opponent’s cases with their own analysis or with evidence from third-party sources. The first speaking team’s rebuttal will focus on refuting their opponent’s case; the second speaking team’s rebuttal must both refute their opponent’s case and also respond to attacks made against their own case. (The process of refutation and rebuttal is covered in Chapter 9.) Speakers stand and address the judge during the rebuttal speeches and speak extemporaneously from notes. After the rebuttal speeches, the second speakers from each team participate in the second crossfire period, which follows the form and style of the first.
SUMMARY SPEECHES
Following the second crossfire, the first speakers on each team deliver their summary speeches. These speakers will attempt to summarize the main issues in the debate and continue to persuasively advocate for their position. The speakers stand and address the judge during their summary speeches. (Summary speeches are also covered in Chapter 9.)
GRAND CROSSFIRE
Following the summary speeches, debaters participate in the grand crossfire. The grand crossfire is very similar to the other crossfires, except that all four debaters participate. The debaters address one another and the judge but generally remain seated. The grand crossfire is notorious for escalating tension, so all participants need to be mindful of decorum. (Strategies and guidelines for grand crossfire are provided in Chapter 8.)
FINAL FOCUS
The last speech of the debate is the final focus, which is delivered by the second speaker. No new arguments may be made in the final focus; instead, the speaker concentrates on analyzing the arguments that have been made already and detailing for the judge why, on the merit of those arguments, her team should win the debate. (The final focus is addressed more fully in Chapter 10.)
Preparation Time
In addition to the eight speeches and three crossfire periods, each team has two minutes of preparation time, usually
just called “prep.” Debaters may choose to use prep time at any point of the debate, but only between speeches or crossfires; debaters may not take prep time in the middle of a speech. During prep time, partners may consult with each other over potential arguments to make or questions to raise during upcoming speeches or crossfires. The two minutes of prep time is cumulative for the debate, so participants must manage this time wisely.
**Determining the Winner**
At the conclusion of the debate, the judge will decide who has won the round based on the merits of the debate. She will fill out a ballot that is distributed by the tournament, indicating a winner and assigning points for each debater. Judges are asked to decide the round based on the merits of the debate rather than their personal biases about the topic. Judges typically decide the winner based on the arguments presented and decide speaker points based upon the style and speaking skill of the speakers. Each tournament has its own rules concerning speaker points, but typically they are given on a scale of 1 to 30.
**Rounds**
Each tournament is structured differently, but most have both preliminary rounds, sometimes called “prelims,” and elimination rounds, sometimes called “elims” or “break rounds.” Everyone in the tournament debates in the preliminary rounds. At the beginning of the tournament, teams are randomly matched against opponents. As the
tournament progresses, teams are typically matched against teams with the same record of wins and losses. This continues for a set number of preliminary rounds. At the end of the prelims, the tournament staff will announce those teams who, based on their record of wins and losses and sometimes their accumulated speaker points, have “broken” (advanced) to elimination rounds. (More information about the process of competing at a tournament is found in Chapter 13.)
**KEY CONCEPTS**
- Public Forum Debate, the newest form of academic debate, is held at a conversational pace that the average person should understand.
- Public Forum resolutions tend to discuss highly relevant and timely world issues.
- Debates involve two teams—pro and con—composed of two speakers each.
- Public Forum begins with four-minute constructive cases, followed by four-minute rebuttals; each side then gives a two-minute summary and a two-minute final focus.
- After the constructive speeches, the rebuttals, and the summaries, there is a crossfire period where the debaters ask one another questions.
• Rebuttal speeches should answer the arguments made by opposing debaters, while summaries and final focuses should attempt to clear the round up for the judge.
• After the round is complete, the judge decides a winner.
Overview of Congressional Debate
Congressional Debate is possibly the most well-rounded activity in speech and debate—offering something for everyone. Many students appreciate the opportunity to write their own topics for debate; others appreciate the breadth and depth of research that is required. Many debaters enjoy the political and social aspects of the event; others revel in the order and logic of Congressional procedure. Some debaters enjoy the wide range of debates that occur in a Congressional Debate session; others appreciate the opportunity to showcase their speaking skills. Whatever students are seeking, they are likely to find it in this event.
Congressional Debate, sometimes just called “Congress” in the debate community, involves students emulating members of the U.S. Congress by debating legislation the participants have prepared ahead of time. Legislation is a one-page bill or resolution that offers a legislative solution to a problem. Topics for legislation include just about anything that the U.S. Congress might consider: domestic social issues (legalization of drugs or prostitution), economic issues (eliminating the capital gains tax), or foreign
policy (enacting stricter sanctions against Iran). The legislation is written by participating schools and students, submitted to the tournament (generally about a month in advance), and then compiled by the tournament staff into a single docket that is distributed to participating schools so they can begin preparation.
**Preparation**
Participants prepare arguments for and against the various bills, resolutions and amendments. Ideally, these arguments take the form of detailed outlines that will allow for extemporaneous delivery. Debaters will use logic, evidence, and rhetoric to support or oppose the various legislation. (Argument construction is covered in Chapter 3; more information about preparing for a tournament can be found in Chapter 12.) Depending on the region or league, participants may be assigned to a particular committee and, therefore, have a particular point of emphasis for their preparation (the most common committees are Public Affairs, Economics, and Foreign Affairs).
**The Session**
Once preparation is complete and participants arrive at the tournament, they will report to their assigned room, or chamber. These chambers are assigned by the tournament, often well in advance of the actual competition, and generally feature an even distribution of students from different schools or regions. Participants compete in these chambers in a series of sessions that last between two and four
hours. During each session, debaters will have the opportunity to speak multiple times on a variety of legislation. (More information about competing at tournaments can be found in Chapter 13.) The sessions are largely run by the participants themselves through the use of procedure.
**Electing the Presiding Officer and Setting the Agenda**
At the beginning of each session, the student legislators elect a chairperson, also called the presiding officer, or P.O., from among their ranks. This individual is charged with running the session, much like a chairperson might run a business meeting. She will call for motions, recognize speakers, manage the chamber, and moderate the debate.
Once the P.O. is elected, the chamber must decide in what order they will discuss the legislative docket. The members compose, nominate, and then vote on different agendas. A tournament may have as many as 40 or 50 pieces of legislation on the docket, thus this agenda-setting process is very important. Not every bill or resolution will be discussed.
**Debate**
Once the agenda is set, the debate begins. The first bill or resolution is now the focus of the debate. The P.O. calls for the first speech in favor of the legislation; this speech is called either the authorship or the sponsorship speech. It is an authorship if the person who wrote the legislation is delivering the first affirmative speech; if no author
is present, or the author declines to give the authorship (which rarely happens), then any participant may sponsor the legislation. Generally, the author has the right to deliver the first affirmative speech; some tournaments may choose to eliminate this privilege though. Additionally, some tournaments ask for legislation from schools, not from particular students, so sometimes the author’s name is not included on the legislation. Whether there is an author or not, the P.O. will call for speakers and students who wish to speak will stand (or, in some regions, raise a placard with their name on it); the P.O. will then select a student to deliver the first speech.
The author or sponsor delivers her three-minute speech in support of the legislation; while she is speaking, the P.O. keeps time and gives the speaker appropriate signals as time remaining. The method the P.O. uses to signal the speaker may vary, but the national norm is to tap with a gavel at specific points during the speech; the speaker knows how much time she has remaining based on the number of gavel taps (more information on gaveling is found in Chapter 11). When she is finished speaking, a two-minute question period follows. During this time, any student legislator in the chamber may stand to ask a question of the speaker. The P.O. will call on members, they will ask their question, then the speaker will answer; this process repeats until the question period has elapsed. (Questioning in Congressional Debate is explored more thoroughly in Chapter 8.) Then, the P.O. will call for speakers in opposition to the legislation and members who wish to speak will stand to be recognized.
The first speech in opposition to a bill or resolution (also called a “negative” speech) is also followed by a two-minute question period. Afterward, the P.O. will call for
more speeches, alternating between affirmative and negative. Students typically speak with the assistance of notes (most often written on a legal pad). Each speech on a bill or resolution after the first affirmative and first negative speeches is followed by a one-minute question period. Members make new arguments, they respond to old arguments, they compare and weigh the different evidence presented by each side, and, eventually, they summarize the debate. (More information about debate and summary is found in Chapter 9.)
This process continues until no students wish to speak on the legislation, the chamber votes to end debate on the legislation, or the tournament rules require an end to the debate on the legislation (some tournaments set a time limit for each debate). At this point, the chamber will vote to pass or defeat the legislation; competitors will rise in support or opposition and may even abstain. The success or failure of legislation is interesting and often compelling: close votes are common; hotly contested issues raise the chamber’s interest in the outcome of the vote. Nevertheless, the vote count has no bearing on the results of the competition, so students should not worry if they are on the “losing” side.
**Speaking, Precedence, and Recency**
No participant is forced to speak on a particular side of a bill or resolution or to speak on a topic at all. This flexibility is one of the aspects of Congressional Debate that appeals to students. The flipside to this is that, with the exception of authorship speeches, participants are not guaranteed the option to speak at any given moment. Although a member may stand to be recognized during a
debate, he may not be called on. This limitation is mitigated, though, through the use of precedence and recency. By rule, participants who have spoken the least number of times have precedence. Imagine that both Allison and Ben stand to give a negative speech; if Allison has already spoken twice during the session, and Ben has only spoken once, the P.O. must call on Ben. Additionally, members who have spoken least recently have recency. Allison and Ben stand again later in the session, and now both of them have spoken twice. Because Ben delivered his second speech most recently, the P.O. must now call on Allison. Put another way, because it has been longer since Allison last spoke, she has better recency and the right to speak.
The use of these two systems, precedence and then recency, ensures that all competitors have equal opportunity to speak over the course of a session. Not every participant will get to speak exactly when she wants, but everyone will get a fair chance to compete. The only exception to these rules is the authorship speech; if the author of a bill or resolution is present when it comes up for debate, she has the right to give the authorship speech regardless of recency or precedence.
Throughout the session, students will use procedure to take various actions: exit and enter the room, call for recesses, address the chair or chamber, amend legislation, extend questioning, and so on. (A more detailed exploration of Congressional Debate procedure is provided in Chapter 11.)
Ending the Session
At the end of a session, several events will occur. First, the chamber will vote on any legislation that is currently being debated or that had been tabled earlier in the session. Next, they will take care of any necessary business for the next session, such as amending the agenda or electing a new presiding officer (a different student serves as the presiding officer in each session at a tournament). Finally, depending on whether or not it is the last session of the day or of the preliminary sessions, the students may vote to determine various awards, such as Best Presiding Officer or Best Legislation. When all business is complete, the chamber will either recess (to reconvene at the beginning of next session) or adjourn (effectively ending the legislative day).
Judges
At least one adult judge attends each session of each chamber. Sometimes, a tournament also provides an adult parliamentarian, who will make decisions about procedure and ensure that the P.O. and the chamber are following all rules. The parliamentarian may also act as a judge. The judge(s) and possibly the parliamentarian have three responsibilities: scoring each speech, scoring the presiding officer’s performance, and completing a preferential ballot ranking the best legislators in the session. These “prefs” typically determine which students advance to elimination rounds or receive awards. Judges are generally instructed to rank the students holistically, taking into account not just their speeches but also their poise and presence in chambers, their involvement in questioning, and their use of procedure.
KEY CONCEPTS
• In Congressional Debate, students act as though they are legislators making decisions about bills and resolutions on the floor of the House or Senate.
• Students deliver speeches, typically three minutes, in support of or against bills and resolutions.
• After each speech, other members of the chamber ask questions of the speakers.
• Before the first session, students form an agenda to determine the order of the bills and resolutions debated.
• Before each session, the chamber elects a presiding officer to run the chamber.
• The presiding officer must use recency and precedence to determine the speaking order of the chamber.
• Each session is judged by one or more adults, and there may or may not be parliamentarian who oversees the chamber.
Argument Construction
Congressional Debate and Public Forum Debate are distinct activities but have much in common. The most fundamental element of each event, and, in fact, all debate events, is the construction of solid arguments. This chapter will explore the process of argument construction.
Elements of an Argument
Arguments may take many forms, but successful arguments share a specific set of elements. A complete argument contains:
- a **claim**, or the basic idea of the argument;
- a **warrant**, or an explanation why the claim is true;
- **data**, or evidence; and
- an **impact**, or a reason why the argument is important.
These elements should be present in all forms of argumentation. They are especially important in verbal argumentation because the audience must be able to follow the argument. In written argumentation, readers may absorb and process the argument at their own pace; if they are confused, they can reread a passage or sentence.
Structure of an Argument
Claim The main point of the argument; what the debater seeks to prove true.
Warrant The logical justification for the claim; why the claim is true.
Data The information or evidence used to bolster the warrant.
Impact The reason the argument should matter to the audience.
Example of Each Element of an Argument
Claim Legalizing marijuana will increase government revenues.
Warrant Governments can place taxes on legalized marijuana.
Data *Business Week*, March 29, 2009—Legalized marijuana, if sold in stores at the same prices as sold on the street, would yield $40 to $100 billion in new tax revenue.
Impact In a country where both federal and state governments run massive deficits, and where programs from welfare to education are being cut across the board, we need to do whatever we can to increase revenue streams.
In verbal argumentation, the audience (and the speaker) only have one chance at comprehension. Each of these elements ought to be presented in a very specific way in order to enhance the audience’s understanding (and, by extension, their likelihood of agreeing with the speaker).
**CLAIMS**
A claim is the main point of an argument, a statement of what the debater intends to prove. It is sometimes called a “tagline” and should be contained in the first sentence of an argument. The claim should intuitively resonate with the audience by using powerful and direct language.
In the context of a debate round, a debater must use her claims to accomplish three goals:
1. **Label the argument.** A claim should always include some system of numbering or sequencing to help delineate major ideas. Speakers should label arguments clearly and simply: “The first reason to affirm this legislation” or “the next argument in favor of the resolution.”
2. **Relate back to the purpose of the argument.** In Public Forum Debate, debaters should make consistent references to the resolution and their advocacy (to affirm or negate the resolution). In Congressional Debate, speakers should reference the legislation and their advocacy (to pass or defeat the legislation). Using the specific language of the resolution or legislation in place of the generic terms is acceptable. For example, instead of “The first reason to affirm the legislation,” a speaker may opt for the more specific “The first reason to impose sanctions on Iran.”
These two elements of strong claims, labeling and linking the claim back to the topic, serve the same purpose: helping the audience follow the argument. Without clear labels, arguments have a tendency to blend together; without linking back to the topic, arguments may fail to resonate with the judge and audience. Additionally, and this is especially true in Congressional Debate where speech times are limited and participants are competing for attention with 20 of their peers, repetition of the student’s basic advocacy (affirm or negate the legislation) will help cement the student’s speech in the audience’s mind.
3. **Include specific language that immediately reinforces the advocacy of the speech.** The claim must immediately and intuitively establish the central premise of the argument to follow. Here is an example of a claim that does *not* immediately reinforce the advocacy of the speech: “The first reason to affirm the resolution is because of the economy.” To explore the ambiguity of the claim a bit more, imagine that the speaker is speaking about a resolution to cut taxes for the very wealthy. He may be about to argue that because the economy is doing poorly, we need to cut taxes to provide a short-term stimulus; alternatively, he may be about to argue that cutting taxes is the best way to ensure long-term economic stability; worse yet, he may be about to argue that cutting taxes will further aggravate existing income disparities, hurting the economy in the long term. Any of these arguments could easily fit under the label “the economy,” and so the audience has no way of predicting what will follow.
With a vague claim such as this, the audience asks themselves, “What does that mean?” and then they immediately and involuntarily begin forming their own answer. This will often clash with what the speaker is saying; the result is that the audience is now working against the speaker—or at least not with her. This is an example of dissonant communication.
Let’s look at the same claim made specific and immediate: “The first reason to affirm the resolution is because it will stimulate economic growth.” No audience will wonder if this is positive or negative; the audience will immediately understand that this resolution accomplishes something good and therefore should be passed.
The claim does not clarify how the resolution will stimulate economic growth, but this is fine and even encouraged. The question the audience will be asking themselves at this point would only be, “How does the resolution accomplish that?” or “Why is that true?” This sets the stage for the next component of a successful argument, the warrant, which the speaker will immediately provide. This is an example of convergent communication.
**WARRANTS**
A warrant is a reason that a claim is true. A claim without a warrant is merely an assertion; it is a statement of opinion without explanation or justification. If the claim is important because it gets the audience pointed in the right direction, the warrant is important because it helps the audience start moving down the path of the argument. The warrant should immediately follow the claim and should specify, explain, or justify it.
Like claims, warrants should be structured in a very specific way. They should be introduced with language that indicates the speaker is providing a warrant. The most basic way to do this is with a phrase such as “This is true because . . .” or “This is the case because . . .” This language works *with* the audience, answering the questions they have naturally formed. Using this type of language ensures that speakers remember to provide warrants; it not only reminds the speaker that a warrant is necessary, but also helps her form sentences that actually provide warrants. By beginning warrants in this specific way, speakers are verbally prompting themselves to make clear arguments; this is important because debaters are often speaking extemporaneously from notes and may otherwise stray from the structure of their argument.
Many types of warrants are possible for claims. The sample claim above, “The first reason to affirm the resolution is because it will stimulate economic growth,” can be advanced with several different warrants. For example, a warrant may specify *how* the claim will occur: “It will do this by putting more money into the hands of investors, who pass the money along to businesses and boost production.” A warrant may also explain *why* a claim will occur: “This is true because tax cuts lead to an increase in investor confidence.” Hundreds of variations are possible for this one argument, and dozens of other arguments to be explored; what is important is that the warrant clarify the claim and provide argumentative momentum. Every sentence in an argument should advance the argument in some way, but this is especially important when first presenting an idea. If the argument stalls in the first two sentences, or if the argument grows less clear in the second sentence, then the audience will lose interest.
Some warrants will require their own warrants; sometimes multiple warrants are required to prove a claim; sometimes a single warrant will need additional exposition. The speaker is largely free to make her own decisions about how to continue with the argument, but can do so only if the initial claim/warrant pair is clear and concise. Once a speaker has explained her initial idea and warrant, the audience will have bought in and will be willing to listen to additional information.
**DATA**
In Congressional and Public Forum Debate, this additional information should include data, or evidence. Evidence can take many forms: statistics, expert testimony, and specific examples are some of the most common. Because speakers are not established experts, they cannot simply argue for a position; no matter how reasonable their arguments may be, speakers are still merely students. Thus, they must conduct extensive research to prepare for the topics they will debate. (More detailed information about conducting research can be found in Chapter 12.)
In an ideal situation, evidence would be provided whenever the speaker makes a claim about the world; in the limited time of a debate speech, however, she must make choices about when to provide evidence and when to cite sources. Speakers would cite a source for two reasons. First, and most obviously, they should never present the ideas of any other person as their own; plagiarism is as serious an issue in a debate speech as it is in an essay. If a speaker is using a quotation or argument from a particular source, he must attribute it to that source. Additionally, if information is likely to be challenged, the speaker should provide a citation; for example, probably dozens of estimates of
future federal deficits exist, and so the source of the estimate becomes more important.
Source citations are not necessary when ideas or data are so widely available that they are common knowledge. One rule of thumb is that if a piece of data can be found in 10 different sources, a citation is not necessary because no one is likely to challenge the information and because the information can be said to be part of the public domain. In fact, not citing a source in this situation may be to a speaker’s benefit: by citing a source, the speaker is suggesting that he did not know the information and had to do research to find it. This may be true, but it does not establish credibility. To establish themselves as well-read, speakers should present commonly available information as accepted fact.
**IMPACTS**
The final piece of any soundly constructed argument is the impact—the reason why the argument should matter to the audience. Without an impact, an argument is meaningless in a debate round; the speaker may be making a true argument, but the audience will not assign it any value.
Like claims, warrants, and data, impacts should be clearly delineated through the use of exact phraseology. A few ways to introduce impacts are “This is important because” and “The impact of this argument is.” Such language lets the audience know that the logical flow of the argument is complete and that the speaker is now performing a distinct task, which is evaluating the weight of the argument in the context of the round.
Impacts should build on the language of the claim and extend the scope of the argument to include large benefits
or harms. If the claim established that the resolution will “stimulate the economy,” then the impact should establish the specific and tangible benefits of economic growth. The best impacts involve people. Rising economic indicators may sound good to an economist, but are not clearly related to everyday life; when crafting impacts, tie general statistics to tangible effects on people’s lives. “Rising unemployment” should become “millions of Americans out of work and unable to provide for their families”; “improved American image around the world” should become “fewer lives lost to violent attacks.” Illustrations and examples are especially effective when describing impacts: where claims and warrants are abstract, impacts should be concrete.
Impacts should begin by focusing on concrete, real-world effects and should always end by relating the argument back to its purpose: affirming or negating a resolution or piece of legislation. To continue with the example of economic stimulus, a complete impact would look like this: “This stimulus is important because it will lift millions of American families out of poverty and affirming this resolution is the only way we can help these people.” In this way, the argument comes full circle, returning to the initial language of the claim.
**Filling in the Gaps**
The core components of a complete argument—claims, warrants, data, and impacts—can and often do stand on their own. Debaters could make a series of four-sentence arguments, providing each piece of each argument in turn, but this would make for choppy and somewhat superficial
debate. More sophisticated speakers will supplement this basic structure with exposition and illustration. Warrants may require two or three sentences to fully explain; data will often need to be illustrated, especially if the data presents abstract or complicated statistics; impacts are strongest when they are illustrated and rhetorically powerful.
The key to developing sophisticated, effective arguments is to maintain the underlying argumentative structure. If the claim/warrant pair is strongly linked and clearly explained, the argument will be able to carry additional exposition; if the basic structure of the argument is unclear to the audience, then additional exposition will only further confuse them. Speakers should always provide the warrant immediately after the claim and should avoid adding more than two or three sentences each between the warrant, data, and impact.
Finally, debaters should remember that arguments may require more than one warrant, piece of data, or impact. If an argument has two distinct impacts, for example, then the speaker should indicate that when introducing the impacts: “This argument is important for two reasons.” Whenever a speaker deviates from the basic argumentative structure in any way, he needs to be especially clear about labeling and explaining his choices. This not only helps the speaker stay on track and prevents rambling, it also gives the audience additional support in their effort to follow along with the argument.
KEY CONCEPTS
• Each argument has four elements: a claim, a warrant, data, and an impact.
• A claim serves as the title for an argument; it conveys the main idea of the argument while also providing a compelling reason to support one side or the other.
• A warrant is the logical reason why the claim is true; it is the underpinning of the argument.
• Data is the research used to support the argument; it comes from sources found outside the debate round.
• An impact is the reason the argument is important; it establishes a compelling reason why the argument matters in a broad context.
• While arguments should contain each of these elements, strong arguments also contain illustration and in-depth explanation; arguments should not merely be four sentences long.
Legislation is the heart of Congressional Debate. It is what competitors debate, spending hours on research and writing. The quality of legislation also greatly determines the quality of competition. If the legislation is interesting, the debate will be lively and debaters will want to participate; if the legislation is poorly written or the subject matter is boring, they will be uninterested and the session can stagnate. This chapter will explain how to write interesting, effective, and complete legislation. It will also explore how to analyze legislation for competition.
Types of Legislation
Congressional Debate involves three types of legislation: bills, resolutions, and amendments to the Constitution. The first two are the most popular and, so, are the most debated in competition. Each of these types of legislation does something distinctly different, thus understanding these differences is critical.
When to Use Each Type of Legislation
Bill: Use when proposing something that will become law and that is within the bounds of the powers given to Congress under the Constitution.
Resolution: Use when proposing something that will express Congress’s opinion on passage but not carry any binding force. It need not be within Congress’s designated powers.
Constitutional Amendment: Use when proposing something that will alter the text of the Constitution upon passage and ratification by the states.
Example of a Title for Each Type of Legislation
Bill: A Bill to Increase Federal Income Taxes for the Highest Tax Brackets
Resolution: A Resolution to Condemn the Government of Myanmar
Constitutional Amendment: A Resolution to Amend the Constitution to Mandate Equal Rights for Women
BILLS
The first type of legislation is a bill, or a proposed law. Bills operate under the authority granted Congress in the U.S. Constitution. Put simply, a bill does something that Congress has the power to do. It may impose a restriction, create a new government program or agency, or reallocate money in the federal budget from one program to another. Whatever the bill does, it must provide the appropriate enforcement or funding: if the bill imposes a restriction, it must include a punishment for a violation of that restriction and specify who is responsible for enforcement; if the bill creates a new federal program, it must fund that program and assign or create an agency of government to enact the new program. Writing a bill can be difficult (governing is, after all, a complicated process), but participants, rather than coaches or tournament officials, should write bills whenever possible. Bills provide the most substance for discussion and most meaningfully engage in the important issues they cover.
RESOLUTIONS
A resolution is an expression of Congress’s opinion about a particular subject or issue. A resolution does not carry the force of law; unlike a bill, it does not produce tangible changes in the way government or citizens operate. Consequently, resolutions should be written only when the author wants to tackle an issue over which Congress has no authority. Resolutions allow a broader range of subjects for Congress to discuss, but, because they only express opinions and do not require a plan or implementation, they may not engender substantive debate. Because Congress lacks authority over most foreign policy issues,
resolutions most commonly consider the way the United States should tackle problems in other countries.
CONSTITUTIONAL AMENDMENTS
The final and least common form of legislation is an amendment to the Constitution. The name is self-explanatory: debaters write amendments when they wish to alter the text of the Constitution to achieve a particular policy goal. Constitutional amendments usually have one of two aims: to alter a constitutional restriction (for example, to lower the voting age to 16) or to make an action constitutional (for example, to give Congress the power to deploy troops) or unconstitutional (for example, to prevent corporations from spending money to influence elections).
Structure of a Bill
Each type of legislation has its own structure. The structure of a bill is the most complicated. The first line of every bill should read the same: “Be it enacted by the Student Congress here assembled that.” The next line should begin with “SECTION 1.” bolded and in caps, followed by the text of the bill that indicates the specific policy being proposed. For example, a bill to abolish the death penalty would begin:
SECTION 1. The death penalty, or capital punishment, shall never be assigned as a punishment for a federal crime.
This briefly outlines the main idea of the bill and identifies the central issue that will be debated. All subsequent sections will begin with the word “Section” and the section
number in bold (followed by a period, also in bold) and then the text that signifies what the bill does. Typically, the second section of a bill defines terms or clarifies the meaning of the first section. The subsequent sections identify the source of funding for the legislation (if necessary) and the bureaucratic agency responsible for the enforcement of the legislation. Another section ought to include the date that the law will begin to take effect. Finally, the last section of every bill is the *null and void clause*. It reads: “All laws in conflict with this legislation are hereby declared null and void.” Here is a template to use when writing bills.\(^1\)
**A Bill to Do X**
BE IT ENACTED BY THE CONGRESS HERE ASSEMBLED THAT:
**SECTION 1.** State the new policy in a brief declarative sentence or in as few sentences as possible.
**SECTION 2.** Define any ambiguous terms in the first section.
**SECTION 3.** Name the government agency that will oversee the enforcement of the bill along with the specific enforcement mechanism.
A. Go into further details, if necessary.
B. Go into still further details, if necessary.
**SECTION 4.** Explain the funding mechanism for the bill, if necessary.
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\(^1\) All templates provided by Adam Jacobi of the National Forensic League.
SECTION 5. List the date when the bill will take effect.
SECTION 6. All laws in conflict with this legislation are hereby declared null and void.
Introduced by
Senator John Smith
X High School
Any bill can be written using this template (the numbers indicate lines). For example:
A Bill to Increase Federal Funding of Education
BE IT ENACTED BY THE STUDENT CONGRESS HERE ASSEMBLED THAT:
SECTION 1. The United States federal government shall increase funding to the states for education by $100 billion annually.
SECTION 2. Funding shall be allocated based on the population of each state, as determined by the United States Census Bureau.
SECTION 3. The Department of Education is responsible for the enforcement of this legislation.
SECTION 4. Funding for this legislation will come from a .5% income tax increase on those making above $1 million annually.
SECTION 5. This legislation shall take effect at the beginning of the fiscal year 2013.
SECTION 6. All laws in conflict with this legislation are hereby declared null and void.
Introduced by Senator Ben Berkman Northwestern University
Structure of a Resolution
Because a resolution is merely an expression of opinion, it does not require the specifics that a bill does. A resolution has two basic elements: “whereas” clauses and “resolved” clauses. Whereas clauses give reasons for the resolution’s existence. For example, if there were a resolution condemning the Chinese government, a whereas clause might read, “WHEREAS, the Chinese government has committed numerous human rights violations against its citizens.” Each whereas clause is followed by a semicolon, and the word “and.” So, the above whereas clause would read: “WHEREAS, the Chinese government has committed numerous human rights violations against its citizens; and.” This leads into the next whereas clause. Each resolution should have at least three whereas clauses before moving into the resolved clauses. The resolved clause states the precise opinion that Congress is expressing. In the China example, the resolved clause might read, “RESOLVED, by the Congress here assembled that the Chinese government be condemned.”
If the author wishes to express more than one opinion in the same resolution, she can add an additional resolved clause by writing, on a new line, “FURTHER RESOLVED,”
that (insert additional language here).” Note that the final whereas clause before the resolved clauses ends differently. Instead of the “and” at the end of the whereas clause, the author writes “now, therefore, be it” and then moves into the first resolved clause on the next line.
A Resolution to Do X
WHEREAS, State the current problem (one brief sentence); and
WHEREAS, Describe the scope of the problem cited in the first whereas clause (this clause needs to flow logically from the first) and the inherent need for a solution; and
WHEREAS, Explain the impact of and harms perpetuated by the current problem (once again, the clause needs to flow in a logical sequence); and
WHEREAS, Use additional “whereas” clauses to elaborate the rationale for the solution to the problem; now, therefore, be it
RESOLVED, That the Student Congress here assembled make the following recommendation for solution (a call to action); and, be it
FURTHER RESOLVED, that (this is an optional additional recommendation; if not used, end the previous “resolved” clause with a period.
Introduced by
Senator John Smith
X High School
A Resolution to Condemn the Chinese Government
WHEREAS, the Chinese government has committed numerous human rights violations; and
WHEREAS, thousands of Uighurs have had their voices silenced by the authoritarian Communist Party in China; and
WHEREAS, such human rights violations are antithetical to the freedom that the United States espouses; and
WHEREAS, the U.S. has a moral obligation to help people around the world become free when their government oppresses them; now, therefore,
RESOLVED, that the Student Congress here assembled condemn the Chinese government.
Introduced by Senator Jeffrey Hannan University of Florida
Structure of a Constitutional Amendment
The final type of legislation is a resolution to amend the Constitution. It looks like a regular resolution until the
final lines. The whereas clauses of an amendment operate in the exact same way as in a normal resolution; it is the resolved clause that is different. The text of an amendment’s resolved clause always begins with:
By two-thirds of the Congress here assembled, that the following article is proposed as an amendment to the Constitution of the United States, which shall be valid to all intents and purposes as part of the Constitution when ratified by the legislatures of three-fourths of the several states within seven years from the date of its submission by the Congress:
On the next lines, the author writes the article that she wishes to add to the Constitution. For example:
A Resolution to Amend the Constitution to Eliminate Corporate Personhood
WHEREAS, corporate personhood allows companies to unfairly influence elections in the United States; and
WHEREAS, the Supreme Court’s decision in the *Citizens United* case made corporate personhood a Constitutional reality; and
WHEREAS, corporations are donating millions of dollars to political campaigns, ensuring that elected officials represent their will and not the will of the people; and
WHEREAS, this represents a major threat to democracy in the United States; now, therefore, be it
RESOLVED, by two-thirds of the Congress here assembled, that the following article is proposed as an amendment to the Constitution of the United States, which shall be valid to all intents and purposes as part of the Constitution when ratified by the legislatures of three-fourths of the several states within seven years from the date of its submission by the Congress:
ARTICLE—
SECTION 1: Rights granted to persons or people in the Constitution are not granted to corporations or collections of individuals.
SECTION 2: Congress shall have the power to enforce this article by appropriate legislation.
Introduced by Senator Chad Meadows Western Kentucky University
Formatting
Although the structures of the three types of legislation differ, all legislation prepared for tournaments is presented in the same format. All legislation should be typed in 12-point font, double-spaced, and should not exceed one
page. All lines of legislation except the title should be numbered; this allows speakers to easily reference different parts of the legislation during speeches. Legislation should be written in formal, professional language. The title of the legislation should indicate exactly what the legislation does. For example, if a bill legalizes marijuana, the title of the bill should be “A Bill to Legalize Marijuana”; a resolution that rebukes Iran should be titled “A Resolution to Rebuke Iran.” Debaters should avoid vague titles, such as “The Drug Law Reformation Act” or “A Resolution Concerning Iran.” These sorts of titles do not indicate what the legislation does; because some tournaments only release the titles of legislation, students will not be able to adequately prepare for or research these topics, and debate will be poor. All legislation should include, at the bottom of the page, an identification of the author; this usually takes the form of “Respectfully submitted by” followed by a new line containing either the author’s name or the author’s school, or, in some cases, both.
**Topic Selection**
An excellent rule of thumb when you are thinking about possible legislation is that if you have ever seen it before, do not submit it again. Debating a diverse array of topics is much more interesting and educational than debating the same topics at every tournament. Topics for legislation should meet three criteria:
1. **Legislation must be debatable.** Legislation must deal with an interesting or controversial political, social, or economic issue, and must do so in a way that provokes
debate. When writing legislation, debaters can use a few techniques to ensure that the result is interesting and debatable. One way is to think of or research at least seven distinct arguments that could be made on each side of the bill or resolution. If those arguments exist, then the legislation is likely to produce good debate; if they don’t, the debater should return to the drawing board. Another measure of interest or debatability is topic literature; debaters should make sure that sources are available on the topic. Adequate information is required to make a debate educational and interesting. If topic literature is sparse or lacking, then write legislation on a different topic.
2. **Legislation must be unique.** Certain topics have been debated ad nauseum in almost every league and region. The legalization of marijuana, the death penalty, and same-sex marriage are a few of the more over-debated topics. Although these issues are interesting and highly contentious, most debaters have probably exhausted the supply of cogent arguments they can make about them. Debaters should explore topics that have not been previously addressed in their league or region. That said, old issues can be tackled in compelling and new ways. Legislation proposing universal health care has been debated over and over again, but that does not mean that a debater should not write a bill on health care; it merely means that he should try to propose a unique solution. Exploring new topics is still advisable, but speakers can write fresh and interesting legislation on even the most debated topic areas.
3. **Legislation should be timely.** Debates will be more exciting if they involve the most current events. For
example, as of June 2012, a bill concerning immigration reform, a major issue in the news, would be better suited for a debate than a bill about Iraq, which has not been in the news for some time. Debaters should also ensure that their bills and resolutions are not redundant. For example, writing a resolution encouraging the United States to pull all troops out of Iraq would make little sense, given that this has already occurred.
**Constitutionality, Funding, and Enforcement**
Competitors must ensure that the bills they write not only present unique solutions to problems, but also that those solutions are tenable. It is difficult to debate bills that are full of holes that would make them unfeasible, regardless of the novelty of the bills’ overarching ideas. Bill writers ought to consider three elements of feasibility when they write legislation: whether or not their bill is constitutional, how they plan to fund the bill, and how they plan to enforce the bill. Doing so will ensure that the core issues involved in the bill are actually debated, as the chamber will be less likely to become bogged down on technical questions about the legislation.
**CONSTITUTIONALITY**
When writing a bill (not a resolution), competitors must consider whether or not the Supreme Court has already ruled on the constitutionality of its proposal. The U.S. Congress has passed thousands of laws, and the Supreme Court has declared many of them unconstitutional. Hence, determining whether or not the courts have ruled on the bill’s
idea is important. For example, if a competitor wanted to propose a bill to ban firearms within 100 feet of schools, he would find that Congress had already passed such a bill and that the Supreme Court declared it unconstitutional in *United States v. Lopez* (1995). This would render such a bill unconstitutional and would make debate on the issue extremely one-sided.
A particularly important constitutional issue is states’ rights. The 10th Amendment to the Constitution stipulates that all powers not explicitly granted to the federal government are reserved for the states or to the people. Often, competitors will make the argument that bills are unconstitutional because the Constitution does not explicitly grant Congress the power to create such legislation—thus, it is a right of the states. This does not necessarily end the debate on an issue, but students should ensure that their bills conform to the constitutional limits on federal power. They can do this by reading the topic-specific Supreme Court precedent and making sure that the policy they are proposing has not been explicitly ruled unconstitutional by the Court as an undue extension of federal power.
Bill authors can use Congress’s power to tax and spend to circumvent some Constitutional issues concerning federal authority. Article I, Section 8 of the Constitution grants Congress the power of the purse. Accordingly, Congress controls all of the federal government’s spending. This allows the Congress to force the states to take specific actions by threatening to withhold funding for particular programs. Bills written in this manner circumvent 10th Amendment issues as they don’t mandate that the states do anything; they merely attach conditions to federal funding, which is well within Congress’s power.
For example, the 2001 No Child Left Behind Act makes the states meet certain federal education requirements by threatening to cut federal education funding if they fail to comply.
Legislation written for Congressional Debate can often function in much the same way. For example, if a student wanted to write a bill mandating that states update their highway infrastructure, she could include a clause that read, “States that fail to comply with this legislation will forfeit 25 percent of their federal highway funding for the year after which they fail to comply.” This bill would be more fully in the realm of congressional power because it would not force the states to take an action. Rather, it outlines a specific penalty for noncompliant states that explicitly falls within Congress’s authority. The direct coercion that would make the bill potentially unconstitutional does not exist. Congress is merely using its power of the purse to achieve a desired outcome.
Debaters should consider various questions of constitutionality when writing legislation, but should also remember that constitutionality is a constantly changing idea. There are very legitimate disputes about what the Congress has the power to do (see any split Supreme Court decision for evidence of this), and so competitors should not shy away from an idea just because it may be unconstitutional. While it is not wise to propose a bill that the Court has explicitly ruled unconstitutional, that does not mean competitors should completely avoid all bills that might fall into a constitutional grey area.
**FUNDING**
Bills that require funding will need some mechanism for obtaining that funding. This can be achieved in one of
two ways: taxes and budget cuts. Authors in Congressional Debate generally use two types of taxes: excise taxes and income taxes. Excise taxes are taxes imposed on the purchase of particular products, while income taxes are taxes on the amount of money a person earns either via her job (a standard income tax) or from investments (a capital gains tax). A particular type of excise tax called a “sin tax” is especially popular. Sin taxes entail an excise tax on an item (typically cigarettes, alcohol, and firearms). Authors often include these in bills because they think the tax will be uncontroversial. Any of the above funding mechanisms, and many more funding options, are acceptable; students should just be sure to include some sort of funding if the bill requires it.
**ENFORCEMENT**
Bills require a mechanism to ensure that they have their desired effect. Accordingly, sufficient penalties must be established and the correct enforcement agencies need to be selected. If Congress passes a bill but gives actors no incentive to comply with that bill, then it is unlikely that the bill will have any tangible effect. Hence, bills must contain those incentives.
Penalties for noncompliance with the provisions of a bill ought to be harsh enough to act as a deterrent but not so harsh as to be disproportionate. As a general rule, the punishment should fit the crime, and it should be enough to ensure that people do not commit the crime. For example, if Congress passed a bill preventing corporations from polluting the environment, it would be too harsh to punish all violators, regardless of the severity of the offense, by fining them 100 percent of their total income. On the other hand, if the fine were only $1,000
regardless of the violation, that would not deter a company from polluting; a balance is needed between deterrence and proportionality.
When writing bills, competitors must also choose an enforcement agency to mandate compliance. They must research which current government agencies oversee the general area that their bill involves, then they must pick the agency that appears to be the most likely to enforce such legislation. This can often be tricky, especially when several government agencies have similar functions. Alcohol restrictions, for example, would not be enforced by the Food and Drug Administration, as one might expect. Rather, they would be enforced by the Bureau of Alcohol, Tobacco, Firearms and Explosives, a subsidiary of the Department of the Treasury. If no agency currently exists to enforce the legislation an author is proposing, she may create and fund a new agency in the bill for the purposes of enforcement. The agency should have a name, a clear purpose, and a way to fund its activity.
**KEY CONCEPTS**
- There are three types of legislation: bills, resolutions, and amendments to the Constitution.
- Bills are legislation that might become law.
- Resolutions are legislation that will, on passage, express the opinion of Congress.
• Amendments to the Constitution will change the text of the U.S. Constitution once the ratification process is complete.
• Bills and amendments to the Constitution need to provide comprehensive text about what will happen on passage.
• Resolutions must contain whereas clauses, which provide reasons why the resolution should be passed, and a resolved clause, which establishes the exact opinion Congress is expressing.
• Topics selected for legislation should be debatable, unique, and timely.
• Legislation should contain the appropriate enforcement and funding mechanisms to ensure that it will have the desired effect.
While Congressional Debate is dynamic and multifaceted, no single aspect is more important than the speech. The speech is where a competitor conveys his position and answers the positions of others, all while speaking effectively and persuasively. Doing so is no easy task. This chapter will cover the goals of a speech, the proper approach to constructing speeches, and the key elements of delivery and style in Congressional Debate.
**Goals**
A Congressional Debate speech has three goals:
1. **Educate.** An effective speech educates the audience in some unique way. Debate is inherently an educational activity; though winning is nice, students and coaches are also trying to learn as much as possible about the world around them in a fun and engaging format. As such, each speech in Congress should bring something new to the table: a new argument, a piece of evidence
not previously cited, a new spin on an old argument, or a refutation of an opposing argument. The speaker must do at least one of these to avoid repeating what has already been said. When multiple debaters make the same argument with no additional insight, it is called “rehash.” In addition to being uneducational, rehash will likely be frowned on by judges and competitors alike.
2. **Engage.** An effective speech will engage the audience. Neither judges nor competitors want to listen to a boring speaker, so presenting an interesting speech is important. An interesting speech begins with the introduction, which must grab the attention of the audience in a meaningful way, and continues with the body of the speech, which must effectively employ a variety of tones to keep the audience interested. Finally, it ends with the conclusion, which must compellingly summarize the argument.
3. **Persuade.** Congressional Debate is, after all, a debate event; accordingly convincing the audience that a position is correct is important. Debaters persuade both through compelling content and effective style. A persuasive speech makes arguments that are well-delivered and full of well-reasoned content. Key to persuasion is the language used in a speech. Merely saying a bill is “good” is less persuasive than delivering a vivid description of the way in which the bill has a positive impact. Debaters ought to be meticulous in choosing the words they use. In doing do, they will be able to craft arguments that compel the judge and their fellow competitors to believe them.
The rest of this chapter will focus on the ways in which debaters can craft a speech that educates, engages, and persuades.
**Speech Structure**
While the times for Congressional Debate speeches can vary by tournament and league, the National Forensic League rules allot three minutes per speech. Most tournaments allow for a grace period, or time allowed above and beyond that allotted for the speech, at the end of each speech and give the presiding officer discretion over enforcement of the grace. Typically, students may have five seconds past their three minutes to finish their speech; beyond that, the presiding officer will begin to gavel them down. To maximize the efficiency of their three minutes, students should follow a fairly common speech structure: an introduction, followed by a body, ending with a conclusion.
**INTRODUCTION**
Every speech should begin with an introduction. It is the first thing that the judge hears, and it is often more determinative of scores than most competitors believe. Speakers have brief windows in which they can grab an audience before the audience members tire, lose interest, and stop listening. This makes the introduction perhaps the most important part of the Congressional Debate speech. A speaker must do whatever she can in a very brief period to capture the attention of judges and competitors.
An ideal introduction is between 15 and 30 seconds long and does not merely parrot the arguments that the
Speech Structure in Congress
Introduction-
Attention-Getting Device (AGD)
Thesis
Argument 1
Claim
Warrant
Data
Impact
Argument 2
Claim
Warrant
Data
Impact
Argument 3
Claim
Warrant
Data
Impact
Conclusion
speaker is about to deliver. Each introduction should begin with an attention-getting device, or AGD, and end with a thesis, which, in Congressional Debate, should always take the form of the speaker encouraging the audience to vote a particular way on the legislation (to affirm or negate). Always place the thesis at the end of the introduction, never at the beginning; an introduction ought to open with as compelling a statement as possible.
Many debaters believe that offering a menu, or a preview, of the speech’s arguments is a good introduction. It isn’t. These kinds of introductions are predictable and boring. A good speech begins with something more exciting. A menu does not get the audience’s and judges’ attention and, in fact, can cause judges to stop listening because they now know what the speech will include. Additionally, because the speech time in Congress is relatively short, a menu both consumes valuable time and is unnecessary for an audience to follow along.
The introduction must compel the judge to continue listening. It begins with the attention-getting device, which ought to be the first thing a competitor says in a speech. Usually the AGD is a vivid, strongly worded statement of a competitor’s position on a piece of legislation. It can also be a particularly compelling piece of information or an evocative question. Many competitors use quotations as AGDs, but quotations are often ineffective as they can be generic and overused. AGDs should be unique and fresh; ideally, you should never use an AGD that you’ve used before. As with the rest of the introduction, AGDs should have a narrow focus, use strong, exciting language, and be specific to the legislation being debated.
Ideally, introductions should focus on only a single issue and stress its importance. An introduction should
not contain a complete argument but, rather, highlight the impact of the arguments that the speaker is about to make. It should not include extensive warranting, since warrants are typically the driest part of a Congressional speech. Instead, introductions should focus on the tangible effects that the legislation will have on the world, even if the reasoning for those effects will not come until later in the speech. Impacts are ultimately what is going to compel a judge to believe a position is correct, so they should be what the judge hears first.
The key to an exciting introduction is language. The words selected for an introduction must be powerfully crafted and designed to yield an emotional response from the audience. The more descriptive the introduction, the better. An introduction that posits that the bill will “create millions of jobs for hardworking Americans” will always be superior to one that merely claims that the bill will be “good for the economy.” By that same token, an introduction that dictates that the bill will “revive steel mills, revitalize farmers, and create millions of dollars in new infrastructure, putting millions of hardworking Americans back in the workforce” will always be better than the introduction that only talks about jobs. The specificity of an introduction is a key to its success. The more specific an introduction, the more vivid the picture of the world it presents, the better the speech.
Introductions should be narrowly tailored to the legislation being debated. They should not focus on the broad topic area of the bill, but on the action specific to the bill. Introductions that are bill-specific demonstrate that a competitor is engaged with the debate and not merely recycling something that has been said before. For example, consider a bill lifting economic sanctions on Iran. An
introduction that focuses on the impact of sanctions will always be superior to one that only discusses the authoritarian nature of the Iranian government. The former is specific to the bill, the latter could be delivered on any bill or resolution concerning Iran. Never use an introduction twice or reuse an introduction that someone else has used. Be original and construct a powerful, unique introduction every time.
Below are two examples of good introductions and two examples of bad introductions on a bill to fund embryonic stem cell research.
**Good introductions:**
For years, the world has been searching for an answer to health problems that have decimated our society and torn families apart. Today, we are given the opportunity to come one step closer to solving those problems by embracing a new technology that will allow doctors to heal damaged organs and cure diseases in a way we’ve never seen before. I implore you to vote affirmative.
Nothing is more paramount than human life. If we pass legislation that funds the destruction of human life merely for the purpose of science, then we have become a tyrannical society. Because I cannot watch this Congress descend into tyranny, I urge a negative ballot.
Bad introductions:
Because this bill will help improve the health of Americans, I urge an affirmative ballot on today’s legislation.
For the following three contentions, we should negate this bill: First, this bill destroys embryos, which can lead to human life. Second, stem cell research is still very controversial, and third, we have a massive budget deficit.
Notice that the strong introductions are vivid, descriptive, and use powerful language, whereas the weak introductions are general or use an ineffective menu.
BODY
After the introduction, the speaker moves into the body of her speech. This consists of two or three arguments that support her position on an individual bill. All Congressional Debate arguments should follow the Claim/Warrant/Data/Impact (C/W/D/I) format described in Chapter 3. That said, some issues unique to Congressional Debate deserve special attention here.
First, three different constructions are commonly used for the body of a Congress speech; we recommend all three. Each of these constructions is acceptable—which one an individual competitor uses should be based on his comfort level and the research he has available to him. Some topics will lend themselves to some structures, while others will lend themselves to different ones.
The first two structures—two- and three-point speech constructions—are fairly straightforward. A two-point construction consists of two complete arguments using
the C/W/D/I format. The three-point construction is the same, except with three arguments instead of two. While earlier in a speaker’s debate career, the three-point construction may have seemed easier, the two-point construction is generally more effective. If a debater makes three distinct arguments, she will have difficulty giving appropriate depth to each as there is just not enough time in each speech. The two-point construction allows for more depth because a speaker has more time to devote to each argument. That said, a three-point construction is perfectly acceptable; competitors should just be sure to note its limitations.
The final construction is a two-by-two construction. This consists of two arguments, each of which has two distinct sub-points, i.e., each claim has two distinct warrants. Each of the warrants must link back to the same overarching claim. Let’s look at an affirmative speech on a bill to decrease taxes on small business. A debater could make a claim that the bill would improve the economy and that claim could have two distinct warrants: first, the bill will create more jobs, and, second, the bill will increase spending by small businesses. Each of these links back to the overarching issue of economics, yet they are two distinct reasons why the claim is true. Arguments can include multiple impacts or only one if the speaker chooses. The two-by-two structure is often the most dense construction as it provides both breadth (the speaker is making four different arguments) and depth (the speaker is exploring two issues very extensively).
For speeches to remain fluid and cohesive, they must have effective transitions between arguments. Each argument can end in one of two ways: either the last line of the impact can be the end of the argument or the speaker
can end with a call for the audience to either affirm or negate. Each new argument should begin with some iteration of the phrase, “the first/next reason to affirm/negate this bill is . . .” This makes clear to the audience that one argument has finished and a new one is beginning. Many speakers do not effectively demarcate their arguments, and so one idea just blends with the next. This lack of clarity can cripple an otherwise effective speech. A judge who does not know where a debater is in a particular speech is unlikely to score him well.
Finally, debaters should always be concerned about time allocation within the body of a speech. Roughly the same amount of time should be devoted to each argument. If using a three-point construction, each argument should last about 45 seconds. If using a two-point or a two-by-two construction, each argument should last between one minute and one minute and fifteen seconds. Spending too much time on one argument makes the others seem comparatively rushed and underdeveloped. An equal distribution of time avoids these problems.
CONCLUSION
Conclusions are the grand finale of a Congress speech and should package everything the debater has just explained into one cohesive, passionate statement. The criteria for a good conclusion are largely the same as for a good introduction. Like introductions, conclusions should be 15 to 30 seconds long and should focus more on impacts than warrants. The more specific the description of the impact, the better the conclusion. If anything was particularly noteworthy about the introduction (if a quotation was used or if the language was particularly strong and
evocative), then the conclusion should attempt to harken back to the attention-getter. Much like the introduction, the conclusion should end (not begin) with a statement of the debater’s position on the legislation.
A key difference between introductions and conclusions is the use of quotations. For a number of reasons, quotations are generally much more effective when used at the end of the speech than at the beginning. First, while using quotations at the outset of a speech has become clichéd from years of overuse, quotations used to conclude speeches have not. Additionally, quotations lack meaning at the beginning of a speech, when the audience has not yet been exposed to the context in which they are being used. On the other hand, at the end of the speech all relevant context has been explicated. Thus, the audience can fully experience and understand the quotation.
Below are two examples of good conclusions and two examples of poor conclusions on a bill to lift the Cuban embargo:
**Good conclusions:**
It is time that we once and for all abandon a failed policy. A failed policy that has allowed thousands of innocent Cubans to starve. A failed policy that has only entrenched the Cuban people further into dictatorship. A failed policy that has done absolutely nothing to destroy Castro’s regime. We have to affirm this bill.
We, as the United States, have a moral obligation to uphold democracy and destroy autocracy in the world. By abandoning the
Cuban embargo, we would only fuel the dictatorial Cuban government that has led the Cuban people into poverty. We would reward a regime that denies basic rights to its people. Because of that, we must negate this bill.
**Poor conclusions:**
For the aforementioned reasons, we must affirm this bill.
Because Castro’s regime is still in power, I urge a negative ballot on this legislation.
Note that the effective conclusions employ strong language that describes specific phenomena, whereas the weaker conclusions are short and either completely nonspecific or excessively broad.
The most common mistake Congressional debaters make is to rush the ending of their speeches; every session is replete with students offering one-sentence conclusions or no conclusion at all. Speakers should also always leave time for a fully developed conclusion.
**Sponsorship Speeches**
The first affirmative, or sponsorship, speech, which is delivered by the author of the bill or a sponsor, differs from other speeches. Unlike regular speeches, a sponsorship must completely introduce the audience to the topic. Additionally, because it is the first speech on a piece of legislation, it is entirely scripted and needs to be completed before the session begins. A sponsorship speech has two
goals: to introduce and to advocate. A sponsoring debater must introduce some global or national problem to the audience and explain how her bill or resolution addresses that problem. Then, she must advocate for her plan by explaining to the audience why her proposal is the best possible solution.
The rules for the sponsorship speech vary by league and geographic location. The National Forensic League rules dictate that the speech be the same length as every other speech, three minutes. One of the chief differences between the sponsorship and other speeches under NFL rules is that the sponsorship is followed by two minutes of cross-examination as opposed to only one. This requires the author to be more prepared to defend both her bill and her specific reasons for advocating the bill. Other leagues may require the sponsorship to be a four-minute speech, with varying cross-examination times. Regardless of the specific format, the sponsor must convey a large amount of information in a relatively short time.
On a very basic level, the structure of a sponsorship speech is the same as that of a typical speech: it begins with an introduction, follows with two or three arguments, and then ends with a conclusion. That said, the content of a sponsorship speech and a typical affirmative speech differ in important areas. Differences begin with the introduction. The introduction to a sponsorship must be both informative and persuasive because it introduces the entire topic to the audience. The introduction must include a broad overview of the issues most central to the bill. Consider the way in which an acceptable introduction to a sponsorship on a bill to abolish the death penalty would differ from an acceptable introduction to a regular speech
in support of the bill. The regular affirmative introduction could be:
For too long, we have allowed a policy that has killed the innocent, that has been a manifestation of racism in our criminal justice system, and that is abhorrent to justice. We must affirm this bill.
This language is persuasive, but it is not informative. It does not tell the audience the extent of the problem nor does it give them any background information about the death penalty. It would be insufficient as the introduction to a sponsorship speech. The sponsorship introduction might say:
Since the death penalty was reinstated in 1972, at least 130 innocent people have been placed on death row. The courts have ruled that there is a massive racial disparity in the ways in which the death penalty has been applied, with African Americans and Hispanics being given the death penalty far more than whites convicted of the same kinds of crimes. The only way we can solve these problems is by abolishing the death penalty once and for all. That is precisely what my bill does. Therefore, if we wish to rid ourselves of a system that kills the innocent and a system that is remarkably racist, we must affirm this bill.
This statement first offers concrete information that tells us the status quo of the death penalty and then transitions to language aimed at persuading the audience to pass
the bill. Hence, it accomplishes the dual function of the sponsorship’s introduction: it both informs and advocates.
After the introduction, the differences between the sponsorship and other affirmative speeches are less pronounced. A sponsorship should make two or three arguments that convince the audience of the effectiveness of the bill. Because the sponsorship speech is entirely prepared before the tournament, the expectations in terms of evidence and persuasiveness of argumentation are significantly higher than for the average speech. The arguments in a sponsorship come at the very beginning of the debate, so no adaptation is required. Thus, the sponsorship should contain the most-well-supported arguments in the entire round. To meet this higher standard, competitors need to take more time preparing the sponsorship than they do preparing their other speeches. Each argument should be significantly sourced (ideally, with two or three sources per argument). Speeches later in the round are less dependent on evidence, but rely far more on responsiveness. Judges will understand if arguments do not have perfect sourcing later in a debate when competitors are more concerned with refuting others or weighing the claims made by each side. On the other hand, with the sponsorship, there is no burden to weigh or refute that would make sourcing less necessary. Accordingly, the arguments made in a sponsorship need to be supported by significantly more published evidence than speeches given at other points in the round. Sponsors should also attempt to anticipate the strongest objections to the bill and answer them. This indicates to the judges that the debater is being responsive and is giving a complete view of the topic at hand.
While regular affirmatives must focus on the main issue of the bill, a complete sponsorship ought to defend the
bill as a whole. A sponsor should defend specific sections of the bill that others would not normally discuss. While a typical affirmative speaker would not defend the enforcement mechanisms or payment methods of a particular bill (as it would be considered minutia), a sponsor should do so, especially if those sections will have significant impact. For example, consider a bill that seeks to create tax credits for those who purchase hybrid cars. Say the bill attempted to pay for the tax credit by increasing income taxes for those making more than $1 million per year by 1 percent. It would be fine, and possibly necessary, for a sponsor to defend this taxation system. However, a regular affirmative speaker should not do so as she would be ignoring the key issue in the bill (tax credits for hybrids).
The conclusion to a sponsorship should look exactly the same as a conclusion to a regular speech. It should focus entirely on persuasion and should attempt to evoke an emotional response from the audience. Overall, the sponsorship has the potential to be the most persuasive speech in the round. The best arguments are always available, and the speaker has the opportunity to write, perform, and perfect the sponsorship speech before the session begins. If done properly, sponsorships should stand out from other affirmative speeches.
**Role-Playing**
Competitors can remain credible, and even stand out, in Congressional Debate by embracing the role-playing aspects of the activity. Unique to Congressional Debate is students actually filling the roles of U.S. senators and representatives. When in the chamber, the competitors
should pretend to be a legislator representing her constituents. Making reference to how her constituents would be affected by a bill is very effective because it demonstrates an understanding of the nuances of the issue at hand. Additionally, attempts at humor based on the role-playing aspect of Congressional Debate are welcome, though debaters should be wary of making jokes that trivialize the issue or their bill. The same rule for introductions applies to humor: never use a joke that has been used before—keep things fresh.
Debaters must never abandon their fictitious roles as members of Congress by breaking the fourth wall. A competitor should never mention that he is a high school student. A debater who breaks the fourth wall instantly loses credibility, reminding the judge that he is young and inexperienced. If debaters are to be taken seriously, they must always embrace their role as a lawmaker.
Finally, as a general rule, avoid personal stories and anecdotes. They remind the judge that the debater is a high school student, leading to the aforementioned credibility issues. Additionally, crafting a personal story in a way that does not make the speaker seem unprofessional is difficult. Narratives about important political figures are acceptable, but only if they are distinctly tied to the bill at hand.
**Style in Congressional Debate Speeches**
Even a brilliantly constructed speech can be ruined by stylistic flaws—while effective style can turn a competent speech into a compelling one. Five elements of style are inherent to Congressional Debate: eye contact, tone and
speed, movement, gesturing, and pad orientation. If debaters master each of these, they will encounter few barriers to success in the activity.
**EYE CONTACT**
The easiest stylistic element to master is eye contact. Participants in Congressional Debate typically speak with the assistance of notes usually made on a legal pad. Although they have notes with them, a debater is expected to make as much eye contact with the audience as possible. Looking up from the notes not only allows a speaker to form a connection with the audience, it also demonstrates that the speaker understands the material well enough to present and discuss it extemporaneously. Many judges will give otherwise excellent speeches lower scores merely because the majority of the speech was delivered while the debater was looking down at her notes. Speakers should maintain eye contact with the audience throughout at least 50 percent of their speech. Additionally, debaters should not haphazardly scan the room; constantly shifting eye contact from one person to another prevents the speaker from forming a meaningful connection with the audience. A debater should maintain eye contact with a single person until one complete thought is finished and then move on to another audience member.
**Tone and Speed**
Debaters must make effective use of tone and speed. These elements are the most difficult to grasp and use correctly, however, and many speakers unconsciously err when using them. In utilizing tone, debaters need to strike a balance
between passivity and anger. Judges will be put off if a debater seems ambivalent about a bill, but they will also be turned off by a speaker who yells his entire speech. An effective speech falls somewhere in the middle: its tone is conversational for the most part, but fiery and passionate when it needs to be.
Effective intonation is difficult to write about because each speech requires something different. That said, speakers should follow two general rules:
1. **Most important, sound natural.** Never put on a fake voice or go into “speech mode.” Altering natural voice or speech patterns sounds awkward and reminds the judge that she is listening to high school debaters.
2. **Adapt tone to content.** Sounding fiery or passionate is most appropriate during introductions, conclusions, and impacts. These are the parts of the speech where a speaker really wants the judge to take notice, so the speaker’s tone should become more modulated and serious. On the other hand, sounding infuriated while giving an explanation of economic theory would be nonsensical. Thus, warrants should take on a more conversational and didactic tone that listeners find accessible.
Changes in volume can be just as effective as changes in tone. If a speaker suddenly goes from loud to quiet, the audience will inevitably look up and take notice. This maneuver can be just as effective at conveying the importance of an impact as an increase in volume and a more aggressive tone.
Suggesting the appropriate speed of a Congress speech is also difficult because speed varies depending
on circumstance. Ideally, a debater will speak no faster than she does in everyday conversation. Speed can also be used for emphasis. While at its fastest, a speech should be delivered at a conversational pace. Debaters can slow down to emphasize particular phrases or sentences that they deem to be extremely important. Such slowing should happen the most during impacts, where a competitor is really attempting to persuade the judge with the strength of her argument.
One of the most common difficulties debaters face is pausing—some debaters pause far too much, leading to an awkward speech pattern, while others rarely pause, making their arguments difficult to understand. As a rule, debaters should pause only where there would be commas and periods in their speeches. If correct pausing is a problem, one effective drill requires the speaker to say the words “period” and “comma” where periods and commas fall in his speech; this teaches him the appropriate moment to pause.
**MOVEMENT**
The rule about moving and walking is straightforward: do not move without purpose, do not walk during the introduction, each of the arguments, or the conclusion. During each of these phases of the speech, the speaker should stand in one place with her feet shoulder-width apart. Walking is only acceptable between the introduction and the first argument, between any subsequent arguments, and between the final argument and the conclusion. The debater should start in the middle of the room, take about three steps either left or right after the introduction, walk in the opposite direction after the first argument (and continue to move between any subsequent arguments),
and then eventually conclude in the middle of the room. This transitional movement reinforces the transitions of the speech and helps the debater fill the space at the front of the room. Speakers who stand frozen to one spot will seem small by comparison.
GESTURING
Gestures are hand motions used for emphasis when delivering a speech. They ought to be used at particularly important points, as a means of stressing their importance to the audience. Gestures can be especially effective when comparisons are being made, or when a particularly shocking fact is being revealed. When used effectively, gestures make a speaker more dynamic and polished.
The majority of debaters have issues with over-gesturing. This happens when a debater constantly moves his hand(s) while he is speaking. Over-gesturing defeats the purpose of the gesture, which is to emphasize a particular point. If everything is emphasized, nothing is emphasized, so speakers should gesture only when necessary.
Additionally, many speakers gesture too low. As a rule, gestures should be about chest high unless a specific part of a speech calls for a low gesture (for example, if a competitor is comparing something high to something low, a low gesture is appropriate when discussing the latter). Keeping gestures at chest height makes them more noticeable and makes the speech feel “bigger” and more grand. Debaters should avoid gesturing while their hands are at their side. These gestures are meaningless and distracting. Finally, speakers should never gesture with the pad; in addition to being distracting, this kind of gesture looks disorganized and sloppy. The speaker should rely on her
“off-hand” to do most of her gesturing, keeping the pad still and unassuming.
Remember that every gesture should have a beginning, a middle, and an end. Gestures should not be rushed nor should they hang in the air indefinitely. Students should make strong choices about when and how to gesture, and then follow through. They should pick the moments in a speech that they most want to emphasize and make a complete gesture to signal that importance to the audience.
PAD ORIENTATION
During a Congress speech, all notes should be contained on a legal pad. Avoid loose-leaf paper and spiral notebooks; they look unprofessional. While delivering a speech, the speaker should hold the pad at her side, where the arm naturally falls. When she needs to refer to the pad, she should raise it to the top of the stomach or the bottom of the chest. If a speaker holds the pad too high, she runs the risk of blocking her face and losing her connection with the judge. Moreover, she should avoid switching the hand that the pad is in, which can distract a judge. Try to have all notes for a particular speech on one page to avoid having to turn pages.
KEY CONCEPTS
• A speech in Congressional Debate should educate, engage, and persuade the audience.
• Each speech should have an introduction, a body, and a conclusion.
• The introduction should be specific, and it should get the attention of the audience while also persuading them to vote a particular way.
• The body should contain two or three arguments that support a position on the bill or resolution.
• Conclusions, much like introductions, should be brief but engaging, using specific and strong language to compel the audience.
• Sponsorship speeches must introduce the audience to a topic in addition to persuading the audience.
• Debaters can be creative and engaging by embracing their position as a Congressperson and role-playing at appropriate times.
• Debaters must make effective eye contact, gesture appropriately, and move at opportune times to have the greatest stylistic effectiveness.
Resolitional Analysis in Public Forum Debate
Every Public Forum Debate round begins from the same place: the resolution. To be successful in Public Forum, speakers must effectively evaluate, analyze, and research each resolution. This chapter will demonstrate how best to do this.
In other debate events, resolutions have a specific set of burdens attached to them; affirmative teams often must win a specific set of arguments to prove the resolution true. For example, in Policy Debate, affirmative teams must demonstrate that a problem exists, offer a plan to solve the problem, and prove that their plan actually addresses the harms of the status quo. Each resolution in Policy Debate is open to some degree of interpretation, but affirmative teams must still meet these basic requirements. Public Forum resolutions, by contrast, do not have a predetermined set of burdens accompanying them. The burdens for the affirmative and negative teams will change with each topic. As a result, Public Forum debaters have to treat each resolution independently to determine its burdens and begin research and case construction.
The resolution also serves as the focal point of the debate; at the end of the round, the judge will make his
decision based on the two teams’ effectiveness at debating about the resolution. In other debate events, the resolution may be eclipsed by broader questions of fairness or social advocacy, but in Public Forum, the resolution is the ultimate mechanism for determining the winner. A debater’s technical proficiency, eloquence, and poise are all for naught if she does not adequately address the resolution. This is distinct from Congressional Debate, where a speaker may “win” the round simply by being a better debater. Consequently, analyzing the resolution is one of the most powerful tools that Public Forum debaters have to increase their chances of winning.
**Understanding Resolutions**
At the most basic level, a resolution is a sentence that declares something. Another word for this is a “constative.” A sentence is determined to be a constative when it can be clearly demonstrated to be true or false. Understanding the resolution as a constative is applicable to Public Forum because every act in the round, every word and gesture, ought to prompt the judge to determine the truth of the resolution. Thus, the resolution is Public Forum’s connection to the overall “truth-seeking” goal of formal debate.
Resolutions tend to follow two general models of truth: positive and normative. A *positive* model of truth examines empirically verifiable and value-free descriptions of reality. A *normative* model of truth tests the ideal reality given a set of values. The language of the resolution determines if it is normative or positive. Normative and positive statements often address similar content but engage that content in distinctly different ways. The resolution, “Government
tax cuts have increased employment,” is a positive statement: the value of tax cuts need not be assessed to prove this statement true. The resolution merely questions the causal relationship between two events. The resolution, “The government should cut taxes,” is a normative statement: it requires debaters to assess the value of tax cuts and determine whether cutting taxes would be the ideal action for the government to take. Both resolutions prompt an exploration of tax cuts but, ultimately, have very different focuses.
The verb of the sentence usually changes the model of truth of a statement. Verbs like “should” or “ought” are associated with normative statements because they ask about possible courses of action or obligations for agents. Verbs like “is,” “will,” or “has” are associated with positive statements because they often form resolutions that exclusively describe reality, rather than advocating for a particular course of action or set of values.
**Types of Resolutions**
The distinction between positive and normative resolutions helps to clarify the chief types of resolutions. Resolutions can be broadly divided into three types: resolutions of fact, resolutions of value, and resolutions of policy. Not all resolutions will fit discretely into a particular category, but most every resolution can be understood to be primarily one of these types.
Three Types of Resolutions
| Type | Description |
|-----------------------|-----------------------------------------------------------------------------|
| Resolutions of Fact | Resolutions that question whether or not a piece of information about the world is true. |
| Resolutions of Value | Resolutions that question a particular ideal or a set of judgments about the world. |
| Resolutions of Policy | Resolutions that question a particular course of action. |
RESOLUTIONS OF FACT
A fact resolution is a positive constative, or a sentence that posits a fact about the world and prompts the debaters to prove or disprove it. A fact resolution requires that the affirmative team prove that the resolution’s premise is true; the negative team must demonstrate that the affirmative team has not done so. Fact resolutions do not require debate about the normative or moral truth of the resolution.
An example fact resolution is “Resolved: U.S. policies established after September 11, 2001, have substantially reduced the risk of terrorist acts against the United States.” This resolution requires that the affirmative prove two things: that the risk of terrorist attacks has been reduced and that the policies established after September 11 caused
that reduction. The affirmative team does not have to prove that the new policies are beneficial to the country or that safety is more valuable than civil liberties; in fact, an affirmative team that attempts to prove these larger claims is only making their job more difficult.
**RESOLUTIONS OF VALUE**
A value resolution is a broad normative constative, or a sentence that establishes a general ideal or value judgment about the world or a particular set of events or actions in the world. An example of a value resolution is, “Resolved: When the values are in conflict, the United Nations should prioritize global poverty reduction over environmental protection.” A value resolution often tests the normative value of general concepts and may even deal with philosophical topics.
To win, the affirmative team must prove the resolution true through normative evaluation. The introduction of normative evaluations changes the burden of proof for the affirmative team by questioning the values of the resolution rather than just its empirical content. Debates on the resolution above would introduce arguments about the desirability of prioritizing “global poverty reduction over environmental protection” in situations where the two aims conflict. This would lead to a discussion surrounding why prioritizing global poverty reduction has benefits and, thus, a normative evaluation of global poverty reduction. Normative resolutions require debaters to establish burdens beyond mere empirical truth; they must demonstrate what is valuable and then demonstrate that the resolution accords with that concept of value.
RESOLUTIONS OF POLICY
A policy resolution is a narrow normative constative, or a sentence describing an ideal action or event. The policy resolution is distinct from the value resolution because it is typically more specific and deals exclusively with government policy. An example policy resolution is, “Resolved: Direct popular vote should replace Electoral College vote in U.S. presidential elections.” To win, the affirmative team must prove that direct popular vote replacing the Electoral College would be the ideal reality. Debates about the benefits of such an action on voter turnout in presidential elections would be appropriate. Policy resolutions require the affirmative team to propose and defend a specific action—once again within a framework of value.
The type of resolution will dramatically change how the resolution is proved true and the kinds of arguments and research that will be useful for debates. A resolution of fact will require broad research about the status quo and will focus on empirical data; a resolution of value, by contrast, will require an emphasis on philosophical or theoretical evidence; a resolution of policy will often require a blend of these types of research. Consider a debate about tax policy. A resolution that asks whether a certain tax policy has successfully stimulated the economy (a resolution of fact) will require debaters to research the empirical effects of the policy on economic growth; a resolution that asks whether a certain tax policy is fair (a resolution of value) may require similar research, but will also require research on what constitutes fairness.
Often, researchers will make both positive and normative arguments, so it is important to make sure that the type of resolution does not narrow the focus of the research. Instead, the type of resolution should change
how the debaters use research when crafting their arguments. The construction of case positions for any type of resolution is the topic of the next chapter.
KEY CONCEPTS
• Public Forum resolutions do not have preset burdens; the burdens will change with each resolution.
• In Public Forum Debate, the resolution determines the winner; unlike in Congressional Debate, the winner must win the debate on the resolution rather than merely being the “better debater.”
• There are positive resolutions, which determine something that is empirically verifiable (e.g., “Tax cuts have increased government revenue”), and there are normative resolutions, which ask a question about the value of a course of action (e.g., “The government should increase taxes”).
• There are three types of resolutions: resolutions of fact, resolutions of value, and resolutions of policy.
• Resolutions of fact involve determining whether a particular verifiable statement is true (e.g., “Tax hikes have increased government revenue”).
• Resolutions of value question the worth we assign to particular modes of action (e.g., “The government should prioritize improving the economy over environmental protection”).
• Resolutions of policy question the validity of a particular course of action (e.g., “The government should raise taxes”).
Constructive Speeches in Public Forum Debate
Public Forum Debate begins with the case, the text of the four-minute constructive that initiates the debate round. The case is the only part of the debate that is entirely scripted; the rest of the debate is spent reacting to what the opposition has argued. Case construction provides the opportunity for speakers to contextualize their arguments on their own terms. The cases are also the first opportunity for the judge to determine which team may have the advantage. Accordingly, solid case construction is a fundamental element of successful debate.
Like most components of debate, the case does not have a required format, but convention and common understanding of best practices have led to the development of certain standards. This chapter will build on the understanding of argument construction established in Chapter 3 by explaining how best to organize your arguments into a Public Forum constructive.
Case Construction
Case construction is unique in that it heavily emphasizes writing skills. Just like an essay, a case should go through several drafts. Unlike an essay, however, a case construction will not be judged by a reader. The case will be read aloud to an audience, and so a judge has only one opportunity to listen. Consequently, speakers need to pay special attention to ensuring that the case is accessible and easy to understand. The structure of the case is extremely important. The content of a Public Forum case may be difficult to digest in four minutes, but with a good structure, the judge and the debaters are able to understand the case.
Structure
Every Public Forum case should have an introduction that frames and defines the resolution, then one or more contentions that argue for the team’s position, followed by a conclusion.
INTRODUCTION
Every speech needs an introduction or a simple opening to the case. The introduction will define the terms for the debate and establish the burdens for the round. A Public Forum introduction should be brief, between 30 and 45 seconds, but should persuasively accomplish the following:
• **Frame the round.** The first task is to invoke the major issues of the resolution and lay the groundwork for the debate to come. Many debaters utilize a quotation to help with such framing. The quotation should
come from a heavily qualified or easily recognizable source and should be primarily rhetorical as opposed to data-driven.
• **State the argument.** After the debater reads the quotation, he should establish his agreement with the quotation and clarify his side of the debate: affirmative or negative. This may be accomplished by simply saying “My partner and I agree with this quotation, so we affirm the resolution.” While this seems obvious, speakers should take every opportunity to reinforce their basic advocacy to the judge.
• **State the resolution.** The first speaking team should state the resolution. Many judges in Public Forum Debate will not have a formal connection to the debate community; they may not even be aware of what the resolution is before judging their first round. Unless the speaker restates the resolution, a judge may be completely confused. The second speaking team does not need to restate the resolution.
• **Define key terms in the resolution.** Debaters should offer definitions both for clarity and for strategy. A definition offered for clarity will detail, in very simple terms, the meaning of a key but potentially unclear term in the resolution. Given the resolution, “Resolved: The United States should encourage the implementation of a soft partition of Iraq,” a debater would define a “soft partition,” since the judge is unlikely to be familiar with the term. Sometimes a definition is offered to further a strategy. In these instances, the definition will give greater impact to the arguments that will follow it. For example, on the topic, “Resolved: Russia
has become a threat to U.S. interests,” how each side defines “threat” could have implications for the rest of the debate. Is the ability to harm U.S. interests enough to constitute a threat or must there also be intent to harm U.S. interests?
When defining terms for strategy, debaters should keep in mind that judges rarely enjoy lengthy discussions about the terms of the resolution. To ensure that the debate does not devolve into clash over definitions, debaters should make certain that their definitions allow a fair division of ground for both sides. “Division of ground” refers to the arguments that each side could make given the definitions of the resolution. On the previous Russian resolution, if the affirmative were to define “threat to U.S. interests” as having the ability to constrain U.S. behavior in international affairs, that definition would provide the negative with far less ground than if they were to define the phrase as taking actions that harm U.S. national security. During case construction, debaters must strike a balance between strategically defining terms in ways that benefit their case and maintaining a fair division of ground.
• **Impact definitions with observations about how definitions will change the debate.** Observations are arguments that establish the burdens each side must satisfy to prove their side of the resolution true. An observation makes explicit how a definition has changed the division of ground. For example, on the resolution, “Resolved: In a democracy, civil disobedience is an appropriate weapon in the fight for justice,” an affirmative team might define “appropriate” as proper in some circumstances. They would then impact
this definition in an observation, noting that the affirmative’s burden is not to prove the absolute benefit of civil disobedience, but that in some circumstances civil disobedience is one of the tools that could support the fight for justice. This observation would be strategic for the affirmative because it would reduce the burden needed to prove the resolution true.
In general, observations should be closely related to the definitions so they do not seem arbitrary. However, on certain resolutions, debaters can use scholarly research to establish the burdens for each side. For instance, on the resolution, “Resolved: When the values are in conflict, the United Nations should prioritize global poverty reduction over environmental protection,” a prudent debater might want to outline the goals of the United Nations. The debaters could then have an observation that the contentions made by either side should impact back to those goals; this would clearly establish standards for the round by drawing from the resolitional wording.
**CONTENTIONS**
Following the observations, the debaters then make their chief arguments. These arguments, often referred to as “contentions,” are independent reasons why the resolution is true or false. After collecting research, analyzing the resolution, and thinking of arguments, debaters should collect the best arguments for each side and attempt to divide them into themes. Those themes will provide the basis for contentions. Arguments can be organized by impact, by chronology, by geography, or by importance; the exact system of organization is less important than the coherence of each contention.
The key to good contention writing is to ensure that all contentions are self-contained units. This makes the case more difficult to answer and gives the debaters more options when answering their opponents’ case. Typically, a case has two or three contentions. Having more than three makes it difficult for a judge to remember the independent ideas in a case; having only one limits the flexibility of a position. Case construction should never sacrifice quality or depth for breadth, however.
**Sub-points**
Contentions may have sub-points, arguments or examples that help to organize the contentions. For example, a contention may be something broad, such as “Affirming the resolution will improve the economy.” This contention could then have sub-points, such as “Affirming the resolution will create jobs” and “Affirming the resolution will spur investment.” Unlike a contention, a sub-point does not have to be an independent argument. Sub-points can reinforce or build on one another, or they can serve as independent reasons why the resolution is true. The number of sub-points a debater includes is determined by his research and arguments. Sub-points are often organized by letter (sub-point A, sub-point B, etc.), whereas contentions are organized by number.
Debaters should not include sub-points just for the sake of having them; speakers should use them to best organize contentions. The contentions and sub-points should include taglines and data. Taglines should be short and digestible; data should be plentiful, persuasively presented, and embedded in the debater’s own rhetoric. Many contentions have up to six to seven sources of data. While the contentions have copious structure and data, speakers
should remember that they also should be pleasant to listen to—do not sacrifice rhetorical appeal for data.
CONCLUSION
Public Forum cases should have very brief conclusions, typically lasting between 10 and 20 seconds. Debaters should summarize the main arguments of their cases and link back to the opening statement used in the introduction. Quotations can make powerful conclusions as well as introductions.
Strategic Case Construction
Case construction should be strategic: it should simultaneously prove one side of the resolution while also preparing the rebuttals to disprove the other team’s case. Debaters should focus primarily on proving their position, but should always be thinking about how their arguments will play out in rebuttals.
The optimal case construction may actually be unknown until a round has begun; as a result, many teams have started to write flex cases to create a hidden clash in their case construction. A flex case is a case that is not fully formed until the round has begun. For example, if a team is using a flex case, they might have prepared more contentions than they could read during their four-minute speech. If they are the team speaking second, they would wait to see what contentions their opponent presented and then choose the contentions that best clashed with the opposing side. A flex case requires additional research and organization and should only be developed by teams with significant experience.
Practice and Delivery
An entire case should be between 725 and 775 words, depending on the natural speaking rate of the first speaker. A case with 750 words can be delivered at 187.5 words per minute, which is somewhat faster than a conversational rate for most people. If the case is organized effectively, a slightly elevated rate of speech should not be a problem.
Debaters should spend much time practicing delivering their cases so that its presentation is more comprehensible and powerful in the round. Practice speeches should always be timed; if the speaker feels rushed when delivering the case, the number of words should be cut. Advanced tactics for delivery include bolding key words to be emphasized and italicizing the names of sources that do not need to be emphasized. The first few words of the case should be delivered very slowly. The first time a debater speaks, a judge will need time to adjust to the speaker’s individual voice.
Given the time constraints of the first constructive speech, every word must count. Teams must make difficult decisions about what to prioritize in a case: Should the case create clash? Prove a narrow point? Provide strategic options? The answer to each of these questions is, to some degree, “yes.” But each team must decide what style of case serves them best.
Additionally, the second-speaking team could opt to include or exclude observations or contentions based on the definitions and observations offered by the first-speaking team. The first-speaking team, though, must have a fully formed case with the greatest variety in contentions and observations, thus providing the most strategic division of ground.
Although debate rounds are rarely won during the constructive speeches, they can certainly be lost. To gain an
advantage over the competition, debaters must pay careful attention to both the form and substance of the case. Effective case writing will help keep the debate organized and make for an excellent round.
KEY CONCEPTS
• A constructive speech in Public Forum Debate is four minutes long.
• Each constructive speech should begin with an introduction that presents and defines key terms in the resolution; it may also establish a framework for the round.
• The introduction should be followed by one or more contentions that support one side of the resolution.
• Contentions may have sub-points if they are used to clarify arguments for the judge.
• Ideally, constructive speeches should be between 725 and 775 words long.
Clash is fundamental to all forms of academic debate. Constructive speeches and cases are an opportunity for debaters to offer prepared arguments under relatively benign circumstances; they often simply read what they have previously prepared. If the debate were to end after the initial speeches, however, it would not be much of a debate; it would be more akin to “dueling oratories.” Instead, to better seek truth and enable the audience and judge to make an informed decision about an issue, debaters must engage one another’s arguments. They must clash. This process begins with the most pointed exchange of ideas in a debate round: the exchange of questions and answers. The structure of this exchange is different in each event, but the goals, standards, and techniques of the exchange remain the same.
**Structure of Questioning**
In Congressional Debate, every speech is followed by a Congressional questioning period, during which members
of the chamber may ask questions of the speaker. Following the first affirmative and first negative speech is a questioning period of two minutes; after every subsequent speech, the questioning period lasts one minute.
The questioning period is initiated by the presiding officer (P.O.); at the conclusion of the speech, the P.O. will call for questions. Members of the chamber who have questions for the speaker will rise, and the P.O. will call on them one at a time. Once recognized, a member may ask a single question of the speaker. The speaker answers the question, then the P.O. will recognize another questioner. This continues until the time for the questioning period has elapsed.
Public Forum Debate has three crossfire periods, each lasting three minutes. In crossfire, no one controls the time; all participants may both ask and answer questions. The first two crossfire periods involve one speaker from each team; the third crossfire period, also called “grand crossfire,” involves all four debaters.
The team that speaks first in a Public Forum round has the right to ask the first question in crossfire. After the first question is answered, any of the participants in the crossfire may ask questions or provide answers. This exchange of ideas continues until the crossfire period has elapsed.
These differences in structure do produce some event-specific issues in questioning, but, for the most part, the principles and approaches are the same. Therefore, this chapter will refer to both the Congressional questioning period and the Public Forum crossfire as simply “questioning” from this point on; where event-specific points must be made, the terms “Congressional questioning” and “crossfire” will be used.
Goals of Questioning
Despite differing structures, Congressional and Public Forum debaters pursue similar goals during questioning. The structure of a debate round divides these goals into two broad areas: communicative goals and argumentative goals. Communicative goals are what a debater is trying to communicate to her judge; argumentative goals are what a debater is trying to accomplish in the debate. This duality arises from the debater’s obligation to argue with her opponent while simultaneously persuading or impressing her judge. This struggle can be aggravated during questioning because, unlike during speeches, students are directly addressing their opponents. By clearly outlining the distinct goals of questioning, a debater can effectively balance these obligations.
COMMUNICATIVE GOALS
Whenever students are participating in a debate, they are attempting to communicate certain ideas to their audience and judges; questioning is no exception. During this time, they hope to achieve several communicative goals: demonstrate poise; establish perceptual control of the room, or appear to be dominant in the debate; and, get face time with the judges.
Demonstrate Poise, or A Mature Presence in the Room.
Because questioning involves direct exchanges between high school students, it can easily devolve into a less-than-appealing shouting match. This is mitigated during speeches, when debaters direct and tailor their comments to an adult judge; when debaters lose this adult filter, they may slip into more colloquial and combative forms of
expression. It is especially important, then, for debaters to maintain their poise during questioning.
In Congressional Debate questioning, questioners can accomplish this in three ways:
1. **Rise to be recognized in a controlled way.** Because there are often more questions than there is time for in a questioning period, participants often feel the need to compete with one another to be recognized. As a result, they may literally leap out of their seats when the P.O. calls for questions, often scattering papers or even upsetting their desk. A good P.O. should address this and make efforts to curtail it, but members should take the initiative and maintain their poise, keeping their roles as members of the United States Congress in mind.
2. **Directly address questions to the speaker.** When recognized by the P.O., a speaker should not immediately launch into his question; instead, he should first thank the P.O. (a simple “Thank you” will suffice) and then directly address his question to the speaker, beginning his question with a title, such as “Senator . . . ” or “Representative Smith . . . ” This helps participants remain calm and appear professional.
3. **Remain standing until the speaker has completed her answer.** Many questioners immediately sit down, without waiting for a reply; this suggests a lack of interest in the answer and is a sign of disrespect to the chamber.
In Public Forum crossfire, participants have a simpler concern about poise: whether or not to stand during crossfire. Although judge preferences will vary by region, speakers should always default to standing. Doing so is
more likely to produce a more formal exchange of ideas and will also help avoid the innumerable peculiarities of participants sitting in desks (tapping pens, flailing legs, disorganized desktops, etc.). If a judge directs debaters to sit during crossfire, then they should sit (the judge is always right, at least for the duration of the round); but, lacking a clear directive, they should stand and maintain their speaking posture and poise.
**Establish Perceptual Control of the Room**
An old debate maxim is that to win a debate, one must merely *look* like one is winning the debate. Projecting confidence throughout a debate, no matter how badly the debate may be going, is fundamental to success. Questioning offers debaters an excellent chance to accomplish this.
During a speech, the speaker has sole control over the judge’s perception as no direct comparison can be made with other speakers in the room. Judges may indirectly compare a speech to others given during the debate, but the speaker is the only person to whom the judge is listening at the moment. During questioning, however, speakers are sharing time, and so questioning presents a unique opportunity to benefit (or suffer) by comparison.
In all forms of questioning, competitors must take care to project confidence. Frequently, a speaker will appear to be an entirely different person when delivering a speech and when asking a question; debaters often forget that judges consider their entire performance during a debate round, and so their delivery during questioning lacks the polish and care dedicated to their speaking. Additionally, Congressional Debate chambers are often set up with the judge in the back of the room and the seated members of the chamber facing the front; this arrangement makes
asking questions in a confident voice very important since the judge is behind the speaker.
Competitors must also maintain confidence when answering questions; all too often, a speaker will conclude a powerful and passionate speech, only to deliver meek and barely audible answers during questioning. In Congressional Debate, although other members are asking questions, the floor still belongs to the speaker, and the speaker must act accordingly. One excellent way to truly control questioning is to utilize movement. Depending on the layout of the chamber, a speaker may benefit from taking a few steps toward each questioner; the goal is not to confront or otherwise make the questioner uncomfortable, but rather to better fill the empty space at the front of the room. Congressional questioning can be an imposing scene: one speaker at the front of the chamber with as many as 23 other students rising as one, eager to ask questions and attack the speech just delivered. Using movement helps the sole speaker counter the weight of so many bodies standing against her, leveling the playing field and communicating to the judges that, though she must yield to and answer the questions of others, the floor is still definitively hers.
In Public Forum crossfire, establishing perceptual control of the room is more difficult, primarily because students cannot control or predict what their opponents will do or say. In Congressional Debate, questions and answers are controlled by the rules of the event and the P.O.; in crossfire, the flow of questions and answers is much less predictable. Debaters may be faced with opponents who monopolize the crossfire period, who refuse to answer questions, or rapidly jump from one topic to another. The quickest way for a student to lose perceptual control of a
crossfire is to let his emotions get the better of him; he may roll his eyes at an answer, grow angry at an answer he disagrees with, snap at his opponent for interrupting him, or whine and prevaricate when pressed on an issue. All of these behaviors communicate to the judge that the debater is an immature high school student, not a policy expert; this undermines the debater’s efforts elsewhere in the round to persuade the judge of his position. Instead, speakers should be calm with angry opponents, forgiving of ignorant opponents, and resolute with aggressive opponents. These qualities demonstrate maturity and confidence and resonate with judges.
**Get Face Time with the Judges**
In Congressional questioning, this is difficult because the judge will often be sitting behind the chamber members. Using the techniques mentioned above to project poise and confidence, however, will help establish the speaker in the judge’s mind as a mature and engaged member of the chamber. For speakers answering questions in Congressional questioning, using movement is important to remain visible to judges.
Speakers can employ an additional technique to increase their face time with the judge: when answering a question. They can begin by addressing the answer to the questioner, but finish the answer by addressing the chamber as a whole. This subtle shift in focus can pay big dividends. It communicates that the speaker appreciates the particular question asked and gives the questioner that recognition; at the same time, it demonstrates that the speaker is not subject to the questioner and will continue to be an advocate for her position to the entire chamber.
In Public Forum crossfire, participants should always remember that their primary goal is to persuade the judge to vote for them. Whenever possible, they should address both questions and answers to the judge. Doing so is very uncomfortable because a person’s natural instinct is to look at the person she is addressing, and, in this case, she believes she is talking to her opponents. But it cannot be stressed enough that debaters do not win rounds by persuading their opponents—they win rounds by persuading judges. Some exceptions to this rule are covered later, but the overwhelming majority of crossfire ought to be directed toward judges.
**ARGUMENTATIVE GOALS**
In a debate round, debaters are invested in their arguments; they are attempting to advance a particular position or set of ideas against any opposition. Questioning is an important way to advance their arguments. Questioning has several argumentative goals, but the three primary ones are to:
1. **Clarify an idea, argument, or piece of evidence.** If something in a speech is not clear, either because the speaker is difficult to understand or the argument is just oddly phrased, a questioner may ask for a clearer explanation. These questions should be used when necessary and can often help expose a weak or poorly constructed argument. Here are some examples of clarification questions:
Representative Hannan, could you explain exactly how the Office of Management and Budget reached the conclusion you cited in your speech?
What was the second impact of your argument about poverty?”
In Public Forum crossfire, clarification questions can be especially important because speakers must answer their opponents’ arguments. If a team misunderstands or misses an argument entirely, they will have difficulty responding to it later in the debate. Clarification questions are somewhat less important in Congressional questioning, because there is no burden to respond to the individual arguments of each speaker. Actually, as question time is at a premium, competitors should avoid clarification questions because they take time away from questions that engender clash and may actually frustrate fellow competitors.
2. Challenge an idea, argument, or piece of evidence. If a competitor disagrees with an argument made in a speech, his first opportunity to attack that argument will generally come during questioning. Challenges made during questioning go a long way toward establishing control of the debate, and they put the speaker (who, presumably, was on the attack during her speech) on the defensive. Here are some examples of challenging questions:
Senator Berkman, given the number of jobs generated by these tax cuts, how will you explain the jump in unemployment to your constituents if we repeal the cuts?
If poverty is such a central concern for you, how can you justify cutting welfare?
In Congressional questioning, it can be particularly difficult to formulate effective and challenging
questions that can operate independently of follow-up questions or contextualizing comments because questioners only get one chance to challenge the speaker. In Public Forum, crafting lines of questioning that effectively challenge arguments is easier because debaters can adapt and respond to the answers they receive.
3. **Establish an idea or argument before it has been explained in a speech.** While challenging questions are often confrontational, establishing questions tend to be more collaborative. They explore an idea, and they use the speaker’s own words to advance that idea. For example:
Representative Meadows, do you believe that America has an obligation to advocate for freedom in the world?
What do you believe is the most important way to evaluate impacts in this round?
Establishing questions may not pay off right away, but are designed to make later speeches easier or more meaningful.
Let’s look at the sample questions more closely. Assuming that Representative Meadows answered it affirmatively, the first question would help establish a later speech detailing the ways in which the United States could or should advocate for freedom in the world. Depending on the answer, the second question would help later speeches focus on an agreed-upon standard for evaluating the round. This could help debaters avoid wasting time discussing impacts that may not factor into the judge’s decision.
In Congressional Debate, questions establishing an idea can be hit or miss; participants may not get the chance to speak on a topic, and so any questions asked to establish an argument may be fruitless. In Public Forum, debaters should make liberal use of establishing questions to help focus and control the round. The more agreement that can be generated during crossfire means, somewhat paradoxically, the more disagreement can be explained in the speeches. If competitors start from a common premise or idea that is established in questioning, then disagreements are thrown into stark relief and can be easily evaluated by the audience.
In both Congressional and Public Forum debates, speakers need to use establishing questions with care. Competitors who consistently ask this type of question may telegraph their arguments.
**Effective Questioning**
Effective questioning begins with good listening. The best questions demonstrate that the questioner listened closely to the speaker and adapted to the answers given during questioning. Too many debaters ask questions just for the question’s sake; they must remember that the goal of questioning is not to ask questions but to obtain answers that are useful in the debate. A powerful question can be effective on its own, but the very best debaters understand that it is the answers that matter most.
Effective questions have three characteristics:
1. **They are Brief.** Conciseness is tremendously important in questioning. In Congressional Debate, many
participants are eager to ask questions; if a competitor asks a particularly long question, he will draw the ire of his peers who lose the opportunity to ask a question as a result. In Public Forum, concise questions allow debaters to cover the most ground in crossfire and help debaters to avoid misunderstandings.
2. *They are Simple*. That is to say they are grammatically uncomplicated. Questions should have a single independent clause, and, at most, one modifying phrase or dependent clause. If questions become too complex, they fail to communicate clearly to the judge or to elicit the sought-after answer. Speakers should focus on simple sentence structure in all aspects of debate, but especially during questioning.
3. *They are Focused*. Asking brief and simple questions is easier if they are narrowly tailored to address one idea at a time. Questions that address multiple ideas are unlikely to obtain a clear answer; the speaker may jump from one idea to another, or answer only part of the question, or possibly just become too confused by the question’s complexity.
**Open- and Close-ended Questions**
To achieve appropriate focus, debaters must understand the difference between open-ended questions and close-ended questions. Open-ended questions invite the speaker to expound on an idea; close-ended questions force the speaker to provide a simple answer, often merely “yes” or “no.” Both question types can be effective, though for very different reasons.
In Public Forum crossfire, close-ended questions tend to be the most effective because crossfire is largely about controlling the flow of ideas. If competitors ask open-ended questions, they offer their opponent the chance to explain himself and fill time. Close-ended questions, though, do not allow the opponent this opportunity; they let the questioner plan and execute a series of questions that may lead to a desired conclusion.
This process is sometimes referred to as the “garden path approach,” wherein a debater will ask initially innocuous questions that have seemingly obvious answers, but result in his opponent trapping himself or eventually being forced to answer a more challenging question from a position of weakness. The questioner has led the speaker down the garden path, and the answerer does not realize the danger until it is too late.
Open-ended questions, by contrast, tend to be more useful in Congressional questioning. Because participants cannot ask follow-up questions, they will not have the opportunity to build on ideas. By asking open-ended questions, a questioner has a stronger chance of uncovering a weakness in an answer or argument; he also gets to perceptually hold the floor for a longer period. A strong question that requires a thoughtful answer showcases the questioner’s insight; a close-ended question that is satisfied by a single-word answer only results in the questioner taking his seat as the speaker comfortably moves on to the next questioner.
Asking Questions
Speakers can ask questions in several ways, some of which are more effective than others. One of the least effective approaches is to ask the speaker if she is wrong; it is surprising how often this sort of question is asked. Imagine that Ben has just spoken for three minutes on the dangers of nuclear energy. When he finishes, Sam rises and asks him “Wouldn’t you agree that nuclear energy is a smart economic investment?” Of course Ben is going to answer no, possibly by making reference to one of the many arguments he just made. This question merely offers him an additional opportunity to make his case. Sam also put Ben on the defensive by leading with a negative; when questions begin with words like “wouldn’t,” “isn’t,” and “aren’t,” they nearly guarantee that the speaker will offer a defensive and unproductive answer.
A more effective way to challenge an idea is to present the challenge as a fact and force the speaker to acknowledge a weakness. For instance, Sam might ask “Given the enormous economic returns that nuclear power generates, how do you justify the lost tax revenues that would result from this bill?” This enters challenge into the debate and forces the speaker into a difficult spot.
Alternatively, a questioner can challenge an argument by pointing out a shortcoming in its construction. For example, if Elizabeth argues that increased pressure on North Korea will produce changes in its behavior but uses evidence that does not take into account North Korea’s recent change in leadership, then Joanna might ask “Does your evidence refer to the previous North Korean regime or the current one?” This question does not explicitly present a challenge to the argument, but it does call attention to the argument’s weakness. It also achieves the ideal result
of a question: putting the speaker in a position where she must offer a simple answer that indicts her own position. Winning a debate is always easier if a debater can force her opponent to make her argument for her.
**Effective Answers**
Crafting effective answers in questioning involves many of the same elements as constructing effective questions. Strong answers, like strong questions, begin with effective listening. Debaters must give their full attention to the questioner and be sure they understand the question. Too many speakers are easily distracted by their own thoughts or performance and neglect to focus on the question.
Effective answers have three characteristics, two of which are same as the characteristics of effective questions:
1. **They are Brief.** Especially in Congressional questioning, answers ought to be as brief as possible while still being complete. When given the option to answer “yes” or “no,” speakers should do so. This allows for the most questions possible in each questioning period and allows the speaker to demonstrate control over many issues. In Public Forum, brief answers can be effective, but speakers should also keep in mind their goal of controlling the crossfire period. Longer answers may help to swing momentum, capture the judge’s attention, and possibly avoid being led down the garden path.
2. **They are Focused.** Answers should also be focused on the question that is asked. Speakers should try to limit their answers to the subject raised. In crossfire, debaters
may choose to expand the focus to redirect the questioning to stronger ground.
3. **They are Honest.** Speakers should answer questions truthfully and to the best of their knowledge. If a speaker does not know the answer, he should say so; if he does not know how a question is relevant, he should provide an answer and let his opponent worry about relevance.
Speakers worry far too much about appearing not to know an answer and so offer any number of ridiculous sounding prevarications (“I don’t have those numbers with me right now” or “Well, that’s a complicated issue that doesn’t have a simple answer”). These answers are generally transparent to the audience and only draw attention to the speaker’s ignorance and attempt to obfuscate. Instead, a confident “I don’t know” puts the issue to rest and may even imply that the questioner is in the wrong for asking such an unusual question. No speaker is expected to know everything nor be able to answer every question; in any event, audiences respond better to a relatable, flawed speaker than to a know-it-all.
**Congressional Questioning Specifics**
Congressional questioning is an excellent way for a competitor to both further debate and demonstrate to judges that she is engaged in the chamber. Participants should take advantage of every opportunity to ask meaningful questions of a speaker and should always be engaged during speeches in an attempt to craft intelligent and thought-provoking questions. Once recognized to ask a
question, questioners should remember to thank the presiding officer and directly address their questions, and then remain standing for the duration of the answer.
Despite regional variations on Congressional questioning, debaters should always avoid certain conventions. Competitors should never ask two-part questions; these steal time from other members of the chamber. Members should not preface their questions with independent citations or a brief oration; this, too, takes time away from the debate. Finally, speakers should not call on questioners; this job should always be reserved for the presiding officer. This helps ensure fairness and competitive equity.
One pernicious type of question found in Congressional Debate is the friendly or softball question. These questions simply reinforce the speaker’s arguments or perhaps offer her an opportunity to talk some more with no real limits. Because competitors are often rewarded for being active in a chamber, they think that asking questions as often as possible will help raise their ranking. As a result, they ask questions even when they do not disagree with a speaker. Competitors should avoid these questions at all costs. The purpose of questioning is to produce and advance clash; friendly questions do neither. Instead, they waste the chamber’s time, produce the appearance of politics, and, in the worst cases, confuse the speaker so much that he ends up disagreeing with himself. If a competitor cannot produce a challenging or interesting question, he should not ask one at all.
When answering questions, members should strive to balance their attention between the questioner and the chamber as a whole. Speakers should give proper recognition to the questioner, but must ultimately remember
that their primary task is to persuade the judge and audience as a whole, not just the questioner.
The final issue specific to Congressional questioning is a relatively new phenomenon known as “direct questioning.” In Congressional direct questioning, the presiding officer will recognize a questioner for 30 seconds; during this time, the questioner may ask any series of questions she wants. This allows the questioner to pursue one or more lines of questioning or perhaps just present several individual questions on different topics; as always, the goal is to produce further clash in the debate. Direct questioning functions like cross-examination and is controlled by the questioner. For a one-minute questioning period following a normal speech, the P.O. will recognize two questioners. Many tournaments have begun to implement direct questioning for semifinal and final sessions.
**Public Forum Crossfire Specifics**
Public Forum crossfire is unique among high school academic debate because it is an uncontrolled exchange: all participants are on equal footing. Consequently, managing the momentum of the crossfire is incredibly important. Speakers should strive to balance questions with answers.
The team who spoke first always asks the first question. When speaking second, many debaters initiate crossfire by offering their opponent the first question; this offer is unnecessary, as the first-speaking team has, by rule, the right to begin. After the first question though, such niceties can be an effective way to transition from questioning to answering or vice versa. Participants may follow up an answer by asking their opponents if they can ask a
question; they may also respond to an answer by asking their opponents if they have a question to ask. This discussion of the crossfire’s flow as the crossfire is occurring is a useful way for students to exercise control over the momentum of questioning—rather than relying on unspoken communication or convention to dictate the flow of the crossfire, participants can more directly manage their shared time.
Participants should also be sensitive to rhythm in crossfire. A series of close-ended questions and answers should be offset with an open-ended question; debaters should not be reluctant to answer many questions in a row nor afraid to ask a rapid series of questions; working within the rhythm of the crossfire is important.
Remaining calm during crossfire is paramount. More than any other part of a Public Forum round, and probably more than any other form of debate, a crossfire can get out of hand very quickly. Participants can become angry because their opponents do not let them finish questions or answers or possibly even because their opponents do not let them begin questions or answers. A debater may be tempted to respond to this sort of opponent with anger or an increase in volume; instead, she should remain calm and retain the sympathy of the judge. If a speaker feels he is being bullied, he should trust that the judge notices and will take the behavior of his opponent into account. More practically, he should attempt to make his point or begin his question once or twice so that his opponent knows that he has something to say. If his opponent still does not let him get his ideas out, then he should simply wait for the opponent to stop speaking and then return to his idea.
Finally, debaters need to focus on teamwork during the third, or grand, crossfire. A team can take many possible
approaches to grand crossfire: they may evenly divide their time between them; they may allow one member, who perhaps is especially strong in crossfire, to take the lead; or they may allow the summary speaker to carry the burden so the second speaker can prepare for the final focus. Any of these approaches may work well for a team. However, perhaps the most fundamental rule for grand crossfire is that teammates should not speak over each other—communicating ideas while competing for time with one’s opponent is difficult enough. Participants should allow their teammates to finish questions and answers before adding or clarifying information.
**KEY CONCEPTS**
- The three communicative goals of questioning are to demonstrate poise, establish perceptual control, and get face time with the judges.
- The three argumentative goals of questioning are to clarify the arguments made, challenge those arguments, and foreshadow any new arguments being made in subsequent speeches.
- Effective questions are brief, focused, and honest.
- In Congressional Debate, competitors should avoid asking two-part questions and softball questions.
- In Public Forum crossfire, debaters must remain calm and respectful and must not attempt to speak over other competitors.
Debate: Refutation, Rebuttal, and Summary
When the public envisions a high school debate, they imagine students arguing against the claims made by their opponents. This clash is what separates debate from dueling oratories, where students speak on opposite sides of an issue but do not engage one another at all. In both Congressional and Public Forum debate, competitors are expected to engage with their opponents’ arguments, responding to them as need be. This chapter describes the appropriate response mechanisms that competitors should use in debate rounds.
Flowing
Clash begins with the flow. The flow is the totality of notes that a competitor has taken in a given debate round. Without the flow, debaters would be unable to locate or remember the arguments made by their opponents or even those made by their teammates. Consequently, individual flows must remain organized and understandable, otherwise, a debater may respond to an argument that was not
made or he may forget to respond to one that was made. Neither of these options makes for particularly compelling debate.
Congressional and Public Forum debates have very different flows as the structures of these two events are extremely dissimilar. Congressional Debate involves dozens of speakers and a wide range of arguments, while Public Forum only involves four speakers and the range of arguments tends to be narrower. This creates different requirements for the flow in each event. Three elements of flowing remain consistent regardless of the event:
1. **The content that must be flowed.** Many debaters choose to flow only their opponents’ claims. This is easy to do; a claim is typically an overarching description of the argument being made, so taking this down seems natural. That said, flowing only the claim is not enough because the claim will not capture the nuance of the argument. For example, if the claim is that a resolution will decrease unemployment, there could be dozens of reasons why that is true. Responding to a claim would be difficult if a debater does not understand the reason why his opponent is making it. Hence, the most important part of the argument to record is the warrant. Flowing the warrant ensures that a debater understands the explicit nuances and caveats of the argument being made. While many similar arguments may be made, flowing the particular iteration of the argument that is being made in the current debate round is important. Such flowing enables competitors to respond to that argument most effectively.
2. **Use of different colored pens.** One color should be used to designate affirmative arguments, while another
should be used to indicate negative arguments. This helps debaters understand what is going on in a debate and allows them to most effectively recall what arguments have and have not already been responded to in the round. If the same color pen were used for each side, differentiating between arguments made by each side would be extremely difficult and confuse the debater about what needs to be done in the next speech.
3. **Use of a shorthand.** Especially in Public Forum Debates, which are often fast-paced, writing down every word an opponent says is impossible. Consequently, debaters use shorthand. No one system is ideal; each debater needs to develop a shorthand with which she is comfortable. That said, debaters can take some steps to develop a system. First, be sure to use acronyms and abbreviations. Consider a bill or resolution on micro-lending. The term “micro-lending” will be used repeatedly, and so writing out the full word each time makes no sense. It takes time that competitors don’t have as they need to be paying attention to the speaker and writing down other parts of his argument. Essentially, debaters can’t focus on the arguments being made if they take a lot of time to write out one word. In this case, a debater could shorten micro-lending to “ML.” Symbols can also be used. If a debater makes an argument about money, she can use a dollar sign ($) to signify money instead of writing out the full word.
Following the three basic elements outlined above will help competitors in any debate event ensure that their flow is as complete and clear as possible.
Flowing in Congressional Debate
Debaters and coaches have developed many systems over the years to flow a Congressional Debate round. Competitors can flow the round on either one page or two pages and either vertically (up and down their legal pad) or horizontally (from side to side on their legal pad). Despite the lack of one overarching flowing mechanism, every Congressional Debate flow must have the following elements (in addition to the three listed above):
• Every flow must have the name of the debater making the argument and whether that debater is an affirmative or negative speaker. Debaters can organize their flow by the argument or by the speaker; either method is acceptable. If they choose to section off their flow by argument, they must add the name of each debater who makes that argument to that section of the flow. For example, if a section of a flow of the negative side reads “Bill increases unemployment,” and this argument was initially made by Senator Smith, then the flow would read, “Smith—bill increases unemployment.” If another debater then makes the same argument, her name would be added (Jones, Smith—bill increases unemployment). Debaters should be sure to leave room on their flow to add the names of additional speakers who make the same argument. Alternatively, if a debater is flowing by speaker (if the flow for a speaker looks something like, “Smith—increases unemployment, contributes to debt, leads to health care system failure”), then he must be aware of the fact that many speakers may make the same argument. In this type of flow, a student writes down the name of each speaker and then lists the argument made by that speaker. This
makes it easy to determine what a particular competitor argued in his speech. It differs from organizing by the argument, where the overarching organizational factor is the particular claim made by the competitor. If you flow by the speaker, then you might flow the exact same argument multiple times, as many speakers may make the same argument. Taking note of the fact that multiple debaters have made the same argument allows competitors to form more complete refutations, as they will be able to cite the names of multiple students in doing so. This demonstrates awareness of the chamber to the judge.
• A Congressional Debate flow must be directional. A competitor must flow either horizontally on the legal pad or vertically. The arguments should not be flowed in random places, and they must be flowed in the order that they were delivered. Thus, debaters flowing from left to right must have the arguments or members who spoke most recently on the right/bottom of their pad, with those who spoke first on the left/top. This ensures that the debater is aware of the arguments that are most relevant at the time she chooses to speak.
The flow should indicate the direction in which the debate is going. If the flow is not sequential based on time, it does not indicate the arguments that have become central to the debate, and the competitor risks giving a tangential or irrelevant speech. Additionally, locating what arguments each side has made may be difficult if the notes are positioned randomly on the pad; hence, organized flows are key to a truly responsive speech.
• A Congressional Debate flow must contain room for the competitor to write a response. Leaving room helps the competitor as he gives his speech. If a speaker has taken notes on one part of the pad but has written his responses to those notes on another part or on a separate sheet, he could become confused while speaking. He may not be able to locate his responses, resulting in an awkward moment as he tries to find his place. Additionally, if he cannot locate the response in time, he inevitably will be less responsive than he had hoped. Leaving room to respond to opposing arguments next to the place you flowed them is therefore key to an effective speech.
• The flow of a debate should be kept close to the constructive arguments the competitor has prepared. It is distracting to the audience for a speaker to be flipping through pages when she is speaking; also, flipping often takes time away from the speech or causes the speaker to lose her place. All information required for the speech, including the flow, should be on one sheet of paper, or, if two sheets are required, the two sheets should be next to each other. The goal is to minimize confusion and time lost to flipping between papers.
Again, multiple formats are available for flowing Congressional Debate that incorporate the various elements listed above; the two formats the authors recommend are described below.
FLOWING A CONGRESSIONAL DEBATE WITH TWO SHEETS
One effective flowing mechanism requires two sheets of paper and flows by argument. The first paper is used to deliver an affirmative speech, the second to deliver a negative speech. The top one-third to one-half of each sheet is used to write down constructive arguments. The remainder of the paper is used for the flow and is divided into three columns: speaker name, argument, and response. Affirmative speakers are flowed on the sheet where the competitor has written down negative constructive arguments; negative speakers are flowed on the sheet where the competitor has written down affirmative constructive arguments (see table below). This allows competitors to have a clear idea of opposing arguments on the same sheet of paper that they are using to deliver their speech.
This flowing mechanism requires the competitor to flow vertically, by argument. Each argument a different speaker makes is listed in the “argument” column of the flow. The name of the opposing speaker is listed in the “speaker name” area of the flow; as more speakers continue to make the same argument, their names get added to the speaker name section next to that argument. In the response column, the competitor writes her response to the argument. This system allows the debater easy access to the arguments made in the round, along with the names of all opposing speakers who have made those arguments—all on the same sheet of paper as his constructive speech. Here is an example of such a flow.
| Affirmative Arguments | Speaker Name | Response |
|------------------------------------------------------------|--------------------|--------------------------------------------------------------------------|
| Decriminalizing marijuana would lessen the burden on the prison system | Smith, Johnson, Berkman | It would increase the burden on the health care system, which is worse |
| Legal marijuana could generate tax revenue | Johnson, Hannan | People could still buy marijuana informally and so avoid paying taxes |
| Legal marijuana could be regulated and made safer | Berkman | The FDA is already overworked |
FLOWING CONGRESSIONAL DEBATE BY SPEECH
Another method organizes the flow by speech. Using this method, debaters record each speech as it is delivered, moving from left to right across the legal pad in a checkerboard pattern. Let’s examine the sample flow below. The first affirmative speech (Smith) is recorded in the top-left corner of the page; the first negative speech (Berkman) is recorded to the right and below the first affirmative speech; the second affirmative (Miller) to the right and above the first negative, and so forth. Each speaker’s name is recorded as the first item for each speech and then the arguments below. The resulting checkerboard pattern leaves ample
room for a debater to record her own arguments and responses; it also allows the debater to draw connections between ideas (by literally drawing connecting lines) and track the progress of the debate. This style of flowing can be somewhat more complicated than the first but allows for greater sophistication in terms of connecting and contrasting arguments. Here is an example of such a flow, with the debater’s own thoughts and arguments in bold.
### Flowing by Speech
| Smith (AFF) | Both Smith and Miller focus on crime, and neither neg has answered this | Miller (AFF) | ← How does this affect American citizens? |
|-------------|------------------------------------------------------------------------|--------------|------------------------------------------|
| 1—Legal marijuana would decrease crime | | 1—Legal marijuana would decrease crime | |
| 2—Legal marijuana would generate tax revenue | | 2—Legal marijuana would undermine cartels | |
| 3—Legal marijuana would lessen prison crowding | | Berkman wrong about gateway drug, it’s not causation | |
| So does alcohol | | | |
| Berkman (NEG) | | The slippery slope wouldn’t happen; alcohol is already legal | |
| 1—Marijuana causes accidents | | | |
| 2—Marijuana could serve as a gateway drug | | | |
| 3—Smith ignores the black market’s effects on taxes | | | |
| Johnson (NEG) | | | |
| 1—Legal marijuana would send the wrong message | | | |
| 2—Legalizing marijuana a slippery slope to legalizing other drugs | | | |
Note that, in this example, the debater who is keeping the flow may use it to develop either an affirmative or a negative speech; she is recording her thoughts and arguments for both sides of the debate.
Again, the exact method of flowing is not important, as long as it includes the names of speakers, captures the directional nature of the debate, allows the student room to write her own responses, and keeps all potential arguments to be made in a speech close at hand.
**Flowing in Public Forum Debate**
Unlike Congressional Debate, Public Forum Debate has a much clearer consensus about the ideal form of flowing. It requires two sheets of paper, one for the affirmative flow and one for the negative. The affirmative flow should contain the affirmative case, and all subsequent responses made on the affirmative case. The negative flow should contain the negative case and all related responses. Both flows should always be vertical, starting at the top of a page and moving to the bottom (to allow maximum space to capture all arguments). Each flow should have the case aligned on the left side of the page, with room for multiple columns to the right of the case (ideally the debater’s writing should be small enough to accommodate seven columns of notes).
Both sheets should have a column for each speech in the round. For example, an affirmative team that is speaking second would have an affirmative flow with seven columns, from left to right: the affirmative case, the negative rebuttal, the affirmative rebuttal, the negative summary, the affirmative summary, the negative
final focus, and the affirmative final focus. An affirmative team that speaks first would have fewer columns because the negative constructive and the first affirmative rebuttal would not be flowed on the affirmative side, since they would not contain responses to the affirmative case. Hence, an affirmative team that speaks first would have six columns, from left to right: the affirmative case, the negative rebuttal, the affirmative summary, the negative summary, the affirmative final focus, and the negative final focus. Because a Public Forum flow requires six or seven columns, each of the columns should be narrow; usually, each column is not wider than 1 or 1.5 inches.
Arguments should be flowed next to the argument to which they are responding. For example, if an affirmative team is arguing that the resolution would decrease unemployment, and the negative team responds with a statistic indicating unemployment would actually increase, then that argument should be flowed on the affirmative flow in the column directly to the right of the affirmative case on the same vertical level.
Responses are flowed next to the original argument that was made—not in the order that they were delivered in the rebuttal. If the first argument made in the negative rebuttal addresses an argument that is two-thirds of the way down the affirmative flow, then that response is flowed in the next column over, two-thirds of the way down the page, even though it was the first argument made in the rebuttal. This process continues throughout the debate, with responses to responses being flowed on the same vertical level as the original constructive argument. Here is a portion of a flow that shows the debate that occurs about the first argument in an affirmative constructive.
| Pro Case | Con Rebuttal | Pro Rebuttal | Con Summary | Pro Summary |
|----------|--------------|--------------|-------------|-------------|
| 1. Legalizing marijuana would decrease burden on prison system
a. Prisons are overcrowded
b. Drug crimes responsible for this
Economist, 12/11 80% of felons in prison for drugs
c. Legal marijuana would free up space for violent felons
Some felons are released early b/c no space
d. Impact is less crime b/c fewer violent criminals released | So would I legalizing murder, but we don’t do that
Only applies to public prisons
But some commit other crimes, too
No evidence for this, how many are released? | Not the same thing: marijuana isn’t violent crime
Still serious problem
If any violent felons are released early, then that’s unacceptable | How serious? Private prisons actually more common
They ignore this; it means that legalizing marijuana wouldn’t really create much space in prisons b/c the criminals are there for other reasons | They acknowledge that marijuana is a nonviolent offense
They don’t provide evidence for this
If we prove that even one violent criminal is released early b/c of overcrowding, that means marijuana should be legalized to help our prison system do its job
Reducing crime would be good, but the pro team doesn’t do it |
This system of flowing ensures that debaters are able to follow the flow of the round and easily recognize when arguments have or have not been responded to.
**Responding: Refutation and Rebuttal**
Flowing is an essential skill for the successful debater but ultimately is only a means to an end: generating clash by responding to one’s opponent. Responding to arguments is the core element of debate and is broadly divided into two categories: refutation and rebuttal. *Refutation* is the process of answering an opponent’s argument. *Rebuttal* is the process of defending one’s arguments against an opponent’s attacks. Debaters will find themselves doing both refutation and rebuttal in every debate round, and the line between the two will often blur. Additionally, both refutation and rebuttal share the same basic goal: to respond to arguments.
Responsive debaters do four things:
1. Locate the argument they wish to answer.
2. Summarize the argument to which they are responding
3. Respond to the argument.
4. Explain the impact.
**Locating the Argument**
This does not simply mean that a debater must find the argument for himself; the debater must locate the argument on the flow for his judge. In Public Forum, the debater will typically signpost, or refer to the portion of the case in which the argument is found. For example, a
debater may say, “Look at our opponent’s third contention.” This enables the judge to go to that place on his flow, locate the argument, and flow the debater’s response. Without such clear signposting, judges will inevitably be confused about what the speaker is responding to. Clarity about location is key to the judge’s understanding of an argument and to the debaters crafting a clear round.
In Congressional Debate, locating an argument means knowing which speakers have made or responded to a particular argument. If three debaters have made an argument that the bill will increase unemployment, then a speaker wishing to refute them should know and mention the names of each of those debaters. This demonstrates awareness to the judge, who is now more likely to reward the speaker for being engaged in the debate.
**Summarizing the Argument**
Simply saying “Go to my opponent’s third contention. They are wrong because . . . ” is not enough. A debater must tell the judge what argument he is answering so that the judge understands the argument that the debater is making in response. This summary should be no longer than 5–10 seconds and should include the claim and a brief description of the warrant of the argument being answered. This makes the premise the debater is challenging extremely clear to the judge.
**Responding to the Argument**
A response can challenge any part of the argument: the claim, the warrant, or the impact. Claim- and impact-level challenges typically do not respond to the reasoning provided by the opposing side; rather, they provide alternate reasons why the claim is ultimately untrue or why the
argument is less important than the opposing side wants the judge to believe. For example: “My opponent argues that this resolution will increase unemployment by stifling private sector growth. This is not true because the resolution will increase public spending on infrastructure, thus creating more jobs.” This statement does not challenge the explicit reasoning behind the opposing argument: the bill will stifle private sector growth. Rather, it challenges the claim that unemployment will go up by providing an alternate means of increasing jobs.
An impact-level challenge also does not address the explicit reasoning behind an argument; rather, it explains why the argument is fundamentally less important than the opposing side wants the judge to believe. For example: “My opponent says millions of jobs would be lost because private sector expansion will be stifled. These lost jobs, though unfortunate, are a necessary step to restructuring our economy for the twenty-first century.” Again, the debater is not disputing the claim that jobs will be lost; he simply claims that the impact is a necessary evil.
Thus, claim- and impact-level responses do not disprove the argument being answered; they merely provide alternative reasons to disregard the argument or reasons that carry greater weight than the original argument. While claim and impact challenges are perfectly acceptable, challenges to warrants are usually the most compelling form of refutation. Challenges to warrants explain why an opponent’s explicit reasoning is incorrect; challenges to data demonstrate that the opposing debater is simply making assertions unsupported by fact. For example: “My opponent argues that the resolution would increase unemployment by stifling private sector growth. This is
not true because the resolution actually increases private sector expansion by funneling money through the federal government into the hands of private contractors.” This directly challenges the opponent’s warrant by explaining why the opposite effect will take place. These arguments are typically the most engaging because they target the explicit reasoning of the opposing debater. Warrant-level challenges demonstrate strong critical thinking skills to the judge—more so than claim-level responses, which do not necessarily engage with the line of reasoning used by the other side, or impact-level responses, which typically are not as strong as warrant-level responses.
Another way to think about the various types of responses is to use some rudimentary logic. A *claim-level* response follows this model:
Debater 1—A, because B
Debater 2—C, because D
This exchange offers two noncompeting arguments (“A” and “C”) with noncompeting warrants (“B” and “D”). A judge could evaluate each argument separately with little interaction between them. Both arguments could be true or both false; this does not produce clash.
A *warrant-level* response follows this model:
Debater 1—A, because B
Debater 2—Not A, because Not B
In this exchange, two competing arguments (“A” and “Not A”) are presented in direct opposition to each other, with competing warrants (“B” and “Not B”). A judge is forced to evaluate these claims in competition with each other because only one of the arguments can be true. This produces clash and healthy debate.
Explaining the Impact
After the debater has responded, she needs to explain the impact of her response. She can choose between two separate kinds of impacts: impacts on the real world and impacts in the debate. An impact on the real world details the effect the response will have on some element of society. It should explain in detail what will happen, good or bad, as a result of the argument (for further explanation, see Chapter 3: Argument Construction). An impact on the debate details the effect the response has on the opponent’s argument. It connects the argument that is being made to the ballot and decision that the judge ultimately must make. A good response will contain both a real-world impact and an impact on the debate round. For example:
Because the resolution will not stifle, but rather will stimulate, the private sector, millions of jobs will be created and millions of families will be better off. This argument is central to the affirmative’s position, and now that is has been turned against them, it should be clear that a negative ballot is justified.
This impact begins with a real-world explanation of the argument’s effect and ends with an explanation of the argument’s weight and importance in the debate.
Offense and Defense in Debate
An important distinction exists between offensive arguments and defensive arguments. “Offense” refers to a proactive reason to vote for one side of the debate; “defense” refers to a reason to disregard or discredit an
argument made by an opposing debater. For example, an argument that claims a resolution will increase employment is offense because it gives the judge a reason to endorse the resolution. An argument that says the resolution will not increase employment by as much as has been claimed is defense because it provides no proactive reason to vote against the resolution but, rather, attempts to mitigate, or lessen, the affirmative impact. It defends against a claim made by the other side; it does not compel the judge to vote one way or another. Typically, offensive responses are more persuasive because the debater can derive tangible impacts from them and explain them to the judge. Hearing that jobs will be created is much more meaningful to the judge than hearing that “only” 10,000 jobs will be lost (instead of 20,000).
That said, some defensive responses can impress judges. The most notable of these is a methodological indictment of data. This is when a debater analyzes and explains the flaws in an opponent’s evidence. For example, if a team presents a study and the opposing team explains why the study’s methodology was flawed, they are using a defensive response that demonstrates a deep understanding of evidence and related issues. Hence, while offensive responses are preferable, good defensive responses can be made.
**Responding in Congressional Debate**
In Congressional Debate, every speaker except for the author or sponsor must respond to opposing debaters. If competitors choose not to do so, Congressional Debate ceases to be debate and turns into competing oratories. Each speaker, therefore, must respond to at least one key
argument made prior to her speech. This demonstrates engagement in the debate to the judge and keeps debate fresh. That said, a speaker is not expected to respond to everything that previous speakers have said; rather, debaters must make choices about which arguments they will answer.
Unlike most other forms of debate, in Congressional Debate judges are not rendering an affirmative or negative ballot at the end of the session; which side “wins” the debate is somewhat beside the point. Rather, judges score and rank competitors based on the overall quality of argumentation. Thus, Congressional debaters need not worry too much about making “strategic” choices for their side of the argument. They are not primarily trying to win the debate; rather, they are attempting to deliver the most compelling speech possible.
Members speaking very early in a debate are free to pick from almost all of the arguments that have been made by the opposing side; which arguments are central to the debate and which are tangential has not yet become clear. Ideally, early speakers will attempt to answer the opposing arguments that are most compelling. Judges will generally recognize if a competitor is answering bad arguments or responding to arguments that are easy to refute. Refuting strong arguments is more impressive, so competitors speaking early in the debate should seek meaningful clash and avoid “straw man strategies” (strategies in which one speaker misstates the argument of an opposing speaker to make it weaker and then refutes that weaker argument).
Students who speak in the middle or at the end of a debate have different burdens. First, speeches toward the middle or end of a debate need to be more responsive to previous arguments than speeches made earlier in the
debate. While all speakers (except the first affirmative) must refute, the obligation to refute becomes greater as the debate progresses. As each speaker adds to the debate, the next speaker must respond more and more to the debate as it is occurring. Constructive speeches late in the debate are more likely to be ignored or rated poorly by the judge because they tend to disregard what has already transpired.
In fact, the debate may proceed to the point where making constructive arguments is no longer advisable. Competitors can then give one of two types of speeches: a refutation speech or a crystallization speech. Crystallization involves a summary and clarification of arguments made in the debate round, with the impact of those arguments being weighed against one another to come to a conclusion about the validity of the legislation. (The “crystallization speech,” a term of art in the debate community, will be discussed in the next chapter.) To give a refutation speech, the speaker should preface her arguments by indicating that she will be responding to the arguments in the round rather than offering her own constructive analysis. The speaker can then give a speech that is entirely focused on answering the opposition’s arguments. This tactic, which is underutilized in Congressional Debate, is an excellent way to demonstrate awareness, engagement, and critical thinking.
The arguments made in a refutation speech, as with all refutation in Congressional Debate, should have the same claim/warrant/impact structure used in constructive speeches. A refutation is a complete argument; it needs a label, an explanation, and a reason why it matters. Debaters too often make the mistake of assuming that refutations can be underdeveloped—this is not the case. Many speakers lack warrants for refutation; they will often dismiss
something as incorrect without giving an explanation or will give a one-sentence explanation that doesn’t make clear why the original argument is false. For a refutation to truly be compelling, it needs to be as well-developed and as well-explained as any constructive argument.
Incorporating refutation into a Congress speech can be difficult. Debaters should avoid merely giving a laundry list of refutations (“Senator Smith said this, he’s wrong because . . . , then Senator Johnson said this, she’s wrong because . . . ,” etc.). One way to add refutation to a speech is by simply setting it apart from constructive arguments; after delivering a prepared argument, a speaker could indicate to the judge that he will now answer some arguments made by the opposition. This approach is still somewhat simplistic though; refutations should, ideally, be a part of a broader argument. Additionally, this kind of speech is not advisable late in a round, when a constructive speech would be ill-timed. While this structure is certainly preferable to not engaging in refutation at all, it is one of the least effective means of responding to opposing arguments.
One more effective way is to incorporate responses into broader arguments by delivering a refutation after the warrant of a regularly structured argument. This tactic is advisable since it turns the refutation into a full argument with a claim, a warrant, and an impact; consequently avoiding the problem of underdevelopment that so many refutations face. Incorporating refutation by making the response after the warrant will contextualize the response for the judge, while still emphasizing the speaker’s own argument and viewpoint. After the response is made, the speaker would continue with her argument (providing an impact). For example, say
a negative speaker, Senator Sonnenklar, claimed that a bill to eliminate the death penalty will increase crime because we would be eliminating a deterrent. An affirmative speaker could respond with:
The first reason to affirm this bill is that it does not increase crime the way the negative claims. This is true because people who commit capital offenses rarely consider the punishment for a crime before committing those crimes. Additionally, from an individual standpoint, there is little difference between life without parole and the death penalty. Hence, eliminating the death penalty won’t change the psychology of capital offenders. So Senator Sonnenklar’s argument that this bill will increase crime is incorrect, since we aren’t removing a meaningful deterrent. This means that all of the impacts the opposing discusses in terms of increased crime rates just are not going to happen.
This incorporation is more sophisticated and ensures that the refutation is as well-developed as a constructive argument would be.
As the debate progresses, each side will offer so many arguments that responding to all of them will be impossible. Consequently, each debater needs to decide which arguments to address. Early in the debate, speakers should prioritize refutation of whichever opposing arguments they perceive to be the strongest. This strategy is less useful later in the debate when between two and four arguments generally dominate the discussion. These arguments will be advanced or referenced in the majority of
speeches and will be the central focus of the debate. Speakers later in the debate should focus on these issues. A judge will think it odd if the fourteenth speaker on a bill discusses issues that have become irrelevant; focusing on these demonstrates a lack of engagement with the rest of the debate round. The best debaters will find new, compelling reasons why one side of a central argument is correct and the other is not.
An important concept to further this goal is “grouping,” or dealing with many similar arguments at one time. To deal with a multitude of issues when attempting to refute, debaters should group together arguments that have common threads. Several debaters in every long discussion are going to make the same or very similar arguments. Additionally, competitors will make arguments that seem different but rely on the same fundamental assumptions. For example, one speaker may argue that increased funds for businesses will lead to increased hiring, while another argues that it will lead to better technology. While these arguments are distinct, they both rely on the assumption that businesses will actually receive an increase in funds; a good debater will group these arguments and respond to them by disproving the underlying assumption. If a speaker proves that the bill will not actually lead to increased funds for businesses, then he has adequately responded to both of these very different arguments because he has responded to the fundamental assumption of both arguments. Additionally, when grouping or refuting a central idea, speakers should make clear to the judge why they have chosen to answer this concept.
Responding in Public Forum Debate
In Public Forum Debate, the result of the debate is the focus of the round, thus debaters spend more of their time and energy attacking and defending the arguments made than do participants in Congressional Debate, where the entire first half of a debate can be mostly constructive. Additionally, Public Forum debaters are subject to the burden of rejoinder or the obligation to answer arguments made by the opposition. If one team advances an argument, their opponents must respond to it; if they fail to do so, the argument becomes “true” in the debate. An unanswered argument, sometimes called a “dropped argument,” is a powerful tool in the debate round; it can be used to answer other arguments and, as a “true” argument, the debaters advancing it need not worry about defending it from further attacks.
This last point is important; with the exception of the first constructive speeches, debaters in Public Forum must answer arguments as soon as they can. Arguments made in the constructive speeches must be answered in the rebuttal speeches; arguments made in the first rebuttal speech must be answered in the second rebuttal speech; arguments made in the rebuttal speeches must be answered in the summary speeches. If a team fails to answer an argument in the appropriate speech, they may not address it in a later speech. Doing so would allow teams to delay their answers until the end of a round, or, worse, offer new answers that their opponents would not have a chance to answer.
Each speech has different burdens and expectations in terms of refutation. The first speech on either side is a constructive speech, which involves no refutation. The second four-minute speech, the rebuttal speech, is the first to
require refutation. The debater from the team that speaks first has the simpler task during the rebuttal speeches: she must use her four minutes to answer the arguments presented in the opposing team’s constructive speech. To do so, she may use a line-by-line approach, beginning at the top of her opponents’ case and proceeding down the flow one line at a time. She may use grouping to answer multiple arguments at once. She may also employ blocks, or pre-written responses to arguments that she and her partner anticipated. Whatever her approach, her goal is to effectively cover all her opponents’ arguments, leaving none unanswered. This tactic offers her and her partner the most options for future speeches, while leaving her opponents the fewest.
The debater from the team that speaks second has a far more difficult task in the rebuttal speech. He must answer not only the arguments made in the constructive speech, but also the arguments made in the first rebuttal speech. He must both attack his opponents’ case and defend his own case. This requires remarkable efficiency: he must answer eight minutes worth of arguments in only four minutes. To do so, he will likely also use a line-by-line approach and make extensive use of grouping. He will employ three additional strategies as well:
1. **Use a road map.** A road map is a brief explanation at the beginning of his speech that explains to the judge the order in which he will address the arguments. Often, this is as simple as “I will begin by answering our opponent’s case, then defend our own.”
2. **Extend arguments.** He will point out an unanswered argument and emphasize its importance in the round. To make an extension, a debater should use clear
language: “Our opponents did not answer our first argument, which maintains that affirming the resolution will improve the economy by spurring corporate growth. Extend this. The impact of this argument is that we will create hundreds of thousands of new jobs and improve GDP by billions of dollars.” These extensions will become important as the debate proceeds and arguments are challenged and mitigated; a cleanly extended argument automatically becomes true and unmitigated, so it can be made to outweigh or negate other arguments in the round.
3. **Cross-apply arguments.** The debater will use an answer made on one part of the flow to answer an argument in a different part of the debate. Cross-application allows a debater to avoid repeating a response multiple times during a speech, giving him time to make additional arguments. For example, if a Con team’s contention argues that the resolution will destroy jobs and the Pro team’s second contention dictates that the resolution will actually create jobs, the Pro team can answer the Con team by saying: “Go to the Con’s first contention, where they say the Resolution will destroy jobs. First, cross-apply our Second contention, which provides evidence that the Resolution will actually create jobs.” Ideally, the competitors will cite the particular piece of evidence they are cross-applying to answer their opponents’ case.
Ideally, a debater delivering the second rebuttal speech (the last of the four four-minute speeches) will spend about two minutes answering his opponents’ case and
two minutes defending his own. Debaters should strive for balance in this speech to avoid being “ball-parked,” or drawn into a debate dominated by their opponents’ arguments. Debaters should always be advancing their own position and attempting to frame the debate from their perspective.
After the rebuttal speeches and the second crossfire, each team will prepare summary speeches. The summary speakers must blend line-by-line debate with summary and crystallization. The summary speech has a somewhat decreased burden of coverage. Because the summary and final focus speech times are so short, expecting any debater to cover all arguments made is unreasonable.
The summary speakers must make choices about which arguments they will cover. An effective summary speech advances strong offense while reinforcing strong defense. A summary speaker should be sure to extend strong offensive and defensive arguments from the rebuttal speeches; the most effective Public Forum teams consistently demonstrate this sort of teamwork. In the same vein, a summary speaker should be sure to coordinate with her partner. A summary speaker should use a clear road map and attempt to add clarity, not confusion, to the round as a whole and the line-by-line debate. The time allocation in a summary speech may vary widely depending on the number and quality of arguments made by both sides, but the summary speaker should still be wary of being ball-parked by his opponents.
KEY CONCEPTS
• Clash is key to debate; it is what separates debate from dueling oratories.
• Debaters should keep track of the arguments made in a round via the flow, or notes taken about the arguments made by each debater.
• While there are multiple ways to flow Congressional Debate, there is one standard way to flow Public Forum Debate.
• In Congressional Debate, all flows must contain a shorthand version of the arguments being made and the name of the competitor who made them.
• Public Forum Debate flows require two sheets of paper; responsive arguments must be flowed next to the argument that they respond to.
• A full refutation requires a competitor to locate the argument he is responding to on the flow, summarize that argument, and then respond to it.
• Refutations can challenge the claim, the warrant, or the impact of an argument, but challenges to the warrant are usually the most responsive and effective.
• Each refutation should be a full argument with an impact all its own.
• Offensive responses are typically better than defensive responses.
• In Congressional Debate, the most effective refutations are incorporated into arguments rather than listed at the end of a speech.
• Unlike Congressional Debate, Public Forum Debate has a burden of rejoinder, that is, the debaters must respond to every argument made in an opposing case.
• Public Forum debaters delivering the second rebuttal should respond both to the opposing case and to the opposing rebuttal.
Crystallization and the Final Focus
Every round of debate can be broadly divided into three phases: the constructive phase, the rebuttal phase, and the crystallization phase. Earlier chapters have dealt with the constructive and rebuttal phases; this chapter will address crystallization, or the process of clarifying, summarizing, and prioritizing the most important arguments in the round. This process is an integral part of both Congressional Debate and Public Forum Debate.
Crystallization
Crystallization is a vital skill for any debater because a debate round can be extraordinarily complex. Judges may be asked to consider as many as 20 or 30 distinct arguments, each with several responses or challenges attached, and all in some form of conflict with one another. Without a serious effort by debaters at the end of the round to clarify these issues, a judge will be left to sort through the round on his own. This can often lead to him making a decision based on his own thoughts or feelings rather than the arguments presented by the debaters.
than on the arguments presented. Crystallization is also important because it enables debaters to showcase a distinct set of skills. While constructives demonstrate the ability to research and rebuttals to process and challenge information, crystallization displays the ability to compare, contrast, and prioritize information and argumentation. Constructives and even rebuttals can be planned before the round begins: arguments may be pre-written by debaters or their coaches. Crystallization, however, must be specific to the round: debaters must think for themselves and craft unique arguments based on how the round has played out.
**Goals of Crystallization**
All crystallization speeches have three goals: select and highlight the most important issues in the round, close the debate on those issues, and then prioritize or weigh the arguments selected.
**SELECTING THE ISSUES**
Debaters must identify the most important arguments in the round. They can use three possible standards:
1. **Quantity of debate.** The arguments that have produced the most clash and the most numerous responses are typically considered the most important in the round. This is not always the case, however, as a lengthy discussion of an issue may actually resolve it or render it irrelevant. Additionally, debaters may be distracted by an argument and spend more time on it than is merited. Nevertheless, if an argument produces multiple
responses from both sides, it is probably worth mentioning during crystallization.
2. **How connected the argument is to the other issues of the round.** Some issues exist independently of others, while some issues are central to the rest of the debate. Crystallization time is generally better spent on issues that will have a broad impact on the round—those that are connected to and interact with many other issues. By selecting these, debaters ensure that they are addressing the bulk of the round.
3. **Strategy.** Debaters can choose those arguments that they are most clearly winning or that give them the best chance to win. Even in Congressional Debate, where the outcome of the actual debate is irrelevant to the outcome of the competition, selecting strategically important issues makes debaters seem attuned to the debate and invested in its outcome, both of which carry great persuasive weight.
**CLOSING DEBATE ON IMPORTANT ISSUES**
Closing debate means answering any lingering objections to arguments or perhaps extending an argument one final time. The goal is to avoid leaving unanswered questions for the judge; at the conclusion of a crystallization speech, the judge should not need to do any additional thinking about an argument’s or idea’s impact in the round. Because of the burden of rejoinder, this process is very different in Public Forum than in Congressional Debate.
PRIORITIZING AND WEIGHING THE ARGUMENTS CHOSEN FOR DISCUSSION
Prioritizing and weighing are the most difficult tasks of a crystallization speech. Debaters must not simply make additional responses nor should they repeat the answers that have already been given. Instead, debaters must provide analysis that enables the judge to distinguish between important and trivial arguments.
At the end of a round, both sides of a debate will likely have made many valid arguments; some of these may have been answered, others will have been extended. Debaters must find a way to evaluate these arguments and give the judge or audience a way to decide between them.
Consider a debate about withdrawing American troops from Afghanistan. The affirmative side of the debate may rightly claim that withdrawing troops would save the U.S. government billions of dollars; meanwhile, the negative side may claim that withdrawing troops would endanger Afghan civilians. If both of these arguments have been adequately supported and defended, how should the judge decide between them? Which is more important? Which argument should be considered first? These are difficult questions, but they are the questions that crystallization attempts to answer. Making matters more complicated are the numerous answers and challenges made during a debate; neither of these initial claims is likely to survive the debate unscathed. Now a judge must not only weigh between claims, but also evaluate how the various responses to those claims affect the end-round decision. A crystallizing debater must take all this into account and provide a coherent rationale for endorsing her position over that of her opponents. She must compare the strength of the warrants and the magnitude of the impacts on each
side of the debate in order to support a particular position on the resolution. This skill, called “weighing,” is vital to all forms of debate.
**Weighing**
Arguments can be weighed in a number of different ways, using a number of different standards. Some of the most common are by:
- **Magnitude**, or the size or severity of the argument’s impact. If affirming a resolution results in the death of a thousand and negating the resolution results in the death of two thousand, then magnitude tells the judge that she should affirm. This is the simplest conceivable weighing mechanism, merely requiring the debater to summarize the impacts of each side, then present those impacts side-by-side for the judge to evaluate. Decisions are rarely this simple, though. For one, arguments may result in different sorts of harms, such as loss of life, financial losses, or environmental disruptions. To provide clarity, debaters may choose to translate the various harms into a common “currency.” Essentially, a debater may translate costs in one arena to costs in another arena to give the judge a clear means of evaluating impacts. For example, a debater may relate financial losses or environmental decay to the loss of human life, thus making a comparison of magnitude more appropriate and easier for the judge.
- **Competing frameworks**, or analysis of value in the debate round. At various points in the round, debaters may make “framework” arguments, contentions
that aim to convince the judge that some arguments are more important than others. By ordering impacts in this way, the debaters have a clear mechanism for weighing arguments. If they have demonstrated that human life should be considered before financial loss or gain, then the judge can easily weigh between the two; alternatively, if a debater proves that environmental decay is more harmful than any immediate loss of human life, then this also provides a clear weighing mechanism.
• **Probability, or how likely the argument’s impact is to occur.** Probability may simply refer to the likelihood of an event occurring in the real world; for example, meteorologists can calculate the probability of rain on a given day with some degree of precision if certain conditions are known. Debaters can perform similar probability analyses by citing experts who predict the likelihood of a particular outcome if certain conditions are met. Alternatively, the probability of an argument may depend on the strength of the link the debaters provide; if an action only marginally contributes to a problem, this decreases the argumentative probability of the impact occurring. For example, if a particular resolution would increase the national debt by $1,000, the strength of the link to impacts derived from increased debt would be extremely small; if the resolution increased the debt by $1,000,000,000, the strength of the link would be much greater.
• **Examining how aggressively or successfully an argument has been answered.** As covered earlier, an argument that has gone unrefuted becomes true at the end of a round; if a debater has cleanly and clearly
extended such argument, then it may have more weight at the end of the round than arguments that have been answered or mitigated. This weighing standard is not as preferable as the others because it ignores the internal logic and real-world applicability of arguments in favor of a strategic evaluation of the round. Nevertheless, debaters may successfully argue that a judge should evaluate unanswered arguments before contested ones as a way to make a simple and clear decision.
The Final Focus in Public Forum Debate
The final speech in a Public Forum round is aptly called the “final focus”; this is the speech wherein debaters will crystallize the round for the judge. The various processes that lay the foundation for crystallization will naturally have begun earlier in the round: debaters select which issues to spend time on in the rebuttal, summary, and crossfire; debaters attempt to close debate on issues throughout the round; and successful debaters will be weighing arguments throughout the round. All of these efforts come to fruition in the final focus, though, when the second speaker on each team has two minutes to make her final plea for the ballot. This section will address the appropriate content and structure of this speech.
The last speech must never introduce new arguments. A final focus may respond to new arguments made in the summary speeches, or, if the debater is speaking second, to new arguments made in the opponents’ final focus. Beyond those immediate responses, though, the final focus should consist entirely of weighing and extending arguments already made in the round.
The final focus speaker should always advance a clear set of offensive reasons to vote for his team. These are called “voting issues.” They serve as bullet points for the judge to write an easy ballot. Although it may be necessary to make defensive arguments during the final focus, the emphasis should always be on offense. At the end of the round, the judge needs to have something to vote for, not merely vote against. Crystallization in Public Forum Debate should always be centered around the offense-defense split and should always favor offense.
A speaker can structure a final focus speech in many ways. She may begin with defensive arguments, laying to rest any lingering offense or objections her opponent has raised, and then move on to the offensive reasons the judge should prefer her team. Alternatively, she may follow the flow of the round, dealing with both offensive and defensive arguments in the order they were raised. Both approaches are acceptable as long as the debater is sure to end strongly (generally by offering a 10–15 second summary of her position and enumerating the reasons to vote for it) and is sure to advance enough offense to win the ballot.
The final focus speaker should also endeavor to have the last word on the subject. If speaking first, he should try to predict and preempt his opponent’s arguments; if speaking second, he should take his opponents’ final focus into account when crafting his speech and do his best to dismiss the arguments raised. Language in the final focus should be clear and definitive, leaving no room for doubt or equivocation.
The most effective final focus should work in concert with the summary speech to highlight the arguments that a team thinks are most likely to win them the ballot. These
arguments should include significant offense and, ideally, should have already been settled or resolved in earlier speeches. The final focus should, in effect, write the ballot for the judge.
**Crystallization in Congressional Debate**
Crystallization in Congressional Debate is significantly different from crystallization in other debate events. Because Congressional Debate has no burden of rejoinder, and because the outcome of the debate has no bearing on the success of a debater, crystallization in Congressional Debate serves a very different purpose. It demonstrates to the judge that the debater is engaged in the debate and can think critically about the arguments presented.
Because so many speeches can have been made on one bill or resolution, participants in Congressional Debate often run into the problem of repeating old arguments. After 10, 16, or even 20 speeches, it is extremely unlikely that any arguments have been unexplored. Nevertheless, debaters often find themselves in a position where they must speak late in the cycle of debate; this is where crystallization becomes important. Much like the final focus in Public Forum Debate, crystallization in Congressional Debate necessitates specific content that fits within one of the recommended structures listed below.
In a crystallization speech, speakers must first make their purpose clear to the judge. Judge fatigue is a common problem in Congressional Debate; judges who have listened to 20 speeches on a topic are primed to write off additional speeches as unnecessary rehash. For a late-cycle debater to stand out, he must use explicit language to
differentiate his crystallization speech from those of others. At the conclusion of his introduction, he should say something like “It is vital that we weigh the arguments made thus far in the debate” or “Rather than repeat old arguments, we must determine which arguments have held up under scrutiny.” Statements such as these make clear to the judge that this speech will accomplish something unique.
Next, speakers must add to the debate by introducing clear weighing mechanisms. In Congressional Debate, speakers will generally both make constructive arguments and refute the arguments made by others; rarely do speakers focus on weighing between arguments because there is no ballot to be won through weighing. This is where a crystallization speech can contribute to the debate. Rather than offer new material for consideration, the crystallizing debater will offer new perspective on old material.
One helpful metaphor for this process is a sports broadcast. The actual game being played may be thought of as the constructive and rebuttal portions of the debate; decisions are made, strategies are formed and responded to, and one side generally wins in the end. As the game (debate) approaches its conclusion, the announcers (crystallizing debaters) offer their analysis: what strategies were employed, why they were employed, and whether or not they were successful. This analysis does not change the result of the game, but it does make it clear and understandable to the audience. This analysis is what crystallization adds.
**CRYSTALLIZATION STRUCTURES IN CONGRESSIONAL DEBATE**
Like in the Public Forum final focus, crystallization in Congressional Debate has multiple possible structures:
• Identify the two or three most important issues in the round. One common approach is to simply identify the two or three most important issues in the round and discuss the debate that has occurred on those issues. This approach is easy for debaters to grasp but often lacks sophistication; it does not structurally add any evaluation to the arguments, but merely presents them in an arbitrary order.
• Pave the Road. A more sophisticated approach is sometimes called “paving the road.” In this approach, debaters take important arguments that support their side of the debate and address the objections to those arguments. A debater may rebut the refutations made by his opponents; he may answer questions raised by the debate; he may provide alternative analysis that overcomes argumentative obstacles. The result is the same: the argument in favor of his position is now established as a truth in the round. Having dealt with objections, the crystallizing debater can focus on the offensive reason to prefer his position. In a crystallization speech, a debater may pave the road for two or three arguments, using the same approach for each.
• Blend small-picture refutation with big-picture summary. Using this approach, a speaker will begin by addressing a small or under-discussed issue in the round, possibly offering some additional insight or refutation. Then the debater will move on to the big-picture debate, addressing the large issues in a more general way. This approach shows the judge that the speaker is capable of both types of debate and, perhaps counterintuitively, helps to focus the audience’s attention on the big-picture discussion. Like paving the road,
this approach conveys a sense of settling old business (the refutation) before moving on to new business (the crystallization).
A speaker in Congressional Debate does not have to focus on offense or provide voting issues. Because the speaker’s focus is not solely on winning the debate for the affirmative or negative but, rather, impressing the judge, she may choose to structure her speech in whatever way makes the most sense to her. If providing three defensive answers to her opponent’s central argument would make clear why a speaker has chosen her position, then she should proceed with that speech. If she strays too far from the central issues of the debate, however, she risks being perceived by the judge as out-of-touch with the round.
At the end of the day (and the round), a speaker must make strong choices about what to cover in his speech. He must make these choices clear to the judge using explicit language, and he must tailor these choices to the debate as it has occurred. He should add to the debate by providing analysis of the arguments presented, weighing between them, and structuring them in a way that communicates his overall position clearly. A good crystallization speech has the highest degree of difficulty of any speech in Congressional Debate, but also the highest reward; debaters should invest much of their time learning this higher-order skill to be successful in their event.
KEY CONCEPTS
• Crystallization is the process by which debaters frame, prioritize, and conclude their thoughts on the major issues of the debate.
• Debaters should weigh arguments against one another at the end of the round.
• Debaters should always strive to make the judge’s decision as easy as possible; in essence, they should “write the ballot” for the judge.
• In the final focus, a debater should concentrate on clarity and simplicity while advancing offensive reasons to vote for her position.
• Crystallization speeches in Congressional Debate should demonstrate that the debater is engaged in the debate and can think critically about the arguments presented.
Congressional Debate Procedure
Unlike other forms of debate, Congressional Debate is governed by a fairly elaborate procedural system, with rules dictating who gets to speak and when, what order legislation will be debated in, and when a competitor can leave a chamber, among other things. Congressional Debate procedure is difficult to master, can be complicated, and often requires specialized knowledge. This chapter will walk through a Congressional Debate session from a procedural standpoint, enabling competitors to understand what happens in a session and why it happens. Eventually, these tools will be used by competitors who wish to run for presiding officer in their respective chambers.
Beginning the Session
SETTING THE AGENDA
Each tournament begins with the formation of the agenda, the order in which the bills will be debated. This usually happens in one of three ways. The first is the simplest: the
tournament has set the agenda beforehand, so a vote or any invocation of procedure is not necessary. In this case, competitors should write the pre-set agenda on the board in the chamber; no voting takes place, since the tournament has already mandated the order of the bills.
The second system is the most common. Here, competitors collaborate to form an agenda for the legislation in the docket they receive before the tournament. Several potential agendas are formed and then voted on by the members of the chamber. An agenda needs a majority vote for adoption. Consequently, several rounds of voting may be needed. Each time, if no majority is reached, the agenda with the lowest vote total is eliminated. If two agendas are tied with an extremely low vote total, both can be eliminated at once. If two agendas are tied for a vote total that is not the highest vote total but that still represents a significant number of votes, then a runoff vote is held to determine which is removed from the ballot. The losing agenda is eliminated and the winning agenda remains on the ballot. This process is repeated until a majority is reached. Agenda elections are conducted by a show of hands.
The final way in which agendas are selected is the committee system. This process divides the chamber into three committees, typically Foreign Affairs, Economics, and Public Welfare. Each piece of legislation will have been categorized into one of these three groups. Each committee then orders the legislation that has been assigned to it; hence, each competitor has a say over the order of one-third of the bills. Prior to the tournament, participants are informed of their committee assignments. Despite the differences in these three approaches, the result is the same:
an ordered list of the legislation to be debated during the tournament.
ELECTING THE PRESIDING OFFICER
After an agenda is selected, the chamber elects a presiding officer (P.O.). The first step in the process is for a participant to rise and say “I move to open the floor for presiding officer nominations.” Typically, this motion is directed to the president pro tempore or staff member running the chamber. Once the floor is open for nominations, any member of the chamber may rise to nominate a fellow participant; no one may nominate himself. Each nomination requires a second by another member of the chamber and then the acceptance of the nomination by the nominee. Once all nominations have been made, a competitor moves to close the floor for presiding officer nominations.
As nominations are made, seconded, and accepted, the president pro tempore or parliamentarian creates a list of the nominees. Before the voting takes place, nominees are given a brief opportunity (no more than 20 or 30 seconds) to introduce themselves and explain why they should be elected. Nominees are typically recognized to speak in reverse order of nomination. Then, the voting begins.
Members of the chamber vote for one nominee, generally by writing the nominee’s name on a small slip of paper. The person running the election will collect and count the votes. If one student wins a majority of the vote, she is elected presiding officer. If no one wins a majority, there is a runoff. Typically, the runoff will be between every candidate except the one who received the lowest vote total in the initial balloting. If two or more candidates received fewer combined votes than the next lowest candidate, they can be eliminated from the ballot prior to
the runoff. If two candidates receive the same vote total that isn’t the highest vote total, but collectively is greater than the next lowest candidate’s vote total, a runoff is held between those two candidates to determine who is eliminated from the ballot. The winner then participates in the next runoff. This process repeats itself until one candidate receives a majority of the votes cast.
**During the Session**
**DEBATING LEGISLATION**
After a presiding officer is elected and an agenda has been selected, debate begins. No motion to open the floor for debate is necessary; the floor is automatically open once these initial procedures have been completed. The presiding officer will call for an author of the first item on the agenda. If no author is present, the P.O. will call for a sponsor. If no one sponsors the legislation, debate on the item cannot proceed. The chamber must either table it or recess until a competitor writes a sponsorship speech.
The times for authorship or sponsorship speeches vary by region. The National Forensic League specifies that they should be three-minute speeches followed by two minutes of cross-examination. After the first affirmative speech (either an authorship or a sponsorship), the presiding officer will call for a negative speech. The remainder of debate on the bill ideally will alternate between affirmative and negative speeches. It is possible, but not advisable, to have multiple consecutive speeches on one side of a debate if no competitor wishes to speak on the opposing side. If a P.O. calls for affirmative speeches and sees that there
are none, she proceeds to negative speeches. Participants should avoid speaking under these circumstances, though, as they tend to produce stagnant and uninteresting debate.
**QUESTIONING**
In most regions, each speech is followed by a minute of questioning, except for authorships and sponsorships, which are followed by two minutes. If debaters wish to extend the questioning period, they must suspend the rules. A suspension of the rules requires a two-thirds supermajority of the total members of the chamber. The speaker making the motion must specify for how long questioning is to be extended (she should rise and say “I move to suspend the rules and extend questioning by x minutes/seconds”). Debaters generally should avoid these motions because they take time away from speeches, and one minute is usually sufficient to question a three-minute speech and produce clash.
**ENDING THE DEBATE AND VOTING**
When debate reaches a point at which no members of the chamber wish to speak, or if the chamber thinks that debate has become stale, a member may move to the previous question (the speaker should rise and say, “I move to the previous question”). Calling for the previous question ends the debate and the chamber votes on the bill or resolution. Moving to the previous question on a piece of legislation requires a two-thirds supermajority of *all members* of the chamber. Typically, the vote on a previous-question motion is conducted by a voice vote. If the winner is unclear, then a member may call for a division of the house (by rising and saying, “I move for a division
of the house”). A division of the house entails a vote taken either by raising hands or standing up.
After previous question has been successfully called, the presiding officer will initiate a vote on the measure. Members have three voting options: affirmative, negative, and abstention (neither affirmative nor negative). With the exception of resolutions to amend the Constitution, all legislation requires only a simple majority of those present in the chamber, not including abstentions, to pass. A vote of 2 affirmatives, 1 negative, and 15 abstentions means that the bill passes because a majority of the non-abstentions voted affirmatively. On the other hand, a vote of 8 affirmatives, 9 negatives, and 0 abstentions fails because the majority of non-abstentions voted negatively. The presiding officer breaks a tie; she cannot abstain. This is the only point at which the presiding officer breaks ties. For all other simple majority votes, if there is a tie, then there is no majority and the motion fails.
**TABLING A MEASURE**
If, at any point, debate stalls but the chamber is not ready to call previous question, a member can move to table the bill (by saying, “I move to table this legislation”). If the motion is seconded and passed, debate ceases on the legislation for the moment, and the chamber moves on to the next bill or resolution. Tabling a bill requires a simple majority of the members currently present in the chamber.
Competitors should not abuse this motion. For example, tabling a bill when only half the chamber has spoken and debate is still lively is poor form. Tabling legislation should happen most often when debate has stalled but members of the chamber think they would be willing to
speak on the bill later in the day after they have prepared further.
**RECESS**
After debate has finished on a bill, the house usually takes a recess. This is a 5–10 minute break in the middle of a session. Recesses are necessary because both judges and competitors will tire throughout the course of a session. To call for a recess, a member must have a specific amount of time in mind. For example, a competitor who wants a five-minute recess should rise and say, “I move for a five-minute recess.” This motion requires a simple majority of the members present to pass; usually, it is unanimously supported. Recessing when fewer than 30 minutes are left in a session is not advisable. If such a motion is made, the presiding officer should rule it out of order and proceed with the session.
**PERSONAL PRIVILEGE**
If a competitor wishes to leave the chamber, she must invoke personal privilege by rising and saying “I rise to a point of personal privilege.” The presiding officer then responds, “State that privilege” and the member replies, “To exit/enter the chamber.” The presiding officer has discretion over whether or not the member can exit or enter. Usually, she will grant this motion, though she may deny it if several members have already exited the chamber and not returned. Members should spend no more than 5–10 minutes out of the chamber at any time. Some tournaments allow an open chamber, which permits competitors to leave the chamber whenever they wish without rising to a point of personal privilege. If the tournament so allows, then only a simple majority is required to open the
chamber. All chambers begin as closed chambers; a simple majority of competitors must vote to open it. Members in an open chamber should be respectful of their colleagues and not leave or enter the room during a speech or during a questioning period.
Debaters also use the motion of personal privilege to address the chamber on a procedural matter unrelated to the content of a bill. When requesting the privilege, a debater must follow the same process he would use to exit the chamber with one difference. When the presiding officer asks the speaker to state the privilege, she says “To address the chamber.” Members should use this privilege only rarely. A speaker should move to address the chamber only if the presiding officer is not addressing it or is not aware of a grossly unfair procedural matter. Otherwise, most competitors and judges will view it as a waste of the chamber’s time.
Points of Information and Points of Order
If a competitor has a procedural question or a question about the competition, he should rise to a point of information (he should stand and say, “I rise to a point of information”). The presiding officer can either grant or deny it; the vast majority will be granted. After gaining permission from the P.O., the speaker should ask his question, and the presiding officer should answer to the best of her knowledge.
Different from the point of information is the point of order. While the point of information is used merely to gather a piece of information about the competition, the
point of order is used to correct a mistake made by the presiding officer that had a tangible effect on the session. For example, if the presiding officer incorrectly calls on a person who has given two speeches over a person who has given only one speech, the speaker who has been overlooked should state, “I rise to a point of order.” The presiding officer will then recognize the speaker, and the speaker will point out the error. At this point, the presiding officer should correct the error.
**Ending the Session**
When time for the session has elapsed, one of two things will happen. First, if the tournament has made each session its own legislative day (a complete and independent session of the Congress) or if the session is the last session of any competitive segment of the tournament (such as the last preliminary or semifinal session), a debater must move to the orders of the day, the motion used to conclude a session. The presiding officer alone rules on this motion. Once the chamber has moved to orders of the day, the previous question is automatically called on every bill or resolution for which debate has been opened but that has not yet been voted on. The presiding officer will conduct a vote on each of these pieces of legislation. Unless the tournament has instructed competitors otherwise, the students are free to recess after the votes are completed until the next session or segment of the tournament begins.
If the tournament has decided that each session is not its own legislative day, a debater will move to recess until the next session begins. Orders of the day will only be called during the final session of each segment of the
tournament (the last session in prelims, semifinals, and finals). Calling a recess does not entail a vote on open legislation; rather, the chamber picks up right where it left off when the next session begins.
**Recency and Precedence**
Each tournament will have its own rules about precedence and recency. Precedence refers to the number of times a speaker has spoken in the legislative day. Students who have spoken less have higher precedence; the presiding officer is obligated to select the speaker with higher precedence. Recency refers to how long ago a speaker’s last speech was given. Debaters with better recency are those whose speeches were further in the past; a debater who has spoken less recently will be called on over a debater who has spoken more recently but has the same precedence. If the tournament has determined that recency and precedence reset after each session, then the number of times each speaker spoke and the speaking order from the previous session are irrelevant to the speaking order in the next session. If the tournament decides that recency does not reset, the speaking order and the number of speeches given in the previous session determine the speaking order in the next session.
**Amendments**
Amendments are the most complicated procedural matter in Congressional Debate. Amendments are changes made to particular bills and resolutions while the chamber is in
session. Typically, they are used to improve legislation or to correct minor errors in the original draft of a bill (for example, if a bill is slated to take effect in the past, it ought to be corrected via an amendment).
The amendment process begins with a competitor writing an amendment either on a sheet of paper or on an amendment form the tournament has provided. The written amendment should cite the section of the legislation being amended and explain which text is being removed and which is being added. For example, if a competitor wanted to change the date that a bill takes effect, his amendment should read: “In Section 4, change the text ‘This bill shall take effect on March 1, 2011’ with text that reads ‘This bill shall take effect on March 1, 2013.’” After the amendment is written, the author must move to approach the chair. The member then hands his amendment to the presiding officer, and the P.O. and the parliamentarian determine whether the amendment is germane and does not alter the intent of the original legislation. If they decide that the amendment is germane, the P.O. will announce that to the chamber. At this point, the author of the amendment must move to amend. The presiding officer will then read the amendment to the chamber, which will vote on whether or not to begin debate on it. If one-third of the members present in the chamber agree to begin debate, the chamber ceases to debate the legislation as a whole and begins to debate whether or not the amendment should be added to the bill.
At this point, amending a bill can become confusing. Debate on the amendment begins with an affirmative cycle, but there is no authorship; the person who wrote the amendment is not entitled to give the first affirmative speech. Precedence and recency determine who gets to
speak on the amendment. Debaters should almost never speak on amendments. The speeches will be less meaningful than a speech on a typical bill, and they count against the speaker’s precedence and recency. Instead, members should immediately call for previous question on the amendment. A two-thirds supermajority of the total membership of the chamber is required for the amendment to pass and become part of the bill.
**Presiding**
Presiding is an important skill that, when done well, appears effortless. An excellent presiding officer is one who controls the chamber without dominating it. Achieving this goal and accomplishing the various tasks that accompany it are very demanding. Presiding officers need to be organized, efficient, and comfortable handling many tasks at once. They are responsible for selecting speakers, ruling on motions, and keeping the chamber moving along quickly.
**GAVELING AND SELECTION PROCEDURES**
Once a P.O. is elected, she thanks the chamber and then announces her gaveling and selection procedures. The gaveling procedure recommended in most districts is to gavel once with one minute left in a speech, twice with 30 seconds left in a speech, and three times when there is no time left. Starting at about five seconds after time has run out, the P.O. should begin to gavel the speaker down, with the gavel taps getting progressively louder as time passes. This system communicates the time remaining to
the speaker without being intrusive and enables the P.O. to reclaim the floor from a speaker who has exceeded his time.
Selection procedure is more complicated. The NFL requires that presiding officers first use precedence and then use recency in determining who gets to speak next (the person with the fewest speeches gets called on first; if multiple individuals standing have given the same number of speeches, then the person who gave her last speech longest ago gets to speak).
To keep track of all the necessary information, presiding officers should make a precedence and recency chart. This chart should contain several columns on a sheet of paper, with each column numbered beginning with zero and increasing by one. In the column labeled zero, the P.O. should list the name of every student in the chamber. As students speak, their names should be crossed off the “zero” column and placed into the “one” column in the order that they spoke. All speeches should also be numbered, so a presiding officer, if challenged on recency, can explain her decision to the chamber using the specific speech number given by each competitor. Because not all competitors will be familiar with this type of recency chart, having additional information, such as the speech number and order, serves as a reliable fallback option for the P.O. When a student speaks for a second time, her name should be crossed out of the “one” column and moved into the “two” column. This process repeats itself until the end of the legislative day. Such a chart will make it very easy for the presiding officer to keep track of precedence and recency, since each speech will be numbered and precedence can be determined by which column the student’s name falls under. Below is an example of a recency and precedence chart. Precedence can be read from left to right (debaters
who have spoken fewer times are to the left); recency can be read from top to bottom within columns (debaters who have spoken less recently are toward the top of a column).
### Precedence and Recency
| 0 Speeches | 1 Speech | 2 Speeches | 3 Speeches |
|------------|----------|------------|------------|
| Berkman | 1 – Sonnenklar | 7 – Shaw | 13 – Sonnenklar |
| Hannan | 2 – Berkman | 9 – Sonnenklar | |
| Meadows | 3 – Hannan | 10 – Hannan | |
| Miller | 4 – Shaw | 11 – Berkman | |
| Shaw | 5 – Walwema | 12 – Meadows | |
| Smith | 6 – Meadows | | |
| Sonnenklar | 8 – Miller | | |
| Walwema | | | |
If several speakers wish to speak and none has spoken, the presiding officer should randomly choose one. The presiding officer can use geography (where in the chamber a speaker is located) to decide. When using geography, P.O.s deliberately move across the room. For example, a presiding officer would first select someone from the right side of the room, then from the middle, then from the left before moving back to the right and beginning the cycle all over again. Geography is considered fair because location in the chamber is always fairly random. Presiding officers should take particular note of shorter competitors sitting in the back of the room; they are often difficult to see, so presiding officers should be sure to check if such competitors are standing prior to making a speaker choice.
How the P.O. sets the initial speaking order is not as important as whether the initial selection is fair and as unbiased as possible. No P.O. can avoid all bias, and even the best system will be subject to some degree of perceived unfairness. Two frequently used methods should be avoided, however, because they actually promote certain forms of unfairness. These systems base selection of speakers on “longest standing” and “activity.” Longest standing refers to the number of cycles that a debater has been standing and waiting to speak. Using this criterion to select speakers is flawed—many speakers will stand even when they do not have speeches prepared because they believe it is to their advantage: by standing, they ensure that they will be able to give a speech earlier than those who do not stand. Hence, it does not reward preparedness; it rewards strategizing. Activity refers to the number of motions made and questions asked by a specific competitor. This selection method is flawed because the presiding officer controls activity; she could merely select people from her school or people she likes for questions and motions and then use that to justify calling on them. This method does not minimize bias; it gives the presiding officer an avenue to introduce and mask bias.
**RECOGNIZING QUESTIONERS**
After the P.O. announces her procedures, her job is to keep the chamber moving. After each speech, she should call on questioners. Questioners should be determined in roughly the same way that speakers are, by precedence and recency. Finally, the P.O. should attempt to move around the room with questions as randomly and efficiently as possible.
A more sophisticated approach to recognizing questioners takes into account the debate as it occurs. Because
questioning is designed to increase clash in a debate, a presiding officer should recognize questioners to further this goal. For instance, if a speaker attacks the remarks of another member of the chamber, the debate would be improved if the member whose speech was attacked had a chance to ask a question of the speaker. In a similar vein, rewarding speakers who ask brief, sophisticated questions over those who ask long-winded or “softball” questions may be appropriate.
OTHER SKILLS
Presiding officers must know all the rules that govern the chamber. They will be the ones who are asked procedural questions and are charged with knowing what the chamber must do after a particular motion or action. Prior to the session, the P.O. should determine the number of votes that makes a two-thirds supermajority as this number will not fluctuate during the session. The P.O. can then make reference to this number as needed throughout the round. She will still need to calculate majority votes as they occur to account for abstentions and students who are out of the chamber.
Presiding officers should also aim to minimize unnecessary rhetoric. Often, they have a tendency to be wordy when running the chamber. This wastes time that could be used for additional speeches. After each questioning period is over, the P.O. should seat the speaker, and then wait a few seconds to see if there are any motions. After entertaining all motions, the presiding officer should simply say, “Affirmative/Negative speakers please rise.” This is efficient and does not waste time. The best presiding officers are often those who say the least.
A presiding officer should constantly be thinking about who she is going to call on next. As explained above, during each speech, she should be determining who wishes to be recognized, but has not yet spoken and should also be checking precedence or recency. This will ensure that she is prepared to quickly call on a speaker.
Finally, a presiding officer should attempt to inject some personality and humor into the session. Sessions can often be long and dry for competitors and judges alike; judges are more likely to remember and reward a P.O. who made the session enjoyable. That said, presiding officers should not attempt to inject humor after every cycle, and their humor certainly should not distract from the debate. They must balance professionalism with the need to maintain a lively chamber.
In sum, a presiding officer can be the most important person in any debate round. She determines the flow of the session, is charged with knowing all procedures, and must determine who gets to speak. If she is efficient and organized, she can make a chamber run smoothly and the session enjoyable, and she will likely be rewarded for her efforts.
**KEY CONCEPTS**
- Congressional Debate is facilitated by the use of parliamentary procedure.
• Each session begins with the setting of an agenda and the election of a presiding officer.
• Actual debate about legislation comes to an end when the chamber has passed a motion to call the previous question.
• Debaters must rise to a point of personal privilege to exit or enter the chamber.
• Debaters may call for a recess during a session, typically between debates.
• Debaters should use points of order or points of information to ask procedural questions or make procedural points.
• The presiding officer should be fair, efficient, and personable.
• The presiding officer should select speakers and questioners by a fair system that incorporates the concepts of recency and precedence.
• The presiding officer should keep time for all speeches and provide time signals via gavel taps.
Debate requires not only a sharp mind in the round, but also significant pre-round preparation. Debaters need to learn how to perform adequate research and prepare to refute. In fact, much of the educational value of the activity comes from effort put in before the tournament. This chapter will briefly outline the steps that competitors need to take before they walk into a round.
**Preparation in Congressional Debate**
Congressional Debate does not require competitors to prepare both sides of a topic. Hypothetically, a participant could prepare for only the affirmative side of a bill and still give an excellent speech. That said, the session does not always work out as debaters anticipate. If a debater has poor recency or precedence, he may have difficulty speaking on the side he has prepared. Consequently, most debaters will prepare to speak on both sides of each issue on the docket.
Unlike a Public Forum constructive, which is written out in its entirety, a Congressional Debate speech is only
outlined. Ideally, the outline should fit on no more than one half of a legal pad page, leaving the rest of the page for the flow. The speaker needs to write only a few words to remind her of her introduction and conclusion. Each argument should be organized by claim, warrant, and impact, with a few words used to remind the speaker of each element of her argument. Debaters may want to jot down phrases or specific words that they want to use in their speech. By planning some of their vocabulary beforehand, they can ensure that they sound as eloquent as possible.
While debaters can write out a number of constructive arguments before the session, there is no guarantee that those arguments will not have already been made by the time a competitor gets the opportunity to speak. Consequently, debaters must be prepared to alter their argumentation at any point. This requires them to read broadly on each topic before the round begins; there is no good substitute for understanding an issue before the debate. Debaters should also read and print out a number of articles on each side of a topic before the debate round. Having this topic-specific reference material available allows speakers to make new constructive arguments if their original arguments have already been made and allows them to use evidence when refuting. A refutation, just like any other argument, is stronger when it is supported by topic-related expertise.
**Preparation in Public Forum Debate**
In addition to writing an affirmative and negative case, Public Forum debaters need to prepare for rebuttals. They should attempt to anticipate the most common positions
on each side and prepare responses to them. Each Public Forum team should have two block files: one that answers affirmative arguments and one that answers negative arguments. Each of these should be organized by argument and include a table of contents for easy access.
In addition, if a team is using particularly important pieces of evidence that they anticipate other teams will also use, they should become familiar with the methodology of the evidence. Such preparation allows the team to defend their evidence against a challenge; it is difficult to respond to methodological indictments if a team doesn’t understand the methodology supporting their evidence. Understanding the methodology also makes it much easier to criticize that piece of evidence should another team use it. Every piece of evidence will have flaws; no source is perfect. Being familiar with important pieces of evidence allows a debater to point out those flaws when that evidence is used against them. Such an indictment can be an effective defensive argument.
**Research**
Debaters must perform research to gain a broad understanding of the issues they discuss. Research can be conducted in a variety of ways, but the guiding principle should always be the same: research a subject to learn more about it. This sounds obvious, but many speakers make the mistake of seeking specific evidence to support a specific point; they write an argument, then look for a quotation or statistic to substantiate it. This type of research can be useful when preparation time is limited, but ultimately leads to a narrow and incomplete understanding
of an issue. A speaker who finds only three pieces of evidence to support her three arguments will be unprepared for questions and ill-equipped to answer the arguments her opponent makes. Instead, speakers should read and research to obtain a broad understanding of the issues involved in a topic.
Acceptable sources include: academic monographs; articles published by academic experts; reports from think tanks (like Cato, Heritage, and Brookings, though debaters should be wary of the bias inherent in many think tanks; Cato has a libertarian agenda, while Heritage leans to the right, and Brookings leans to the left); government reports (from the relevant organizations; if there is a bill about reducing crime, it would make sense to cite FBI statistics); articles from respected magazines (*The Economist*, *Foreign Policy*, *Foreign Affairs*, etc.); Supreme Court and appellate court rulings; and articles from reputable newspapers (*New York Times*, *Washington Post*, *Wall Street Journal*, etc.) are also acceptable. Academic studies usually provide the most reliable evidence because they are written by qualified experts in the field, and they tend to have sound and well-explained methodologies.
Debaters use a number of databases to find evidence, including LexisNexis, HeinOnline, and JStor. These provide academic and legal research that competitors can use to form arguments. Not all schools and competitors will have access to these resources, however. All competitors, though, have access to Google.
That said, debaters must realize that simply typing the topic into search engines and databases is unlikely to yield useful results. Debaters should take several steps when using these online resources. First, they should attempt to find the key terms used when discussing each topic. A
key term is a specific phrase used by academics collectively to talk about a particular issue. For example, if a debater were discussing whether or not corporations have the right to fund political campaigns, he would discover that the term academics and the courts use to describe this right is “corporate personhood” and search using that term. Additionally, a large amount of academic research is available online in PDF format. Debaters searching for academic research should perform an advanced search on Google and select PDF as the file type. This will ensure that only PDF files appear as search results, greatly increasing the proportion of useful results.
UNDERSTANDING SOURCES
On the vast majority of topics, the amount of topic literature available will be immense. Debaters should use different types of sources based on the kind of argument they are going to make. If a debater wishes to make an argument about broad global trends, academic research is probably more valuable than a newspaper article. In general, academic articles and books are great sources if a competitor is looking for depth on an issue. They provide extremely well-researched and thorough accounts of major issues. Yet, because they provide such thorough research, they won’t necessarily be the most timely. Debaters searching for the most up-to-date information should look for newspaper and magazine articles—they are most likely to provide on-the-ground coverage of global situations. Debaters can also use RSS feeds, an online tool that provides links to the most up-to-date articles on specific issues. If a debater wishes to make an argument about public opinion, then polling services are the way to go. Reputable polling services, like Gallup, Zogby, and Pew, are
methodical and provide more accurate accounts of public opinion than, say, a poll on the CNN website.
Debaters must also understand any bias in the sources they use. Authors or organizations may have agendas that inform their writing; this can make some sources less credible than they first appear. For example, certain news organizations have political tendencies; Fox News and the *Wall Street Journal* lean to the right, while MSNBC leans to the left. While news organizations may not have explicit political agendas, some think tanks will. Debaters should read the mission statement of the organizations they are citing; this will allow them to assess the validity of the information they are reading. For example, if a debater wished to cite Americans for Tax Reform, reading their mission statement would quickly inform the debater that their stated purpose is to oppose tax increases. This agenda likely informs any research they may provide. Debaters should also perform a quick Internet search of the authors they are citing to discover any bias they might have. For example, if a competitor is citing a real-life legislator to support his argument, it is important to know whether or not that legislator has a political interest in supporting one side or another. If a legislator makes an argument against increasing agricultural regulations, and his biggest contributor is Monsanto (a multinational biotechnology company that produces herbicides), then his argument is less likely to be unbiased.
Finally, while the Internet is full of helpful and credible research, much of the available material is unreliable. It is important that debaters be able to differentiate between the two. Credible information can usually be found on think tank websites, websites of major newspapers,
websites of government agencies, and on academic databases like JStor, LexisNexis, and HeinOnline.
On the other hand, blogs, forums, and message boards are almost universally unreliable or heavily biased sources. Anyone can create a blog or a message board post; there is no standard to ensure that the information being presented is reliable. If a blog provides an excellent piece of information, then make sure that the author of the blog post is an expert in the relevant field. For example, The Volokh Conspiracy is a popular blog run by Eugene Volokh, a professor of law at UCLA. When discussing legal issues, he is considered to be an expert, and so citing this particular blog is acceptable. On the other hand, citing the Daily Kos, a popular liberal blog, is much less acceptable because the authors are usually not experts in a particular field. Competitors must check the credentials of all authors they wish to cite; this is largely how they can tell whether or not a particular piece of research is credible.
CITATION
Debaters need to ensure that they properly cite their sources in the debate round. This involves giving due credit to the authors or organization that produced the text. Proper citation is necessary for two reasons: first, it ensures academic honesty, as students will be making the audience aware that the information they are using is not their own; second, it allows fellow competitors to identify and criticize the sources being used, a necessary step in any academic discussion.
The exact content and form of the citation depends on the kind of source being used. Anything involving an academic authority should include the author’s name and credentials. The debater should have the book title
or the name of the academic publication that they are citing on hand, but it is not necessary to cite it in the round unless asked. If the source being cited is a newspaper or magazine, a think tank, a government agency, or a polling service, then the competitor must cite the name of the publication or agency; they need not cite the author’s name, but should have it to hand in case they are asked for it. Regardless of the source, debaters must always cite their source’s publishing date. This allows the judge and competitors to determine the timeliness of the content being presented. A good rule of thumb is that a competitor’s citation should reveal enough information that a listener could find the exact article given only the information presented in the round.
Source citations can be inserted in a speech in three ways: before the data, in the middle of the data, and after the data. The actual words used to introduce a source can vary widely, but students should try to keep these attributions brief and clear. Some examples of pre-source citations include “According to an April 2nd report from the Carnegie Foundation . . .,” and “The Congressional Budget Office reported last month that . . . .” Both of these citations provide clear attribution and set up the ensuing information in a grammatically simple way.
Mid-source citations move these attributions to the middle of the sentence rather than at the beginning. For example, “In 2000, according to a March report from the Department of Justice, there were fewer than 10 cases of this type prosecuted in the entire nation.” This style of citation is the most sophisticated option for students, but can also lead to a lack of clarity if the speaker does not clearly differentiate between the citation and the information.
Debaters should avoid post-source citations because they violate the audience’s expectations; providing a citation after the fact causes the audience to retrospectively evaluate the source and the information, which means the audience is no longer paying attention to the speaker. By providing the source before the information, the speaker allows the audience to evaluate the data as it is delivered.
Debaters should not cite websites. Finding information on a website is perfectly acceptable, but the citation delivered in the round should exclude the “dot-com” label. For example, if a debater has found information on CNN.com, she should cite CNN in the round, not CNN.com. Always cite the organization providing the information, not the website. Additionally, much of the information published in newspapers and magazines has underlying sources that they rely on. When possible, these underlying sources should be cited instead of the newspaper or magazine. For example, if a *New York Times* article says, “A Gallup poll reported that 67% of Americans favor socialized medicine,” the debater should attempt to find and cite the Gallup poll instead of the *New York Times* article. This ensures the most accurate representation of the evidence.
Finally, while Wikipedia is a valuable tool, debaters should never cite Wikipedia. Wikipedia can be used to gain a broad understanding of an issue since, more often than not, the information is accurate. That said, because Wikipedia is susceptible to false edits, it should never be used as a source in a debate round. However, each Wikipedia article links to several sources, many of which are credible. Debaters can use these sources and cite them in the debate round.
Materials
Once the debaters have researched their topic, developed their arguments, and prepared the materials that can be written before the debate, they must organize the information and ensure that they have all of the materials necessary to compete effectively.
CONGRESSIONAL DEBATE
Congressional debaters should have all of their outlines on a white or yellow legal pad before the round begins. Additionally, they should bring at least two different colored pens and a folder containing whatever research they wish to use. Competitors need not have each article they will cite—they need only the paragraph they are citing—but the folder should include the materials they will use to develop additional speeches or refutation as well. They can organize the information as they wish, but it is usually organized by piece of legislation. Debaters should also have a copy of the legislation packet as well as copies of any other information the tournament provides. An almanac or a book detailing important Supreme Court cases might also be helpful as these will provide useful information for almost any debate.
PUBLIC FORUM
Public Forum debaters should have at least three copies of each of their cases to ensure that even if a copy is lost, extras are available; having an electronic copy of the case on a flash drive or laptop provides additional backup. They should also have multiple copies of their block files for each side of the resolution. The block files should be organized by the argument they address in either a folder or an expando file. An expando is ideal because its pockets help
the debater create a built-in filing system that makes finding documents easy. In order to flow the round, debaters should bring a substantial amount of unlined paper and several pens in multiple colors.
Competitors may need to show their evidence to the judge or their opponents. Consequently, they must have the full paragraph containing the information they are citing accessible, either in print or electronic form. This allows their opponents and the judge to evaluate the quality of the evidence and to ensure that the evidence is not being distorted. Although having the full article is not required, it is most helpful. It gives everyone an advantage: it prevents their opponents from making claims of misrepresentation, and it allows the judge the most clarity if a dispute arises over the quality of evidence.
KEY CONCEPTS
• Debaters should prepare for both constructive speeches and rebuttal speeches before the tournament begins.
• Research serves two primary purposes: to be well-informed generally and to obtain evidence for specific arguments.
• Debaters need to become familiar with a wide variety of sources, both academic and popular.
• Debaters should be aware of potential biases in their evidence.
• All evidence used in a debate must be accompanied by a citation, the form of which will differ depending on the source.
• Debaters should ensure that they have all materials prepared and accessible for competition.
For the inexperienced debater, a tournament can be an intimidating event. Each tournament will feature seasoned competitors and judges who have been involved with the activity for years. Consequently, knowing what to expect and, more important, how to behave at a debate tournament is essential. Debaters need to behave with professionalism and respect the host school, their judges, their coaches, and their opponents. When students behave properly, debate tournaments run more smoothly and provide a more accepting, respectful, and enjoyable environment for everyone involved.
**Tournament Structure**
Most larger tournaments will have both preliminary and elimination rounds. Preliminary rounds are those in which every team participates. Public Forum Debate usually has four to seven depending on the tournament; Congressional Debate has two to four preliminary sessions. Some tournaments, usually local tournaments, have only
preliminary rounds; the winners of the tournament are those with the best preliminary record.
Other tournaments will advance the top preliminary competitors to elimination rounds. Elimination rounds are those in which only the top competitors participate. In Public Forum Debate who reaches the elimination rounds is determined in one of two ways: either every team with a certain number of wins or better (usually four or five wins) will advance or some number of teams that was set before the tournament will advance. If the latter is the case, then that number will either be 64 (triple octa-finals), 32 (double octa-finals), 16 (octa-finals), 8 (quarter-finals), or 4 (semifinals). These numbers create a clean bracket that yields a two-team final round.
If the tournament decides to advance everyone with a particular record, then the first elimination round will usually be a partial one in which not all advancing teams participate. For example, if a tournament wishes to advance all teams with a winning record, this will, in all likelihood, not yield a full bracket of 4, 8, 16, 32, or 64; there will be some other number of debaters with a winning record. Thus, not every team will participate in the first elimination round; some teams will advance straight to the second elimination round without debating. If 30 teams have a winning record at a tournament and each of them advance to elimination rounds, then the top 2 teams will advance automatically to octa-finals and the remaining 28 teams will debate for the 14 remaining slots. The second elimination round will feature a full bracket in which every remaining team participates; this bracket eventually yields a final round of two teams. If a team loses in an elimination round, they are out of the tournament.
Whereas most preliminary rounds will have only one judge, most elimination rounds will have a panel of three judges (or more, depending on the size of the tournament). Whoever wins a majority of the ballots on the panel wins the debate and advances to the next round.
Congressional Debate also has tournaments with elimination rounds and tournaments without them. At tournaments with no elimination rounds, competitors will take part in a number of sessions, and the students with the best scores or the highest ranks in those sessions will be declared the victors. At these tournaments, every competitor participates in every session.
At tournaments with elimination rounds, competitors will advance from preliminary sessions to a semifinal session or a final session. At tournaments that advance directly to a final session, the top competitors in each chamber will be consolidated into one “Super Session,” and the debaters with the highest scores or the best ranks in that chamber will be declared the victors. If a tournament advances to a semifinal session, then the top students from each preliminary chamber will be advanced to one of a number of semifinal chambers. The top students from each semifinal chamber will advance to the Super Session, and the top students in the Super Session will be declared the winners.
Some final rounds will feature a scenario, a fictional situation that the tournament develops for students to debate. These situations can range from an economic collapse to an invasion. The tournament will develop bills or resolutions that attempt to solve the problem the scenario created. Because the tournament staff provides the scenario, they will often supply evidence (such as a fake Supreme Court ruling or a fake issue briefing) the competitors can use when speaking. Competitors should be
creative and should attempt to role-play when debating a scenario. This involves consistently making reference to the specific situation at hand rather than making generic arguments that could apply to any similar situation. If the tournament also provides resources, then debaters will appear to be more creative and engaged if they make use of these resources. Debaters need to make clear that they are debating this specific scenario, rather than merely delivering arguments that they have made before.
**Professionalism**
At tournaments, debaters should behave the same way they would in front of potential employers and college interviewers. Competitors should avoid being excessively loud, using vulgarities, and horsing around with teammates and other competitors. These types of behavior have a tendency to annoy or offend those in the surrounding area. If a debater acts inappropriately, chances are someone will see it; this person could very well be that student’s judge in the next round. Out-of-round behavior can affect in-round results. Judges who have already formed an unfavorable opinion of a competitor are unlikely to rate him or her highly in the round. Therefore, in addition to being the right and courteous thing to do, behaving with respect is in the best interests of all competitors.
Competitors should also treat the building they are in with respect. Often debaters must move materials in a classroom to accommodate a round. Consequently, they should make sure that the room is exactly as they found it when they leave. If desks were moved, they should be put back in their original position. Any trash generated
during the round should be picked up and thrown away. Additionally, altering the electronic devices in a classroom is incredibly discourteous; teachers rely on these for their classes. In sum, debaters should make an effort to change as little as possible in the classrooms in which they are competing.
Respect for fellow competitors is crucial. In the round, debaters should not talk in a condescending or scornful tone when addressing competitors. In questioning periods, the speakers should always use a respectful tone, even as they attempt to poke holes in their opponents’ arguments. Judges will never vote down a debater for being too courteous; many times, however, they have rated competitors poorly for being disrespectful to their opponents. This advice extends to out-of-round behavior as well. Debaters should not say negative things about their fellow competitors while at a debate tournament. This behavior is disrespectful and rude. Additionally, competitors never know whose coaches or parents are sitting next to them; students can offend someone without knowing it.
Respect is especially important when the tournament releases postings for elimination rounds. Whether or not a debater advances, she should always remember to be courteous to her fellow competitors. If a competitor is fortunate enough to move on to the next stage of the competition, he should not celebrate in a way that will embarrass those who did not advance; similarly, if a debater did not advance, he should not express his disappointment in a way that detracts from the accomplishments of others. Above all, debaters should remember to act with respect for those around them.
In Congressional Debate, competitors should work hard to cooperate with each other. This will make the
session more pleasant for all involved. Treating her opponents with the utmost respect is also in a competitor’s best interest. Congressional Debate is a largely communal activity; the presiding officer election and the selection of the agenda all require a vote. If a competitor is disrespectful to her fellow students, the chances for her being elected presiding officer or getting the agenda she wants passed decrease significantly. Additionally, presiding officers have a degree of discretion over who to choose for speeches and questions. A disrespectful competitor does herself no favors by insulting or shunning her peers.
If competitors follow all of the steps above, they will be respectful throughout the tournament. The importance of respect in this activity cannot be overstated. Because this is an activity designed to facilitate argument, it is often easy to not be civil to opponents. Students cannot let the ease with which incivility comes overwhelm them. All competitors must make an effort to be courteous to their fellow students, to their judges, and to all involved in the activity. If they do, then debate is an activity that will be enjoyed by many for years to come.
**Dress**
Dress for debate is business casual. Debaters should dress the same way they would in a professional setting or for a college interview. Males should wear a suit if possible. The suit should be a conservative color, such as black, gray, or navy blue; brown, white, and seersucker suits are typically not appropriate attire. Pinstripe suits are acceptable as long as the pinstripes are not too bright and obtrusive. Either a two-piece suit or a three-piece suit is acceptable.
If a student does not own a suit, he should wear a black, gray, or blue blazer and khakis or dress pants. Male students should wear a conservative colored dress shirt, such as blue or white, with a tie. The tie can be any range of colors, but should look professional and coordinate with the suit and shirt. Dark dress socks and dress shoes should be worn with all outfits.
Women should wear either a skirt suit or a pants suit. Female competitors have considerably more leeway in terms of appropriate colors and looks but should still dress conservatively. Either a blouse with buttons or a shell is acceptable. Dress shoes should be worn. Heels are acceptable, but not required; if a debater chooses to wear heels, she should make sure that she is able to move easily during her speeches. She should not wear shoes that prevent her from realizing her full stylistic potential by limiting the range of movements she can make.
Ultimately, these suggestions are just that: suggestions. Debaters should dress professionally, conservatively, and within their means. The goal is to build credibility through appearance and to avoid making stylistic choices that will negatively affect the debater’s chances in competition.
**Interaction with Judges**
Public Forum Debate (and, to a lesser extent, Congressional Debate) offers opportunities to interact with the judge before and after the round. These opportunities can be useful, but they can also be dangerous for those competitors who fail to treat the judge with respect.
Making small talk with the judge is acceptable before the round begins; in fact, it is encouraged. Debaters are
to treat judges as human beings, not automatons whose only function is to make a decision in the debate round. That said, any questions competitors have about the tournament or the judge more specifically should be reserved until both teams are present in the debate room. This ensures that each team has access to the exact same information before a round begins, making the playing field as equitable as possible.
In Public Forum Debate, asking the judge for a paradigm is acceptable. A paradigm is the judge’s preferences about how a debate round should be conducted. Avoid using the term, however; many judges will be from the general public. They will not have a background in debate and won’t understand what you mean. Judges are more likely to respond to debaters’ concerns if they ask specific questions. For instance, “Do you prefer that competitors stand or sit during crossfire?” is much more helpful to a judge than asking “What are your preferences for the debate?” The more targeted the question, the better. Debaters should never argue with a judge’s paradigm. Instead, they should adapt to whatever the judge tells them to do. If a judge prefers a slow, persuasive debate style to a faster, more analytical one, then competitors should make an effort to conform to that preferred style.
Debaters should be respectful of their judges and their judges’ role. For example, competitors should not expect the judge to time their speeches. They should come equipped with a stopwatch to time their own speeches and those of their opponents. During the round, competitors should have almost no interaction with the judge except for the content of the debate. This allows the judge to flow the round and evaluate the debate as carefully as possible.
After a Public Forum round, the judge should give some indication as to whether she will offer an oral critique or a disclosure (these never happen in Congressional Debate). An oral critique has the judge giving competitors advice on how to improve their debating after the round. A disclosure is when the judge announces her decision immediately after the round. Some tournaments prohibit disclosure, while others encourage it. If a judge has remained silent for a short period after the round, a debater may ask if there will be an oral critique or a disclosure. If the judge announces that there will be, the debaters should remain in the room until she is finished writing her ballot. If there will not be, they should pack up their belongings and exit the room quietly. Debaters should never attempt to persuade a judge to give an oral critique or a disclosure if she has stated that there will not be one.
If the judge does decide to disclose or give an oral critique, debaters must never argue with the decision or the comments. Even if a competitor feels that the critique errs in some way, he should remain silent and exit the room without voicing his concerns to the judge.
Arguing with a judge about her decision is never a good idea for several reasons. First, to argue with someone who has taken time to judge a debate round is disrespectful. Second, the judge’s mind will never be changed; altering a decision after interacting with competitors is almost universally against tournament rules. Third, arguing will cause the judge to look on the arguing team unfavorably, potentially leading to future losses.
If a competitor has a legitimate complaint about a judge’s behavior in the round and not the reasoning behind his decision, she should inform her coaches immediately. This should happen only when the judge has
committed some egregious violation of judging norms. These include: falling asleep during the round, talking on a cell phone during the round, and making demands about the content of future speeches while the debate round is still in progress. Anything short of these disrespectful acts is likely not a legitimate cause for complaint. Students should never complain to the tournament officials; they should always tell a coach, who will then relay the message to the tournament staff if she feels that the violation is egregious enough.
**Maintaining Mental Awareness**
Debate tournaments can be a harrowing experience. Competitors wake up at five or six in the morning and often compete until after nightfall. Maintaining awareness and keeping energy levels up throughout the day can be difficult. Yet, the most energetic debaters usually give better performances throughout the day.
Participants can take three steps to ensure that they are as awake and aware as possible throughout a tournament.
1. **Get enough sleep on the night before the tournament and during the tournament.** Debaters who don’t will inevitably be exhausted before the tournament is over. This can lead to sloppy performances from even the most talented and prepared debaters. At some point, there are diminishing marginal returns to the work a debater can do the night before a tournament. It is usually in a debater’s best interest to maximize the time he has to sleep instead of writing that one last argument or reading that one last article.
2. Ensure that they are well-hydrated and fed throughout the tournament. Debaters should bring a refillable water bottle to the tournament and fill it frequently. Because competitors speak so much over the course of a tournament, their mouths will become dry at some point. Being well-hydrated can combat this and can ensure that a debater has the fuel to continue with the tournament. Debaters should not compete on an empty stomach. They should eat something before arriving at the tournament, even if it’s something small. Hunger can distract a debater, preventing her from turning in the best performance she possibly can. Participants should bring money to a tournament, as many tournaments require them to purchase their meals. Many tournaments will include a meal or two with registration, but many do not.
3. Perform verbal warm-ups before the tournament begins. Most teams have a warm-up ritual that involves repeating various phrases and playing various word games. Warm-ups get the vocal chords prepared for a day of speaking, and they assist with both energy levels and overall enunciation. If a team does not have a warm-up ritual, then individual members can observe what members do. This will give them ideas that they can use to form a ritual for their team. At the very least, all competitors should follow this cardinal rule: do not let the first speech given at a tournament be one that the judge hears. Competitors should always practice a speech on the day of the tournament before walking into the first round. This minimizes the number errors made in the first competitive speech.
KEY CONCEPTS
• When at a tournament, debaters should behave professionally at all times.
• Most tournaments have preliminary rounds, which every debater participates in, followed by elimination rounds, for which only certain debaters qualify.
• Final elimination rounds in Congressional Debate are often called “Super Sessions” and may involve a scenario.
• Debaters should always behave with respect: respect for their opponents, for the judges, and for the tournament host.
• Debaters should limit their interactions with judges when not in rounds and should always assume that a potential judge is nearby.
• Debaters should engage in healthy behaviors while at tournaments: get enough sleep, stay hydrated, and eat regularly.
• Debaters should warm up before the first competition of the day.
10th Amendment Establishes states’ rights; all powers not explicitly granted to the federal government are reserved to the states or to the people. Some consider this a major limitation on the bills that can be debated in Congress.
Adjourn End a session.
Affirmative team See Pro team
Agenda Set of legislation placed in the order in which it will be debated.
Amendment to the Constitution In Congressional Debate, a piece of legislation intended to change the text of the U.S. Constitution.
Argumentative goals What a debater is trying to accomplish in the debate, i.e., what arguments and ideas the debater is trying to advance.
Article I Section 8 of the U.S. Constitution This section enumerates the various powers of the Congress.
Assertion Unwarranted claim; a statement made without support.
Attention-Getting Device (AGD) Dynamic first lines of a speech designed to “hook” the audience and raise their interest in the speech.
Authorship First affirmative speech on a piece of legislation; delivered by the student who wrote the legislation or a student from the same school as the author.
Ball-park To draw one’s opponents into a debate about one’s own arguments while downplaying opponents’ arguments.
Ballot Form a judge fills out during and after a debate round. It provides feedback to the debaters, indicates the winner of the round, and assigns speaker points.
Bill A proposed law.
Blocks Pre-written responses to anticipated arguments; read during refutation speeches.
Burden of rejoinder Obligation to respond to arguments. If this burden is not met, the unanswered arguments become “true” in the debate.
Case Text of the four-minute constructive speech; establishes the advocacy for the debate round.
Chamber Physical room of Congressional Debate or the group of students competing.
Claim Most basic expression of an idea or argument.
Close-ended question Query that has only a few possible answers, often either “yes” or “no.”
Committee Group of students tasked with ordering or amending a subset of the docket.
Communicative goals In her speech, what a debater is trying to tell implicitly to the judge or audience.
Con team Team debating against the resolution; also called the “negative” or “neg.”
Congressional questioning period Following each speech, a specific time when questioners are recognized individually by the presiding officer; each questioner may ask a single question of the speaker.
Constative Statement declaring something to be true.
Constructive speech Speech that establishes the core advocacy for the debate. The constructive is typically fully written out before the debate round begins. Also called a “case.”
Contention Main argument in a debate case.
Convergent communication Speech or assertions that satisfy the expectations of the audience, aligning them with the speaker’s purpose.
Cover To answer all of the arguments made in a previous speech; to avoid “dropping” any arguments.
Cross-application Using an argument made in one part of the debate to respond to an argument made elsewhere in the debate.
Cross-examination Period of questioning controlled by the questioner, similar to the exchange between a lawyer and a witness.
Crossfire Three-minute period of questions and answers in a Public Forum Debate round. The first speaker has the
right to ask the first question, but after that any participant may ask or answer questions.
**Crystallization** Process of clarifying, summarizing, and prioritizing the most important arguments in a debate round.
**Data** A piece of evidence that proves, illustrates, or explains a warrant, claim, or impact.
**Defense** A reason to discount an argument, but not sufficient on its own to justify a vote for one debater or another.
**Direct questioning** A style of Congressional questioning where one questioner, chosen by the presiding officer, controls 30 seconds of time during which he may ask any questions he wants.
**Disclosure** Judge revealing her decision at the end of a round.
**Dissonant communication** Speech or assertions that violate the expectations of the audience, pitting them against the speaker.
**Division of ground** Ability of each side of a debate to make arguments and reasonably uphold their burdens for the round.
**Division of the house** Motion used to obtain a precise vote count when a voice vote is inconclusive.
**Docket** Set of legislation compiled for a tournament.
**Dropped argument** Argument that has not been answered by the opposition. It becomes a “true” argument for the purposes of the round.
**Extension** Process of pointing out an unanswered argument. Debaters must explain why their extensions are important for the debate.
**Final focus** Last speech given by each team in a Public Forum Debate round. Teams use these speeches to reiterate and expand on the primary reasons the judge should vote for their side.
**Flex case** Case that may change depending on the specific content of a round.
**Flow** Stylized form of note-taking used to record the arguments in a debate round.
**Framework** Analysis of value that enables clear weighing of arguments.
**Friendly question** Query directed to a Congressional debater who shares the questioner’s position. Rather than challenging the speaker, it allows the speaker to simply rehash his arguments.
**Garden path** Series of questions that lead the speaker to a particular, and often damaging, admission or contradiction.
**Gaveling procedure** System used by a presiding officer to communicate time information to the speaker.
**Grace period** Small amount of time given to speakers beyond their allotted speech time to allow them to conclude their final thought; usually between 5 and 10 seconds.
**Grand crossfire** Third crossfire in a Public Forum Debate round; follows the summary speeches. During grand crossfire, all four debaters participate and may ask or answer questions.
**Grouping** Answering or analyzing many similar arguments at the same time. Grouping is a useful way to save time or add clarity to a debate.
**Impact** Reason why an argument is important or should matter to the audience.
**Intervention** Judge making a decision based on his own thoughts or feelings rather than on the arguments advanced by debaters during the round.
**Jargon** Terminology employed by debaters that is not widely used or understood beyond the context of a debate round.
**Judge fatigue** The growing uninterest felt by judges when listening to a long debate.
**Legislative day** Complete and independent session of Congressional Debate.
**Line-by-line** An approach to refutation that answers each argument in the order it was made, proceeding down the flow “line by line.”
**Link** Causal or correlative relationship between two ideas.
**Magnitude** Size or severity of an impact.
**Majority** More than 50 percent of the those members of the chamber voting. Abstentions and those members who are not present for the vote do not count.
**Menu** List of what will be covered later in the speech, also called a “preview.”
Mitigate To lessen or de-emphasize an argument or impact.
Negative team See Con Team.
Normative truth Statement of value; statement that cannot be empirically verified.
Null and Void clause Language (clause) attached to the end of every bill that cancels or overrides any conflicting legislation or regulation.
Observation Argument that defines or clarifies the burdens of the debate round.
Offense Proactive reason to vote for a debater or position.
Open chamber In an open chamber, students may exit and return without asking permission of the presiding officer.
Open-ended question Query that allows the speaker to answer in many ways or explain previous ideas without limitations.
Oral critique Judge providing oral feedback to the debaters immediately following the round; may or may not be accompanied by a disclosure.
Orders of the day Motion used to conclude a session.
Paradigm Set of criteria and preferences that determine how a judge makes her decisions.
Parliamentarian Adult tasked with monitoring procedure in a session; the individual often serves as a judge as well.
Paving the road Dealing with objections and argumentative obstacles before advancing offensive arguments.
Perceptual control Appearance of dominance in a room or chamber. A debater may be argumentatively losing a debate but can still be perceptually winning a debate.
Personal privilege Motion used when a student wishes to exit or enter the chamber for any reason.
Point of information Motion used to obtain information from the presiding officer about procedure or tournament rules.
Point of order Motion used to correct a procedural error made by the presiding officer.
Poise Debater’s presence in the room or chamber; a debater’s ability to project confidence, maturity, and professionalism.
Positive truth Empirical statement of fact that can be verified or disproved through observation and analysis of the world as it is.
Power of the Purse Congress’s constitutional mandate to set the federal budget and raise income through taxation.
Precedence The rule that grants participants who have spoken the fewest number of times priority when standing to speak. Precedence does not carry over to the next session.
Preferential ballot A ballot for ranking competitors at the end of a session; used at most tournaments to determine advancement.
Preparation time Amount of time allowed for debaters to prepare and organize their thoughts between speeches in a debate round. Also called “prep time” or “prep.”
President pro tempore Student or adult temporarily serving as the presiding officer of a session, typically at the beginning of a session before the presiding officer is elected.
Presiding Officer Student elected by her peers to run the session; responsible for selecting speakers and questioners and for dealing with procedure.
Previous question Motion used to call for a vote on the legislation currently being debated; if passed, it ends debate on the legislation.
Pro team Team debating in favor of the resolution. Also called the “affirmative” or “aff.”
Probability How likely an argument’s impact is to occur; probability often depends on the strength of the link to the argument.
Rebuttal Defending one’s arguments against the attacks made by an opponent; “rebuilding” one’s argument.
Rebuttal speeches Second set of speeches in a Public Forum Debate round. Debaters use these speeches to answer the arguments made by their opponents.
Recency In conjunction with precedence, the rule that grants students who have spoken least recently priority when standing to speak. Recency does not carry over to the next session.
Recess A break from the session.
Refutation Attacking an opponent’s arguments.
Rehash To repeat arguments that have already been made. Also used as a noun to describe the content of rehashed speeches.
Resolution Piece of legislation that expresses the opinion of the Congress.
Resolution Topic for debate in Public Forum Debate.
Resolved clause Language at the end of a resolution that encapsulates the actual opinion or judgment of the Congress.
Road map Brief explanation of what a debater will cover in a speech. Typically roadmapping occurs either before timing of the speech has begun or at the outset of a speech.
Role-playing In Congressional Debate, students are asked to play the role of a U.S. representative or senator.
Scenario A session of Congressional Debate where participants are presented with a series of events or situations and must make decisions about how to react. Role-playing becomes more important in a scenario session.
Secret ballot System of voting that does not reveal each member’s vote to the chamber.
Section Unit of division in a bill.
Session A single round (typically three hours) of Congressional Debate. A tournament may have multiple preliminary sessions followed by semifinal and/or final sessions.
Signposting Making statements that indicate to the judge where a debater is in the flow in a rebuttal speech.
Sin tax Sales tax on an unpopular item, often one associated with vice (such as alcohol or tobacco).
Softball question See Friendly question.
Sponsorship The first affirmative speech on a piece of legislation if the author is not present.
Straw-man Attacking an opponent’s weak or insubstantial argument to make one’s own position seem stronger.
Sub-point Common method of providing additional organization and structure to a contention.
Summary speeches Third set of speeches in a Public Forum Debate round. Debaters use these to summarize the key arguments in the round.
Super session Final session of Congressional Debate.
Supermajority At least two-thirds of the members present at the beginning of the session. Abstentions and members who are not present for the vote count as voting “nay.”
Suspension of the rules Motion used to alter the format or regulations of a session; most often used to extend questioning.
Table Motion to suspend debate on a bill with the intention of returning to it later.
Tagline First sentence of an argument; used to label or “tag” the idea; sometimes used as a synonym for claim.
Transitional movement Physical movement by the speaker that indicates or reinforces a transition from one main idea to another; often takes the form of a few casual steps across the stage or speaking area.
Voice vote Voting for or against a motion by saying “aye” or “nay,” respectively; used to quickly move through procedural issues.
Voting issues Simple, bullet-point style summary of an offensive reason to vote for a team.
Warrant A reason why a claim is true.
Whereas clause Language in a resolution that justifies the resolved clause. A whereas clause may present findings or information that explains the subject of the resolution. | <urn:uuid:f269b891-9f2a-4f70-bec5-8f09567ba544> | CC-MAIN-2018-26 | http://nwcspeechdebate.weebly.com/uploads/2/0/4/4/20445113/public_forum_and_congress_debate_textbook.pdf | 2018-06-20T05:55:40Z | crawl-data/CC-MAIN-2018-26/segments/1529267863463.3/warc/CC-MAIN-20180620050428-20180620070428-00139.warc.gz | 237,905,090 | 59,288 | eng_Latn | eng_Latn | 0.984126 | eng_Latn | 0.998863 | [
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A Present For Our Teacher
Topic: School and community
Curriculum link: Society and Environment; Mathematics
Text type: Recount
Reading level: 9
Word count: 189
High-frequency words: we, but, to, the, she, he, for, my, her, his, our
Vocabulary: teacher, school, present, money, washed, raked, cleaned, fed, watered, brother
Possible literacy focus:
Understanding the use of writing conventions such as speech marks and how these enhance the meaning of the text.
Follow-up activities
Syllables
Ask children to choose words from the book and to identify the number of syllables in each word. They can clap to show the number of syllables. Make a list to show where the syllable break occurs.
| pres/ent |
| tea/cher |
| be/fore |
| mon/ey |
| per/son |
Explain that every syllable has a vowel sound in it. Children could use other books to find and list words with one, two, three and four syllables.
Raising money
As a class the children could decide on a charity to raise money for. Then, in small groups, they could come up with a plan of how they could raise the money. Once the teacher and/or parents check the plans, the children can put them into action. To keep the children focused, you could provide a cue card. For example:
Your Task
Decide on a way to raise money, e.g. doing odd jobs, having a stall, selling things.
Organise how this will be done.
When will you do it?
What do you need to make/bring?
Who do you need to tell? How will you do this? (posters, newsletter)
Readers theatre
In pairs, children read the book to each other, taking it in turns to read the direct speech parts. They then join with another pair to practise reading and role-playing the book ready to perform to the whole group. Encourage children to read with expression and fluency.
Make a card
You will need:
cardboard, coloured paper, felt pens, glue
1. Make a card for the teacher (or someone else you want to say thank you to).
2. Write a message inside telling why you think they are great.
Presents, presents, presents!
You will need:
advertising catalogues, scissors, glue, cardboard
1. Look at the catalogues.
2. Cut out pictures of presents.
3. Paste onto cards.
4. Order the cards from the best present to the worst.
A present for the teacher
Make a book.
Instructions Ask the children to retell the story to match each picture. Encourage the children to compare their retelling with the book. When finished, each strip can be cut out and assembled into a book.
Find and colour
Colour the pictures that start with ‘pr’.
Use ‘pr’ to finish these words.
Instructions Ask the children to say the name of each picture and listen for the ‘pr’ blend. Children then write ‘pr’ to finish the words. | <urn:uuid:390c5ae9-a139-441e-8a6a-2e5c64e41fae> | CC-MAIN-2021-10 | https://flyingstarttoliteracy.com.au/alphaliteracy/wp-content/uploads/sites/2/2018/12/AlphaWorld-LLA-BLM-L9-A-Present-For-Our-Teacher.pdf | 2021-02-27T04:08:17+00:00 | crawl-data/CC-MAIN-2021-10/segments/1614178358064.34/warc/CC-MAIN-20210227024823-20210227054823-00374.warc.gz | 337,557,428 | 642 | eng_Latn | eng_Latn | 0.939605 | eng_Latn | 0.998172 | [
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Mr. Foley relates that class-marriage existed in the tribes about Bathurst, and that *Ippe*, *Cumbo*, *Cubbi*, and *Murri* were the names of the classes. In this vocabulary may be compared the equivalents of *tongue*, *hungry*, and *eat*, also *ghost* and *White man*.
| Word | Meaning |
|-----------------------|-----------------------|
| Kangaroo | murrawai |
| Opossum | kooragai |
| Tame dog | yukey |
| Wild dog | |
| Emu | nguree |
| Black duck | boothunba |
| Wood duck | gonaro |
| Pelican | gurotha |
| Laughing jackass | kookoburra |
| Native companion | bralga |
| White cockatoo | mooroy |
| Crow | waugan |
| Swan | keeneekin |
| Egg | koboka |
| Track of a foot | dinna |
| Fish | gooeya |
| Lobster | |
| Crayfish | |
| Mosquito | tirry |
| Fly | booramul |
| Snake | undaba |
| The Blacks | mi |
| A Blackfellow | mi |
| A Black woman | weener |
| Nose | moorootha |
| Hand | murra |
| 2 Blacks | booliga mi |
| 3 Blacks | booliga mugo mi |
| One | mugo |
| Two | booliga |
| Three | booliga mugo |
| Four | booliga booliga |
| Father | puppa |
| Mother | goonee |
| Sister-Elder | karta |
| ,, Younger | |
| Brother-Elder | kugga |
| ,, Younger | |
| A young man | nubingeri |
| An old man | derriba |
| An old woman | werringa |
| A baby | warro |
| A White man | wonda |
| Children | broy-ga |
| Head | bollen |
| Eye | mill |
| Ear | woodtha |
| English Word | Bathurst Word |
|-------------|---------------|
| Mouth | willee |
| Teeth | weera |
| Hair of the head | geer |
| Beard | mooroomba |
| Thunder | gooroon |
| Grass | thulle |
| Tongue | boorbee |
| Stomach | namo |
| Thigh | tarra |
| Foot | dinna |
| Bone | gooee |
| Blood | yulin |
| Fat | wamo |
| Bowels | moora |
| Excrement | moorabuther |
| War-spear | beer |
| Reed-spear | mutha |
| Shield | binjelly |
| Canoe | kogee |
| Sun | thunee |
| Moon | guer |
| Star | girilla |
| Light | wanee |
| Dark | mugee |
| Cold | goonundurra |
| Heat | talung |
| Night | tarungero |
| Fire | wee |
| Water | kallee |
| Smoke | bombillee |
| Ground | tagoon |
| Wind | boorooma |
| Rain | goonda |
| God | biam |
| Ghosts | woolawoonda |
| Boomerang | muthin |
| Hill | kowral |
| Wood | ngooroomba |
| Stone | youi |
| Camp | weeri |
| I | thu |
| You | indoo |
| Bark | mungur |
| Good | murrumban |
| Bad | warri |
| Sweet | wiggia |
| Food | thullerte |
| Hungry | kulleteete |
| Thirsty | thulle |
| Eat | mooga |
| Drink | narraga |
| Walk | yannine |
| See | weenga |
| Sit | kumberinyanna |
| To-day | talun |
| To-morrow | kumberin |
| Where are the Blacks? | wontulee mi ? |
| I don’t know | weeri thu nanee |
| Plenty | baongo |
| Big | bupa |
| Little | boothoo |
| Dead | bookago |
| By-and-by | taloongery |
| Come on | yanna |
| Milk | Eaglehawk |
| Wild turkey | Wife |
* Literally to-morrow gone.
† Literally not I seen. | <urn:uuid:abda4af5-c385-46c1-b332-9f46320b80db> | CC-MAIN-2019-09 | https://dawn.aiatsis.gov.au/sites/default/files/docs/digitised_collections/collectors_of_words/curr/m0042288_a.pdf | 2019-02-21T02:36:53Z | crawl-data/CC-MAIN-2019-09/segments/1550247497858.46/warc/CC-MAIN-20190221010932-20190221032932-00268.warc.gz | 535,479,610 | 1,156 | eng_Latn | eng_Latn | 0.998234 | eng_Latn | 0.998292 | [
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A fire department connection, commonly known as a “dry hydrant” was recently placed into service on the East end of Jackson Township at the Millardsville Quarry. The dry hydrant is the Eagle Scout project of Myerstown Troop 20 Eagle Scout candidate Michael “Vito” Heck III, age 16.
The dry hydrant allows any fire department pumper to connect and draft water from the quarry. Being spring-fed, the water in the quarry does not freeze during the winter. This water can then be pumped into tanker trucks for transport to a fire scene or pumped through hoselays to a fire in the immediate area. An estimated 2,105,000 gallons of water is available at the hydrant.
Constructed of 8-inch pipe, the dry hydrant is capable of supplying more than 1000 gallons of water per minute to a fire truck.
Eagle Scout candidate Vito Heck was responsible for all design, planning, permitting, finance, public relations, procurement and project management efforts. In the process of planning and securing permits for his project, Vito was required to meet with representatives of the Pennsylvania Department of Conservation and Natural Resources, Jackson Township supervisors, Lebanon County Conservation District, the private landowner, attorneys for both the township and landowner, local Fire Chiefs and other involved parties. The U.S. Fish and Wildlife Service and the Pennsylvania Fish and Boat Commission also have jurisdiction over projects involving Pennsylvania waterways.
Volunteers from Myerstown Boy Scout Troop 20, members of the Jackson Township Highway Department, volunteers from Myerstown’s Keystone and Goodwill and Richland’s Neptune Fire Companies as well as parents and friends volunteered labor for the construction of the project.
The project was funded by Jackson Township supervisors, who authorized a budget of $4000.00 for the project. Through generous donations of labor, materials, services and supplies from the local community, the project was completed for a total investment of $901.44.
A dedication event will be held in the spring of 2016.
Congratulations to Eagle Scout candidate Michael “Vito” Heck for an outstanding job that will benefit all of the residents and businesses of Jackson Township.
Myerstown Boy Scout Troop 20 is headed by Scoutmaster Mr. Dennis L. Palm. Go to www.myerstownboyscouts.org for more information about Scouting in Myerstown.
The installation of the new water main was completed on December 10, 2019. The new water main is 6 inches in diameter and runs from the existing water main to the new water tower. The new water main will provide a more reliable source of water for the town and will help to reduce the amount of water that is lost through leaks. | <urn:uuid:03f95d1c-d48c-4ef1-859a-01600b63c382> | CC-MAIN-2017-22 | http://jacksontownship-pa.gov/images/DRY%20HYDRANT%20NARRATIVE%20FOR%20TOWNSHIP.pdf | 2017-05-28T00:53:25Z | crawl-data/CC-MAIN-2017-22/segments/1495463609404.11/warc/CC-MAIN-20170528004908-20170528024908-00294.warc.gz | 231,301,277 | 559 | eng_Latn | eng_Latn | 0.998031 | eng_Latn | 0.997572 | [
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Section 3:
Solve.
1. $635 + 249 = \underline{\hspace{2cm}}$
2. $508 + 271 = \underline{\hspace{2cm}}$
3. The sum of 3,684 and 2,700 is $\underline{\hspace{2cm}}$.
Solve. Show your work and use bar models to help.
4. Mrs. Tan buys a duck and a chicken. The mass of the duck is 2,300 grams. The mass of the chicken is 1,675 grams. How much heavier is the duck than the chicken?
5. At Hillside Elementary School, there are 1,253 boys and 1,624 girls. How many students are there at the school?
6. Complete the number pattern.
30 80 180 330 __________
7. I am a 3-digit number that is less than 500.
My ones digit is twice the hundreds digit.
The sum of the three digits is 14.
What number am I?
Answer: __________
8. 45 + 5 = _____ - 100. The missing number is ________.
a. 30 b. 70 c. 130 d. 150
9. In the number 8,296 what is the value of the digit 2?
Answer: __________
10. Subtract 989 from the sum of 1,857 and 2,465.
Answer: __________
Solve. Show your work and use bar models to help.
11. Allison jogs 3,860 meters and Calvin jogs 5,470 meters.
How far do they jog altogether?
Solve. Show your work.
12. Marbles per bag:
| Bag A | Bag B | Bag C | Bag D | Bag E |
|-------|-------|-------|-------|-------|
| 1,138 | 2,786 | 1,412 | 4,354 | 5,588 |
Jane takes Bag B and Bag D.
Karen takes Bag E.
a. Who has more marbles?
b. How many more marbles does she have?
Solve.
13. Add 2,659 to 784. The sum is __________ more than 555.
b. 2,878
b. 2,888
c. 2,988
d. 3,988
14. 2,573
+1,989
15. When you __________ 23 ones, you get 2 tens and ____ ones.
Section 4:
Multiply mentally.
1. \(4 \times 30 = \_\_\_\_\_\)
2. \(9 \times 200 = \_\_\_\_\_\)
3. \(8 \times 8 = \_\_\_\_\_\)
4. \(5 \times 8 = \_\_\_\_\_\)
5. \(7 \times 70 = \_\_\_\_\_\)
6. \(9 \times 9 = \_\_\_\_\_\)
Solve. Show your work and use bar models to help.
7. A refrigerator costs 5 times as much as a television. The television costs $429. What is the cost of the refrigerator?
8. The students in class 3A buy 500 packets of seeds to start an eco-garden. On Monday, they use 27 packets of seeds. On Tuesday, they use twice as many packets as on Monday. How many packets of seeds do the students have left?
9. A store records the sales of its toys in the table below.
| MONTH | NUMBER OF TOYS SOLD |
|---------|---------------------|
| January | 180 |
| February| 90 more than in January |
| March | 3 times as many as in February |
| April | 320 fewer than in March |
a. How many toys are sold in February?
b. How many toys are sold in March?
c. How many toys are sold in April?
d. How many toys are sold altogether during the four months?
10. \(358 \times 2\)
11. \(152 \times 6\)
12. \(126 \times 7\)
Solve. Show your work and use bar models to help.
13. Sophia prepares 38 cheese sandwiches and 46 tuna sandwiches. She puts the sandwiches equally onto 3 platters. How many sandwiches are on each platter?
14. Maria has $500. She buys a pair of shoes for $108. She gives the rest of the money to her 4 nieces. Her nieces share the money equally.
a. How much money does Maria give to her 4 nieces?
b. How much does each niece get?
15. In 5,786 the digit 5 has the same value as ____________.
a. \(5 \times 1\)
b. \(5 \times 10\)
c. \(5 \times 100\)
d. \(5 \times 1,000\)
16. What is the product of 346 and 9?
a. \(300 + 14\)
b. \(3,000 + 14\)
c. \(300 + 100 + 4\)
d. \(3,000 + 100 + 14\)
17. Divide 87 by 6. The remainder is ________.
a. 2
b. 3
c. 4
d. 5
18. Find the greatest product of a 3-digit number and a 1-digit number using each digit below only once. (3 5 6 7)
\[
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Multiplication Practice: Practice your multiplication facts. To make it more fun, have someone time you for two minutes to see how many you can complete. If you do not finish in the two minutes be sure to complete the rest of the page.
| 6 X7 | 9 X5 | 4 X8 | 3 X3 | 8 X3 | 7 X6 | 2 X7 | 5 X4 | 9 X9 | 7 X1 |
|------|------|------|------|------|------|------|------|------|------|
| 8 X8 | 4 X5 | 5 X8 | 6 X6 | 3 X6 | 2 X4 | 8 X1 | 0 X9 | 2 X8 | 9 X7 |
| 8 X2 | 4 X9 | 6 X2 | 9 X8 | 4 X3 | 5 X1 | 7 X5 | 5 X2 | 0 X4 | 9 X1 |
| 7 X3 | 0 X7 | 8 X7 | 4 X4 | 6 X9 | 4 X2 | 5 X6 | 8 X7 | 0 X8 | 8 X5 |
| 6 X8 | 6 X4 | 9 X3 | 8 X9 | 4 X7 | 2 X9 | 7 X7 | 4 X1 | 0 X6 | 3 X1 |
| 3 X4 | 8 X6 | 7 X2 | 8 X4 | 9 X6 | 3 X8 | 6 X5 | 0 X5 | 6 X1 | 5 X9 |
| 9 X2 | 7 X8 | 3 X7 | 0 X5 | 3 X9 | 4 X6 | 2 X5 | 5 X7 | 5 X5 | 0 X3 |
| 3 X5 | 9 X4 | 2 X2 | 2 X1 | 7 X9 | 2 X6 | 7 X4 | 6 X3 | 5 X3 | 5 X9 |
Addition and Subtraction Review: Pay careful attention to the sign.
| 537 | 7,257 | 921 |
|-----|-------|-----|
| -219| -4,188| -472|
| 10,781 | 49,548 | 267 |
|--------|--------|-----|
| +73,919| +56,711| +777|
Add
9 dollars
12 quarters
25 dimes
11 nickels
+18 pennies
Total amount of money $_____________________
Mrs. Patton baked 135 delicious cookies. She took 47 to church and took 14 to her neighbor's home. Her family ate 8 cookies. She plans to bring the remaining cookies to the fourth grade party. How many cookies will she bring? Show your work and remember your unit.
Write each number.
Example: one million, four hundred thousand, five hundred three \hspace{1cm} 1,410,503
1. three million, nine hundred fifty-four thousand, six hundred twenty-nine
2. nine million, six hundred twenty-one thousand, six hundred eight
3. two million, thirty-nine thousand, four hundred ninety-eight
4. nine hundred forty-one thousand, eight hundred five
5. seven million, three thousand, two hundred eighty
6. six million, two hundred nine thousand, four hundred fifty-five
7. nine million, eight hundred two
8. six million, nine thousand, ten
Match the description with the correct polygon. Write the letter of that polygon.
1. a rectangle with a perimeter of 22 in. ________________
2. a triangle with a perimeter of 18 in. ________________
3. a parallelogram with a perimeter of 18 in. ________________
4. a square with a perimeter of 16 in. ________________
5. a trapezoid with a perimeter of 18 in. ________________
6. a triangle with a perimeter of 17 in. ________________
7. A rhombus with a perimeter of 28 in. ________________
8. a rectangle with a perimeter of 20 in. ________________
A. 4 in.
B. 5 in. 5 in.
C. 4 in. 7 in.
D. 6 in. 4 in. 8 in.
E. 5 in. 3 in. 7 in.
F. 7 in.
G. 4 in. 6 in.
H. 7 in. 2 in.
Write the number that matches each description.
1. 4 in the tenths place
2 in the thousandths place
7 in the hundredths place
0 in the ones place
2. 5 in the tenths place
3 in the tens place
5 in the ones place
3 in the hundredths place
3. 4 in the thousandths place
2 in the ones place
7 in the hundredths place
0 in the tenths place
4. 0 in the hundredths place
6 in the ones place
8 in the thousandths place
0 in the tenths place
Write each number below as a decimal.
5. nine-tenths ____________
6. thirty-thousandths ____________
7. fifty-three hundredths ____________
8. sixty and four-tenths ____________
9. seven and seven-thousandths ____________
10. sixty and four-hundredths ____________
11. eight hundred ____________
12. sixty-two thousandths ____________
Fill in the missing numbers.
13.
0 _______ _______ _______ _______ _______ _______ _______ _______ _______ 1
14.
0 _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ 1
Solve each problem.
1. Samuel bought presents for 40 cents, 50 cents, 60 cents, and 70 cents. How much money did he spend in all? ______________________
CHECK: Does my answer make sense? ________________
2. Trini rode her bike 12 miles on Friday. She rode 14 miles on Saturday and 15 miles on Sunday. How many miles did she ride in all? ______________________
CHECK: Does my answer make sense? ________________
3. Jon, Dave, and Kevin collected rocks at the beach. Each boy collected 25 rocks. How many rocks did the boys collect in all? ______________________
CHECK: Does my answer make sense? ________________
4. The Torrey family was on vacation. One day, they spent $140 for a motel room, $130 for meals, and $200 at a park. How much money did they spend that day? ________________
CHECK: Does my answer make sense? ________________
Use a straightedge to draw the following.
1. Draw and label line segment AB
2. Draw and label line XY
3. Draw and label ray CD
Use the figure to the right to answer the following questions.
4. Write 2 names for this figure.
__________ __________
5. What point names the vertex of this figure? __________
6. Write the name of each polygon below under the picture. | <urn:uuid:8c78c0b0-0c3b-4a0a-a2b6-81c391d7dded> | CC-MAIN-2024-30 | https://www.stjude.org/content/dam/en_US/shared/www/clinical/school-lessons/4th-grade-math.pdf | 2024-07-14T16:08:59+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514635.58/warc/CC-MAIN-20240714155001-20240714185001-00041.warc.gz | 889,473,591 | 2,845 | eng_Latn | eng_Latn | 0.976524 | eng_Latn | 0.996315 | [
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JOSEPH SMITH INN (PIERCE HOMESTEAD)
By Mollie Pierce King
Joseph Smith may have acquired his first piece of land in Clarendon under a Lydias title since records seem to confirm that he built upon it an inn, perhaps as early as 1773. He purchased several additional tracts of land later from Wentworth proprietors, one on September 11, 1779 from Jeremiah Whittemore who was an original proprietor of a Benning Wentworth grant though he never came to Clarendon to settle, and in fact may never have even seen his property there.
Joseph Smith's Inn in Durham, the name given the greater portion of Clarendon by Colonel Lydias, was very well known. Its location at the intersection of the Boston Road and the main route to Albany, New York made it accessible to travelers from both directions. The fact that Joseph
Smith was known to be a loyal New Hampshire man led his inn to become a headquarters of sorts for Ethan Allen and his Green Mountain Boys. During those years before the Revolutionary War, they were acting against the New Yorkers who were granting land in Clarendon.
The story of Benjamin Spencer is well known. He lived in the south part of Durham, and "was active as a York justice and assistant judge" and was also an active agent of the New York speculators in their attempts to obtain the land and rid it of the Green Mountain Boys. To punish Mr. Spencer for his activities against the interests of the New Hampshire grantees, Ethan Allen and a group of his followers moved against him in the autumn of 1773. He was captured and taken to "the house of Joseph Smith of Durham, innkeeper." Here he was held until he chose to be tried in front of his own home. He was convicted and punished by having the roof of his house removed. As a result Mr. Spencer gave up the position of New York justice which he held. He gave and kept his word to never again spy upon the activities of the Green Mountain Boys or any others who had obtained their land grants from Benning Wentworth, governor of New Hampshire.
There are other stories, passed down by word of mouth and less well documented, of Ethan Allen at this inn. It is said that he requested that Mr. Smith have the road, running north and south past his home, laid out at double the normal width so that Allen and his men could make use of it for military training. This was done and when a survey was made in the 1920s prior to rebuilding, engineers wondered why this particular section was so much wider than any other part of the route through Clarendon.
Another story which was told by Arthur Holden, a Clarendon citizen, who had a keen interest in the history of the town, has Ethan and several of his men dining at the Inn. During the course of the meal Mr. Smith’s daughter, Sarah Smith Bowman, who was serving the men asked if they would care for more tea. One of them hastily answered, “No, thank you.” Ethan instantly struck the man with the back of his hand. ‘No man speaks for me”, said Allen, “Yes, Mrs. Bowman I will have more tea.”
In 1776 Joseph Smith sold his inn to his daughter and son-in-law Sarah and John Bowman. Since no town records were kept till 1778, this transfer is recorded in that year. The Bowmans ran the Bowman Tavern there for fifty-one years. It was a Clarendon landmark, where town meetings were held, officials chosen and the traveling public accommodated. As age crept upon the Bowmans they sold the property on July 3, 1827 to Edward Dyer for $3000. He later sold to Harvey Hawkins who on July 17, 1835 sold this property to Christopher Pierce.
The Pierce family have lived at the Corner for four generations. Christopher Jr. the first Pierce owner, died in his thirties, and his widow Aletta Wecks Pierce and her two small sons John and Cornelius became the owners. When Cornelius married Clara Steward in 1858, and she came there to live, the house stood very much as Joseph Smith had built it in 1773. The fireplaces in every room had been removed though in some cases their framework and mantels were still there. In the front west room, which was believed to have been the inn’s barroom, two large hooks still remained in the ceiling. From these the bar was hung. The story goes that this bar was hung high so if one was tall enough to look over it he was judged old enough to be served.
On October 22, 1959 the old building was destroyed by fire. About all that now remains to remind one of its long and colorful history are the two routes that still lead to Boston and to Albany and an occasional colonial coin of Spanish origin or a Vermont Constellation of 1785 both of which have been unearthed on the premises. | <urn:uuid:76e7f210-7b47-44ef-98f9-acc7039ffb09> | CC-MAIN-2020-16 | http://clarendonvthistory.org/Images/Joseph%20Smith%20Inn%20-%20Bowman%20Tavern.PDF | 2020-03-28T21:02:38+00:00 | crawl-data/CC-MAIN-2020-16/segments/1585370493120.15/warc/CC-MAIN-20200328194743-20200328224743-00496.warc.gz | 38,084,621 | 1,030 | eng_Latn | eng_Latn | 0.998951 | eng_Latn | 0.999341 | [
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‘Heroes’ displayed at The Leper Chapel
One of the “larger than life” sculptures on show inside the Leper Chapel during February.
They were created during weekly sessions at Wintercomfort day centre run by former Spitting Image puppet maker Linton Bocock. The theme was ‘heroes’ - someone who had made a positive impact on the lives of homeless or former homeless people. Homeless people often describe themselves as feeling like modern-day lepers so it is fitting that the historic setting of the Leper Chapel was the venue for the exhibition.
Read more about the display and an associated music event on page 2.
Abbey Community Newsletter - Plans for the coming year are:
| Edition | Covering period | Deadline for articles | Distribution |
|-----------|-----------------------|-----------------------|--------------|
| Summer | mid-June - early Sept | 16 May | mid-June |
| Autumn | Sept. - Nov | 1 Aug. | early Sept. |
| Winter | Dec - Feb. 2012 | 1 Nov. | early Dec |
If you have any news about a local group, project or facility in the Abbey area please send details to Abbey Action. Space is free for community groups and activities that benefit the local area.
Previous editions of the Abbey community newsletter are also available on the website www.cambridge.gov.uk (“Community & living” section).
Abbey Community Notice Boards
Local groups and events can also be promoted for free through the community notice boards overseen by Abbey Action, for example, outside Barnwell Road and Ditton Lane shops. One side is maintained by Abbey Action for local posters (the other side is for city-wide events and is overseen by the City Council’s Distribution Service). Send posters or articles to Keith at the Abbey Action office at East Barnwell Community Centre or email articles to firstname.lastname@example.org .
As spring emerges from a winter with some very cold weather, we appreciate warmer days with longer daylight. However, harder financial times means that local services and facilities are under more pressure, so it is important people support those in their neighbourhoods. Many groups and activities take place locally, avoiding the need to travel very far. East Barnwell Community Centre and Abbey Meadows Community Wing are two well-used Abbey venues. Activities also take place at the various churches, the Abbey Pool and Fitness Centre, Barnwell Road Library and the Cambridge Museum of Technology. Through the Abbey Community Newsletters we hope to cover the range of activities taking place - from sport and exercise, local history to social and environmental.
New Primary School Building Project
You may have noticed a new building going up on the Abbey Meadows Primary School site. It is a new classroom extension that includes 9 classrooms, resource areas and all the necessary facilities for up to 270 children. The project has been commissioned by the local authority due to the increasing pupil numbers in the Abbey area and across the City.
The two-storey building uses modern methods of construction - a solid timber frame from Austria that was erected in seventeen days. It will be brick finished on the ground floor and maple weatherboard upstairs. There will also be substantial landscape improvements on the site and extra pedestrian access to alleviate vehicular congestion at the front of the school. The current contractor’s access road off Barnwell Road is temporary and will be removed leaving a “reinforced grass” route as an emergency gateway. The project is going to schedule and is due for completion for the new term in September 2011. School website: www.abbeymeadows.co.uk
Chapel a focus for music and art
Annual Concert of Words and Music.
On a cold Sunday in January, the ancient Leper Chapel came alive to the sound of music and verse for Homelessness and Leprosy Sunday Concert. The historic setting was the venue for Cambridge Link-up’s fifth annual concert of words and music. The event included songs from homeless singing group Street Voices (who have recently recorded a CD) as well as sets from Banjo Nick and blues guitarist, Toby Peters. A selection of readings was presented by FLACK Magazine (see below). Tea and Wintercomfort Cupcakes will were served after the concert. The chapel was full with all seats taken and other people standing!
Keith Jordan, project worker for Abbey Action who attended the concert said “the musicians, especially two solo guitarists, were as good as many I’ve seen play at the Cambridge Folk Festival over the years.”
Combined with the concert, an interesting art display was staged inside the chapel for a week in early February. The displays for the Heroes exhibition included a series of almost life-size sculptures of real people who have had a positive effect on the participants/artisans’ lives. These included Iron Man, Davina MacCall, Salvador Dali and family members and friends such as; George Scott “He was a visionary capable of making good things happening”
My Grandad “My Grandad is my hero because he had to do things I never had to”
The display came out of a collaboration between Wintercomfort for the homeless and local artist Linton Bocock. Linton said “I asked the participants to produce a sculpture of someone who had made a positive impact on their lives and had given them direction, ambition and hope for the future. The results have been, interesting, surprising and very satisfying.”
Cambridge Link-Up – a homeless led community group that raises funds for projects involving homeless people and awards small grants for those in urgent need. www.cambridgelinkup.org.uk
FLACK – a new charitable social enterprise based in at the CityLife Social Enterprise Centre, on Newmarket Road. “We work with the energy and potential of homeless people by involving them in the production of a monthly what’s on magazine. Flack offers training, support and a voice to people who are often overlooked; and so helps to rebuild their self-esteem and break the cycle of homelessness.” www.flackcambridge.org.uk
Future events at the Leper Chapel this year:
Sunday, 12 June – Storytelling
6th – Sat 9th July – in situ: Theatre’s Richard Spaul and Bella Stewart perform Shakespeare’s Macbeth
Saturday, 10 September - Stourbridge Fair - 800th Anniversary Celebrations
www.cambridgeppf.org
Details of some meetings, events and exhibitions taking place locally
MARCH
March (from the 2nd week)
Barnwell Road Library exhibition
Subject: Local nature reserves Barnwell West, Coldhams Common, Logan’s Meadow. Wildlife sightings in the Abbey area.
26th March (Saturday)
The 2011 River Cam Cleanup
10:00am-1:00pm, culminating with a BBQ.
Once again volunteers are invited to take part in this excellent opportunity to give the much-loved river a helping hand, by participating in the Cam Cleanup. The Cam meanders its way 12 miles from Granchester Meadows to Bottisham lock, passing one long boundary of the Abbey ward. It is a popular event for local residents, community groups and the residential boating community. The event is organised by Camboaters, Anglian Water’s River Care alongside Cambridge City Council and the Cam Conservancy.
The 2009 Cleanup saw more than 200 volunteers collect over 400 bags of recyclable and general rubbish from the river and its banks. Hard working grapple teams recovered 100 bikes from the riverbed and three motorised scooters were retrieved from the Stourbridge Common section.
Please follow links below to see information about previous Cleanups:
http://www.camboaters.co.uk/camcleanup/index.htm
There is also a Digital Switchover Help Scheme which will be available to you if you are:
• Aged 75 or over, or
• Have lived in a care home for six months or more, or
• Get (or could get) certain disability benefits, or
• Are registered blind or partially sighted
For further information visit their website at www.helpscheme.co.uk or call free on 0800 40 85 900.
14th April (Thursday)
East Area Committee
Meeting Room at Cherry Trees Day Centre, St. Matthews Street (Petersfield) Starting at 7.00pm
This is the Cambridge City Council's forum for councillors and residents from the Abbey, Coleridge, Petersfield and Romsey wards.
Councillors representing these areas attend and local issues are discussed and decisions affecting these areas are taken.
Residents from the Abbey Ward are welcome to attend and ask a question, or make a statement on a local matter during the Open Forum section.
More details contact: Toni Birkin Tel (01223) 457086
There is an archive of agenda and minutes for City Council, committee and sub-committee meetings on www.cambridge.gov.uk/democracy .
20th April (Wednesday)
Barnwell & Fen Ditton Local History Society
Speaker evening: Mr Frank Agger - History of the Regal Cinema
All welcome, 7 - 9.30pm At Abbey Meadows Community Wing (on the Abbey Meadows school site, off Galfrid Road)
Visitors £2, Members free (annual membership £10)
Contact: Mr D Cullum (01223) 243353
Email: email@example.com
APRIL
Barnwell Road Library exhibition
Subject: Abbey Community Directory
The range of groups, facilities & activities in the area & 'launch' of the directory.
Digital switchover takes place!
The way we receive our TV signal changes this month - the switch from analogue to digital signal. The existing analogue TV signal will be switched off in 2 stages.
Stage 1 (30th March) - analogue BBC 2 switched off forever
Stage 2 (13th April) remaining analogue channels switched off
For advice on what changes you might need to make:
Call Digital UK on 08456 50 50 50
Find information on their website www.digitaluk.co.uk or in local libraries.
MAY
Barnwell Road Library exhibition
Subject: Health & Fitness
The range of ways to keep fit in the Abbey area.
Taster activities will be organised to coincide with the exhibition.
5th May (Thursday)
Local Elections (City Council)
16th May
Deadline for articles for summer edition of the Abbey Community Newsletter
(for June distribution) Contact Abbey Action (contact details on front page)
18th May (Wednesday)
Barnwell & Fen Ditton Local History Society
Speaker evening: Mr Rodney Tibbs - 50 years at the Cambridge Evening News
All welcome, 7 - 9.30pm
At Abbey Meadows Community Wing
East Barnwell Community Centre is a popular venue for many community groups and activities in Abbey; Tuesday Carpet Bowls Club, For-get-me-not Club, Brownies, East Barnwell Childminding Group, Jets Netball, Karate, Fizzyfit exercise classes, See Saw Pre-school to name a few. Rooms are available for new groups, one-off events, meetings and children’s birthday parties.
The centre has been independently-run since 1998 by a few local people who formed East Barnwell Community Association. It operates on a very small budget - it’s only source of income is from room hire.
Sarah Taylor’s new website is under construction so keep an eye out for when it launches www.fizzyfit.com. For further information about how to get Fizzyfit please call Sarah on: 07795 297998
Room available
A large room (approx. 14 x 9 metres, with storage space) is available at East Barnwell Community Centre for any organisation (perhaps shared) to use as a permanent base. Previous users have included the Steiner School and Cambridge Regional College. This is in addition to rooms that can be hired for one-off or regular activities at the centre.
For more details or to take a look, please contact Debbie the Centre Manager (see above for details)
Restoring the “lost gardens” of East Barnwell
In a new project for 2011, the “lost gardens” of East Barnwell Community Centre are being restored and maintained. Plans include restoring the over grown borders by the car park, planting up with home-propagated plants, building a compost heap to take all the leaves and garden waste from the grounds, tidying up the exterior of the centre and creating a garden area for See Saw Pre-school. It will take place on Tuesdays, roughly every fortnight, 10am-11.30. Next dates: Tuesday 5th & 26th April. Refreshments will be provided. So if you have some time to spare and want to help the community centre, get some exercise or learn some gardening skills, come along and join us. Bring sturdy boots or wellies and gloves. Tools provided. Please contact Keith Jordan at Abbey Action (based at the centre) - see contact details on front page.
East Barnwell Centre gets busy with….
East Barnwell Community Centre serves a diverse range of needs within the Abbey Community. The centre’s YMCA trained exercise instructor, Sarah Taylor has been delivering her ‘exercise to music’ classes across Cambridge for nearly 10 years.
Now, she’s put her own company image through its paces and it’s true to say the new look is well and truly fit for purpose. The newly named Fizzyfit classes will still offer a fitness for all levels programme, but now reflects a bit of the fizz and energy she puts into her work. Sarah’s simply bubbling over with new ideas for the classes. First on Sarah’s agenda is to give something back to the local community and what better way than to have East Barnwell Centre as her nominated charity for 2011.
Debbie Hardingham, Centre Manager said: “We’re so pleased Sarah wants to help with our fundraising this year. It’s so rare for people to offer us help so it’s wonderful to see that Sarah’s so proactive - she’s got great community spirit. We’re really looking forward to working together with Fizzyfit to help improve the facilities we provide to the local community.”
Sarah Taylor said: “I wanted to do more for the community and I have lots of ideas for great fundraising events. I’m really glad to do my bit and it is great that everyone using the centre will benefit. So if you want to support the Fizzyfit fundraising events keep an eye out on the centre’s noticeboard for what’s up and coming.”
Garden Tools appeal
The garden project at East Barnwell Community Centre, and other garden projects about to start in the Abbey area, could do with some “recycled” tools. If you have any tools you no longer need and can donate them to the community centre they would be most appreciated.
Some tools required: garden spades and forks, hand forks and trowels, spring rake, garden gloves, large buckets, a wheelbarrow, hedging shears, secateurs, pruning loppers. You can drop them off at the centre office on Newmarket Road (usually open weekday mornings) – but may be best to contact us first to find out if the tools are the ones required.
Tel. Abbey Action (contact details on front page) or East Barnwell Community Centre Tel. (01223) 211945.
Local Groups and Activities in Abbey
A small selection of groups looking for new people to join
East Barnwell Friendship Club
The club is looking for new members who would like to meet up on Thursday afternoons. So if you are lonely, have time on your hands or want to try something new come along to Abbey Meadows Community Wing (by the primary school, off Galfriad Road) on Wednesdays between 2 - 4pm.
Over the year the club has many activities, from cake and plant stalls, outings, Christmas dinner, other social activities.
Just turn up or give Hazel a call first on (01223) 241585
Abbey Bowls Club
The Abbey Bowls Club (featured in our autumn edition) will soon be starting a new season. The season runs from May until early September.
The club is based at the bowls green and clubhouse on the corner of Newmarket Road and Barnwell Road.
The club plays several times a week.
£25 membership, £1.50 per game (including refreshments)
If you are interested in joining, call in one evening when you see bowling taking place and have a chat with Rodney or Peter
Cambridge Priory Townswomen’s Guild
The group of local residents meet on the second Wednesday in the month at Abbey Meadows Community Wing, Galfriad Road, 7:30- 9:30pm.
The group has speakers, on a range of subjects; arts & crafts, special interests (from the National Trust, flower arranging to aromatherapy) plus socials, etc.
New members are most welcome.
Contact: Mrs Frost, Tel. (01223) 292131 or Mrs Abraham (01223) 501216
Hobby Crafts Group - NEW
Are you interested in joining a regular daytime gathering of people who are interested in making things and arts & crafts - it could be anything from card making, knitting, model building, willow weaving... anything you make yourself?
We are planning a first meeting of people who are interested - bring along anything you have made or are in the process of making. It could become a regular activity where people can meet up, swap ideas and skills and just have some fun.
If you are looking for something new to do or picking up useful tips - come for some inspiration!
East Barnwell Community Centre: Wednesday 6th April 10am - 11.30am
No cost. Refreshments provided. Just turn up.
Contact: Abbey Action or John Moyle on 07941 534626.
Karate for concentration!
Adrenaline Martial Arts
New beginners intake for children at:
East Barnwell Community Centre
Wednesdays 4.00pm - 4.45pm
This Karate programme helps to develop the skill of concentration in children and teaches them to have complete focus on the task at hand - useful as a life skill!
To book a place visit the website www.blackbeltattitude.co.uk or call Tel: 01738 758118
BARNWELL ROAD LIBRARY
Events at the library: Monthly reading group
Rhyme time session for 0-18 months (Monday 2.00 pm - 3.00 pm)
Story Time for 12 months - 5 years (Thursdays 2.00pm - 2.45 pm)
Library opening hours:
| Day | Time |
|---------|------------|
| Monday | Closed |
| Tuesday | 10.00 am - 5.00 pm |
| Wednesday| Closed |
| Thursday| 10.00 am - 6.00 pm |
| Friday | 1.00 pm - 5.00 pm |
| Saturday| 10.00 am - 1.00 pm |
| Sunday | Closed |
New Exhibitions in 2011
The first exhibition started at the library in December with a local feature on the BBC series “Turn Back Time: the High Street”. Old photos and adverts for shops in the East Barnwell and Abbey areas were displayed. It was surprising to find how many changes to local shops have taken place even from the 1960s. Even the library started off in the row of shops along Barnwell Road before the current building was opened.
A feature on local recycling opportunities and the Abbey Recycling Champions has just taken place. Exhibitions coming up will include those on local and seasonal themes (see Abbey Community Diary on page 3).
Others to follow each month:
• Midsummer and Stourbridge Fairs (both celebrating 800 years this year),
• Community outings - photos of past Abbey Action outings, etc.
The exhibitions are being co-ordinated by the Abbey Action Project in association with the library staff. Please contact Keith at Abbey Action if you have an idea for an exhibition in the future
John Moyle from the Barnwell & Fen Ditton Local History Society who helped with the shops exhibition
Ways to keep fit & active in Abbey
“Forever Active” classes
Exercise sessions and those returning to a more active lifestyle
There are many sessions running for the over 50 age group throughout the City. Quite a few of these take place in the Abbey area - from Tai Chi, exercise to music to aqua aerobics and chair-based exercise. Currently, spaces are available at the following sessions for new participants at the Abbey swimming pool and fitness centre:
SESSION: Exercise to music class
Fridays 10-11am
This is an all-round, total body workout to improve flexibility, coordination, strength and flexibility.
SESSION: Aqua aerobics
Fridays 2-3pm
This is a workout for people of all fitness levels using the natural resistance of the water. You do not need to be able to swim but you must be water confident.
£3 per session for Forever Active members/£3.50 for non-members. Membership to the Forever Active programme is £12.50 for the year but is not essential to be able to access any of the Forever Active sessions.
For more information and details regarding Forever Active membership, please contact the City Council’s Sports Development Service on: 01223 457532 or visit the website: www.forever-active.org.uk
Generation Games
Running throughout the year, this is a project aimed at inspiring all members of the family to participate in fun, sporting activities together. Sessions include badminton, tennis, golf, archery, climbing, table tennis, cycling and rounders.
Additional family sport activities are yet to be confirmed for throughout 2011.
Please visit our website for the most up to date scheduling at: www.cambridge.gov.uk/getactive or contact the Sports Development office for more information on: 01223 457532
News from at East Barnwell Health Centre
PERSONAL HEALTH TRAINERS
Louise Stevens and Dan Jones are the Personal Health Trainers at East Barnwell Health Centre. They offer FREE specialist advice and support on lifestyle changes including:
❤ Eating healthier
❤ Increasing the amount of physical activity
❤ Stopping giving up smoking
❤ Cutting down on alcohol
Importantly, they support individuals to set targets and goals that are realistic, making it far more likely that they are achieved.
For more information ask at the Health Centre reception or your GP for a referral or call Louise on 07540 703821. Website www.personalhealthtrainer.org.uk
Carolyn Jaieiola is the newest member to join the Personal Health Trainer team! Carolyn qualified with Distinction as a Nutritional Advisor in 2010 and believes that everyone deserves health and happiness and it’s all about finding the right balance! “Even the smallest of changes to your lifestyle can see big benefits to your health” says Carolyn.
“Walking For Health” - in the Abbey area
If you are looking to getting back to health, perhaps after an illness, here’s an activity that might help. Join a gentle walk of about 40-50 minutes duration on Mondays, starting promptly at 10am. Meeting point: Foyer of East Barnwell Health Centre (off Ditton Lane). If you are attending the walk for the first time, please arrive 10 minutes early in order to complete a necessary health form.
Tel. 01223 457532 or contact John, the walk leader, on firstname.lastname@example.org or 07941 534626.
This walk is part of the Cambridge City health walk programme. For more information please contact: 01223 457532 or visit the website: www.cambridge.gov.uk/getactive.
Why join your local Walking for Health group?
❤ You can start slowly and build up gently
❤ It’s a chance to make new friends
❤ It’s FREE and you don’t need special equipment
WALKING CAN……
❤ Keep your heart strong
❤ Reduce your blood pressure and stress
❤ Help to manage your weight
❤ Make you feel good and help you sleep better
Introducing JOHN MOYLE Abbey’s Volunteer Walk Leader
John, a patient at the East Barnwell Health Centre practice, has made impressive improvements with his own “heart” health after suffering an angina attack, before being diagnosed with Degenerative Heart Disease. Through joining and leading the walking group he is now reaping the benefits of being more active. “Our walks are a fun way of exercising & getting to know other people, as we always have a chat and cuppa afterwards.”
John leading a walk to Fen Ditton
Hazel in flower - one of first signs of spring near Howard Road
Want to lose weight and gain health?
Then how about trying CHIP, a free Community Health Improvement Programme offered by NHS Cambridgeshire in partnership with your GP surgeries.
CHIP is a fortnightly programme of eight FREE and friendly workshops for anyone age18+ with a body mass index (BMI) of 30+ ready to make small lifestyle changes to improve their health and wellbeing.
Groups work in small teams to discuss food portions, healthy eating ideas and tips for breaking bad habits. Healthy ways to improve lifestyle choices are delivered through enjoyable and interactive quizzes, group activities and taster sessions. Health professionals, e.g. Dieticians, nutritionists and fitness instructors lead some of the workshop activities.
A new programme is currently taking place at East Barnwell Community Centre on Newmarket Road. Please contact your GP surgery to be referred. For general information on CHIP, please contact Helen McFall on 01353 865364
Help the environment, reduce your expenditure
Practical ways to reduce energy bills and reduce your “carbon footprint”
As home energy bills continually increase (even more so after a very cold December) it makes both financial and environmental sense to keep the amount of energy you waste at home and in other aspects of daily life to a minimum. Even if you are still not convinced about the human causes of climate change, reducing the amount of heat wasted in your home is sensible - for your own bank balance!
Cambridge Carbon Footprint (CCF) is a local, voluntary organisation concerned with climate change – currently based on Newmarket Road on the corner of Coldhams Lane. CCF helps people work together creatively to make real reductions in their energy use and therefore CO2 emissions. Presentations, workshops, projects, “carbon conversation” groups, grow-your-own produce sessions and many others provide more understanding about climate change and valuable practical tips on reducing energy consumption.
Energy in the Home - opportunities for making your home warmer
• Sessions dedicated to energy in the home.
• Detailed information about home energy
• Low carbon network events - to help group participants continue to plan and make reductions
• “Getting started on eco-renovation” sessions - how to do the basic DIY
• Advice for people who are renting
• Climate Friendly Homes scheme - Trained volunteers carry out home energy surveys which are processed by a home energy professional. This provides a report for the householder with prioritised, suggested improvements and a list of suppliers & installers. At a follow-up visit the volunteer answers any householder questions and helps them plan further improvements. Between the 2 visits, CCF can also lend an electricity energy monitor, which can really help awareness and so reduce electricity bills.
* “House doctor”, DIY service and Light Bulb Library are currently available to anyone who does a group and will also be available to anyone who has a survey done.
* An infrared camera can be used to take photos to spot where heat may be leaking from your house.
* Open Eco Homes will be running this year - all sorts of retro-fitted energy efficient homes to visit.
* Links with Cambridge Regional College which runs “Eco-Refurbishment for Householders” courses
Other activities:
Sustainable “Come Dine with Me” - ‘our very own sustainable food version of the Channel 4’s series’ - people take turns to host a “sustainable dinner party” for each other. This is your chance to show off your culinary skills, enjoy three or four nights of dining out, and meet new, local people!
Carbon Conversations - sign up now for April!
‘If you are interested in our work we urge you to take part in one. They are very stimulating, engaging and enjoyable, whether you know a lot or a little about climate change and the need to reduce our personal carbon emissions. If you have any ideas for places we could run groups, or want to know if there is a group near you, let us know!’
FOR MORE INFORMATION:
Cambridge Carbon Footprint
Citylife Social Enterprise Centre
182-190 Newmarket Road
Cambridge CB5 8HE
Tel: 01223 971353
email@example.com
Website: www.cambridgecarbonfootprint.org
ENERGY/MONEY SAVING TIPS
Lots of small savings can add up - just like not over filling your kettle to make a cup of tea. If you boil more water than you need several times a day, think of the yearly waste!
Remember to unplug your mobile phone charger once it’s charged. 95% of energy used by mobile phone chargers is ‘wasted energy’ - plugged in, but not in use!
For more energy saving tips see http://www.energysavingtrust.org.uk/Easy-ways-to-stop-wasting-energy
If you have some good energy saving tips please send them to Abbey Action.
Abbey Recycling Champions
People interested in encouraging others to recycle more and reduce what they throw away recently met at East Barwell Community Centre. The first meeting of Abbey “recycling champions” looked at opportunities to increase recycling, and reduce waste via education and events. Creative uses of “waste” food and materials can also help you save on your financial outgoings.
Co-ordinated by the City Council, the recycling champions scheme provides information about recycling to members of the community who are interested in championing this cause and has provided them with opportunities to help out at other events. A group has just started at Arbury Community Centre and is planning some new events and there is now an opportunity for people in Abbey to get together to plan events in this area.
A number of fun and informative events are in the pipeline, including a recycled musical instruments workshop (made out of waste materials). This will in collaboration with some talented musicians from the Wintercomfort project.
No previous experience or knowledge is required to be a recycling champion, just a passion for reducing the amount of rubbish that we throw away and a little time to learn more and talk to others about it.
For more information about becoming a recycling champion please contact
Mark Buckton, Recycling Champions Co-ordinator, Cambridge City Council
Tel: 01223 457673 email firstname.lastname@example.org
CHILDREN TAKE THE HELM
Children are taking the helm of a new play boat on the River Cam.
The boat is run by Cambridge City Council, having gained funding from a Big Lottery grant. It will give children opportunities for urban adventure play, which is all about taking risks in a safe and supervised environment.
The custom designed 57ft long, 10ft wide wide beam narrowboat was "launched" onto the river on Saturday 5th February with a special trip for the Vikings, the group of children who have been involved in the project from the beginning. Young people from the Abbey ward have been closely involved with decisions about the layout and design and have had training to be part of the junior crew, assisting with steering the boat.
This boat will be part of a new summer programme of activities used by the specially trained and qualified team in the council's children and young people's participation scheme (ChYpPS). It will bring more awareness to young people about our river which is the centrepiece of what makes Cambridge the unique place.
Activities for children in the Abbey ward
Find out more about activities run by the City Council's ChYpPS team; call 01223 457873 or email email@example.com. You can also visit the website www.cambridge.gov.uk/chypps.
Abbey “Nature Reserve”
One of the coldest Decembers in living memory created hardships for many people - frozen pipes, slippery roads and pavements, falls and broken bones and high fuel bills! Wildlife can also suffer in very cold spells, especially small birds that can lose much of their body weight overnight trying to keep warm. It is good to see that many birds have survived with lots of sightings around the Abbey area in recent weeks.
Some birds manage to store food in the autumn to act as a reserve. For example, in autumn, Jays were seen collecting acorns from the oak trees on the corner of Newmarket Road and Ditton Lane. They were making repeated flights across the busy roads to bury the acorns in the cemetery and gardens in the Peverel Road area. If you find a young oak tree growing in your garden this spring that’s the reason! It is normal to see various migrant birds from Scandinavia, Russia and parts of mainland Europe over the winter and early spring - having moved from even colder areas where food is scarce. Redwings, Fieldfares, Blackcaps (from Germany) are often seen in the Abbey area - in gardens or in the hedgerows around Coldhams Common and Stourbridge Common. The hawthorn hedgerows laden with berries were a great food source. Very colourful Waxwings were seen in various parts of Cambridge and you may have had them in your garden if there is a shrub with ripe berries (e.g. cotoneasters).
Waxwing Photo kindly supplied by wildlife photographer Evan Bowen-Jones
Birdwatching from the rifle butts, Coldhams Common
Other sightings:
There was also a report of a Water Rail, a secretive, brown waterside bird similar to a moorhen, along Coldhams Brook. There have also been several sightings of a Peregrine falcon on the chimney of the Cambridge Museum of Technology. They are sighted occasionally in Cambridge, especially on other tall buildings such as Addenbrookes Hospital and the spire of the Catholic Church on Hills Road.
There were several reports of a Little Egret during January and February especially around Coldhams Common, Barnwell Road and the path behind Sainsburys! This striking pure white heron was using Coldhams Brook to search for small fish to eat. In fact one day after getting a report from a local resident, Keith Jordan, Project worker for Abbey Action, saw one as he was cycling along Barnwell Road one evening. "I spotted the egret in the wide part of the brook just where it emerges from underground below Barnwell Road - only 20 feet from the busy rush hour traffic! It was fishing for small Sticklebacks. This is also where I've seen a Kingfisher looking for food, despite the traffic!" Volunteers from the City Greenways Project had cleared this stretch of the brook last year to maintain the open water.
More about: Little Egret
A fish-eating bird, member of the heron and bittern family. Has attractive white plumes on the crest, back and chest, black legs and bill and yellow feet. They usually live around the edges of water habitats, hunting in areas of shallow water, walking through water and snapping at prey, or by running and agitating the water with their feet to disturb prey. Like herons, they roost up in trees.
They are an increasingly common sight in inland areas too and are gradually increasing their range northwards. They are resident all year round in the UK but other birds arrive from the Continent in autumn and winter.
Conservation success story!
The Little Egret was probably common in Great Britain centuries ago. They featured in the banquets of the gentry including King Henry VI in 1429 - they may have been on menus of Cambridge colleges and Barnwell Priory and during feasts at the Stourbridge Fair! They had disappeared by the mid 16th century. Over-hunting in mediaeval times certainly helped and the demand for feathers for decorating hats! Little Egrets only survived in southern Europe by the 1950s but conservation laws protecting the species were introduced. They re-appeared in the UK in significant numbers in 1989, breeding in Dorset in 1996. The population increased rapidly with over 750 pairs breeding in 2008, and now you can see them in the Abbey area of Cambridge! This depends on having a good habitat - clear water and a healthy fish population. Clearing back overgrown trees and shrubs along parts of Coldhams Brook can also help reduce shade and allow more light to get in to improve the habitat for aquatic plants and animals.
See some photos and find more information:
www.bbc.co.uk/nature/taxa/Little_Egret
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1. Force of attraction between two point electric charges placed at a distance $d$ in a medium is $F$. What distance apart should these be kept in the same medium, so that force between them becomes $F/3$?
2. The distance of the field point on the equatorial plane of a small electric dipole is halved. By what factor will the electric filed due to the dipole change?
3. Draw one equipotential surface (1) In a uniform electric field (2) For a point charge ($\theta < 0$)?
4. If the amount of electric flux entering and leaving a closed surface are $\phi_1$ and $\phi_2$ respectively. What is the electric charge inside the surface?
5. Derive an expression for the total work done in rotating an electric dipole through an angle $\theta$ in a uniform electric field?
6. If $C_1 = 3pF$ and $C_2 = 2pF$, calculate the equivalent capacitance of the given network between points A & B?
7. Prove that energy stored per unit volume in a capacitor is given by $\frac{1}{2} \epsilon_0 E^2$, where $E$ is the electric field of the capacitor?
8. (a) An air capacitor is given a charge of $2 \mu C$ raising its potential to 200 V. If on inserting a dielectric medium, its potential falls to 50 V, what is the dielectric constant of the medium?
(b) A conducting slab of thickness ‘t’ is introduced without touching between the plates of a parallel plate capacitor separated by a distance $d$ ($t < d$). Derive an expression for the capacitance of a capacitor?
1. Why does the electric field inside a dielectric decrease when it is placed in an external electric field?
2. What is the work done in moving a $2 \mu C$ point charge from corner A to corner B of a square ABCD when a $10 \mu C$ charge exists at the centre of the square?
3. Show mathematically that the potential at a point on the equatorial line of an electric dipole is Zero?
4. A parallel plate capacitor with air between the plates has a capacitance of 8 pF ($1pF = 10^{-12} F$). What will be the capacitance if the distance between the plates is reduced by half and the space between them is filled with a substance of dielectric constant 6?
5. Two dielectric slabs of dielectric constant $K_1$ and $K_2$ are filled in between the two plates, each of area $A$, of the parallel plate capacitor as shown in the figure. Find the net capacitance of the capacitor? Area of each plate = $A/2$
6. Prove that the energy stored in a parallel plate capacitor is given by $\frac{1}{2} CV^2$?
7. State Gauss’s Theorem in electrostatics? Using this theorem define an expression for the field intensity due to an infinite plane sheet of charge density $\sigma$ c/m$^2$?
8. (a) Define dielectric constant in terms of the capacitance of a capacitor? On what factor does the capacitance of a parallel capacitor with dielectric depend?
(b) Find the ratio of the potential differences that must be applied across the
(1) parallel
(2) Series combination of two identical capacitors so that the energy stored in the two cases becomes the same.
1. The plates of a charged capacitor are connected by a voltmeter. If the plates of the capacitor are moved further apart, what will be the effect on the reading of the voltmeter?
2. What is the function of dielectric in a capacitor?
3. A stream of electrons travelling with speed \( v \) m/s at right angles to a uniform electric field \( E \) is deflected in a circular path of radius \( r \). Prove that \( \frac{e}{m} = \frac{v^2}{rE} \).
4. The distance between the plates of a parallel plate capacitor is \( d \). A metal plate of thickness \( (d/2) \) is placed between the plates. What will be the effect on the capacitance?
5. Keeping the voltage of the charging source constant. What would be the percentage change in the energy stored in a parallel plate capacitor if the separation between its plates were to be decreased by 10%?
6. Two identical plane metallic surfaces A and B are kept parallel to each other in air separated by a distance of 1.0 cm as shown in the figure. Surface A is given a positive potential of 10V and the outer surface of B is earthed.
(a) What is the magnitude and direction of uniform electric field between point Y and Z? What is the work done in moving a charge of 20 \( \mu C \) from point X to Y?
(b) Can we have non-zero electric potential in the space, where electric field strength is zero?
7. Figure (a) and (b) shows the field lines of a single positive and negative charges respectively.
(a) Give the signs of the potential difference: \( V_P - V_Q \) and \( V_B - V_A \)
(b) Give the sign of the work done by the field in moving a small positive change from Q to P.
(c) Give the sign of the work done by the field in external agency in moving a small negative change from B to A.
8. With the help of a labelled diagram, explain the principle, construction and working of a van de graaff generator. Mention its applications?
1. Show how does the force between two point charges change if the dielectric constant of the medium in which they are kept increase? [3]
2. A charged rod P attracts rod R where as P repels another charged rod Q. What type of force is developed between Q and R? [1]
3. A free proton and a free electron are placed in a uniform field. Which of the two experience greater force and greater acceleration? [2]
4. No two electric lines of force can intersect each other? Why? [2]
5. A particle of mass m and charge q is released from rest in a uniform electric field of intensity E. Calculate the kinetic energy it attains after moving a distance s between the plates? [3]
6. Two point charges +q and +9q are separated by a distance of 10a. Find the point on the line joining the two changes where electric field is zero? [3]
7. Define the term dipole moment $\vec{P}$ of an electric dipole indicating its direction. Write its S.I unit. An electric dipole is placed in a uniform electric field $\vec{E}$. Deduce the expression for the Torque acting on it. [3]
8. (1) The electric field $\vec{E}$ due to a point charge at any point near to it is defined as:
\[
\vec{E} = \lim_{q \to c} \frac{\vec{F}}{q}
\]
where q is the test charge and $\vec{F}$ is the force acting on it.
What is the significance of $\lim_{q \to o}$ in this expression? [5]
(2) Two charges each $2 \times 10^{-7}$ C but opposite in sign forms a system. These charges are located at points A (0,0, -10) cm and B(0,0, +10) cm respectively. What is the total charge and electric dipole moment of the system?
9. (a) Sketch electric lines of force due to (i) isolated positive change (ie q>0) and (ii) isolated negative change (ie q<0)
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In addition, at all times, the horizon would appear to curve up instead of down, so that to the observer it would appear as if he were standing in a hole.
Even had it had no experiments aboard, Mariner 5 would have made a contribution. Analysis of its trajectory provided pinpoint-accurate calculations that led to new values for the mass of Venus (.815003 times that of the earth), the mass of the moon (1/81.2999 times that of the earth), the astronomical unit or mean distance from earth to the sun (92,955,659 miles, plus or minus 62 miles) and other quantities.
Collecting Mariner's information was a nerve-racking experience. The signal strength at one point got down as low as $10^{-20}$ watts. One team of experimenters at Stanford even arranged to have the entire town of Woodside, Calif., switched to auxiliary electric power to ensure reliable continuous operation for its experiments, which could only be done once during Mariner's 23-minute trip behind Venus.
Despite the reams of data accumulated from Mariner 5 and Venus 4, Venus seems determined to hold on as long as possible to her title of earth's secretive sister (SN: 7/22). Among the unanswered questions: Why does the planet stubbornly rotate in the opposite direction from all but one (Uranus) of the other planets in the solar systems? And why do the dense clouds that cloak her in mystery scream around the planet 50 times faster than she herself is turning? Venus's hostile environment may never see a live astronaut, but scientists will continue to seek their answers in whatever ways they can. Until money and favorable earth-Venus positions are available, they will delve into the tapes of the Mariner message and whatever raw data the Soviets make available. Hidden there may be answers to innumerable questions that we don't yet know enough to ask.
RADIO ASTRONOMY
Progress in Europe: Envy across the Atlantic
American radio astronomers have good reason to envy their European colleagues; two papers in an international symposium just ended at the Massachusetts Institute of Technology outline European projects for large radio telescopes which have been authorized. By contrast, American projects discussed at the symposium are frozen on the drawing board—and likely to remain there for at least a year, victims of present frostbite climate in money for basic research.
The largest fully steerable radio telescope today is the 250-foot diameter dish at Jodrell Bank in England. This will be surpassed by 1970 when a 328-foot dish, now being built for the University of Bonn, West Germany, goes into action. In 1971 the British will again take the lead with a 400-foot instrument.
Dr. O. Hachenberg, of the Max-Planck-Institut für Radioastronomie, describes the $5.5 million Bonn telescope as able to withstand winds up to 40 miles per hour without deformation. He expects to lose only one day of observing time a month through bad weather. His design team studied the possibility of enclosing the antenna in a radome, but concluded it would cost too much.
The major news of the meeting came when H. C. Husband of Husband and Co., announced that the British Government had granted his firm the contract to design a 400-foot telescope as a big brother for Jodrell Bank's instrument, designed by the same firm. Although the Government has not yet decided to build the instrument, this step is almost certain.
Like the 250-footer, the new instrument will be run by the University of Manchester's Radio Astronomy Department, headed by Sir Bernard Lovell. It will cost $14 million, and should be operating within four years. The antenna will function on a broad range of wavelengths down to 10 cm.
The new telescope will be located some distance from Jodrell Bank. This will permit radio astronomers to perform interferometry experiments with the two large dishes; by making simultaneous observations of objects in the sky with two radio dishes, astronomers achieve a resolution equivalent to that from a giant dish stretching between the two. Microwave radio will connect the pair.
American astronomers, while privately expressing some doubts as to whether the new instrument will achieve its anticipated accuracy, unanimously applauded Sir Bernard's success in obtaining funds for an instrument which, in the words of one American, "will keep the British in the forefront of radio astronomy."
The U.S. answer to the giant European dish is a 440-foot antenna enclosed in a radome, proposed by Northeast Radio Observatory Corporation (NEROC), an association of northeastern universities. A special panel set up by the National Science Foundation recommended in August that the proposal should be deferred until more is known about its performance in comparison to that of fixed spherical dishes of the Arecibo type.
NEROC's studies show that a radome-enclosed structure should cost about $17.7 million, about half as much as an exposed telescope of equivalent performance. And the radome offers many additional advantages, according to Herbert G. Weiss of M.I.T.'s Lincoln Laboratory. It gives the radio astronomer an air-conditioned room in which to operate his telescope. An antenna protected by a radome can be constructed inexpensively of lightweight materials, and thus requires less power for steering. Using computers to process all possible antenna designs and a radome to protect the dish, designers can now give the radio astronomer complete control over the performance of his instrument. And a radome-enclosed antenna gives more aperture per dollar, in Weiss's view.
Obviously, radomes have their disadvantages. The dome on NEROC's proposed 440-footer will reduce its effective diameter to 400 feet. Rain increases the noise from the radome. According to C. Scruton of the National Physical Laboratory in England, little is known, at present, about the effects of high winds on radomes.
However, NEROC proponents believe that they have ironed out most of the problems, and foresee that future, larger instruments (above 500 feet) will inevitably require the protection of radomes. Given the funding, there appears to be no reason why fully steerable telescopes so protected should not reach 1,000-feet in diameter. For example, Paul Weidlinger, a consultant for NEROC, announced that he had sketched out a preliminary for a 1,000-foot antenna which appeared perfectly feasible. Possibly, he said, radio astronomers are not brave enough in specifying their requirements.
HOYLE ON STONEHENGE
Building bridges between disciplines
Britain's Stone Age Mt. Palomar—Stonehenge—was apparently built so that ancient sun worshippers could predict when their god would be eclipsed.
Stonehenge is a circular pattern of large stones in southern England that includes 56 stones in the outer ring. The stones are laid out in a scheme that obviously has meaning, but there is no agreement as to what that is.
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AN UMBRELLA OF BROTHERHOOD:
WHAT IS THE "ULT" ANYWAY?
Carlos Cardoso Aveline
Some friends and associates of the ULT complain from time to time:
They say they rarely hear from or read about the United Lodge of Theosophists.
At least one of such students, recently associated to the ULT, wrote that he is happy to have "discovered" the ULT earlier 2005 after 22 years of experience within the "narrow walls" of the Adyar Theosophical Society and after three years as an independent student.
But he added: "I would be STILL HAPPIER if I could have discovered the ULT earlier this life."
It sounded like he was thinking of thousands of Theosophy students worldwide who do not have a chance yet to know much about the ULT.
Indeed, many students nowadays may look around for an authentic umbrella to defend themselves and their spiritual search from the heavy rain of ritualistic pseudo theosophy. If they see nothing outside the Theosophical Society (Adyar), they may believe they are in a worldwide desert.
Some experienced observers say that this need for alternatives is especially true now that the karma of the Adyar TS seems to get quicker.
Yet the problem is not limited to not knowing of ULT's existence.
Students who do get in contact with the ULT, can't always and easily understand the nature of the endeavor started in 1909 by Robert Crosbie, John Garrigues and a few others.
The lack of an aggressive propaganda, the priority to silent forms of work, the absence of centralized and bureaucratic authorities make the task of understanding the U.L.T. somewhat difficult for newcomers.
For these people we say:
"Examine these questions into your own heart. Write to 'The Aquarian Theosophist' and someone will answer to you. Knock at the door and it will be opened."
In order to help clarify at least in part some of the most common doubts about the ULT, we publish below a short text by Dallas TenBroeck which discusses the meaning of the ULT's Associate Card and related issues in everyday life.
TABLE OF CONTENTS
What is the ULT, ANYWAY? 1
Theosophy, the ULT, and its Associate Card 2
The ULT Declaration 3
The ULT Associate Card 4
To The Man in The Street 4
The Global Village 8
HPB Defense Fund Report 11
Every Challenge is an Opportunity 11
Correspondence 12
News from ULT — Athens, GREECE 14
Genius 15
Aethrobacy 21
Dust Storms on the Moon 22
THEOSOPHY, THE U.L.T. AND ITS 'ASSOCIATE CARD'
by Dallas TenBroeck
As far as I can see the signing of a form has a meaning only to the individual who signs.
No "membership" list is kept. People are "associates," and their Association Card is recorded.
After studying the implications of the "DECLARATION OF THE U.L.T." one may, or may not offer to sign such an "associate" card. The decision means no more than that which the individual intends in his own "Heart" to support and sustain. So there is no room for false promises. All signers determine for themselves what they will do. The commitment is to THEOSOPHY, to one's own HIGHER SELF, and to no outside individual or "form."
The U.L.T. will continue to offer its free help and facilities to all-comers.
No questions asked of anyone.
Freedom and independence:
"fearlessness, sincerity, assiduity in devotion, generosity, self-restraint, piety, and alms-givings, study, mortification, and rectitude; harmlessness, veracity, and freedom from anger, resignation, equanimity, and not speaking of the faults of others, universal compassion, modesty, and mildness; patience, power, fortitude, and purity, discretion, dignity, un revengefulness, and freedom from conceit" these are the marks of him whose virtues are of a "godlike" character." [Quoted from Chapter 16, Bhagavad-Gita]
Some ask "What is THEOSOPHY?"
Some say that if we adopt for ourselves and for others rigid ideas of THEOSOPHY we will fail to see the value of others' sayings and teachings.
If we have grasped the eclecticism of THEOSOPHY, we need not fear that mere words will grade or separate individuals. That is not the concept of Brotherhood. There is a vast spiritual Unity in the Universe.
The effect must be an immense and a radical one. In the first place they will change all our conceptions of time and therefore of the relative values of the events that move in time.
The light of law will lift us forever beyond the reach of fear, because we shall know that a cruel or indifferent chance has no part nor lot in our fortunes, that we are masters of our fate and the captain of our soul.
We move forward in the light of a law that is merciful because it is just, that declares its presence in the least of the events of our lives, that holds the universe in its grasp for the sake of the human soul, that inflicts pleasure and pain for no other purpose than to point out the only road that leads to happiness.
This is no philosophy for the elect. It demands no large learning for its comprehension. It owes nothing to authority or to revelation. Its appeal is to every human being whose eyes are open to the facts of his own life, who can take but one step from the seen to the unseen.
Are we apprehensive that the adoption of a spiritual philosophy will militate against what we call our "success in life?" It would indeed be strange if ignorance were more profitable than knowledge, if weakness were a larger advantage than strength. The greatest of all success in life is reserved for those who know what life is, its origin, purpose, laws and destiny. Work comes to those who ally themselves with nature, not to those who resist her: to those who keep her laws, not to those who violate them.
WE ARE ALL ONE.
It is a brotherhood of ideas and, like all sciences and philosophies, it has a few basic concepts — since it is the most ancient wisdom, those concepts are universal, basic and apply to all who profess to speak for THEOSOPHY, in whatever language and in time or clime.
They give the same scope to all, and limit no one.
ANCIENT WISDOM knew — and continues to know — deep and vast knowledge about ourselves, our purpose in life, nature, the universe, the highest god-like principles, and man's long history on this earth.
Theosophy is the portion of that ancient knowledge brought to us by H. P. Blavatsky toward the end of the 19th century, as taught to her by her Teachers.
Or, as remarked on pages 3&4 of *ULT: Its Mission and Its Future*:
THE UNITED LODGE OF THEOSOPHISTS is an association of students of Theosophy originating through the determination of a small number of Theosophists to pursue the objectives of the Theosophical Movement without organizational distractions and formalities. The conception of U.L.T. (United Lodge of Theosophists) as a vehicle for Theosophical work derives from the experience and insight of Robert Crosbie, a man who, throughout a long association with the original Theosophical Society, was witness to the schisms and divisions caused in the movement by organizational claims, controversy over “authority,” and the competition of personal leaders.
In 1909, with the help of a few others who shared his unsectarian view of Theosophy, Mr. Crosbie formed the United Lodge of Theosophists—a body which was defined by a simple statement of intent — the U.L.T. Declaration (see page 3).
The immediate work of the U.L.T. became twofold:
The task of restoring the original Theosophical teachings of Madame Blavatsky and William Q. Judge and making them available to the public.
Inaugurating a program of practical Theosophical education with regular public meetings. These furnish the platform for interaction of seeking minds.
The “Declaration” has remained the guiding focus of work, and remains unchanged.
Although study and understanding of Theosophy are regarded by its advocates and supporters as a lifetime undertaking, a general view of this philosophy is necessary to a comprehension of U.L.T. The basic idea is that there is in every human being the latent capacity for self-knowledge, for self-reliant decision on all the great questions, and for progress in understanding through the study and application of philosophy in daily life. While people may and do learn from one another and, indeed, learn better and more rapidly in cooperative association than in any other way—each individual is ultimately responsible for his own growth, and is himself the only final authority concerning what he will accept as knowledge and truth. It follows that the best association is one which provides a maximum of individual freedom and at the same time full opportunity for contact and collaboration with others who are endeavoring to move in the same direction.
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**The U.L.T. Declaration**
**THE UNITED LODGE OF THEOSOPHISTS: DECLARATION**
The policy of this Lodge is independent devotion to the cause of Theosophy, without professing
attachment to any Theosophical organization, It is loyal to the great Founders of the Theosophical Movement, but does not concern itself with dissensions or differences of individual opinion.
The work it has on hand and the end it keeps in view are too absorbing and too lofty to leave it the time or inclination to take part in side issues. That work and that end is the dissemination of the Fundamental Principles of the Philosophy of Theosophy, and the exemplification in practice of those principles, through a truer realization of the SELF; a profounder conviction of Universal Brotherhood.
It holds that the unassailable basis for union among Theosophists, wherever and however situated, is “similarity of aim, purpose and teaching,” and therefore has neither Constitution, By-Laws nor Officers, the sole bond between its Associates being that basis. And it aims to disseminate this idea among Theosophists in the furtherance of Unity.
It regards as Theosophists all who are engaged in the true service of Humanity, without distinction of race, creed, sex, condition or organization, and It welcomes to its association all those who are in accord with its declared purposes and who desire to fit themselves, by study and other wise, to be the better able to help and teach others. “The true Theosophist belongs to no cult or sect, yet belongs to each and all.”
**THE ULT ASSOCIATE CARD**
The following is the form signed by Associates of the United Lodge of Theosophists:
Being in sympathy with the purposes of this Lodge, as set forth in its
“Declaration, I hereby record my desire to be enrolled as an Associate, it being understood that such association calls for no obligation on my part, other than that which I, myself, determine.
**TO THE MAN IN THE STREET**
UNLESS Theosophy has something definite to offer to the man in the street it may as well disappear from the field of human interest. If its mission is only to coteries of learning or curiosity it is unworthy the devotion of those who promulgate and defend it. If it is inadequate to any need of humanity, if it retires baffled before any problem of fate and fortune, if it fails to make life better worth living and death better worth dying, its advocates may admit that they have misdirected their energies and dedicated their lives amiss. But it is to the man in the street that Theosophy makes its chief appeal. It is to the masses of humanity—not to the few nor the elect—that its chief gifts are offered. It invites to its study all who would see an orderly law of life in the place of chaotic chance, all who would recognize the operations of an absolute justice dominant over human affairs, all who would enter consciously into an individual existence whose immensities are not limited by death or change.
In protesting against the binding power of creeds we must not overlook the effect of belief upon action and upon character. Every deed of our lives is governed by our conceptions of self-interest, although those conceptions may be as lofty as they are often debased. The toiler among the poor is actuated by an exalted sense of self-interest that demands
service and compassion. The burglar believes that he will benefit by his theft. Cruelty, greed, and passion all are honest in so far as they are interpretations, or rather misinterpretations, of self-interest. According to our readings of life, of time, and of divine law, so will be our actions. Belief governs conduct. It is the yardstick by which we measure the import of events and their value to ourselves. An hour of sunshine is the life of a gnat, a cloud is its tragedy, a drop of rain its extinction. A span of minutes is its standard of values.
It would seem then that religion, which is only another name for philosophy, is actually a standard of values. A religious belief is a yardstick by which we measure the import of events. If we conceive of human life as bounded by birth and by death, with nothingness before and annihilation after, it is obvious that all the events of that life will seem large in inverse proportion to the brevity of the period. A child cries for a broken toy because its conception of life is so narrow as to make the tiny mishap seem a tragedy. Its standard of values is inadequate. Enlarge our time conceptions of life and we dwarf the relative magnitudes of its events and completely change our angle of vision. In the same way a religious or philosophic conception may change our entire estimate of self-interest. If we accept the idea of a perpetual and conscious individual life, we must at once rearrange our computations of value. If we believe that the perpetual and conscious individual life is governed by a precise law of cause and effect we shall be tranquil under the disabilities that we shall know to be self-created, and we shall be hopeful of a future in which there will be fewer seeds of ill to fructify. If we recognize the unity of the life that sweeps through the universe we shall be careful to injure none of its manifestations, and we shall recognize that fraternity is not merely a sentiment but a compelling law that cannot be thwarted. And if we perceive the dominance of an unchanging and resistless law that moves inexorably towards its goal we shall have learned to cast out fear from our hearts. All these things are practical achievements. There is no one whom they do not concern. They come within the scope of the average human intellect. And they give to life a confidence, a strength, and a tranquility that can come from no other source.
Therefore it is evident that every man has some kind of a philosophy of life, even though it be unformulated, even though he be unaware of its existence. Every man without exception is trying to be happy, and his life is governed by some policy that he believes will conduce to his happiness. Every man has some time standard, usually the duration of his own life, or even the duration of his youth, by which he measures the importance of the things that happen to him. Theosophy thus makes a double appeal to the average man. It tries to show him how he may acquire a true and a permanent happiness. And it tries to furnish him with a new time standard so that he may revise the relative values of his daily experiences. But Theosophy seeks to achieve its end, not by the imposition of dogmas nor by the weight of spiritual authority. It asks only for a courageous facing of known facts and for the inferences logically to be drawn from those facts. In other words, it appeals only to universal knowledge and to the reasoning faculty.
Let us then take the two groups of facts most apparent to us, that is to say the facts of consciousness and the facts of experience. It is obvious that consciousness and character are being continually changed by events of experience. Every event that befalls us adds somewhat to the knowledge that governs our future actions. In other words it changes our character, however
slightly. And every such change increases our happiness, or detracts from it. So true is this that every man has made for himself a certain classification of the things that he must not do because they bring unhappiness, and of the things that he ought to do because they bring happiness. He may be wholly wrong in his judgment, he may have based it upon ignorance, but at least he has attempted to reach a judgment, and to discriminate between the things that are good for him and the things that are had for him.
And every experience whether good or evil has changed his character. It is then evident that nature is trying to teach him something, that inasmuch as his character is being constantly changed by experience there must be somewhere in the great mind of nature a destination, a plan, an intention. If we see the foundations and the framework of an unfinished house we know them for exactly what they are, and we may even foresee the ultimate form and appearance of the house when the builder shall have finished his work. We know that somewhere there is an architect's plan, a blue print, that there is purpose and design behind every hammer stroke, that there is no detail too insignificant to find its place. The acorn bursting in the ground is the prediction of the oak tree. Wherever there is motion or change there also there must be intention, a destination, and an architect's plan. Theosophy asks the average man to look at the changes in his own character, at the praise and blame of conscience which bring happiness and unhappiness, and so to ask himself what is the intention of evolutionary nature toward him, what is it that nature would have him be. In other words, what is the architect's plan of this unfinished human house. Surely there can be no other question so practical as this.
And as soon as we recognize that there is a plan, that we ourselves are uncompleted structures, we see at once that the limits of one earth life are pitifully inadequate for its completion. And it is a plan that can be completed nowhere else but on earth, since it concerns itself mainly with our bearing toward our fellow men. We have been born with certain characters, that is to say with certain tendencies in our bearing toward others. As we live through our lives these characters have been gradually changing by experience. Since experience is thus obviously the only factor in a change of character it is evident that the character with which we are born must have been fashioned at some time by experiences of the same nature as those that are now changing it. And since it is equally evident that our characters are still unfinished structures, far short of nature's design, the process of experiencing must be continued, and continued under, like conditions to the present, that is to say, by human contact under earth conditions. And so we reach what may be called the central Theosophic tenet, that all evolution has a destination, and that it proceeds toward that destination through a process of re-embodiment or reincarnation in which the law of ethical cause and effect holds sway: "Whatsoever a man soweth that shall he also reap." And in this there is no dogma, no authority, no supernatural revelation. It is simply an irresistible deduction from obvious facts.
Now it would be possible to argue at great length in support of the contentions
(1) that there is one, Universal Life sweeping through all the kingdoms of nature and that we ourselves are expressions of that One Life and separated from one another only by the illusions of the selfish personality.
(2) That the method of evolution is through constant re-embodiments or reincarnations which are knit
together by the law of cause and effect, such law assuming an ethical aspect in human evolution and producing such circumstances in each earth life as have been earned by the thoughts and acts of the lives that preceded it.
(3) That all evolutionary movements are regulated by a precise and cyclic law, and that nowhere in the universe or in human life can there be such a thing as chance or a permanent injustice. It would be easy to show that these great postulates have been the basis of every religion that the world has ever known and that they are commended alike by reason and by experience. But the present object is not to argue about these things but merely to state them, to leave them for consideration, and to suggest the effect that they must have upon the lives of those who accept them as truths.
The effect must be an immense and a radical one. In the first place they will change all our conceptions of time and therefore of the relative values of the events that move in time. Instead of imagining ourselves as coming at birth from an impenetrable darkness, with darkness for our destination, we shall now see ourselves as being's that have lived for ever, and who will live for ever, and in whom consciousness can never be extinguished even for a moment. The memory of the brain may fail to bridge the abysses of time, but somewhere within the depths of our being, or rather upon its heights, we shall recognize the existence of a soul in which all memories of the past are stored, all knowledge and all power, and that nothing hides us from that radiance except the self-imposed limitations of personality and the love of self. In the presence of such a realization what room can there be for the paltry ambitions, greeds, fears, and griefs that now fill our tortured lives? Against that stupendous background of time all these things sink into insignificance and to their true values. They seemed large only when we viewed them against a background of a few score years, only when we measured them by the false standards of a few score Years: Look at them now against the background of a conscious eternity and forever they lose their power to wound. At last we learn the true value of events, and we are lifted by that new wisdom beyond the reach of personal sorrow. We are no longer as children who cry over broken toys.
But the Theosophic philosophy will do more than this. The light of law will lift us forever beyond the reach of fear, because we shall know that a cruel or indifferent chance has no part nor lot in our fortunes, that we are masters of our fate and the captain of our soul.
And how pitifully, how abjectly, we now cringe before our fears. We are afraid of poverty, afraid of death, afraid of disease. We imagine ourselves as fortified citadels besieged by a pitiless and hostile nature. Terrors lie in wait for us in the dark places of life, and every corner has a foe. A perpetual paralysis of fear destroys our strength and hides the sunlight by its baleful shadows.
And how needless it all is! With what new confidence we move forward in the light of a law that is merciful because it is just, that declares its presence in the least of the events of our lives, that holds the universe in its grasp for the sake of the human soul, that inflicts pleasure and pain for no other purpose than to point out the only road that leads to happiness.
This is no philosophy for the elect. It demands no large learning for its comprehension. It owes nothing to authority or to revelation. Its appeal is to every human being whose eyes are open to the facts of his own life, who can take but one step from the seen to the unseen.
Are we apprehensive that the adoption of a spiritual philosophy will militate against what we call our "success in life?" It would indeed be strange if ignorance were more profitable than knowledge, if weakness were a larger advantage than strength. The greatest of all success in life is reserved for those who know what life is, its origin, purpose, laws and destiny. Strength in our life work comes to those who ally themselves with nature, not to those who resist her; to those who keep her laws, not to those who violate them.
[Theosophy, Vol. I, #5, pp. 169-73]
There must be truth and fact in that which every people of antiquity accepted and made the foundation of its religion and its faith. H. P. Blavatsky—In The Secret Doctrine—Vol. II, p. 794.
There is no existence for that which does not exist, nor is there any non-existence for what exists. By those who see the truth and look into the principles of things, the ultimate characteristic of these both is seen. —Bhagavad-Gita—Chap. 2.
United Lodge of Theosophists
3766 El Cajon Blvd
San Diego, Ca 92105
(619)283-0142
E-Mail: firstname.lastname@example.org
Sundays 10:45-12Noon
Theosophical Book Center Wednesdays — 11a.m.-1p.m.
Wednesdays: 12 Noon to 1p.m.
Psychotherapy of BhagavadGita
Fridays: 7p.m. to 8:30 p.m. Basic Theosophy
Sarasota, Florida
Theosophy Group
Meets Weekly on:
WEDNESDAYS: — 7 - 8:15 P.M.
SUNDAYS — 11 AM - 12:30 PM
We are a very friendly group of students with various religious and philosophical backgrounds. Our goals are to discuss and understand the universal truths of Theosophy.
On Wed. nights we are studying, The Ocean of Theosophy by W.Q. Judge, and on Sunday mornings we're discussing Isis Unveiled by H.P. Blavatsky and Light On The Path by Mabel Collins.
Our address is: 2700 S. Tamiami Trail Suite#11B, Sarasota, Florida 34239 and our phone number is: 941-312-9494.
http://www.theosophyusa.com
941-349-5151
Please feel free to call Bob Waxman if you need any additional information.
United Lodge of Theosophists
1917 Walnut Street
Philadelphia, PA 19103
All welcome No collections
United Lodge of Theosophists
Karma & Reincarnation
The twin doctrines of Theosophy, a mode of living common to the great sages, adepts and Masters who live by the Great Ideal - to benefit humanity.
One humanity, one goal, one Truth
Universal Brotherhood means unity through diversity and mutual respect; its absence is the cause of violence and suffering.
Individuality and Interdependence
"We should aim at creating free men & women, free intellectually, free morally, unprejudiced in all respects, and above all things, unselfish."
"the rational explanation of things..."
H.P.Blavatsky, a great Occultist of the modern age
All welcome to study Theosophy
- Talks & meetings ~ discussions with questions
- Study Group – Wednesdays 7pm from Oct 6th
Bhagavad Gita & Fundamental Theosophical studies
- Correspondence Course – by post or email
contact ULT at email@example.com
Theosophy Discovery Circle
From the Writings of
HP Blavatsky & WQ Judge
Interactive Study Class
Every other Sunday 10:30—12:00
Located at:
NYTS 240-242 E 53rd Street,
THEOSOPHY HALL
347 East 72 Street
New York, NY 10021
(212) 535-2230
E-mail: firstname.lastname@example.org
All meetings are free. No collections, fees or dues.
Discussion — Multi-Media
Monday Night
7:30-9:00pm
Investigation of the unexplained laws of Nature, and the psychical powers latent in man.
Free Study Materials Provided
- Meditation & Raja Yoga
- Dreams and the Dreamer
- Karma and Reincarnation
- Places After Death
- Spiritual and Psychic Realms
- A Relationship with God
- Science and Psi Phenomena
THEOSOPHY HALL
347 East 72 Street, NY NY 10021
Doors Open at 6:45PM
Phone: (212) 535-2230
Refreshments Served
Current topics: Contrasting ancient theosophical teachings with the standard scientific view of the world, and current psi phenomena. Including distance viewing, crop circles, remembering past lives, etc.
Texts include The Secret Doctrine, Isis Unveiled and other original Theosophical sources.
The Bhagavad-Gita
Wed. Night – 7:30-8:45
Free Study Materials Provided
The ancient psychology of the East and its application in this "era of Western Occultism."
SPANISH STUDY CLASS
"Ecos del Oriente", by Wm.Q. Judge
Meets the first two Wednesdays of the month
THEOSOPHY HALL
347 East 72 Street, NY, NY 10021
Doors Open at 6:45PM
Phone: (212) 535-2230
THE UNITED LODGE OF THEOSOPHISTS
"Maitri Bhavan" 4, Sir Krishna Rao Road, Near Lalbagh West Gate, — Basavanagudi, Bangalore-560 004.
United Lodge of Theosophists
4865 Cordell Avenue, Suite 4
Bethesda, MD 20814
phone (301) 656-3566
web: www.ultde.org
Meetings: Sundays 11 a.m. to 12 noon
(Lectures followed by questions and answers, or group discussions.)
THEOSOPHY
Secret Doctrine Classes
Sunday 10:30am - 12:00
Theosophy Discovery Circle, New York City
240-242 E. 53rd St [between 2nd & 3rd Ave.]
Monday 7:30 to 9 pm
New York ULT 347 East 72nd Street, NY
Wednesday 2 to 4 pm
Antwerp ULT, Belgium
Wednesday 7:30 to 8:45 pm
Los Angeles ULT
Saturday 10 am to 12 noon — The Wind Horse
Long Beach — First Saturday of every month
Wednesday — Bangalore ULT, India
Wednesday: 6p.m. — 7.30p.m.
Athens 10680, GREECE
60 Charilaou Trikoupis Str — 3rd floor
LOGIE UNIE DES THÉOSOPHES
Loge Unie des Théosophes
11 bis, rue Kepler – 75116 Paris, FRANCE
Conferences Mercredis, 19 h 30 – 20 h 45
Loge Unie des Théosophes Douala
Camaroon
B.P. 11372 Douala Localisation Ndog - Bong
Heures d'ouverture: mercredi 19h – 20 h 15
Samedi 19h – 20 h 15
Toutes les activités de la Loge sont libres et gratuites
Les réunions commencent et se terminent aux heures précises indiquées
La Loge est maintenue en activité par des participations bénévoles
Tel: 40-76-72
Den TEOSOFISKA
Ursprungliga Undervisningen
UNITED LODGE OF THEOSOPHISTS, Malmölogen
Kungsgatan 16 A, 211 49 Malmö, tel. 0709 26 22 12
TEOSOFISKA FÖREDRAG
Stiftelsen Teosofiska Kompaniet
United Lodge of Theosophists – Malmölogen
Peter Bernin, Roslinsväg 6, 217 55 Malmö
+46 (0)709 26 2212
hemsida: www.teosofiskakompaniet.net
email: email@example.com
Phoenix ULT
THEOSOPHY HALL — 77 W. ENCANTO BLVD.
PHOENIX, ARIZONA 85003
Phone 602-290-0563
PROGRAM - 2004—2005
SUNDAY EVENINGS
7:00 - 7:45 P.M.
Universal Theosophy by Robert Crosbie
8:00 — 8:45 P.M.
Study, read, question, discuss, discover,
the Teaching and Philosophy of Theosophy
IN:
THE SECRET DOCTRINE by H.P. Blavatsky
United Lodge of Theosophists
799 Adelaide Street
London, Ontario N5Y 2L8
CANADA
Wednesday Evening 7:30 to 8:45 PM
A study of the *Key to Theosophy*, the "Proem" from *The Secret Doctrine*, and *Raja Yoga* and *Occultism*.
Sunday Nov. 20 “Karmic Law”
Sunday Dec. 18 The Eternal Pilgrim”
Sunday Jan. 15 “Evolution”
Sunday Feb. 12 “The Sevenfold Man”
Sunday March 12 “The Symbolic Egg”
Sunday April 9 “Magic Through the Ages”
Sunday May 7 “White Lotus Day”
Sunday Evening — 7:00 to 8:00 PM
*Isis Unveiled* by H. P. Blavatsky
Email contact: Laura Gray at firstname.lastname@example.org
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**HPB DEFENSE FUND REPORT**
$10,000.00 FUND RAISING EFFORT FOR PUBLISHING AN AUTHENTIC VOLUME I OF HPB’s Letters.
Cumulative gifts as of November 10, 2005
| Donor | Amount |
|-------|--------|
| ER | 500.00 |
| Anonymous | 50.00 |
| DLJ | 50.00 |
| EPB | 200.00 |
| MRJ | 50.00 |
| DLJ | 100.00 |
| RD | 250.00 |
| Anonymous | 50.00 |
| PHX | 500.00 |
| Anonymous | 20.00 |
| Anonymous | 20.00 |
| Anonymous | 500.00 |
| RD | 500.00 |
| GR | 1,248.00 |
| CR | 50.00 |
| EPB | 300.00 |
| Anonymous | 20.00 |
| James & Sally Colbert | 50.00 |
| Anonymous | 100.00 |
| Anonymous | 25.00 |
| APGr | 500.00 |
| DB | 50.00 |
| Friends in India | 100.00 |
| Pacific Rim Theosophist | 10.00 |
| GB | 30.00 |
| Anonymous | 25.00 |
| GLS | 500.00 |
| KS | 500.00 |
| Anonymous | 200.00 |
| Anonymous | 200.00 |
| A. B. | 50.00 |
TOTAL AS OF December 15, 2005 6,748.00
The HPB Defense Fund is specifically dedicated to the publication of an authentic Volume I of Madame Blavatsky’s letters. The proposed volume will have the fraudulent letters in the current Adyar edition removed and also take note of other authors who follow the practice of mixing lies side by side with truth as if they were equally relevant. It is our intent to equip the student and
inquirer with eyes to discriminate the authentic from the fraudulent, the clean from the corrupt.
A good companion volume for a historical overview of the life of Madame Blavatsky. Is already in print: *The Extraordinary Life and Influence of Helena Blavatsky.* (600+ pages). This volume is by far the most readable and best documented work available. — Ed., A.T.
"She has no need of any man's praise; but even she has need of Justice." William Q. Judge
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**THE INNER LEVELS OF THE THEOSOPHICAL MOVEMENT:**
**EVERY CHALLENGE IS AN OPPORTUNITY.**
by Carlos Cardoso Aveline
Dear Editor,
One writer who presents himself as a student of Helena Blavatsky has written one or two articles in a website suggesting that Mr. Robert Crosbie broke the vows he had made as a student of the Esoteric School founded by H.P.B. in the 19th century.
Such writers tend to appear from time to time in several countries. They tend to publish long, high-sounding articles about things of which they know nothing. By doing this, they add extra weight to the well-known verses in the "Tao Te King":
"Those who know, don't talk.
Those who talk, don't know."
At least one of such persons has recently gone beyond discussing occult facts of which he knows nothing. He has been sending long letters to a number of students in several countries, anxiously defending his decision to give as much publicity as he can to the libels originally invented against H. P. Blavatsky more than one century ago.
These people typically write against those who live and who stimulate the search for inner learning or for lay discipleship along the lines established by H.P.B. and her Masters.
Such efforts are not new, and they are not original. We have had persons of this type attacking HPB's work all the time since the mid-1880s. We also have had people successfully defending Theosophy all along. Yet — there is something sad about this.
The very existence of students who try to live up to the inner side of H.P.B.'s Teachings seems to gravely offend these poor people. This is unfortunate. No sincere student could ever aim at that.
One can only wish that all these aggressive and anxious skeptics will understand and accept the existence of such a thing as an occult life and spiritual path.
I wish they could see that there is an inner level of study and action which must be kept to those who have freely decided to pledge themselves to their own hearts to try to improve themselves — and who have made a commitment to help each other along that old, steep and narrow way to Eternal Wisdom.
The lack of respect that these skeptics seem to show for the inner instances of the theosophical movement might be connected to a lack of respect they have for their own inner consciousness and conscience.
It follows that to wish them well, and to send them good thoughts, is part of our task.
On the other hand, our mission also includes actively preserving the movement and the Teaching from these
occult successors of the 19th century slanderers Vsevolod Solovyov, Emma Coulomb and others.
It is not a coincidence that both Solovyov and the Coulombs, as well as their 21st century successors, first infiltrated the theosophical movement, and only then started to attack H.P.B. and the Masters' work from inside the theosophical circles.
As paradoxes are part of the occult life, there is a bright side to this.
Esoteric philosophy states that great opportunities are generally in direct proportion to the difficulty of challenges.
Therefore, putting a limit to the slanderous action of "modern" skeptics may be a golden opportunity now available to earnest students worldwide.
Best regards,
Carlos Cardoso Aveline, from Brazil.
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**CORRESPONDENCE**
“Revelator, priest, and dogmatist are foreign to the spirit of Theosophy.”
“THE ALGEO LETTERS”
Dear Editor, *The Aquarian Theosophist*:
Regarding Mr. John Algeo’s work *THE HPB LETTERS* Vol. I. TPH. As I understand it, this work contains the following characteristics:
1. **Outdated information.** Which fact makes them to become Tricky Information, since is presented as Updated Information.
2. **Discarded Information.** Discarded many, many years ago.
3. **Non Extant Information Physically.**
4. **Mixing lies, with Truth.**
The above makes me think they should better be considered as:
**THE ALGEO LETTERS.**
If he presents them as “true,” or “maybe true,” or “might be true,” or “I think they may be true,” or whatever words he may use, whether they are false or true, then the name becomes appropriate.
John Charles Bartlett
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A letter from Odin to a correspondent------
John, I enjoyed your article — certainly is apropos to the mass media controversy. But for my “elevated Theosophical taste” too much of a materialistic-existentialist bent. No allowance for life's little perplexities. Utility aside, bird nests are "imperfect" by strict geometrical and mathematical standards — yet it is their very imperfection (or can we say "lack of perfect symmetry") that endows them with their compelling natural beauty. Not to mention intelligently designed.
You didn't address the *Secret Doctrine* position which is that Intelligent Design, although rejecting fortuitousness is not a perfect process.
Reed Carson in the last BN Newsletter noted that Theosophy definitely grants to Darwinism the power to explain some micro-evolution. But after that concession, it describes Darwinism as only a "minor" law.
“The fact is, that only the partial truth of many of the secondary ‘laws’ of Darwinism is beyond question…” (SD ii, 662)
Concerning “imperfections” the SD teaches:
“…it is those terrestrial spirits of Nature, who form the aggregated Nature; which, if it fails occasionally in its design, is neither to be considered blind, nor to be taxed with the failure; since, belonging to a differentiated sum of qualities and attributes, it is in virtue of that alone conditioned and imperfect.” (SD ii, 732-3)
“As that process is not always perfect; and since, however many proofs it may exhibit of a guiding intelligence behind the veil, it still shows gaps and flaws, and even results very often in evident failures.
Therefore, neither the collective Host (Demiurgos), nor any of the working powers individually, are proper subjects for divine honours or worship.
It now becomes plain that there exists in Nature a triple evolutionary scheme, for the formation of the three periodical Upadhis; or rather three separate schemes of evolution, which in our system are inextricably interwoven and interblended at every point.
These are the Monadic (or spiritual), the intellectual, and the physical evolutions.”
Each of these three systems has its own laws … ‘Nature,’ the physical evolutionary Power, could never evolve intelligence unaided-she can only create ‘senseless forms.’” (SD I, 182).
Care to take on the crop circles?
The crop formations are the finest, most beautiful and original art forms of modern times, and they are totally mysterious. Behind the crop circle phenomenon is an evident purpose. Some intelligence, human, alien or spiritual, is in the process of communication. The secret circle-makers seem to be exposing us to a course of re-education, beginning with the symbols of sacred knowledge and wisdom.
They are too perfect to be accidental. What shall we do? Just ignore them because their origin cannot be proved or disproved?
Odin
NEWS FROM ULT — ATHENS, GREECE
Hello Will and Jerome,
LATEST NEWS FROM ATHENS:
I am looking forward to the beginning of W.J.C Course.
Will, thank you for sending me your telephone numbers.\(^1\)
Chris Bartzokas' book, *Compassion: the truth at the heart of our universe*, is already on line, on www.theosophy.gr, wherefrom it can be downloaded by anyone interested. Would you care to let it be known to the other ULTS?
Jerome, what would you say on it?\(^2\) I believe it is a well written Theosophical book. It is a compilation of selected excerpts from the Ageless Wisdom.
Let me take the occasion to inform you about Theosophical Studies Program locally organised by the Athens ULT. I am sending you the announcement so that you get a rough idea. I think it will be
---
\(^1\) We gave them to Aspasia.
\(^2\) It is an excellent BOOK!! A review of it will be forthcoming. We heartily recommend it to any student for whom the word “Compassion” or “Nirmanakaya” causes a thrill in their heart. — Ed., A.T.
helpful for those who live away from Athens.
"Theosophy is the Spiritual Knowledge conveyed to humanity and aiming at its intellectual and spiritual advancement. The re-appearance of this age-long wisdom through the Theosophical Movement and the writings of H. P. Blavatsky, by directing the world's interest to esoteric knowledge, has given today's researcher the possibility to understand the conditions of both individual and universal evolution and, by so doing, to become aware of the purpose of life.
In a series of monthly meetings, the "Theosophical Studies" program presents the most important Theosophical topics in a comprehensive and explicit way and intends to spread spiritual knowledge by helping ordinary people understand and assimilate it.
The program comprises the following subjects: about the Soul, the law of Cycles, after death existence, devachan and nirvana, the causes of rebirth, occult evolution, rounds and chains, Masters of Wisdom, psychic phenomena, self-knowledge, Theosophy and science etc. The study is based on the writings of H. P. Blavatsky and W. Judge.
The meetings will be taking place at the Athens ULT premises, from 10.30a.m. to 3.30 p.m. on the following Sundays:
January 29,
February 26,
April 2,
May 28,
October 22,
December 3, 2006.
Admittance Free"
If you want more information about the above, I will gladly give it to you.
Last week we met a Greek-American couple from the N.Y. ULT who visited us and assisted in two meetings. The husband has been an associate of the ULT since 1946 and he told us he had made the acquaintance of Wadia.
We have exchanged mailing addresses as well as pieces of information but they had no idea about the work being done through the Internet.
My warm regards
Aspasia Papadomichelaki
ATHENS, GREECE
---
**GENIUS**
by H. P. Blavatsky
Genius! thou gift of Heaven, thou light divine!
Amid what dangers art thou doom'd to shine.
Oft will the body's weakness check thy force,
Oft damp thy vigour, and impede thy course;
And trembling nerves compel thee to restrain
Thy nobler efforts to contend with pain;
Or want, sad guest!
—CRABBE
AMONG many problems hitherto unsolved in the Mystery of Mind, stands prominent the question of Genius. Whence, and what is genius, its raison d'être, the causes of its excessive rarity? Is it indeed "a gift of Heaven"? And if so, why such gifts to one, and dullness of
intellect, or even idiocy, the doom of another? To regard the appearance of men and women of genius as a mere accident, a prize of blind chance, or, as dependent on physical causes alone, is only thinkable to a materialist. As an author truly says, there remains then, only this alternative: to agree with the believer in a personal god "to refer the appearance of every single individual to a special act of divine will and creative energy," or "to recognize, in the whole succession of such individuals, one great act of some will, expressed in an eternal inviolable law."
Genius, as Coleridge defined it, is certainly--to every outward appearance, at least--"the faculty of growth"; yet to the inward intuition of man, it is a question whether it is genius--an abnormal aptitude of mind--that develops and grows, or the physical brain, its vehicle, which becomes through some mysterious process fitter to receive and manifest from within outwardly the innate and divine nature of man's over-soul. Perchance, in their unsophisticated wisdom, the philosophers of old were nearer truth than are our modern wiseacres, when they endowed man with a tutelar deity, a Spirit whom they called genius. The substance of this entity, to say nothing of its essence—observe the distinction, reader,—and the presence of both, manifests itself according to the organism of the person it informs. As Shakespeare says of the genius of great men — what we perceive of his substance "is not here"—
For what you see is but the smallest part. . . .
But were the whole frame here,
It is of such a spacious, lofty pitch.
Your roof were not sufficient to contain it. . . .
This is precisely what the Esoteric philosophy teaches.
The flame of genius is lit by no anthropomorphic hand, save that of one's own Spirit. It is the very nature of the Spiritual Entity itself, of our Ego, which keeps on weaving new life-woofs into the web of reincarnation on the loom of time, from the beginnings to the ends of the great Life-Cycle.\(^1\)
This it is that asserts itself stronger than in the average man, through its personality; so that what we call "the manifestations of genius" in a person, are only the more or less successful efforts of that EGO to assert itself on the outward plane of its objective form--the man of clay--in the matter-of-fact, daily life of the latter.
The EGOS of a Newton, an Æschylus, or a Shakespeare, are of the same essence and substance as the Egos of a yokel, an ignoramus, a fool, or even an idiot; and the self-assertion of their informing genii depends on the physiological and material construction of the physical man.
No Ego differs from another Ego, in its primordial or original essence and nature.
That which makes one mortal a great man and of another a vulgar, silly person is, as said, the quality and make-up of the physical shell or casing, and the adequacy or inadequacy of brain and body to transmit and give expression to the light of the real, Inner man; and this aptness or in aptness is, in its turn, the result of Karma.
Or, to use another simile, physical man is the musical instrument, and the Ego, the performing artist. The potentiality of perfect melody of sound, is in the former--the instrument--and no skill of the latter can awaken a faultless harmony out of a broken or badly made instrument. This harmony depends on the fidelity of transmission, by word or act, to the objective plane, of the unspoken
\(^1\) The period of one full Manvantara composed of Seven Rounds.
divine thought in the very depths of man's subjective or inner nature. Physical man may — to follow our simile — be a priceless Stradivarius or a cheap and cracked fiddle, or again a mediocrity between the two, in the hands of the Paganini who ensouls him.
All ancient nations knew this. But though all had their Mysteries and their Hierophants, not all could be equally taught the great metaphysical doctrine; and while a few elect received such truths at their initiation, the masses were allowed to approach them with the greatest caution and only within the farthest limits of fact.
"From the DIVINE ALL proceeded Amun, the Divine Wisdom . . . give it not to the unworthy," says a Book of Hermes. Paul, the "wise Master-Builder,"¹ (I Cor. III, 10) but echoes Thoth-Hermes when telling the Corinthians "We speak Wisdom among them that are perfect (the initiated) . . . divine Wisdom in a MYSTERY, even the hidden Wisdom." (Ibid. II, 7.)
Yet, to this day the Ancients are accused of blasphemy and fetishism for their "hero worship." But have the modern historians ever fathomed the cause of such "worship"? We believe not. Otherwise they would be the first to become aware that that which was "worshipped," or rather that to which honours were rendered was neither the man of clay, nor the personality--the Hero or Saint So-and-So, which still prevails on the Roman Church, a church which beatifies the body rather than the soul—but the divine imprisoned Spirit, the exiled "god" within that personality. Who, in the profane world, is aware that even the majority of the magistrates (the Archons of Athens, mistranslated in the
¹ A term absolutely theurgic, masonic and occult. Paul, by using it, declares himself an Initiate having the right to initiate others.
made by the divine captive who, under the most adverse circumstances of incarnation, still succeeded in manifesting himself.
Occultism, therefore, teaches nothing new in asserting the above philosophical axiom. Enlarging upon the broad metaphysical truism, it only gives it a finishing touch by explaining certain details.
It teaches, for instance, that the presence in man of various creative powers--called genius in their collection--is due to no blind chance, to no innate qualities through hereditary tendencies--though that which is known as atavism may often intensify these faculties --but to an accumulation of individual antecedent experiences of the *Ego* in its preceding life, and lives. For, though omniscient in its essence and nature, it still requires experience through its *personalities* of the things of earth, earthy on the objective plane, in order to apply the fruition of that abstract omniscience to them. And, adds our philosophy — the cultivation of certain aptitudes throughout a long series of past incarnations must finally culminate in some one life, in a blooming forth as *genius*, in one or another direction.
Great Genius, therefore, if true and innate, and not merely an abnormal expansion of our human intellect--*can never copy or condescend to imitate*, but will ever be original, *sui generis* in its creative impulses and realizations.
Like those gigantic Indian lilies that shoot out from the clefts and fissures of the cloud-nursing, and bare rocks on the highest plateaux of the Nilgiri Hills, true Genius needs but an opportunity to spring forth into existence and blossom in the sight of all in the most arid soil, for its stamp is always unmistakable.
To use a popular saying, innate genius, like murder, will out sooner or later, and the more it will have been suppressed and hidden, the greater will be the flood of light thrown by the sudden eruption. On the other hand artificial genius, so often confused with the former, and which, in truth, is but the outcome of long studies and training, will never be more than, so to say, the flame of a lamp burning outside the portal of the fane; it may throw a long trail of light across road, but it leaves the inside of the building in darkness.
And, as every faculty and property in Nature is dual — *i.e.*, each may be made to serve two ends, evil as well as good — so will artificial genius *betray* itself. Born out of the chaos of terrestrial sensations, of perceptive and retentive faculties, yet of finite memory, it will ever remain the slave of its body; and that body, owing to its unreliability and the natural tendency of matter to confusion, will not fail to lead even the greatest *genius*, so called, back into its own primordial element, which is chaos again, or *evil*, or earth.
Thus between the true and the artificial genius, one born from the light of the immortal Ego, the other from the evanescent will-o'-the-wisp of the terrestrial or purely human intellect and the animal soul, there is a chasm, to be spanned only by him who aspires ever onward; who never loses sight, even when in the depths of matter, of that guiding star the Divine Soul and mind, or what we call *Buddhi-Manas*.
The latter does not require, as does the former, cultivation. The words of the poet who asserts that the lamp of genius--
If not protected, pruned, and fed with care,
Soon dies, or runs to waste with fitful glare—
— can apply only to artificial genius, the outcome of culture and of purely intellectual acuteness.
It is not the direct light of the *Manasa putra*, the "Sons of Wisdom," for true genius lit at the flame of our higher nature, or the EGO, cannot die.
This is why it is so very rare. Lavater calculated that "the proportion of genius (in general) to the vulgar, is like one to a million; but genius without tyranny, without pretension, that judges the weak with equity, the superior with humanity, and equals with justice, is like one in ten millions." This is indeed interesting, though not too complimentary to *human* nature, if, by "genius," Lavater had in mind only the higher sort of human intellect, unfolded by cultivation, "protected, pruned, and fed," and not the genius we speak of. Moreover such genius is always apt to lead to the extremes of weal or woe him through whom this artificial light of the terrestrial mind manifests. Like the good and bad genii of old with whom human genius is made so appropriately to share the name, it takes its helpless possessor by the hand and leads him, one day to the pinnacles of fame, fortune, and glory, but to plunge him on the following day into an abyss of shame, despair, often of crime.
But as, according to the great Physiognomist, there is more of the former than of the latter kind of genius in this our world, because, as Occultism teaches us, *it is easier for the personality with its acute physical senses and tatwas to gravitate toward the lower quaternary than to soar to its triad*--modern philosophy, though quite proficient in treating this lower place of genius, knows nothing of its higher spiritual form--the "one in ten millions."
Thus it is only natural that confusing one with the other, the best modern writers should have failed to define *true* genius. As a consequence, we continually hear and read a good deal of that which to the Occultist seems quite paradoxical. "Genius requires cultivation," says one; "Genius is vain and self-sufficient" declares another; while a third will go on defining the *divine light* but to dwarf it on the Procrustean bed of his own intellectual narrow-mindedness. He will talk of the great eccentricity of genius, and allying it as a general rule with an "inflammable constitution," will even show it "a prey to every passion but seldom delicacy of taste!" (Lord Kaimes.) It is useless to argue with such, or tell them that, original, and great genius puts out the most dazzling rays of human intellectuality, as the sun quenches the flame-light of a fire in an open field; that it is never eccentric, though always *sui generis*; and that no man endowed with true genius can ever give way to his physical animal passions.
In the view of an humble Occultist, only such a grand altruistic character as that of Buddha or Jesus, and of their few close imitators, can be regarded, in our historical cycle, as fully developed GENIUS.
Hence, true genius has small chance indeed of receiving its due in our age of conventionalities, hypocrisy and time-serving. As the world grows in civilization, it expands in fierce selfishness, and stones its true prophets and geniuses for the benefit of its aping shadows.
Alone the surging masses of the ignorant millions, *the great people's heart*, are capable of sensing intuitively a true "great soul" full of divine love for mankind, of god-like compassion for suffering man.
Hence the populace alone is still capable of recognizing a genius, as without such qualities no man has a right to the name.
No genius can be now found in Church or State, and this is proven on their own admission. It seems a long time
since in the XIII century the "Angelic Doctor" snubbed Pope Innocent IV who, boasting of the millions got by him from the sale of absolutions and indulgences, remarked to Aquinas that "the age of the Church is past in which she said 'Silver and gold have I none'!" "True," was the ready reply; "but the age is also past when she could say to a paralytic, 'Rise up and walk.'"
And yet from that time, and far, far earlier, to our own day the hourly crucifixion of their ideal Master both by Church and State has never ceased. While every Christian State breaks with its laws and customs, with every commandment given in the Sermon on the Mount, the Christian Church justifies and approves of this through her own Bishops who despairingly proclaim "A Christian State impossible on Christian Principles." Hence — no Christ-like (or "Buddha-like") way of life is possible in civilized States.
The occultist then, to whom "true genius is a synonym of self-existent and infinite mind," mirrored more or less faithfully by man, fails to find in the modern definitions of the term anything approaching correctness. In its turn the esoteric interpretation of Theosophy is sure to be received with derision.
The very idea that every man with a "soul" in him is the vehicle of a genius will appear supremely absurd, even to believers, while the materialist will fall foul of it as a "crass superstition." As to the popular feeling — the only approximately correct one because purely intuitive, it will not be even taken into account.
The same elastic and convenient epithet "superstition" will, once more, be made to explain why there never was yet a universally recognised genius — whether of one or the other kind — without a certain amount of weird, fantastic and often uncanny, tales and legends attaching themselves to so unique a character, dogging and even surviving him.
Yet it is the unsophisticated alone, and therefore only the so-called uneducated masses, just because of that lack of sophisticated reasoning in them, who feel, whenever coming in contact with an abnormal, out-of-the-way character, that there is in him something more than the mere mortal man of flesh and intellectual attributes.
And feeling themselves in the presence of that which in the enormous majority is ever hidden, of something incomprehensible to their matter-or-fact minds, they experience the same awe that popular masses felt in days of old when their fancy, often more unerring than cultured reason, created of their heroes gods, teaching:
... The weak to bend, the proud to pray
To powers unseen and mightier than they...
This is now called SUPERSTITION...
But what is Superstition? True, we dread that which we cannot clearly explain to ourselves. Like children in the dark we are all of us apt, the educated equally with the ignorant, to people that darkness with phantoms of our own creation; but these "phantoms" prove in no wise that that "darkness" — which is only another term for the invisible and the unseen — is really empty of any Presence save our own. So that if in its exaggerated form, "superstition" is a weird incubus, as a belief in things above and beyond our physical senses, yet it is also a modest acknowledgement that there are things in the universe, and around us, of which we know nothing. In this sense "superstition" becomes not an unreasonable feeling of half wonder and half dread, mixed with admiration and reverence, or with fear, according to the dictates of our intuition. And this is far more reasonable than to repeat with the
too-learned wiseacres that there is nothing "nothing whatever, in that darkness"; nor can there be anything since they, the wiseacres, have failed to discern it.
*E pur se muove!* Where there is smoke there must be fire; where there is a steamy vapour there must be water. Our claim rests but upon one eternal axiomatic truth: *nihil sine causa.* [Lt. There is nothing without a cause] Genius and undeserved suffering, prove an immortal Ego and Reincarnation in our world. As for the rest, *i.e.*, the obloquy and derision with which such theosophical doctrines are met, Fielding — a sort of Genius in his way, too — has covered our answer over a century ago. Never did he utter a greater truth than on the day he wrote that "If superstition makes a man a fool, SKEPTICISM MAKES HIM MAD."
*Lucifer*, November, 1889
---
ÆTHROBACY, is the Greek name for walking or being lifted in the air; *levitation*, so called, among modern spiritualists. It may be either conscious or unconscious; in the one case, it is magic; in the other, either disease or a power which requires a few words of elucidation.
A symbolical explanation of æthrobacy is given in an old Syriac manuscript which was translated in the fifteenth century by one Malchus, an alchemist. In connection with the case of Simon Magus, one passage reads thus:
"Simon, laying his face upon the ground, whispered in her ear, 'O mother Earth, give me, I pray thee, some of thy breath; and I will give thee mine; let me loose,' O mother, that I may carry thy words to the stars, and I will return faithfully to thee after a while.' And the Earth strengthening her status, none to her detriment, sent her genius to breathe of her *breath* on Simon, *while he breathed on her*; and the stars rejoiced to be visited by the mighty One."
The starting-point here is the recognized electro-chemical principle that bodies similarly electrified repel each other, while those differently electrified mutually attract. "The most elementary knowledge of chemistry," says Professor Cooke, "shows that, while radicals of opposite natures combine most eagerly together, two metals, or two closely-allied metalloids, show but little affinity for each other."
The earth is a magnetic body; in fact, as some scientists have found, it is one vast magnet, as Paracelsus affirmed some 300 years ago. It is charged with one form of electricity — let us call it positive — which it evolves continuously by spontaneous action, in its interior or centre of motion. Human bodies, in common with all other forms of matter, are charged with the opposite form of electricity — negative. That is to say, organic or inorganic bodies, if left to themselves will constantly and involuntarily charge themselves with, and evolve the form of electricity opposed to that of the earth itself. Now, what is weight? Simply the attraction of the earth. "Without the attractions of the earth you would have no weight," says Professor Stewart; * "and if you had an earth twice as heavy as this, you would have double the attraction." How then, can we get rid of this attraction? According to the electrical law above stated, there is an attraction between our planet and the organisms upon it, which holds them upon the surface of the ground. But the law of gravitation has been counteracted in many instances, by levitations of persons and inanimate objects; how
account for this? The condition of our physical systems, say theurgic philosophers, is largely dependent upon the action of our will. If well-regulated, it can produce “miracles”; among others a change of this electrical polarity from negative to positive; the man’s relations with the earth-magnet would then become repellent, and “gravity” for him would have ceased to exist. It would then be as natural for him to rush into the air until the repellent force had exhausted itself, as, before, it had been for him to remain upon the ground. The altitude of his levitation would be measured by his ability, greater or less, to charge his body with positive electricity. This control over the physical forces once obtained, alteration of his levity or gravity would be as easy as breathing.
The study of nervous diseases has established that even in ordinary somnambulism, as well as in mesmerized somnambulists, the weight of the body seems to be diminished. Professor Perty mentions a somnambulist, Koehler, who when in the water could not sink, but floated. The seeress of Prevorst rose to the surface of the bath and could not be kept seated in it. He speaks of Anna Fleisher, who being subject to epileptic fits, was often seen by the Superintendent to rise in the air; and was once, in the presence of two trustworthy witnesses (two deans) and others, raised two and a half yards from her bed in a horizontal position. The similar case of Margaret Rule is cited by Upham in his *History of Salem Witchcraft*. “In ecstatic subjects,” adds Professor Perty, “the rising in the air occurs much more frequently than with somnambulists. We are so accustomed to consider gravitation as being a something absolute and unalterable, that the idea of a complete or partial rising in opposition to it seems inadmissible; nevertheless, there are phenomena in which, by means of material forces, gravitation is overcome. In several diseases — as, for instance, nervous fever — the weight of the human body seems to be increased, but in all ecstatic conditions to be diminished. And there may, likewise, be other forces than material ones which can counteract this power.”
A Madrid journal, *El Criterio Espiritista*, of a recent date, reports the case of a young peasant girl near Santiago, which possesses a peculiar interest in this connection. “Two bars of magnetized iron held over her horizontally, half a metre distant, was sufficient to suspend her body in the air.”
Were our physicians to experiment on such levitated subjects, it would be found that they are strongly charged with a similar form of electricity to that of the spot, which, according to the law of gravitation, ought to attract them, or rather prevent their levitation. And, if some physical nervous disorder, as well as spiritual ecstasy produce unconsciously to the subject the same effects, it proves that if this force in nature were properly studied, it could be regulated at will.
---
**DUST STORMS ON THE MOON**
An old Apollo experiment is telling researchers something new and surprising about the moon.
*December 7, 2005:* Every lunar morning, when the sun first peeks over the dusty soil of the moon after two weeks of frigid lunar night, a strange storm stirs the surface.
The next time you see the moon, trace your finger along the terminator, the dividing line between lunar night and day. That's where the storm is. It's a long and
skinny dust storm, stretching all the way from the north pole to the south pole, swirling across the surface, following the terminator as sunrise ceaselessly sweeps around the moon.
Never heard of it? Few have. But scientists are increasingly confident that the storm is real.
The evidence comes from an old Apollo experiment called LEAM, short for Lunar Ejecta and Meteorites. "Apollo 17 astronauts installed LEAM on the moon in 1972," explains Timothy Stubbs of the Solar System Exploration Division at NASA's Goddard Space Flight Center. "It was designed to look for dust kicked up by small meteoroids hitting the moon's surface."
Billions of years ago, meteoroids hit the moon almost constantly, pulverizing rocks and coating the moon's surface with their dusty debris. Indeed, this is the reason why the moon is so dusty. Today these impacts happen less often, but they still happen.
Apollo-era scientists wanted to know, how much dust is ejected by daily impacts? And what are the properties of that dust? LEAM was to answer these questions using three sensors that could record the speed, energy, and direction of tiny particles: one each pointing up, east, and west.
LEAM's three-decade-old data are so intriguing, they're now being reexamined by several independent groups of NASA and university scientists. Gary Olhoeft, professor of geophysics at the Colorado School of Mines in Golden, is one of them:
"To everyone's surprise," says Olhoeft, "LEAM saw a large number of particles every morning, mostly coming from the east or west--rather than above or below--and mostly slower than speeds expected for lunar ejecta."
What could cause this? Stubbs has an idea: "The dayside of the moon is positively charged; the nightside is negatively charged." At the interface between night and day, he explains, "electrostatically charged dust would be pushed across the terminator sideways," by horizontal electric fields.
Even more surprising, Olhoeft continues, a few hours after every lunar sunrise, the experiment's temperature rocketed so high--near that of boiling water--that "LEAM had to be turned off because it was overheating."
Those strange observations could mean that "electrically-charged moondust was sticking to LEAM, darkening its surface so the experiment package absorbed rather than reflected sunlight," speculates Olhoeft.
But nobody knows for sure. LEAM operated for a very short time: only 620 hours of data were gathered during the icy lunar night and a mere 150 hours of data from the blazing lunar day before its sensors were turned off and the Apollo program ended.
Astronauts may have seen the storms, too. While orbiting the Moon, the crews of Apollo 8, 10, 12, and 17 sketched "bands" or "twilight rays" where sunlight was apparently filtering through dust above the moon's surface. This happened before each lunar sunrise and just after each lunar sunset. NASA's Surveyor spacecraft also photographed twilight "horizon glows," much like what the astronauts saw.
It's even possible that these storms have been spotted from Earth: For centuries, there have been reports of strange glowing lights on the moon, known as "lunar transient phenomena" or LTPs. Some LTPs have been observed as momentary flashes--now generally accepted to be visible evidence of meteoroids impacting the lunar surface. But others have appeared as amorphous reddish or whitish glows or even as dusky hazy regions that change shape or disappear over seconds or minutes. Early explanations, never satisfactory, ranged from volcanic gases to observers' overactive imaginations (including visiting extraterrestrials).
Now a new scientific explanation is gaining traction. "It may be that LTPs are caused by sunlight reflecting off rising plumes of electrostatically lofted lunar dust," Olhoeft suggests.
All this matters to NASA because, by 2018 or so, astronauts are returning to the Moon. Unlike Apollo astronauts, who never experienced lunar sunrise, the next explorers are going to establish a permanent outpost. They’ll be there in the morning when the storm sweeps by.
The wall of dust, if it exists, might be diaphanous, invisible, harmless. Or it could be a real problem, clogging spacesuits, coating surfaces and causing hardware to overheat.
Which will it be? Says Stubbs, “we’ve still got a lot to learn about the Moon.”
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Once there was and once there was not a padişah called Sultan Murad.¹ When he and his grand vizier were about to go traveling in the mountains one day, the sultan said, "Just for a change, let us go to Rabbit Mountain this time."²
This was agreeable to the grand vizier, and so they prepared to set out. A crowd of people at Istanbul saw them off on their journey. After traveling for a few days, they arrived at Rabbit Mountain one evening as darkness was approaching. While they were asking each other, "Where shall we stay tonight?" and "Where shall we sleep?" they saw a shepherd a short distance from them. They called to him, "O Shepherd Ağa!"³
"What is it that you want of me, O you guests in this area?"
¹Although many Turkish peasants have very vague ideas of history, they often strive for verisimilitude by including the name of a real person. In some instances they may actually be repeating legends about that person. There were many legends about the private life and behavior of Sultan Murad IV (1623-1640), and, without any other evidence, we may assume Murad IV is the sultan referred to here.
²We have not identified such a mountain.
³Inasmuch as they need his help, the travelers are being overly courteous to the shepherd. "Shepherd Ağa" is a paradoxical title, for shepherds are among the very poorest and lowliest of people, while ağas are wealthy landowners.
"Would you be willing to be our host for tonight?"
"I should be glad to be your host, my ağas, but I have no beds or blankets. I have a small shepherd hut here in this yayla, and if you would be willing to sleep there on a piece of haircloth, as I do, you would be most welcome."
"We should be willing to sleep even in a small mill shed! What else can we do? There is neither village nor inn here," said the sultan.
Saying, "Well, then, come along with me," he invited them to stay with him.
The son brought a sheep, and after it was sacrificed and cooked, they ate plentifully of its meat. The sultan and his grand vizier slept that night in the shepherd's hut.
The next morning they arose and said to the shepherd, "Well, Mehmet Ağa, please see us off now." (They had discovered that the real name of the shepherd was Mehmet.)
"O my son!" the shepherd called, "find a sheep or a goat which can be slaughtered to provide food to be taken along by these travelers."
4 A yayla is a summer pasture in the mountains.
When Sultan Murad heard this, he said, "What are you talking about, Mehmet Ağa? We could not eat even one fourth of a sheep or goat."
Mehmet Ağa slapped Sultan Murad's mouth and said, "Be quiet! You should not interfere with the head of a household about such matters!" The shepherd did not know, of course, that this guest was Sultan Murad, and so he asked him, "What is your name?"
"They called me 'Steward Murad with the Big Mansion of Istanbul Village.'
After his guests had departed, the shepherd committed to memory the name "Steward Murad with the Big Mansion of Istanbul Village," but he still did not know the real identity of that Murad. When the next spring arrived, the shepherd decided to pay a return visit to his guest. He selected a choice hennaed ram and cut off its heavy wool with shears. On his own feet he put rawhide sandals and on his shoulder a stick to which a packet of provisions was attached. In approximately how many days would he arrive at Istanbul? He reached that city in ten or twelve days.
5Henna is a reddish dye used to mark sheep with their owners' names or emblems so that the animals can be readily identified. The long wool of sheep makes branding impractical. Identifying marks are especially necessary for villagers, for most livestock is grazed in community herds, a shepherd or cowherd picking up each morning one or more animals from a number of owners and then returning them at the end of the day.
In Istanbul he said to one person after another
"Point out to me the big mansion of Murad the Steward."
"I do not know where it is--I do not know where it is--I do not know where it is," these people kept saying. Finally, someone advised him, "Enter a place which has guards around it."
After he had walked around for some time, he saw a very large mansion with guards around it, and he tried to enter this house. But the guards shouted at him, "Hey! Where do you think you are going? This is the palace of the Sultan."
"Murad the Steward called upon me."
"No, no, you cannot enter this building," they said, and several of them seized him.
Finally, Sultan Murad learned of this incident and came out. He said to the guards, "Release him! Release him! Do not touch him! Let him come in! He is our Mehmet Ağa." To the grand vizier the sultan said, "Our Mehmet Ağa has come!"
"Let him come! Let him come! He is welcome!"
"O Murad the Steward, did you have this palace built, or did you inherit it?" asked the shepherd after they had gone upstairs.
"No, I inherited it from my father," said Sultan Murad.
"Yes, that must be so, for this is something bigger than
you would be able to accomplish."
"Take him to the bath," said the Sultan, "and afterwards get him a suit of clothes from the closet for ready-made clothes. Then we shall drink coffee and tea."
While Mehmet was being bathed and fitted with a new suit of clothes, the Sultan said to the vizier, "How shall we get even with him for slapping me?"
"That is easy, my Sultan.
throw it out of an open window into the sea. Mehmet will not be able to stand this, of course, and sooner or later he will say, 'That was made of gold! Why did you do that?' Then you can slap him and say, 'Never interfere with the things that are the business of the head of a household!'"
"Yes, that will be good. We have found a way," said Murad.
Now let us come to Mehmet Ağa. He sat down with the Sultan and the grand vizier and began eating. He just kept eating without saying a single word.
6A flakey pastry made of many layers of extremely thin dough, filled with cheese or meat, and cooked in deep fat.
into the sea. And after each of the dishes containing thirty-nine other kinds of food was emptied, he threw it out in the same way. When Mehmet Ağa did not say a word as all these golden dishes, one after another were thrown into the sea, the grand vizier became impatient said, "O Mehmet Ağa, why do you not speak about what you have seen? Is the Sultan mad? Everything that he has throwing into the sea has been made of gold!"
"See, here, you!" said Mehmet Ağa, "Murad made that same kind of mistake in my home!" and he gave the vizier a slap in the mouth, too. Then he said to the vizier, can do anything he wishes in his own house! He can even throw both you and me out the window too, if he wants to do so! He is the owner of this house and the head of this household!"
After Mehmet Ağa had said that, they stopped talking about it. The matter had ended, just as our story has ended. | <urn:uuid:6fc79415-3599-44d9-a8ef-39c1ab68b8be> | CC-MAIN-2018-30 | http://aton.ttu.edu/narratives/wmVol_20-679_The_Authority_of_a_Host.pdf | 2018-07-22T01:09:50Z | crawl-data/CC-MAIN-2018-30/segments/1531676592875.98/warc/CC-MAIN-20180722002753-20180722022753-00005.warc.gz | 33,114,584 | 1,618 | eng_Latn | eng_Latn | 0.999701 | eng_Latn | 0.999808 | [
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Dylan went by the monkey cage. “Where did my hat go?” asked Dylan. Then his friends began to laugh. Soon Dylan began to laugh too. The monkey had his hat. The hat was on the monkey’s head!
From the story you can tell that
(A) Dylan thought the monkey was funny.
(B) the monkey gave the hat back to Dylan.
(C) the monkey began to eat the hat.
“I hope the phonkey gets better soon!” exclaimed Ms. Reilly. “The look from the poor thing was pitiful! I think he likes it. If it isn’t replaced, the floor will be ruined. Just think how dangerous it was the phonkey… carrying a box of tools. “I wish Earl had these tools an hour ago,” said Ms. Reilly.
“Hey, aren’t I a roo’,” said Brian. “All I ever do is after school is eat supper, do my homework, and watch television. It’s getting boring!” “You should deliver newspapers or have a hobby,” suggested Kerly. “I like to build model airplanes. Every night I have fun working on my models.” “Dilan became excited. He liked Kerly’s suggestion.”
1. Put the candy in the l____.
2. She likes to jump with a j____.
3. I can jump like a k____.
4. What color v_____ are you wearing?
5. Tom sent Alexis a v____.
6. Mom had the k_____ to the car.
“Can we give something to Rusty, the cat?” asked Julia. “It is his birthday.” Grandmother went to get something. Would it be a cake? She came back. She had a toy mouse! Rusty had a happy birthday.
From the story you can tell that
(A) Rusty liked toys.
(B) Julia did not have a good time.
(C) Julia got a toy too.
Ms. Wallace bought a new rug for her school picnic. She was thinking about the picnic. For weeks, she had been trying to decide what to wear to the picnic: a suit or rain.
1. Did Ms. Wallace buy a new rug for her school picnic?
(A) Yes
(B) No
2. Was Ms. Wallace thinking about the picnic?
(A) Yes
(B) No
3. For weeks, she had been trying to decide what to wear to the picnic:
(A) a suit
(B) rain
4. (A) Ms. Reilly wasn’t worried about the roo.
(B) Ms. Reilly had telephoned the cleaner.
(C) If he had had the tools, Ms. Reilly could have fixed the tool box.
(D) The broken pipe was under the sink.
5. (A) Kerly thinks hobbies are a waste of time.
(B) Dilan decided to start a hobby.
(C) Dilan wasn’t content doing the same thing every day.
(D) Dilan did not have a part-time job.
Using Phonics/Word Study explores word structure and clarifies how sounds form words.
Drawing Conclusions uses engaging illustrations to develop logical thinking abilities.
Making Inferences shows students how to make conclusions using limited information.
Provide focused instruction on individual reading comprehension skills.
Results-oriented structure
For over 30 years, the Specific Skill Series program has helped teachers like you reinforce individual Pre-K–8 reading comprehension skills for at-level, below-level, and at-risk students.
- The program is organized into 10 reading levels, so there’s one appropriate for each student.
- Pre-tests (available in hard copy or on CD) allow teachers to assign lessons to students based on their actual reading level.
- Short reading passages are followed by exercise questions in a consistent format, enabling students to learn quickly.
- Updated fiction and non-fiction reading selections feature current topics to hold your students’ interest.
- Extensive daily practice sessions let you efficiently reinforce student learning.
- Reproducible student worksheets are easy to score and create a uniform record of your students’ work.
Focus on main comprehension skills
Whether a student reads at Pre-K or Grade 8 level, or anywhere in between, you can rely on lessons in the Specific Skill Series to improve reading comprehension.
- Identifying Cause and Effect allows you to identify causal relationships for students.
- Comparing and Contrasting encourages students to develop their analytical skills.
- Sequencing allows students to develop sequence skills.
- Using Phonics/Word Study focuses your students on how sounds form words, and later in exploring the foundations of word structure.
- Finding Details develops the skill of determining facts from a single reading.
- Identifying Fact and Opinion makes it easier for students to discern between objective and subjective statements.
- Drawing Conclusions develops students’ ability to interpret and think logically.
- Getting the Main Idea points your students toward the central idea in a reading selection.
- Making Inferences shows students how to arrive at a probable conclusion using a limited amount of information.
Supplement any reading program
Use Specific Skill Series alone or to complement SRA’s Multiple Skills Series. Although the lessons are designed to aid you with increasing proficiency of all students in all skill areas, the Specific Skill Series works especially well for remedial instruction. The lessons are appropriate for:
- Individual students reading at or below grade level
- Small groups of students
- Whole-class instruction
- After-school and summer school programs
- At-risk and intervention programs
Build reading proficiency
Specific Skill Series is available for students in three main configurations: Levels A–C, D–E, and F–H. Each three-level set includes:
- One copy of nine Student Books per level, 27 total
- Teacher’s Manual with answer key
- Blackline Masters for student worksheets
- Class Record Sheets
- Placement and assessment software CD-ROM
- Organization carton with room for an additional Starter Set
Single-level Starter Sets are also available for a single-level focus or to expand a three-level kit. Starter Sets include:
- One copy of nine Student Books
- Teacher’s Manual with answer key
Meets the Reading First requirements of the No Child Left Behind Act
Making the Difference™
1-800-201-7103
Resources and ordering information at SRAonline.com | <urn:uuid:fef130d1-f58b-498f-8066-d5ba6cea6eaf> | CC-MAIN-2019-22 | https://s3.amazonaws.com/ecommerce-prod.mheducation.com/unitas/school/program/specific-skills-series/specific-skills-series-fact-sheet.pdf | 2019-05-25T14:57:24Z | crawl-data/CC-MAIN-2019-22/segments/1558232258120.87/warc/CC-MAIN-20190525144906-20190525170906-00133.warc.gz | 613,244,242 | 1,296 | eng_Latn | eng_Latn | 0.997949 | eng_Latn | 0.999056 | [
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INTERNATIONAL SCHOOLS POLICY
Approved: May 2017
Review Date: May 2020
“What you are is God’s gift to you, what you become is your gift to God”
Rationale
Through the inclusion of an international focus in All Saints CE Primary School, we are able to offer to our children, a range of experiences that will enhance their learning and raise awareness of their national and international identity.
The governors and staff recognise that:
- global issues are an important part of the lives of our pupils living in a world where economies are increasingly interdependent and global communication is a daily reality. Our children have access to the internet and increased opportunity to travel, watch news stories from around the world, as they develop and follow for example, international sporting events as they happen
- the global dimension should be reflected in the attitudes and values of our pupils, the Christian ethos of the school which, by its nature, is global in scope and the curriculum
- as a school we have a commitment to both gender and racial equality
Purposes
- To provide an informed awareness of countries, cultures and languages other than our own
- To encourage greater involvement in environmental issues
- To develop curiosity about other cultures and respect and value different cultures and beliefs
- To enable children and staff to experience daily life in other countries
- To promote the use of computing in meaningful contexts for the development of communication skills
- To provide an added opportunity for the promotion of equal opportunities, racial equality and Citizenship
- To celebrate the rich and diverse heritage represented in our school, and local communities.
- To understand complex international interdependencies in the global economy
- To enjoy regular contact with students and adults living in different countries
Guidelines
By having an international dimension as part of our ethos, we can provide children and staff with a wider variety of experiences both within, and in addition to our school curriculum:
- develop links with schools in other countries
- welcome to our school teachers and pupils from other countries
- raise awareness of socio economic, historical, geographical, ethical and environment issues other than those in our locality through joint projects
- encourage interest and motivation through the provision of first hand experiences of life in another country
- promote communication through writing letters and emails to friends abroad
- provide staff with opportunities to compare different teaching and learning styles
- raise awareness and appreciation of other environments and what is happening in the world
- develop cross-curricular activities with an international theme for the children
- actively encourage the study of foreign languages for all our pupils by offering a range of appropriate language options
- organise regular celebrations of our rich and diverse heritage
Evaluation
This policy will be continually evaluated as part of the annual review process. A statement of evaluation will also appear in our annual School Improvement and Development Plan | <urn:uuid:fa9020bd-d2a9-453e-b238-8d9c735f89d8> | CC-MAIN-2018-47 | http://allsaintshwb.co.uk/serve_file/186607 | 2018-11-19T14:44:22Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00077.warc.gz | 12,979,443 | 569 | eng_Latn | eng_Latn | 0.995343 | eng_Latn | 0.997236 | [
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第一部份：單選題 (50%) · 請用 2B 鉛筆作答於答案卡；每題 5 分。
Multiple Choice: Choose the best possible answer out of the choices from the list. (50%, 5 points for each question)
1. A marketing research company conducted a survey and found that 60% of the respondents subscribed to Netflix, 30% subscribed to Disney+, and 25% subscribed to both. What is the proportion that a respondent does not subscribe to either?
A) 0.10
B) 0.65
C) 0.50
D) 0.45
E) 0.35
2. A researcher was interested in determining whether the prices of fiction books in the bookstore were higher than if purchased online. Therefore, he randomly selected 6 fiction books and found the price for each book at the bookstore and online. He ran an analysis and the results were as follows:
Paired T for Bookstore - Online
N Mean StDev SE Mean
Bookstore 6 115.00 22.36 9.13
Online 6 105.83 13.20 5.39
Difference 6 9.17 13.20 5.39
95% lower bound for mean difference: -1.69
T-Test of mean difference = 0 (vs > 0): T-Value = 1.70 P-Value = 0.075
Based on his analysis, what can we conclude at the 0.05 level of significance?
A) The prices are higher in the bookstore.
B) The prices are higher online.
C) The prices are the same in the bookstore and online.
D) The prices are not equal in the bookstore and online.
E) The sample size is too small to make a conclusion.
3. A professor was investigating whether gender had an effect on job category in large investment firms. She sampled 1050 employees and summarized the number of respondents in each job category by gender, as shown in the table below. Which of the following statements is true about gender and job category?
| Job Category | Male | Female |
|-----------------------|------|--------|
| Clerical / Technical | 40 | 100 |
| Professional Staff | 360 | 300 |
| Executive / Managerial| 200 | 50 |
A) Gender and job category are independent.
B) Gender and job category are not independent.
C) A chi-square test should be used to determine whether the association between gender and job category existed.
D) Both A and C are correct.
E) There was not sufficient information to determine whether gender and job category were independent.
4. Which of the following yields a simple random sample?
A) All students in a class are grouped according to their gender. A random sample of 5 is selected from the males and a separate random sample of 5 is drawn from the females.
B) The best 10 students, according to the exam scores, in a class are selected.
C) The names of 50 students in a class are written on 50 different pieces of paper and put in a hat. The first 10 pieces of paper are selected blindly one at a time without replacing them back in the hat after shuffling the papers thoroughly.
D) 50 students in a class are divided into 10 groups. One student is randomly chosen from each group.
E) 50 students in a class are divided into 5 groups according to the rows that they are seated. One of the groups is randomly selected.
5. A researcher is running a regression analysis where the dependent variable is the number of weeks a worker is unemployed (Unemployed) due to a layoff and the independent variables are the age of the worker (Age) and a dummy variable for management position (Manager: 1 = yes, 0 = no). Results of the analysis are as follows.
| DV: Unemployed | Standard |
|-----------------|----------|
| Coefficient | Error | t-statistic | p-Value |
| Intercept | -0.21 | 11.58 | -0.02 | 0.985 |
| Age | 1.44 | 0.32 | 4.57 | 0.000 |
| Manager | -22.58 | 11.35 | -1.99 | 0.054 |
Which of the following is a correct statement?
A) On average, a worker who is a year older is estimated to stay jobless shorter by approximately 0.21 weeks while holding constant the effects of the manager dummy variable.
B) On average, a worker who is a year older is estimated to stay jobless shorter by approximately 1.44 weeks while holding constant the effects of the manager dummy variable.
C) On average, those who are in a management position are estimated to stay jobless longer by approximately 22.58 weeks while holding constant the effects of age.
D) On average, those who are in a management position are estimated to stay jobless shorter by approximately 22.58 weeks while holding constant the effects of age.
E) On average, those who are in a management position are estimated to stay jobless longer by approximately 11.35 weeks while holding constant the effects of age.
6. Two samples each of size 25 are taken from independent populations assumed to be normally distributed with equal variances. The first sample has a mean of 23.9 and standard deviation of 3.6 while the second sample has a mean of 20.1 and standard deviation of 3.2. A researcher would like to test if there is a difference between the population means at the 0.05 significance level. Which of the following statement is correct?
A) The null hypothesis is that the population means are not equal.
B) The degrees of freedom in the analysis is 50.
C) There is not sufficient evidence to reject the null hypothesis; the population means are equal.
D) There is sufficient evidence to reject the null hypothesis and conclude that the two population means are different.
E) The information provided is not enough to achieve a conclusion.
7. Random samples of two freshmen, two sophomores, two juniors, and two seniors each from four dormitories were asked to rate on a scale from 1 (poor) to 10 (excellent) the quality of the dormitory environment for studying. The results are shown in the following table:
| | Dormitory A | Dormitory B | Dormitory C | Dormitory D |
|----------------|-------------|-------------|-------------|-------------|
| Freshman | 7 | 5 | 8 | 6 |
| Sophomore | 6 | 8 | 5 | 5 |
| Junior | 5 | 4 | 7 | 6 |
| Senior | 7 | 4 | 6 | 8 |
ANOVA Table
| Source of Variation | SS | df | MS | F | Sig. |
|---------------------|--------|------|-------|-------|-------|
| Dormitory | 20.3438| 3 | 6.7813| 5.8649| 0.0067|
| Student year | 10.5938| 3 | 3.5313| 3.0541| 0.0587|
| Interaction | 16.0313| 9 | 1.7813| 1.5405| 0.2160|
| Error | 18.3000| 16 | 1.1383| | |
| Total | 65.4689| 31 | | | |
Which of the following statement is correct?
A) The population mean ratings for at least two of the four dormitories are not the same.
B) There is insufficient evidence that the population mean ratings of the four student years are not the same.
C) There is insufficient evidence that interaction exists between year and dormitory ratings.
D) Both A and C are correct.
E) A, B, and C are correct.
8. For a random sample of 263 professionals, the correlation between their age and their income was found to be 0.38. You are interested in testing the null hypothesis that there is no linear relationship between these two variables against the alternative that there is a positive relationship. Which of the following statement is correct?
A) Any professional’s income increases as he gets older.
B) Income would be considered as the dependent variable and age would be considered as the independent variable.
C) We can reject the null hypothesis and conclude that the population correlation coefficient is greater than zero.
D) We fail to reject the null hypothesis and conclude that the population correlation coefficient is not greater than zero.
E) The information provided is not enough to determine the statistical significance.
9. A professor would like to test the hypothesis that the average number of minutes that a student needs to complete a statistics exam is equal to 30 minutes. A Type II error would occur if the professor concludes that the average exam time is ________.
A) not equal to 30 minutes when, in reality, the average time is equal to 30 minutes
B) not equal to 30 minutes when, in reality, the average time is greater than 30 minutes
C) equal to 30 minutes when, in reality, the average time is greater than 30 minutes
D) equal to 30 minutes when, in reality, the average time is less than 30 minutes
E) equal to 30 minutes when, in reality, the average time is not equal to 30 minutes
10. There are five rows of students seated in a statistics class. The following table shows the number of students in each row and the average exam score for that row. What is the average exam score for this class?
| Row | Number of Students | Row Average |
|-----|--------------------|-------------|
| 1 | 5 | 82 |
| 2 | 5 | 91 |
| 3 | 4 | 85 |
| 4 | 5 | 78 |
| 5 | 6 | 90 |
A) 85.4
B) 83.1
C) 84.7
D) 86.7
E) 82.8
第二部份：簡答題 (50%) · 請依題號順序作答。每小題作答字數不得超過 5 行，可以用中文作答。
**Question I (14 points; 7 points each)**
Consider the regression model \( y_i = \beta_0 + \beta_1 x_{1,i} + \beta_2 x_{2,i} + \epsilon_i \). One can show that the ordinary least squares (OLS) estimator for \( \beta_1 \) can be written as
\[
\hat{\beta}_1 = \frac{\sum_{i=1}^{n} \hat{r}_{1i} y_i}{\sum_{i=1}^{n} \hat{r}_{1i}^2},
\]
where \( \hat{r}_{1i} \) is the OLS residual from the regression of \( x_1 \) on \( x_2 \). The variance of the OLS estimator \( \hat{\beta}_1 \) can be written as
\[
\text{Var}(\hat{\beta}_1) = \frac{\sum_{i=1}^{n} \hat{u}_i^2 / (n - 3)}{TSS_1 (1 - R_2^2)},
\]
where \( \hat{u}_i \) is the OLS residual from the regression of \( y \) on \( x_1 \) and \( x_2 \), \( TSS_1 = \sum_{i=1}^{n} (x_{1,i} - \bar{x}_1)^2 \) is the total variation in \( x_1 \), and \( R_2^2 \) is the R-square from the regression of \( x_1 \) on \( x_2 \).
11. Will the estimator for \( \hat{\beta}_1 \) be estimated more precisely when the sample size \( n \) grows? Explain.
12. Will the estimator for \( \hat{\beta}_1 \) be estimated more precisely when each explanatory variable (i.e., \( x_1 \) and \( x_2 \)) has a large amount of variation independent of other explanatory variables? Explain.
**Question II (12 points; 6 points each)**
By 2017, the workplace wellness business had ballooned into an eight-billion-dollar industry in the U.S. alone. One report suggests that half of firms with more than fifty employees offer wellness programs of some sort. The exact structures of corporate wellness programs vary, but the approach is grounded in preventative medicine. Wellness programs often involve disease screening, health education, fitness activities, nutritional advice, weight loss, and stress management. As wellness programs raise ethical questions about employers having this level of control and ownership over employees’ bodies, employers cannot force employees to participate. In other words, if you work for a large company, you may have the option to participate in such a program.
While employers say that they offer these programs because they care about their employees and want to improve their quality of life, the primary rationale for implementing a wellness program is that by improving the health of its employees, a company can lower insurance costs and decrease absenteeism. But there is a fundamental question: Do they work? Meta-analyses—studies that aggregate the results of previous studies—seem encouraging. They compare employees within the same company who did take part in wellness activities with those who did not, controlling for age, gender, weight, and other characteristics. Such studies typically found significant effects that wellness programs reduce medical costs and absenteeism, generating considerable savings for employers.
13. Can we conclude that offering a wellness program had such beneficial effects? Was there something particularly ineffective in the previous studies?
14. Find a way to deal with the problem above and investigate whether offering a wellness program has such beneficial effects.
Question III (24 points; 6 points each)
The following table contains the ordinary least squares (OLS) coefficient estimates of the income model, where Income is a dependent variable. Estimated standard errors are reported in parentheses below the coefficient estimates.
\[
\begin{align*}
\text{Income} & = \text{Annual income of an individual, measured in thousands of dollars} \\
\text{Age} & = \text{Age of an individual, measured in years} \\
\text{Experience} & = \text{Work experience of an individual, measured in years} \\
\text{Female} & = 1 \text{ if an individual is female, 0 otherwise}
\end{align*}
\]
| | (1) | (2) | (3) |
|----------------|---------|---------|---------|
| Intercept | 9.684 | 45.667 | 58.425 |
| | (3.826) | (16.220)| (14.311)|
| Age | 0.407 | -1.458 | -0.921 |
| | (0.103) | (0.938) | (0.361) |
| Age Squared | | 0.012 | 0.008 |
| | | (0.004) | (0.002) |
| Experience | | | 1.199 |
| | | | (0.454) |
| Female | | | -57.737 |
| | | | (30.090)|
| Female * Experience | | | -0.967 |
| | | | (0.803) |
| | (1) | (2) | (3) |
|----------------|---------|---------|---------|
| R-squared | 0.146 | 0.168 | 0.592 |
| USS | 5,344 | 5,207 | 2,549 |
| Observations | 80 | 80 | 80 |
15. According to regression (1), explain how age is related to income. Is age statistically significant in regression (1)? Test the hypothesis at a 5 percent significance level.
16. Do the results of regression (2) conflict with these results of regression (1)? Explain.
17. In regression (3), what is the marginal effect of being female on income?
18. Test whether regression (3) or regression (2) is preferable. State your hypotheses. Calculate the required test statistic, state the decision rule you use, and the inference you draw from the test. | <urn:uuid:545dc019-d1f5-45ba-875c-15b7aa84067e> | CC-MAIN-2024-18 | https://exam.lib.ntu.edu.tw/sites/default/files/exam//graduate/112/2023-321.pdf | 2024-04-18T04:22:50+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817187.10/warc/CC-MAIN-20240418030928-20240418060928-00856.warc.gz | 216,851,856 | 3,654 | eng_Latn | eng_Latn | 0.993179 | eng_Latn | 0.99753 | [
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Below is a list of problems that people sometimes have. Please think about how often you experienced certain problems and how much they bothered or distressed you during the past month. For each problem, please pick one answer choice that best describes how often you have had the problem in the past month (30 days).
Date (MM/DD/YYYY): __________
| | How often have you experienced these problems? |
|---|-----------------------------------------------|
| | Not at all | Once during the month | Several times during the month | Several times a week | At least every day | NR | DK |
| 1 | How often have you felt nervous, tense, worried, frustrated, or afraid? |
| 2 | How often have you felt depressed? |
| 3 | How often have you felt lonely? |
| 4 | How often have others told you that you acted “paranoid” or “suspicious”? |
| 5 | How often did you hear voices, or hear and see things that other people didn’t think were there? |
| | How often did you have trouble making up your mind about something, like deciding where you wanted to go or what you were going to do, or how to solve a problem? | Not at all | Once during the month | Several times during the month | Several times a week | At least every day | NR | DK |
|---|-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------|------------------------|--------------------------|---------------------|------------------|----|----|
| 6 | | 0 | 1 | 2 | 3 | 4 | | |
| 7 | How often did you have trouble thinking straight or concentrating on something you needed to do (like worrying so much or thinking about problems so much that you can’t remember or focus on other things)? | 0 | 1 | 2 | 3 | 4 | | |
| 8 | How often did you feel that your behavior or actions were strange or different from that of other people? | 0 | 1 | 2 | 3 | 4 | | |
| 9 | How often did you feel out of place or like you did not fit in? | 0 | 1 | 2 | 3 | 4 | | |
| 10| How often did you forget important things? | 0 | 1 | 2 | 3 | 4 | | |
| | How often did you have problems with thinking too fast (thoughts racing)? | Not at all | Once during the month | Several times during the month | Several times a week | At least every day | NR | DK |
|---|------------------------------------------------------------------------|------------|-----------------------|-------------------------------|---------------------|------------------|----|----|
| 11| How often did you have problems with thinking too fast (thoughts racing)? | 0 | 1 | 2 | 3 | 4 | | |
| 12| How often did you feel suspicious or paranoid? | 0 | 1 | 2 | 3 | 4 | | |
| 13| How often did you feel like hurting yourself or killing yourself? | 0 | 1 | 2 | 3 | 4 | | |
| 14| How often have you felt like seriously hurting someone else? | 0 | 1 | 2 | 3 | 4 | | |
**Scoring [remove this scoring section is client is self-reporting on this scale]**
Each item is scored on a 0-4 scale (not at all = 0; at least every day = 4) and added together to give a score between 0-56, with higher scores indicating greater emotional distress.
If a person has “no response” (NR) or states, “don’t know” (DK), do not add that number to the total score. | <urn:uuid:369dd49f-8f3b-4411-b32a-df656dc88ee8> | CC-MAIN-2024-18 | https://county.milwaukee.gov/files/county/DHHS/BHD/Wraparound/Policies-and-Procedures/ModifiedColoradoSymptomIndex.pdf | 2024-04-18T03:40:10+00:00 | crawl-data/CC-MAIN-2024-18/segments/1712296817187.10/warc/CC-MAIN-20240418030928-20240418060928-00844.warc.gz | 167,638,875 | 880 | eng_Latn | eng_Latn | 0.997733 | eng_Latn | 0.998578 | [
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2.109375
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EMOTIONAL AWARENESS
WORKSHOPS LEARNING ACTIVITIES
The way young and adults learners understand their emotions and relationships influences their adaptive or maladaptive pathways to learning and/or empowerment. Emotions, emotional development and emotional awareness are therefore, imperative to both young and adults learners positive personal development in meeting learning needs at three levels: knowledge, skills and attitudes.
This tool focuses on relevant facets of emotions with an emphasis on emotional awareness aspects, regarding both young & adults learners development. Further, the tool outlines four fundamental types of workshop learning activities with different learning styles in order to provide a positive learning experience through experiential learning.
**REFLECTING ON EXPERIENCE WORKSHOP ACTIVITIES**
This workshop is used to capture the motivation, imagination and energy of the learners. It encourages learners to look back on their own personal or professional behavior in a way that prepares them for new learning and change.
**ASSIMILATING AND CONCEPTUALIZING WORKSHOP ACTIVITIES**
This workshop is used to provide learners with new information. It provides outside information in the form of theories, data and facts, or can inform the learners about themselves. Further, it encourages learners to apply concepts to their own lives.
**EXPERIMENTING AND PRACTICING WORKSHOP ACTIVITIES**
This workshop encourages learners to use knowledge in a practical way. It provides an opportunity for learners to practice and involve themselves in new skills and behaviors in a safe environment to try out before putting them into practice in the “real world.”
**PLANNING FOR APPLICATION WORKSHOP ACTIVITIES**
This workshop provides a stimulus for implementing and utilizing new learning outside the workshop context. It prepares learners for and increase the likelihood of transfer of and application of acquired knowledge, skills and attitudes.
For this purpose, this tool was developed. The following are some generic workshops tackling emotional awareness skills that you can use right away or tailor them further to suit your specific learning objectives.
**DEVELOPED, WRITTEN & EDITED BY:**
*TERRAM PACIS* Editorial
www.terrampacs.org
The development and production of this tool is credited to TERRAM PACIS, not to an individual author. Further, this tool is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.
ASSERTIVE BEHAVIOR
The definitions for Assertive, Passive, Aggressive, and Passive Aggressive should be read from the handout. After each is read, ask participants to think about their own behavior and write down at least one personal example of situations in which they typically act assertively, passively, aggressively, etc.
HANDOUT-1.: ASSERTIVE BEHAVIOR
Assertive Behavior includes standing up for your rights without infringing on the rights of others. Assertive behavior results in an “I win; you win” outcome. Assertion involves expressing beliefs, feelings and preferences in a way which is direct, honest, appropriate and shows a high degree of respect for yourself and for others.
1. Ex. 1.: “When you talk, I can’t hear the movie. Please keep it down.”
2. Ex. 2.: “I really like it when you wear that shirt. You look great!”
Passive or Nonassertive Behavior is when someone gives up their own rights and (directly or indirectly) defers to the rights of another person. Passive behavior results in an “I lose; you win” outcome. Passive behavior includes violating your own rights through inaction or by failing to express your thoughts, feelings or desires.
1. Ex. 1.: “We can do whatever you want. Your ideas are probably better.”
Aggressive Behavior is when someone stands up for their own rights without regard for others. Aggressive behavior results in an “I win; you lose” outcome. Aggression is self-expression which demands, attacks or humiliates other people, in a way which shows lack of respect for others.
1. Ex. 1.: “Hey, I’m in a hurry. Get out of my way.”
Passive-Aggressive Behavior occurs when someone acts out aggressive impulses in an indirect way. When people act passive-aggressively, they attempt to get what they need or want indirectly or manipulatively, which is an indirect attempt to control or punish others.
1. Ex. 1.: “I’m sorry I’m so late. I didn’t realize this was such a big deal.”
2. Ex. 2.: “Oh, don’t bother, I’ll just have to do it myself.”
TYPES OF ASSERTION
BASIC ASSERTION
Simple expression of standing up for personal rights, beliefs, feelings or opinions.
1. Ex.: When being interrupted, “Excuse me, I’d like to finish what I’m saying.”
EMPATHIC ASSERTION
Recognition of other person’s situation or feelings followed by another statement standing up for speaker’s rights.
1. Ex.: “I know you are feeling angry and frustrated while you wait for a response. But, the best I can do is give you an estimate of how long it will take.”
ESCALATING ASSERTION
Start with a “minimal” assertive response… Other fails to respond… Gradually escalate the assertion?… increasingly firm without being aggressive.
1. Ex.: “I know what you have to say is important but I really want to finish what I was saying.” “I really want to finish before you begin to speak.”
CONFRONTIVE ASSERTION
Describe what was to be done… Describe what actually occurred… Express what you want.
1. Ex.: “I told you to complete the forms by November 15th, and you agreed to do so. Now it is January 15 and you are telling me that you forgot the forms but you still expect to complete our business on time. What is it that you want me to do?”
I-LANGUAGE ASSERTION
Description of behavior: “When you __________,”
How it affects you life: “It affects __________.”
Describe your feelings: “and I feel __________.”
Describe your desire: “Therefore, I would like __________.”
1. Ex.: “When you shout, I am unable to work with you and I feel angry. Therefore, I would like for you to stop shouting and tell me what you want.”
EMOTIONS ANALYSIS
REFLECTING ON EXPERIENCE: FOUR CORNERS SORTING EXERCISE - 25 MIN.
1. Post signs on the four corners of the room that read: ASSERTIVE, PASSIVE, AGGRESSIVE, and PASSIVE-AGGRESSIVE.
2. Describe different situations and ask participants to move to one of the corners of the room based on how they would probably act in that situation.
• Ex. 1.: Your friend offers to give you a ride to a job interview and is half an hour late and you miss the interview.
• Ex. 2.: The person who lives in the next room is playing their stereo loud enough that you can’t study.
• Ex. 3.: You are in line at the movies and some people cut in line in front of you.
• Ex. 4.: You have a new boyfriend or girlfriend who you really like but you don’t really like the way they kiss.
• Ex. 5.: You get a “C” on an essay test but you think you deserve a “B.”
3. After everyone has chosen a corner, you can ask someone from each corner to give an example of an action that would constitute that type of behavior:
• Ex. Assertion, Passivity, Aggressivity, or Passive-Agressivity.
4. If you think someone is mislabeling their behavior, you can discuss the discrepancy
• Ex. What makes you think that that behavior is aggressive?
ASSIMILATING AND CONCEPTUALIZING: AREAS FOR PERSONAL ASSERTIVENESS - 25 MIN.
1. Have participants identify and write down one area in which they currently tend to act passively, aggressively, or passive-aggressively in which they would like to learn to act more assertively.
2. Have each participant share their area for improvement in small groups, you may be able to have all participants share with the whole group. With a larger group, participants can break into groups of four or five and share with one another.
EMOTIONS AWARENESS
EXPERIMENTING AND PRACTICING: ROLE PLAY PRACTICE - 45 MIN.
1. Ask for volunteers to practice some of these assertion skills. When a participant agrees to do a role play, ask them come to the front.
2. Ask them what situation they would like to role play and which skills from “Types of Assertion” they would like to practice. Identify other participants to play different roles. The facilitator should direct or suggestions if the volunteer gets stuck.
3. After the role play, ask for positive feedback or other suggestions from the other participants. Can they think of any other strategies about how the role play could be performed or be done in a different way?
PLANNING FOR APPLICATION: ACTION PLAN - 25 MIN.
1. Have participants identify and write down specific assertive techniques that they would like to use in one or more specific situation in the coming week.
2. Have each participant share their action plan. In a small group, you may be able to have all participants share with the whole group. With a larger group, participants can break into groups of four or five and share their action plan with one another.
PLENARY SESSION: BRINGING IT TOGETHER - 25 MIN.
This session raises an awareness about the complexity and diversity of emotions. Such awareness is useful, in the identification, analysis and understand of one’s behaviours and attitudes as well as the skills to deal and recognise one’s emotions and those of others.
DEBRIEF:
1. Hold a focused discussion on how to apply these knowledge of the complexity and diversity of emotions in the participants working environment.
• Ex. What did you like about the way Actor-1, etc. dealt with the situation?
• Ex. Can you think of any other strategies that Actor-1, etc. could have used?
• Ex. Let the group share their ideas on how they might apply their action plans. | <urn:uuid:e018d875-acec-4dd9-9c87-ae784b8d07d8> | CC-MAIN-2019-09 | https://www.terrampacis.org/files/docs/tp/emotional_awareness_training_tool.pdf | 2019-02-21T01:56:35Z | crawl-data/CC-MAIN-2019-09/segments/1550247497858.46/warc/CC-MAIN-20190221010932-20190221032932-00262.warc.gz | 975,311,741 | 2,103 | eng_Latn | eng_Latn | 0.996094 | eng_Latn | 0.99712 | [
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50,
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3.28125
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注意：
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重版、系統地複製或大量重製這些資料的任何部分，必須獲得財團法人臺北市九章數學教育基金會的授權許可。
申請此項授權請電郵 firstname.lastname@example.org
Notice:
Individual students, nonprofit libraries, or schools are permitted to make fair use of the papers and its solutions. Republication, systematic copying, or multiple reproduction of any part of this material is permitted only under license from the Chiuchang Mathematics Foundation.
Requests for such permission should be made by e-mailing Mr. Wen-Hsien SUN email@example.com
Instructions:
● Do not turn to the first page until you are told to do so.
● Remember to write down your team name, your name and contestant number in the spaces indicated on the first page.
● The Individual Contest is composed of two sections with a total of 120 points.
● Section A consists of 12 questions in which blanks are to be filled in and only ARABIC NUMERAL answers are required. For problems involving more than one answer, points are given only when ALL answers are correct. Each question is worth 5 points. There is no penalty for a wrong answer.
● Section B consists of 3 problems of a computational nature, and the solutions should include detailed explanations. Each problem is worth 20 points, and partial credit may be awarded.
● Diagrams are NOT drawn to scale. They are intended only as aids.
● You have a total of 120 minutes to complete the competition.
● No calculator, calculating device, watches or electronic devices are allowed.
● Answers must be in pencil or in blue or black ball point pen.
● All papers shall be collected at the end of this test.
Name: ___________________________ No. _________ Team: ______________
-------- Jury use only ---------
| Section A Score | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | Total Score |
|-----------------|---|---|---|---|---|---|---|---|---|----|----|----|------------|
| | | | | | | | | | | | | | |
| Section B Score | 1 | 2 | 3 |
|-----------------|---|---|---|
| | | | |
Section A.
In this section, there are 12 questions. Fill in the correct answer on the space provided at the end of each question. Each correct answer is worth 5 points. Be sure to read carefully exactly what the question is asking.
1. Evaluate \( M = \frac{1}{9 - \sqrt{80}} - \frac{1}{\sqrt{80} - \sqrt{79}} + \frac{1}{\sqrt{79} - \sqrt{78}} - \cdots - \frac{1}{\sqrt{10} - 3} \).
Answer: _______________________
2. Find the smallest positive integer \( n \) such that both \( 2n \) and \( 3n+1 \) are squares of integers.
Answer: _______________________
3. How many different possible values of the integer \( a \) are there so that
\[ \|x-2|-|3-x\|=2-a \]
has solutions?
Answer: _______________________
4. If \( \sqrt{k-9} \) and \( \sqrt{k+36} \) are both positive integers, what is the sum of all possible values of \( k \)?
Answer: _______________________
5. Find the largest positive integer \( n \) such that the sum of the squares of the positive divisors of \( n \) is \( n^2 + 2n + 2 \).
Answer: _______________________
6. Find the smallest two-digit number such that its cube ends with the digits of the original number in reverse order.
Answer: _______________________
7. A Mathematics test consists of 3 problems, each problem being graded independently with integer points from 0 to 10. Find the number of ways in which the total number of points for this test is exactly 21.
Answer: _______________ ways
8. In the triangle $ABC$, the bisectors of $\angle CAB$ and $\angle ABC$ meet at the in-center $I$. The extension of $AI$ meets the circumcircle of triangle $ABC$ at $D$. Let $P$ be the foot of the perpendicular from $B$ onto $AD$, and $Q$ a point on the extension of $AD$ such that $ID = DQ$. Determine the value of $\frac{BQ \times IB}{BP \times ID}$.
Answer:
9. $D$ and $E$ are points inside an equilateral triangle $ABC$ such that $D$ is closer to $AB$ than to $AC$. If $AD = DB = AE = EC = 7$ cm and $DE = 2$ cm, what is the length of $BC$, in cm?
Answer: ____________ cm
10. In a class, five students are on duty every day. Over a period of 30 school days, every two students will be on duty together on exactly one day. How many students are in the class?
Answer: ____________ students
11. A committee is to be chosen from 4 girls and 5 boys and it must contain at least 2 girls. How many different committees can be formed?
Answer: ____________ ways
12. Find the largest positive integer such that none of its digits is 0, the sum of its digits is 16 but the sum of the digits of the number twice as large is less than 20.
Answer: _______________
Section B.
Answer the following 3 questions. Show your detailed solution on the space provided after each question. Each question is worth 20 points.
1. What is the number of ordered pairs \((x, y)\) of positive integers such that
\[
\frac{3}{x} + \frac{1}{y} = \frac{1}{2} \quad \text{and} \quad \sqrt{xy} \geq 3\sqrt{6}?
\]
Answer: ___________________
2. What is the minimum number of the 900 three-digit numbers we must draw at random such that there are always seven of them with the same digit-sum?
Answer: ________________
3. Point $M$ is the midpoint of the semicircle of diameter $AC$. Point $N$ is the midpoint of the semicircle of diameter $BC$ and $P$ is midpoint of $AB$. Prove that $\angle PMN = 45^\circ$. | <urn:uuid:c04ed58d-9129-4967-8837-e9961eaa1ac8> | CC-MAIN-2018-47 | http://files.chiuchang.org.tw:8080/MyWeb/download/docu/ITMO_2015%20Individual.pdf | 2018-11-18T20:34:13Z | crawl-data/CC-MAIN-2018-47/segments/1542039744649.77/warc/CC-MAIN-20181118201101-20181118223101-00194.warc.gz | 130,943,138 | 1,486 | eng_Latn | eng_Latn | 0.979505 | eng_Latn | 0.997932 | [
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CELEBRATE NATIONAL EARTH DAY- APRIL 22ND
Join in with organizations and volunteers from around the world cleaning up communities, park lands, and highways in Cortland County.
You also can get involved in conservation programs, cleaning trash along highways and waterways.
NEW YORK ARBOR DAY
APRIL 27, 2018
The first Arbor Day was celebrated in Nebraska on April 10, 1872, thanks to a resolution proposed by Nebraska City, Nebraska resident J. Sterling Morton. Morton, a civic leader, agriculturist, and former newspaper editor, urged Nebraskans to “set aside one day to plant trees, both forest and fruit.” The tree-planting holiday was so popular that by 1920 more than 45 states and U.S. territories annually celebrated Arbor Day. Today it is observed in all 50 states and in many countries around the world.
This is a perfect time to remind you of the benefits of trees:
- Trees clean our air by absorbing common air pollutants.
- Trees improve water quality by reducing rain water runoff and erosion.
- Trees provide shade that protects us from the sun’s UV rays.
- Trees provide important habitat for birds and other wildlife.
- Tree rings provide information about historical climate that is not available from scientific records.
New York’s state tree is the Sugar Maple, a tree known for producing syrup. Learn about other tree species and get practical advice on which trees to plant in New York’s temperature zone by checking out the Arbor Day Foundation’s Hardiness Zone Map at arborday.org.
This is another opportunity for 4-H members to do their best work and support the fair.
1. Artwork for the drawing must be 8 ½’ x 11” sheet of paper.
2. Drawings must be done in black felt tip pen erase all pencil lines used to set up the design.
3. Please include in the design:
65TH ANNUAL CORTLAND COUNTY JUNIOR FAIR
JULY 10-14, 2018
SPONSORED BY:
CORNELL COOPERATIVE EXTENSION OF CORTLAND COUNTY AND CORTLAND COUNTY AGRICULTURAL CORPORATION
4. Final submission is: April 13, 2018.
Suggestions: In your artwork, be sure to include some of the attractions and exhibits that draw our general public to our fair.
5. Print on the back of the drawing sheet with your name, age and 4-H club you are a member of.
6. All drawings will be used to promote the Fair. The winner of the contest will receive $10.00 award from the Fairboard committee.
NATIONAL VOLUNTEER WEEK
APRIL 15-21, 2018
In 1974 President Richard Nixon signed an executive order a week noted in April as an annual “Celebration of Volunteering”. Since then, every U.S. President has signed a proclamation promoting National Volunteer week to recognize and celebrate the efforts of volunteers at the local, state, and national levels. With this special week at hand, there is not a better time to thank the 4-H volunteers who are the backbone of the 4-H Program in our county.
4-H Leaders, parents, evaluators, coaches, program committee members and the other volunteers who support the 4-H program make the difference in so many people’s lives. Volunteers are valuable to our Extension’s programs making our youth competent, confident and caring.
We thank you all so very much!
WISH LIST
4-H Wish List - Are you spring cleaning out your “stash”, or know someone that is? Or would you like to make a donation to the 4-H program?
The 4-H program is always willing to accept items in good condition to help our programming. Items include:
- yarn
- fabric and felt
- craft supplies—all kinds!!
- Glue/glue sticks
- knitting needles/crochet hooks
- sewing supplies
- serviceable sewing machines/sergers
- wooden shapes and lumber
- cooking/baking supplies and cookware
- flower pots, bags of soil, gardening supplies
- other items also accepted—if you have questions just give us a call or email
Specifically, for fair:
- bagged shavings
- produce/food items for Jr. Iron Chef contest
- board games (with all their pieces)
- kid’s books
- coloring supplies
We are also open to adult volunteers that have a skill they would like to teach youth and are willing to run a workshop, or even to do a craft at the fair! Just call the 4-H office and we will be happy to talk with you!
"Hop To It and Moove It"
The Cornell University Department of Animal Science is pleased to announce Animal Crackers 2018, "Hop To It and Moove It", on Saturday, May 5, 2018 on the Cornell University campus.
This year’s program will highlight dairy and rabbit topics. 4-H youth 9-12 years old or those with beginner to intermediate knowledge of the covered species are invited to participate.
Interesting, educational, hands-on activities are planned to make Animal Crackers a memorable learning event. Participants will have the opportunity to learn about dairy or rabbit care, biology, and management while having fun participating in a variety of interactive activities, with 4-H’ers from across NYS.
DAIRY WORKSHOPS INCLUDE:
**Holy Cow**—Rather than a small stomach like people have, dairy cattle have a different type of digestive system with a large stomach with four parts. Learn more about this special type of digestive system and have a look and feel inside a live cow rumen.
**Wet & Dry sheets** - Do different types of bedding materials make a difference in warmth and absorption? What types will be best for my calves? My cows? Does the weather outside make a difference? Time to get down and dirty and you decide.
**Moo Recycling Center**—The dairy cow is a lean, mean recycling machine. She can recycle what goes in and what comes out. Learn about all the different things she can eat and what we can do with the manure.
**Quality Assurance**—As part of the dairy field, we are in the business of producing food. Learning how to read a medicine label, understanding what it all means, and keeping records builds character and creates a responsible animal owner.
**Milk Olympics**—Learn what it takes make Super Milk and prevent mastitis from udder to bulk tank. Guaranteed to be an udderly good time.
**Doctor Moo**—SubQ and IM, what does that have to do with me and being an animal owner? As a responsible animal caregiver, you might have to give her a shot of medicine sometime. Let’s go bananas and learn about giving injections under the skin and in the muscle.
RABBIT WORKSHOPS INCLUDE:
**What’s My Type?** You will experience an introduction to 5 body types and 4 fur types from an experienced rabbit raiser and judge. What better way to gain hands-on knowledge than from an up close and personal visit with some furry friends?
**Green Genes**—No, these are not the jeans you wear. Learn more about rabbit genes, genetics, colors, and the difference between genotype and phenotype from a 4-H alumni and judge.
**Handle with Care**—Learn about proper care and handling techniques from an experienced raiser. You can become an expert with practice.
**Breed Standards**—The American Rabbit Breeder’s Association publishes a book of standards that helps identify many breeds of rabbits and cavies. Learn from a breeder and judge how to select the best.
**Can Rabbits Get the Flu?** —Join a NYS Department of Agriculture and Markets animal health inspector and learn about common ailments, general health, diseases and how to prevent them.
**It’s Show Time!** Learn from a show registrar how to put on a show. Topics will include show etiquette, organization and other normal routines to expect if you choose to enter the ring/arena.
There is a $15 per youth cost to attend the program - adult chaperones are free. Attendees are asked to bring their own lunch.
*Registration for the event must be done through 4-H CCE office and must be completed no later than April 23, 2018.*
All groups must have at least one chaperone per species track. Chaperones are asked to review the chaperone information sheet on the Animal Crackers website: [http://4h.ansci.cornell.edu/events-2/animal-crackers/](http://4h.ansci.cornell.edu/events-2/animal-crackers/).
Additional information about the event, as well as the Cornell University campus, can be found on the same website. Mark your calendars for one of the most exciting animal science programs of 2018!
Join youth from across the state for a weekend of forestry activities, games, and competition. This three-day event is for youth aged 10 and up (as well as staff and volunteers) interested in learning more about forests, and to select the NYS team that will go to the 2018 National 4-H Forestry Invitational (*must be 14-19 for the national event*).
**The Forestry weekend activities include:**
- Tree ID
- Tree measurements
- Compass usage
- Map reading
- Insects & diseases
- Geocaching
- Nature games
- Night hikes and more....
Cost is $43 per person, includes food, materials and cabin lodging (a $95 value!) Space is limited, so register now!
**For questions** contact Andrew Randazzo at 518-318-1180 or email: [firstname.lastname@example.org](mailto:email@example.com) – Mr. Randazzo is also looking for volunteers for the weekend events.
[http://ccecolumbiagreene.org/nys4-hforestryweekend](http://ccecolumbiagreene.org/nys4-hforestryweekend) or **more information about:** The National Invitation (July 29-Aug. 2, 2018) in West Virginia go to [http://www.4hforestryinvitational.org/](http://www.4hforestryinvitational.org/)
4-H Camp Shankitunk go to [http://campshankitunk.org/](http://campshankitunk.org/) Camp Shankitunk is located at 2420 Arbor Hill Road, Delhi, NY 13753.
---
**PERCHERON DRAFT HORSE CLINIC – SAT. MAY 19**
The Percheron Draft Horse Club is inviting youth and beginners to join in with their club to learn how to:
- Hands on show at halter
- Harness & Driving skills
- Preparing & braiding mane & tails
- Judging the animal
It all starts at 9:00 a.m. at the Cortland Fairgrounds in the Ag. Corp Building. You will be able to hands-on with draft horses and a mini learning how to prep the animal for show and then, you will harness and drive. Club members love to share their love for the draft horse life!
Helmets are required for all youth while participating, along with a $15 fee to join the group as insurance requirements. Coffee & donuts and lunch will be provided. No need to pre-register.
---
**DAIRY RODEO – SAT. MAY 19TH**
At 10:00 a.m. the dairy calf, will be waiting and ready to be introduced to their partners. *Then the fun begins!* Youth will learn how to prepare your animal for show! Wonderful Volunteers and Teens will be there to assist and help the youth with special interesting tips to help clip, groom, and improve the showing of their animal.
*Each member is responsible to bring:*
1) Bring a bag lunch – no glass bottles
2) A rope halter to tie up their animal
3) Show halter to use training and show ring
4) Two (2) clean buckets (washing & drinking)
5) Hay and grain for the animal
6) Hose, soap, brushes, and clippers
7) Bring $4.00 for pizza late afternoon
*You must register on-line or call the 4-H office.* If you have any additional questions you may contact 4-H @ 607-391-2660.
**REGISTRATION DEADLINE: FRI. MAY 5th!**
[https://reg.cce.cornell.edu/dairyrodeo-2-2_211](https://reg.cce.cornell.edu/dairyrodeo-2-2_211)
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**DAIRY AND EQUINE 101!**
MAY 11-12, 2018
MORRISVILLE STATE COLLEGE
This two-day, one night 4-H Equine or Dairy Camp which will be held at Morrisville State College. 4-H youth ages 13-19 years of age are eligible to participate in this camp/college experience. Equine interested youth will be able to select from two tracts in which they have the opportunity to learn more about English, Western, Racing, & Draft & Driving equine areas. All youth will participate in sessions on breeding and nutrition. Dairy participants will learn
about crops, soils, harvesting and dairy cattle nutrition and reproduction. All sessions will be taught by Morrisville State College faculty and other professionals in the field of equine & dairy. Cost is $100 per youth participant, $75 per chaperone.
To register:
https://pub.cce.cornell.edu/event_registration/main/event_action.cfm
83RD ANNUAL 4-H CAPITAL DAYS
MAY 20-22, 2018
2018 4-H Capital Days in Albany - Are you interested in learning about and experiencing our New York State government first hand?
If you are you should apply to be a delegate to attend the 2018 4-H Capital Days event.
During this year’s event, 4-H members, volunteer leaders, and staff will meet with leaders in state government, members of the court system and officials from a variety of state agencies. In addition, they plan to observe a working session of the state legislature and talk with their representatives.
The participants will learn about speaking to their legislators and career opportunities in government as they tour state agencies, participate in discussion sessions, and visit with their legislators.
They will also have opportunities to tour the Capitol and visit the Corning Tower, New York State Museum and other significant features of the area.
The objectives of the 4-H Capital Days program:
☐ To achieve a better understanding of the NYS policy process
☐ To gain a better understanding of state and local government relations
☐ To provide delegates the ability to meet with legislators and tell their 4-H story
☐ To create an awareness of career opportunities in New York State Government
☐ To meet and exchange experiences with delegates from other counties.
Please contact Rebecca Ireland-Perry to apply for this event. 2 delegates ages 14 and older will be selected to attend this great opportunity.
4-H HORSE PROJECT
JUNE 1ST DEADLINE
1. **4-H Horse Certificate** – must be received by 4-H office for each equine by JUNE 1st of the current year. This form must be signed by the 4-H'er, their parent/guardian and 4-H leader to be considered received and completed.
2. **Coggins Certificate** – A current copy of the Coggins certificate for the horse(s) being shown during the 4-H year must be submitted to the Extension office by June 1st for any rider to be eligible to ride/show at all 4-H events. A legal Coggins must have a statement by the veterinarian that defines some identifying mark or feature for your horse, distinct from any other horse. “Calendar Year” is Jan. 1-Dec. 31st. 2017-2018 calendar years accepted.
3. **Rabies Certificate** – a current copy of the Rabies certificate for the horse(s) being shown during the year must be submitted to Cooperative Extension by June 1st for a rider to be eligible to ride/show at all 4-H events.
4. **Riding Levels** – all riders must have a riding evaluation completed before riding in any 4-H Horse event for the project year. (TBA).
JUNE DAIRY PARADE
TUESDAY, JUNE 5th
4-H Club floats needed…. for the Annual June Dairy Parade helping to promote agriculture in Cortland Co. Clubs can create a float or a banner promoting “milk”, nature’s most perfect food. There are many products made from milk. It should be easy to make something that looks like a carton of ice cream, a pound of butter, a glass of milk, a slice of cheese, or a cow.
Your club exhibit doesn’t need to cost lots of money or take days to construct. Come and show your enthusiasm for agriculture in Cortland Co.! You will need to pre-register your club entry with the Dairy Promotion chair, Brenda Brooks 753-1593.
4-H CAREER EXPLORATION: is a three-day event for youth on the Cornell University campus. The purpose of this program is to provide youth with exposure to academic fields and career exploration, to develop leadership skills, to provide hands-on experience in a college setting and to introduce you to Cornell University. The event is made up of two grade specific tracts: University U for youth entering grades 8 - 9 and Focus for Teens for youth entering grades 10 – 12.
UNIVERSITY U Welcomes “U”!! This program offers a series of workshops addressing issues and questions important to “U”. This program also offers an introduction to science and technology career opportunities. This past summer, youth involved in the University U program attended six of the following ten tours or workshops: Animal Adventures; Biological Research; Climate Leaders in the Making; Clocks and Codes; Construction of a Crystal Radio; fish PHARM (Bridging the Gap Between Science and Business); Nutritional Artist; and Explorations in Nanotechnology. Participants also have the opportunity to discover Cornell University and the excitement of college life. **Eligibility requirement: Students entering the 8th and 9th grades (or the equivalent) in the fall of 2018.
FOCUS FOR TEENS is a program where teens spend three-days with a specific department or program at Cornell University. The program allows you to have fun while learning about such topics as astronomy; discovering birds and nature exploration; biomedical and environmental engineering; fossil collecting and paleontology; computer science; food science; geospatial sciences (GPS, GIS, Remote Sensing, UAVs); human development; horticulture; communications; mechanical and aerospace engineering; molecular biology and genetics; making for sustainability technology, community, and agriculture; chemical and bimolecular engineering; and more. **Eligibility requirement: Teens must be entering their sophomore, junior or senior year of high school (or the equivalent) or freshman year in college in the fall of 2018.
CORTLAND COUNTY COMPETES AT DISTRICT 4-H DAIRY BOWL
The annual South Central New York District 4-H Quiz Dairy Bowl was held Saturday, March 10, 2018 at the Chenango Forks Elementary School in Broome County. The district is comprised of nine counties including Cortland, Broome, Delaware, Chemung, Tompkins, Chenango, Otsego, Tioga and Schuyler.
The quiz bowl contest consists of teams of 4-H individuals that are asked questions on any topic related to the dairy animals. Questions on health care, nutrition, management and breeds are all included. The contest is then conducted with 3 phases; individual questions, team questions, and then the toss up or “fastest finger” round.
**Dairy Bowl Results:**
Cortland County sent dairy teams in 2-divisions Junior and Senior.
In the Junior division, Cortland was the first place team. Annika Donlick was 1st place individual, Elsie Donlick was 3rd place individual, and Caylene Russell rounded out the team. Annika and Elsie will go on to compete in the State Dairy Bowl competition at Cornell on April 28th.
In the Senior division, the Cortland team consisted of Donovan and Thornton Allis, who combined with participants from Chenango Co. to make a team.
4-H Public Presentations provide a means for young people to practice their speaking and organizational skills in a way that will help make them comfortable and poised in front of an audience. Beginners are encouraged to select simple topics with which they are familiar to make the demonstration process the focus of their effort, without the stress of learning about an unfamiliar topic. As they progress each year, they are challenged to try a more difficult subject and to venture into other presentation styles.
2018 saw 22 presenters, ages 5-15, participating in Cortland County. On the evening of February 28, at the 4-H office hosted the first of two program for the young people.
Awards were presented as follows: **Illustrated Talk**: AbiGail Smith blue award, Damian Mathy Cloverbud award, William Mathy gold award, Aida Bosket red award, Lois Rose-Whaley blue award; **Demonstrations**: Caleb Smith blue award, Nathaniel Mathy gold award, Morgan Scales Gold award, Alice Tylutki Gold award, Annabelle Bosket red award; **Formal Speech**: Gabryella Russell Cloverbud Award, Caylene Russell gold award; and **Interview**: Ryleigh Scales Gold award.
County PPP: On Saturday, March 3rd at the Homer Intermediate School awards were presented to: **Illustrated Talk**: Eli Donlick Cloverbud award, Lexi McCall red award, Katie Champion Cloverbud award, Erika Olsen gold award, Elsie Donlick gold award, Ryan Champion blue award; **Demonstrations**: Hailey McCall blue award, Nate Crispell blue award; and **Interview**: Avery Gordinier gold award.
In the Danish System of evaluation against an ideal, a Blue indicates an Excellent award, Red is Good, and a White is Worthy. A Cloverbud level presenter (aged from 5 up to 8), is given constructive comments are given with a Green participation award. A Gold award is given to those Blue level presenters who have done an outstanding job and been selected to go on to the County Level, which may then qualify them for District competition on March 17th.
Teen Evaluators who assisted this year were: Emily Lehman, and Michaela Clark; Room Host: Annika Donlick and Adult volunteer judges were JoEllen Roehrig, Pat Twentyman, George Stack, Audrey Schuttak, Valerie Weisbeck, Brendan Tarantino, Olivia Hersey and Jeff Perry.
**District Presentation Special Recognition** to 4-H’ers on Saturday, March 27th the District Presentations were held in Chenango Forks and awards were presented to:
Seniors: **Interviews**: Avery Gordinier Blue award –is going on to NY State 4-H Communications Institute in June and Demonstration: Alice Tylutki Red award.
Juniors: **Demonstration**: Morgan Scales Blue award; **Illustrated Talk**: Erika Olsen green award, Elsie Donlick blue award; William Mathy Silver award and Caylene Russell received a Red award.
**Congratulations to all!**
---
**FAIR OPPORTUNITIES**
**Junior Supers** are 4-H age 10-18, and will receive a premium. Supers must have greater knowledge of 4-H and how the county fair operates. You will need to be available a minimum of 12 hours during fair, so that you can organize the area when exhibits are brought in, working with the judge’s assistants, making sure the judge has what they need and work closely with the area superintendent.
**Judges’ Assistants** are 4-H’ers at least 8 years old and willing to help judge during the judge processing the 4-H youth building. This mostly includes bringing exhibits to the judge to be evaluated, helping with the comment sheets, ribbons, entry cards and returning them back to their location. They will receive goodwill and many thanks, along with some valuable experience!
Please contact Becky 607-391-2660 at the 4-H office by June 15th.
SECTION 15 - SPECIAL CONTESTS
(New)!
# 170: **4-H CLUB DISPLAYS** - Pink Entry Card
Club displays must be set up & on display in the 4-H Youth Building on TUESDAY- 5:00 PM!
- You will be judged on - this contest is intended to showcase the work of your 4-H Club.
- You may use it to spotlight a special project, a community service effort, promote 4-H to the general public, or raise awareness of any special area in which your club is working.
- The idea is for clubs to provide interesting and informative displays that showcase the variety of opportunities available and to demonstrate that 4-H Connects Kids to Cornell! Youth and the clubs should also incorporate text to help fairgoers understand what 4-H Youth Development is about.
♦ **Extra Credit tying into 2018 Theme**: You will be provided a display area, approximately 6’ X 8’ and a table.
**ALL CLUBS MUST PRE-REGISTER BY JUNE 22nd**
…4-H OFFICE.
♦ Creativity ♦ Neatness ♦ Promotion of 4-H.
County & State Fair Theme is: “4-H Grows Here”.
(New)!
#171: **4-H CLUB BANNERS** – Pink Entry Card
*(IN PLACE ON TUES., JULY 10th)*
- Size: 2’ x 4’ foot minimum and designed to hang vertically or horizontally or be carried horizontally.
- A banner must be made of fabric or a material that will hang, and can be 1 o4 2 sided but only the design on one side of the banner will be judged. A club must indicate which side of the banner they would like judged. Any assembly technique may be used. Designs may be painted glued or sewn, however all decorations and lettering on the banner must be securely fastened. Banners may not be commercially made and must be made in the current 4-H year. Banners should be a work of the 4-H club members.
- Clubs name must be visible on the banner
- A banner must be completed and equipped with a dowel and yarn or rope tied on the dowel for hanging.
- A banner can carry words, pictures & messages to be shared with others and must include the 4-H clover (used appropriately).
- A 4-H banner allows clubs to make statement and express their feeling about 4-H involvement by emphasizing; joining 4-H, a project, benefits of involvement in 4-H, the local club, Cortland County 4-H or 4-H in general
- One entry per 4-H club (state fair eligible)
- Banners will be judged based on creativity, neatness, attractiveness and unique representation of 4-H.
SPECIAL FOODS CONTEST - Pink Entry Card
*(In Place on Thurs. July 12th 10AM)*
#174: **FRUIT SALAD** – prepare a fruit salad recipe incorporating NYS Grown Produce.
- Must provide recipe and source
- Must include statement which tells where the foods are grown in NYS.
- Provide a brief nutritional statement, preparation or recipe adaptation if made, and explain the important of local foods relative to health, economy, etc. The exhibit will be judged on info and flavor, as well as creativity and appearance.
- Any items requiring refrigeration will be sent home with exhibitor after judging.
#177: **SHOE BOX FLOAT** - Pink Entry Card
*Everybody loves a parade…float!* Who has the best design? Impress the judges with the finest shoebox float in the fair!
*This Year’s Theme!*
“65 YEARS OF CORTLAND FAIR”
- Your float must be made from a traditional cardboard shoebox no larger than 10”x14” and limited only by your imagination.
- Decorations on the box should not exceed 15” tall.
- Limit: 1 per age class; not a state fair eligible.
- Entries will be judged on creativity/originality, appearance, representation of theme, workmanship and difficulty factor.
OTHER CONTEST AT FAIR WEEK!
**USE PINK ENTRY CARDS**
#172 – Heritage Garden Project – “Birdhouse Gourds”
#173 – Animal Costume Contest (Wed 6PM)
#175 – Creative Place Setting Contest (Thurs 3PM)
#176 – Jr. Iron Chef Contest (Fri. 3PM)
#178 – Decorated Cakes Contest (Fri 3PM)
#179 – Horticulture Knowledge Contest (Sat 12PM)
#180 – Poultry Knowledge Contest (Sat 10:30 AM)
#181 – Wildlife ID Contest (Sat 9AM)
#182 – Tree ID Contest (Sat 9AM)
#183 – Tractor Operator Contest (Sat 10:30 AM)
#184 – Tool ID Contest (Sat 9AM)
#185 – Dairy cattle Judging Contest (Sat 11:30AM)
#186 – Dairy Challenge Contest (Sat 12:30 PM)
Cincy Trailblazers – Mary Rose- the group met for a business and project meeting in January. They discussed the public speaking program, and worked on ideas for topics. The club painted a winter barn picture on old glass bottles, and voted to take a trip to Corning Museum of glass.
R Own 4-H Saddle Club – Megan Robison-Meeting held on January 17th, Members planned a family dinner, they made chicken and biscuits with hot fudge brownie sundaes for dessert. Thank you to Missy Adams for helping with the meal planning and cooking. No treasure report. Having a sip and paint party on February 9th, planning tack auction in April. On March 3rd & 4th, members and leaders will be attending the Horse Expo in Pa.
Cincy Country Kids – Katie Metcalf - the meeting was called to order on January 21st with 10 members present. Treasurer, report by Jackson Southern shows a $55.00 with no receipt or expenditures and showing a balance of $55.00. New Business: next meeting is set for February 18th to decorate birdhouses that they made at the January meeting. Closing pledge was led by Blaine DuVall, and motion to adjourn by Jackson Southern & 2nd by Maci Crothers.
Marathon Maple Sugars – no meeting held for January. Started preparations for Maple fest. Treasurer repot $910.36; next meeting Feb. 19th.
Teen Council–Michaela Clark (January) no meeting held, plans to do ice skating at the McDonald Sports complex. (December) making cookies and Christmas Cards for hospital and Nursing home. (November) talked about Achievement Night, thoughts on trip destination and more ideas for fundraising. And First aid demonstration by Maradi Wehner. (October) looking at dates coming up with helping out in programming areas. Ag Trivia, Achievement Night at the Cortlandville Grange, 4-H Farm Skit, and helping at the Draft Horse Sale food booth. (September) talked about fair – food booth and sales. Had extra ice cream left over and will donate to Ag Trivia which is a program that provides programs for fair and scholarships from Farm Bureau. Food booth choices for 2018 Fair, Nachos, soft serve and no breakfast until Friday. Officer elections results: President Sonya Helms, Vice President – Emily Lehman, Secretary Michaela Clark and treasurer Rachel Eichorst. They completed a survey of different activities to do in Teen Council this year.
Secretary of the Month
February 2018
Michaela Clark, Teen Council
Teen Council–Michaela Clark – club member met on February 5th to plan their club trip to Salem, MA during Easter weekend, March 30th. Each member will pay $50 towards their trip this year. Public Presentations are on Feb 28th and March 3rd, members have signed up to help as host.
Cincy Country Kids – Tess Campbell– no meeting held due to illness with families.
Friendly Acres – Caleigh Stone – club members met on February 25th with report from treasury and they discussed the Public Presentations, dairy bowl, tractor safety program and plant sale fundraiser and participated in the Hoards Dairyman Judging contest. Some of the older members were asked to join the fair board as a junior Fairboard members. New Officers were elected. President Sean Quail, Vice President, Elyse Butts, Secretary Caleigh Stone, Treasurer Jadyn Poli and Song Leaders Evan Butts and Trent Greenfield. For March meeting to tour a maple syrup shack and learn the process of making syrup and visiting a Cornell Lab in April.
Cincy Trailblazers – Mary Rose – reports that the club met on February 17th for a sewing project, and they plan to go to a hockey game on March 2nd and on March 25th a trip to the Corning Museum of glass.
Marathon Maple Sugars – club members met on Feb. 19th planning their menu for the Annual Winter Family Dinner to be held on March 3rd. They baked two desserts for the dinner (to be frozen). Looking forward to the Maple Fest, they worked on getting everyone scheduled to work in the Maple Sundae Booth. Treasure report is $892.65. March Activity – Maple Fest.
4-H CAMP OWAHTA
Summer 2018
“A Community for All”
Tent Camp – youth ages 8 /older: is a nature intensive program where campers sleep in a tent outdoors each night and have their own special campfire each evening! They will have the opportunity to cook two of their own meals over a campfire each day while learning outdoor living skills. Campers will have access to running water, hot showers, and be able to participate in the weekly themes and many of the activities for all campers.
Registration is available Online!
Visit: www.4-H Camp.org
4-H CAMP OPEN HOUSE:
MAY 26TH AND JUNE 9TH 1-4 P.M. - Locations and information coming.
RECIPES OF THE MONTH
LOW-FAT RANCH DIP WITH VEGETABLES
Ingredients:
½ of 1 oz. packet ranch salad dressing mix
½ cup low-fat sour cream
1 cup plain low-fat yogurt
1-pound baby carrots
Raw vegetable for dipping: broccoli or cauliflower florets, red or green bell pepper slices, cucumber slices, cherry tomatoes, etc.
Instructions:
1. Combine salad dressing mix, sour cream and yogurt in small bowl; mix well
2. Arrange prepared veggies on plate or tray
3. Dip vegetable and enjoy
Source: CCE of Cayuga County
CRUNCHY BANANAS
Ingredients:
2-medium sized bananas, cut in ½-inch pieces (about 20 slices total).
½ cup Orange Juice
1 cup unsweetened cereal
Instructions:
1. Dip banana chunks into orange juice
2. Roll in cereal
3. Insert a toothpick into each slice
Source: nutrition & health programs recipe collection, CU Cooperative Extension – NY City 2006
2006Cornell University
## 2018 4-H CALENDAR OF EVENTS
### APRIL 2018
| SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|--------|--------|---------|-----------|----------|--------|----------|
| | 02 TEEN COUNCIL MEET 6:30 PM 37 CHURCH ST. | 03 | 04 | 05 TRACTOR SAFETY 6:30-8:30PM | 06 JP NORTH TACK SALE FUNDRAISER | 07 VET SCHOOL OPEN HOUSE CORNELL U *MAPLE FEST |
| 01 | | | | | | |
| 08 *MAPLE FEST | 09 | 10 | 11 | 12 TRACTOR SAFETY 6:30-8:30PM SPRING HOLSTEIN BANQUET | 13 DEADLINES: FAIRBOOK COVER CONTEST DUCKY DERBY TICKETS | 14 4-H STARR RETREAT 13-15TH State HorseBowl @ Morrisville |
| | | | | | | |
| 15 NATIONAL | 16 VOLUNTEER WEEK | 17 FAIRBOARD MEETING | 18 HERITAGE GARDEN WKSHOP BIRDHSE 6:30PM | 19 4-H | 20 4-H TRIP VERMONT | 21 4-H TRIP VERMONT |
| | | | | | | |
| 22 THE BIG EVENT CORT SUNY | 23 SCHOOL | 24 BOARD MTG. VACATION | 25 WEEK | 26 TRACTOR SAFETY 6:30-8:30PM | 27 | 28 STATE DAIRY BOWL |
| | | | | | | |
| 29 4H Horse Sweeney’s | 30 | | | | | |
### MAY 2018
| SUNDAY | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY | SATURDAY |
|--------|--------|---------|-----------|----------|--------|----------|
| | | | | | | 05 Animal Crackers @ Cornell Boy Scout @ Camp BBQ-Little League |
| | | | | | | 06 BBQ Roller Derby |
| 01 | 02 | 03 | 04 | 05 | 06 | 07 |
| 07 | 08 | 09 | 10 | 11 | 12 | 13 Boys Scouts McGraw Pack 91 4-H Camp Clinic @ Sweeneys 11-1 |
| 14 | 15 | 16 | 17 | 18 | 19 | 20 4-H Capital Days 20-22nd |
| 21 | 22 4-H Plant Sale Pick Up @Fairgrounds Board mtg. | 23 | 24 | 25 | 26 OPEN HOUSE 4-H CAMP OWAHTA 1-4 PM - LOCATION TBA |
| 27 | 28 HOLIDAY OFFICE CLOSED | 29 | 30 | 31 | June 1st – Animal Certificates and Animal ownership – deadline. June 5th – Dairy Parade |
## 2017-2018 SECRETARY REPORTS
(©) - Secretary of the Month - (2) - Secretary Reports Received (on/before the 7th Due Date)
(✓) - Secretary Reports Received (after the 7th Due Date) • - New club (not active)
| NAME OF 4-H CLUB | SECRETARY | OCT | NOV | DEC | JAN | FEB | MAR | APR | MAY | JUNE | JULY | AUG | SEPT |
|-----------------------------------|-------------------------|-----|-----|-----|-----|-----|-----|-----|-----|------|------|-----|------|
| County Cackleberries 4-H Club | | | | | | | | | | | | | |
| 4-H Cincy Trailblazers | Cassandra Russell | © | | | | | | | | | | | |
| | Mary Rose | | | | | | | | | | | | |
| Cincy Country Kids | Jaymie Closson | | | | | | | | | | | | |
| | Katie Metcalf | | | | | | | | | | | | |
| Eastern Valley 4-H Club | | | | | | | | | | | | | |
| Friendly Acres 4-H Club | | | | | | | | | | | | | |
| Happy Hoppers | | | | | | | | | | | | | |
| Marathon Maple Sugars 4-H Club | Kristi Walley | © | | | | | | | | | | | |
| New Penn Farms | Jeanetta Laudermlk | | | | | | | | | | | | |
| R Own 4-H Saddle Club | Megan Robison | | | | | | | | | | | | |
| Red Clovers 4-H Club | | | | | | | | | | | | | |
| Super Seekers | Christel Donlick | | | | | | | | | | | | |
| 4-H Teen Council | Michaela Clark | ✓ | ✓ | ✓ | | | | | | | | | |
**Phone:** 607-391-2660/Fax# 607-391-2680
**email** firstname.lastname@example.org
**Website:** cortland.cce.cornell.edu
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Cooperatives are customer-owned utilities established to provide electric service to rural America. There are many differences between an electric cooperative and a utility that is owned and operated by outside investors. Each customer of the cooperative is a member who has special rights.
7 Cooperative Principles
**Voluntary and Open Membership**
Membership in cooperatives is voluntary and open to all persons able to use their services and willing to accept the responsibilities of membership — without gender, social, racial, political or religious discrimination.
**Democratic Member Control**
Cooperatives are democratic organizations controlled by their members, who actively participate in setting policies and making decisions. Men and women serving as elected representatives are accountable to the membership. Members have equal voting rights — one member, one vote.
**Members’ Economic Participation**
Members democratically control and equally contribute to the capital of their cooperative. Members may allocate surpluses for any of the following purposes: developing the cooperative; setting up reserves; benefiting members in proportion to their transactions with the cooperative; and supporting other activities approved by the membership.
**Autonomy and Independence**
Cooperatives are autonomous, self-help organizations controlled by their members. If they enter into agreements with other organizations or raise capital from external sources, they do so on terms that ensure democratic control by their members and maintain their cooperative’s autonomy.
**Education, Training and Information**
Cooperatives provide education and training for their members, elected representatives, managers and employees. They inform the general public about the nature and benefits of cooperation.
**Cooperation Among Cooperatives**
Cooperatives serve their members most effectively and strengthen the cooperative movement by working together through local, national, regional and international organizations.
**Concern for Community**
While focusing on members’ needs, cooperatives work to develop their communities by encouraging economic development, promoting education and advocating safe use of electricity.
For more information visit:
Touchstone Energy
www.touchstoneenergy.com
National Rural Electric Cooperative Association
www.nreca.coop
T.I.P. Rural Electric Cooperative
Your Touchstone Energy® Cooperative
612 W. Des Moines St.
Brooklyn, IA 52211
641-522-9221
www.tiprec.com
Cooperative Members
- Electric cooperatives are service-oriented, locally owned and governed by member-elected directors, providing service at the lowest possible cost.
- Anyone who buys electricity from an electric cooperative is a member; all members share ownership of the utility and have a voice in its operation.
- Each member has one vote in the election of the cooperative’s board of directors and in any other decisions brought up at the cooperative’s Annual Meeting.
- Directors of the cooperative are customers of the utility and serve without salary except for per diem and expenses to cover their out-of-pocket costs in serving the cooperative. The board of directors hires a manager to take charge of operating the coop for the benefit of its members.
Electricity Generation, Transmission and Distribution
- The principle task of the electric cooperative is to supply its members with safe, reliable power at reasonable rates.
- Cooperatives distribute electricity they buy from larger, power-supply cooperatives. Power supply cooperatives are often referred to as generation and transmission cooperatives (G & Ts).
- There are over 905 electric cooperatives in the United States and 65 of these are G & T cooperatives.
- Electric cooperatives nationwide own and maintain more than 2.5 million miles of line and serve an area covering 75 percent of the United States landmass.
- Cooperatives provide electricity to 42 million people in 47 states amounting to 11 percent of the total kilowatt-hours sold in the United States each year.
- Nationally, electric cooperatives serve over 18.5 million farms, homes, schools, churches, businesses and industries.
- Electric cooperatives employ over 70,000 people throughout the United States.
The Cooperative
- A cooperative is organized as a not-for-profit utility. It does not sell stock and is not under pressure to earn profits for absentee stockholders.
- If a cooperative collects more money than it needs to operate, it returns that excess money into the system — keeping its need to borrow high-interest capital to a minimum. The board of directors determines when those margins are refunded — in the form of capital credits or patronage dividends — to the people who paid for the electricity in the year the margin occurred.
- Since cooperative rates are set by those who pay them, many states find no need to regulate those rates.
- Electric cooperatives serve many rural, less-densely populated areas compared to other utilities. Providing electric service in these areas tends to be more difficult and costly than in urban areas.
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ANCIENT BRITISH WOODLANDS AND THEIR EPIPHYTES
Francis Rose
As a result of much research into both early documents and field evidence, far more is now known about the history of British woodlands than was the case 25 years ago. Rackham’s (1976, 1980, etc.) historical studies have been outstanding in this context.
Although the percentage cover of woodlands known to be ancient in Britain is one of the lowest in Europe, the epiphytic flora, particularly of lichens, is outstandingly rich in those areas that have relatively low levels of air pollution, or none at all. This appears to be related to the very large numbers of ancient trees, particularly oaks, *Quercus*, in Britain compared with other western European countries. Some 25 years ago, the great Dutch authority on epiphytes, the late Professor J J Barkman, stayed with me in my home, then in Kent. I drove him across the Weald to the New Forest to see its epiphytic vegetation, and, when I asked him how interesting he had found the excursion, he said of course that the New Forest was outstanding internationally, but he had heard enough beforehand to expect this. However, he added, ‘but you didn’t tell me that, along our car journey alone, we would see more ancient oaks than there are in the whole of the Netherlands’. At the time, this statement astounded me, but my surveys since then have underlined the truth of his words.
Except in some remote montane areas, and not always even there, comparatively few trees of any great age are to be seen in most parts of western Europe. The extensive forests of France and Germany, though largely on ancient sites and of native tree species, are nearly all managed in such ways that dense stands of trees, often of great height, have developed, but with few open glades. Normally the trees are selectively felled when they are less than 50cm in diameter, so that the potential natural age range is truncated.
Ancient wood pasture such as Wood Crates, New Forest, contains some of the richest epiphytic communities in western Europe.
It is now well known, firstly, that rich and diverse epiphytic communities take a long time to develop in broadleaved deciduous forest; and, secondly, that, for their full expression of diversity to be achieved, a combination of adequate light together with some shelter from drying winds is necessary. The richest epiphytic communities occur therefore on old, often formerly pollarded, well-lit tree boles.
**The type of British habitats which support richer epiphytic communities**
These fall into two rather different categories. Those that may be classified as woodland habitats, and those that may be classified as free-standing trees, in pastures, roadsides, or open parkland.
In Britain three main types of semi-natural woodland (as opposed to plantations) are recognised:
- **pasture woodlands** – long used for grazing by domestic stock or by deer;
- **high forests** – with standard trees close together, ungrazed; and
- **coppice woodlands** – with or without standard trees, regularly cut over and ungrazed.
**Pasture woodlands**
Woodlands of this type include the following.
**Remains of the old Royal Forests**
Only the New Forest in Hampshire still retains, any really extensive areas of pasture woodland, owing to the unique political events in its history, though Horner Combe in Somerset still contains some large areas of this type, and small fragments survive elsewhere, particularly at Windsor and Epping Forests and in the Forest of Dean. The Royal Forests, established by the Crown for the conservation of deer, were very extensive from medieval times up to the 17th century, but nearly all have now been cleared of trees or were much modified by replanting as oak woods in the 18th and early 19th centuries. Ironically, much of this planting was to supply the Navy with oak timber for building ships: the use of oak as a major constructional material for ships ceased long before many of the trees matured, iron and steel being used instead. Many of these now ‘high forest’ types of oak wood still exist in the New Forest, the Dean and elsewhere.
Pollarding – the cutting of a regular supply of small wood at about head height, out of reach of the browsing animals – was widespread in earlier times until the need for naval timber caused this practice to become illegal. There is much evidence that the Royal Forests had extensive open areas of heath or grassland within them. This is certainly true of the New Forest today, which even in the wooded parts has numerous lawns or glades. One must remember that a ‘forest’ was a legal designation and did not necessarily imply the presence of woodland or even trees.
**Old wooded commons**
These were very extensive in medieval lowland England, particularly on poorer clay or sandy soils, and were used for grazing the domestic animals of those local people who had rights of common. These rights included (besides grazing) the permission to take dead or fallen wood (es-tovers), to cut peat if any was present (turbury), and to cut furze, bracken, heather, etc., as was also usually the case in the Royal Forests.
Today, only a few such commons survive. Ebernoe Common in West Sussex is one of the best examples; Burnham Beeches in Buckinghamshire, Binswood in Hampshire, and White-parish Common in Wiltshire are others. The practice of pollarding trees was general in wooded commons. Many of the commons that do survive on heavier soils have a much denser tree cover now than in former days. This has resulted from the reduction or total cessation of grazing by stock, leading to extensive regeneration. In some wood-pasture sites, grazing is being re-established (or proposed) for conservation reasons, and new pollards are being created, as at Burnham Beeches.
**Medieval deer parks**
From Norman times onward, hundreds of deer parks were created in England and Wales. These were much smaller than the Royal Forests (usually only 2-3km$^2$) and, unlike the forests and commons, they were enclosed by pales – fences erected on earthworks around their perimeters. Brandon (1963) has produced good evidence that, at least in Sussex, many such parks were established on poorer soils that seem to have contained relics of the original wilderness, though some were created on previously farmed land. Contrary to some popular ideas, such parks were created by wealthy landowners not primarily for the sport of the chase, but for the very practical object of providing fresh venison through the winter months. The parks were created at a time when farming husbandry was so inefficient that it was difficult to keep large numbers of domestic stock well enough fed to keep
Ebernoe Common, West Sussex, is an excellent wooded common which is now a Sussex Wildlife Trust reserve.
Parham Park in East Sussex contains a medieval deer park which has many fine old oaks as well as a herd of Fallow Deer.
up a fresh supply of winter meat. The wealthy had their venison; the poor either managed for a time on heavily salted meat, or went without.
Pollarding was extensively practised in medieval deer parks to provide small wood, as the main function of the trees was to provide some shelter for the deer (or other animals) rather than a supply of large timber. The pollards also provided fodder, especially from Holly, *Ilex aquifolium*, for the deer in winter.
Today, very few deer parks remain with their deer herds still present: Parham and Petworth in Sussex, Knole in Kent, Melbury in Dorset and Inverary in Scotland are among the few intact examples. However, more examples remain of those that have lost their deer and are grazed by cattle or sheep, or just left as wilderness areas. Some of these, such as Whiddon and Arlington Parks in Devon and Brampton Bryan Park in Herefordshire, are still of major importance for epiphytes. Many of the former deer parks were modified into amenity parks by landscaping and planting with groves or clumps of trees in the ‘landscape-gardening’ era of Kent and Capability Brown.
**Pasture woodland in Highland Britain**
These were used mainly as winter shelter for deer or sheep from the hills above. Outstanding examples of lichen- and bryophyte-rich woodlands of this type occur at Horner Combe on Exmoor, and by Loch Sunart in the West Scottish Highlands. Some of these woods are on steep slopes or in remote valleys, and some have remained little disturbed even to this day. They form a major ‘reservoir’ of epiphytic species without equal in Continental Europe, including many internationally rare oceanic lichens and bryophytes.
**High forests**
Many examples of these are to be found, particularly in the former Royal Forest areas, where they were converted to timber production. Today, they generally contain many mature (but not ancient) trees; the trees are close together, and usually even-aged, owing to planting or selection. They do not generally have the habitat diversity of the pasture woodlands. Areas of grazed closed high forest occur quite widely in the New Forest pasture woodlands.
**Coppice woodlands**
By far the greatest area of remaining semi-natural woodland in much of lowland England is of the coppiced type, well documented in Rackham (1980) for East Anglia. These woodlands were an essential part of the rural economy in England until the 19th century. Most trees and stands were cut near the base (e.g. Ash, *Fraxinus excelsior*, Hornbeam, *Carpinus betulus*, Sweet Chestnut, *Castanea sativa*, Small-leaved Lime, *Tilia cordata*) or to the base (e.g. Hazel, *Corylus avellana*) at intervals of from five to 20 years, according to local practice, to provide crops of
small-wood poles for a wide range of uses such as fencing, fuel and building construction. Within the woods a limited number of standard trees were retained, well spaced out, to produce larger timbers. Such woodlands needed to be fenced against stock (at least in the first few years) to protect regrowth from being browsed. These woodlands often have rich vascular-plant ground floras whose flowering performance is related to the coppicing cycle. A famous example is Bradfield Woods in Suffolk, which has been regularly coppiced since at least the 13th century and is now a nature reserve, but in many woodlands coppicing has been abandoned this century as uneconomic, and the woods have become very dense and dark.
Sessile oak coppices are still a feature of many upland hillsides in western and northern England and Wales. These were managed primarily to supply bark for the tanning industry.
The epiphytic habitats of the various types of woodland
It has become clear as a result of much survey work (Rose & James 1974; Harding & Rose 1986; Rose 1974, 1976, etc.) that the various types of grazed woodland are today the main strongholds of our lichen and bryophyte epiphytic flora and vegetations. It has been argued, particularly in Harding & Rose (1986), that pasture woodlands – although in their present form the result of centuries of human interference – are probably closer in structure, epiphytic flora and invertebrate fauna to the original wildwood than other present-day types of woodland. The reasons for this are:
a pasture woodlands tend to have retained a very wide range of age classes of trees, including ancient ones (the old pollards are admittedly a human artefact, but they do add to the variety of habitats for epiphytes);
b they tend to be a mosaic of open glades, among areas of both open and dense woodland;
c the tree boles are normally well lit, and not heavily shaded by scrub or brambles as is often the case in ungrazed woods.
Much information is now available on the larger fauna of the prehistoric woodlands of Britain, and it is clear that large herbivores, such as Red Deer, *Cervus elaphus*, Aurochs, *Bos primigenius*, and probably wild horses, must have been abundant. These animals would have not only created (and maintained) many glades and open areas in the forests, but in places at least kept down the growth of scrub within them. Most epiphytes, especially lichens, clearly require much light to flourish. Only a few species (mostly the commoner bryophytes) dominate tree trunks in heavily shaded areas. A combination of good illumination and shelter from wind (promoting high humidity for long periods on the trunks) seems essential to many communities and their species.
It is of interest that many other ‘woodland’ species of plants and animals of woodlands are also largely associated with glade or interface areas, such as a large proportion of the flowering plants, many butterflies and birds. This suggests that the prehistoric wildwood was by no means uniformly dense, but was at least in part a mosaic structure, like much of the present-day New Forest woodlands. If it had not been so, it is difficult to see why evolution should have led to such a preponderance of species associated with
woodland edges and glades. Managed high forests are too uniform and dense to supply the well-lit boles and trees going on to old age and senescence that can be seen to develop rich and diverse epiphytic communities.
Regularly cut coppice woodlands do not develop a wide spectrum of age classes of available trees, and succession is truncated at the time of cutting before mature communities can develop. In coppices, too, the heavy shade is also clearly inhibiting to development of many epiphytes. Even such standard trees as may be present alternate between heavy shading of their boles and drastic drying out, after the coppice is cut.
**Epiphytic communities**
In the most undisturbed pasture woods – those known from documentation to be the most ancient – one can see all successional epiphytic stages, from second-year twig communities, with such species as *Arthonia punctiformis* and *Mycoporum quercus*, through the *Graphidion* communities (communities can be named after the species that characterise them, in this case the *Graphis* species) of young, smooth-barked trunks with the writing lichens, *Graphis* species, *Arthonia radiata* and *A. cinnabarina*, through younger mature trees with communities of *Parmelia* species, to what seems to be the ‘climax’ community in West European deciduous woods, the *Lobarion*. This last community contains the larger foliose species, such as the lungwort lichens, *Lobaria pulmonaria* and *L. virens*, also *Parmeliella tritophylla*, *Pannaria* species, *Sticta* species, *Peltigera* species, and *Nephroma* species. Many crustose lichens are also characteristic of the climax *Lobarion* community, together with mosses such as the (common) *Homalothecium sericeum* and *Isothecium myosuroides*, and the (more local) *Pterogonium gracile*, *Leucodon sciuroides*, *Orthotrichum lyelli* and *Zygodon baumgartneri*, and the liverwort *Frullania tamarisci*. This community is best developed on bark with a pH of between 4.7 and 5.5.
In western Scotland, the *Lobarion* community can be found on relatively young mature oak and Ash trees, but in southern England it is today largely confined to older trees, mostly oak and Ash, but also Beech, *Fagus sylvatica*, especially in the New Forest.
In England and Wales, the *Lobarion* community has a scattered distribution, and is confined entirely to woodlands known or suspected to be ancient, and even there only in areas of Britain that have always been free of major air pollution. Hence the community is no longer found anywhere in the Midlands, east of the Cotswolds and Herefordshire, nor in eastern England north of the Sussex Weald. In the north of England, it is now absent except from the mid-Pennines (Ingleton) northwards, but occurs in Northumbria and Cumbria, away from the old industrial zones.
It has been suggested that the community is a very oceanic one, but old records and herbarium specimens make it clear that, before air pollution became extensive, it occurred very widely through mid-England, eastwards into Cambridgeshire, Suffolk, Essex and Lincolnshire. It also occurred very widely through most of Europe. It is still found today, not only in the lowland forests of western France with an oceanic climate, but also throughout the montane forests of central Europe and southern Europe above about 800m.
Extensive studies of many hundreds of English and Welsh woodlands have revealed that the *Lobarion* community – sometimes, it is true, represented by only a few of its crustose species – shows a striking correlation in its distribution not only with that of ancient woodlands, but above all with ancient pasture woodlands. Apart from the New Forest, nearly all occurrences today are in parks of medieval origin, or their remains, that still contain large old trees. Usually these parks have gladed woodlands that provide both the light levels that seem necessary and the shelter that maintains humidity for much of the year. Sheltered valleys with moist, undrained bottoms seem to be the most favoured sites.
Old wooded commons retain some of the species of the *Lobarion* community, but rarely other than some of the crustose members, such as *Pachypiale carneola*, *Catillaria atropurpurea*, *Arthonia vinosa*, and *Thelotrema lepadinum*.
Managed high forests of native tree species, even those on ancient forest sites, today contain little evidence of the *Lobarion* community. It seems that the relatively even-aged, dense stands of trees provide unsuitable conditions for the
survival of the community members. Coppice woodlands, even ones long neglected, are normally quite without members of the Lobariion. As explained above, the lack of large mature tree boles, and the drastic alternations of the internal environment occasioned by coppicing, seem to inhibit its persistence or recolonisation. One West Sussex woodland, Eastdean Park Wood, has a fine development of the Lobariion community locally within it. Though at first sight it appears to be old coppice-with-standards woodland, there is a relatively open stand of large oaks and Ash trees in its centre where the community occurs. However, investigation of its history showed it to have been a medieval deer park that was only partly converted into a coppice-with-standards structure in more recent times.
Another epiphytic community, associated with ancient trees rather than ancient woodland, is the Lecanactidetum prenniae association. This is normally found only on trees 250 to 300 years old or more, mainly old pollard oaks, whose bark has become dry and brittle with age. This community contains only lichens and no bryophytes. The major species in southern Britain is the crustose Lecanactis prenniae with black, drum-shaped fruiting bodies to 1mm in diameter. Other members of this distinctive community include *L. lyncea* with a chalk-white thallus, *L. amylacea*, and *Opegrapha prosodea*, which has narrow elongate black fruits.
This Lecanactidetum community seems to represent a sort of ‘post-climax’ association (to use Tansley’s term) occurring only in the late stages of the life of a tree. At this stage the oaks (or rarely Beeches) are often hollow, sometimes with fragmentary boles, but historical evidence makes it clear that such trees, if left alone, may last for centuries in this state. Individual trees have been identified in some parks which appear from descriptions in old documents to have changed little in appearance over the last two or three hundred years. Such trees, of course, are usually extremely important also for their saproxylic fauna, mainly of beetles, that live in their slowly decaying heartwood. This community occurs in ancient forest, as in the New Forest, but is able to persist on more or less isolated trees in very dry, open conditions in the remains of some former deer parks even in Norfolk and Suffolk.
Trees in former deer parks that have been ‘landscaped’, or planted with open stands of trees, are not without epiphyte interest. The same is true also of old planted avenues of trees, including alien trees such as the hybrid Lime, *Tilia × vulgaris*, or Sycamore, *Acer pseudoplatanus*. Formerly, old elm, *Ulmus*, avenues were of considerable interest, too, but sadly these are a feature of our landscape that has almost disappeared. Where such trees have a naturally basic bark of high pH, such as elms, Ash or Sycamore (or even Tulip Tree, *Liriodendron tulipifera*), or where the bark has become impregnated with dust containing elements from animal urine or excreta in places where animals are pastured, then a colourful community known as the *Xanthorion* can be found. In the days of extensive permanent pastures free of inorganic fertilisers and herbicides, and also of extensive horse traffic on our roads, this *Xanthorion* community was very general on mature roadside, meadow and pasture trees, as well as in parks. It contains, besides the orange foliose lichen *Xanthoria parietina* (also found on walls and roofs), such grey or white foliose lichens as *Physcia atipolia*, *P. adscendens*, *P. tricibia*, *Physconia grisea*, *Diplosia canescens*, *Anaptychia ciliaris*, and the shrubby grey lichens of the genus *Ramalina*. Also present are mosses such as *Leucodon sciuroides* and *Homalothecium sericeum*. This community requires a bark pH of about 6.0 or above. The *Xanthorion* seems to be the natural climax community of open, summer-droughted lowland Mediterranean forests, where there is a heavy accumulation of nutrient-rich dust in summer, and perhaps in prehistory was not a feature of more northerly European woodland.
Finally, we should mention the highly calcifuge community of exposed upland woodlands in western Britain where the bark is leached by heavy rainfall. This is dominated by the silvery-grey *Parmelia laevigata* (with *P. taylorensis*, *P. endochlora*, *P. sinuosa*, *Ochrolechia tartarea*, *O. androgyna*, *Sphaerophorus globosus*, *Usnea filipendula* and *Cladonia* species). The bark pH of oaks (and birches, *Betula*) in this community ranges between 3.5 and 4.5. It is a strongly oceanic community, and on the lower parts of the trunks (which are less exposed to periodic desiccation) rich bryophyte communities occur, including such species as *Plagiochila spinulosa*, *P. punctata*, *Bazzania trilobata*, *B. tricrenata*, *Scapania gracilis*, *Doinia ovata* and *Leptoscyphus cuneifolius*. This community is at present extending its range down to sea level in some areas west of Glasgow (Cowal) where acid rain is reducing bark pH in areas where the *Lobarion* (from older documentation) was formerly the dominant epiphytic community in the lower, lochside forests.
**Lichens as indicators of ecological continuity**
We have suggested that the species-rich *Lobarion* community was the natural-climax epiphytic community of our prehistoric wildwood in most places. If this is so, then, outside the remoter areas of Scotland, it is likely today to be a relict community. It seems able to maintain itself in the very limited number of suitable sites where it still occurs when left undisturbed, but it seems to have little or no ability to colonise new sites. In the New Forest, oak plantations of 150 years or more of age, even adjacent to known ancient woods, show little penetration by *Lobarion* species except for some of the crustose species mentioned above. Interestingly, the oldest oak plantation in the New Forest, South Bentley Wood, which was planted after felling in about 1700, has some penetration of such species as *Lobaria pulmonaria* and *Rinodina isidoides*.
---
**Table 1 Lichen epiphytes used to calculate the Revised Index of Ecological Continuity (RIEC) (Rose 1976).**
(Nomenclature as in Purvis et al. 1993)
- Arthonia vinosa
- Arthopyrenia ranunculospora
- Biatora (Catillaria) sphaerooides
- Catillaria atrorupurea
- Degelia (Parmeliella) plumbea or Parmeliella triptophylla
- Dimerella lutea
- Enterographa crassa
- Lecanactis lyncea
- Lecanactis premnea
- Lobaria amplissima
- Lobaria pulmonaria
- Lobaria scrobiculata
- Lobaria virens
- Loxospora (Haematomma) elatina
- Nephroma helveticatum
- Pachypile carneola
- Pannaria conoplea
- Parmelia crinita
- Parmelia redcenda
- Pettigera collina
- Pettigera horizontalis
- Porina leptalea
- Pyrenula chlorospila or *P. macrospora*
- Rinodina isidoides
- Schismatomma quercicola
- Stenocye siepata
- Sicta limbata
- Sicta sylvatica
- Thelopsis rubella
- Thelotrema lepadinum
Table 2 Lichen epiphytes used to calculate the New Index of Ecological Continuity (NIEC).
| Species | Species |
|----------------------------------------------|----------------------------------------------|
| Agonimia octospora | Lobaria virens |
| Arthonia astrodestra | Loxospora (Haematomma) elatina |
| Arthonia vinga | Megalospora tuberculosa |
| Arthrophyenia antecellans | Micarea alabastrites or M. cinerea |
| Arthrophyenia ranunculospora | Micraria pycnidiophora |
| Arthothelium lincum | Nephroma iweigatium |
| Bacidia biatorina | Nephroma panie |
| Biatora (Bacidia) epixanthoides | Ochrolechia inversa |
| Biatora (Catillina) sphaerooides | Opegrapha corticola |
| Biatoria atropurpurea | Opegrapha prosodea |
| Buellia erubescens | Pachyphiale carneola |
| Cetrelia olivetorum | Pannaria conopeata or P. rubiginosa |
| Chaenotheca species (count one only but not C. ferruginea) | Parmelia crinita |
| Cladonia caespiticia | Parmelia reddenda |
| Cladonia ciliata | Parmelia jamesii |
| Collema furfuraceum or C. subflaccidum | Parmelia rostrophylla |
| Degelia (Parmelella) atlantica or D. (P.) plumbea | Peltigera collina |
| Dimerella lutea | Peltigera horizontalis |
| Enterographa sorediata | Pertusaria multipuncta |
| Heterodermia obscurata (W) | Pertusaria velata |
| Lecanactis amylacea | Phaeographe dendritica or P. inusta or P. lyelli (SE England only) |
| Lecanactis lyncea | Phyllopsora rosei |
| Lecanactis premnea | Polyblastia albata |
| Lecanactis subabietina | Rinnidina isidioides |
| Lecanora jamesii | Schismatomma niveum |
| Lecanora quercicola | Schismatomma quercicola or Pertusaria pupillaris |
| Lecanora subfuscescens | Sticta crenulata |
| Leptogium cyanescens | Sticta fuliginosa or S. sylvatica |
| Leptogium lichenoides | Strangospora ochrophyora |
| Leptogium teretuluscum | Thelotrema lepadinum |
| Lobaria amplissima | Usnea ceratina |
| Lobaria pulmonaria | Usnea florida |
| Lobaria scrobiculata | Wadeana dendrographa |
| Lobaria virens | Zamenhofia coraloides |
| Lobaria hibernica | Zamenhofia hibernica |
where it adjoins the ancient Anses Wood (which has the Lobariion). This has spread for up to 200m into the planted wood – not very far in nearly 300 years!
These points suggest that one might be able to construct an ‘Index of Ecological Continuity’, using lichens, which might enable one to assess the probability of a particular wood (with mature trees of native species) being ancient or not. I have produced several indices of this kind, and they seem to work quite well. Perhaps the most useful is the Revised Index of Ecological Continuity (RIEC: Table 1). This is based largely on those Lobariion or Lecanactidetum species found in the New Forest and lowland England parklands. It contains 30 species, but not all of them have identical geographic distributions in Britain, so it was considered reasonable to regard the presence of at least 20 out of the 30 species in the list (20 species giving an index value of 100%) as a possible indication that a non-coppiced woodland with low air pollution was of, at least, early medieval origin at a time when woodland was rather more continuous and dispersal of species was easier. The concept is a purely statistical one. The presence of only a few of the species in the Index list signifies little, but I would argue that the more of these exacting and poorly mobile species that occur in a site, the greater is the probability that the woodland (or those parts of it containing the RIEC species) is ancient.
Recent studies by Rackham (1980) suggest that the ‘wildwood’ had largely disappeared over much of lowland southern England by Roman times. Hence, the period when easy dispersal of these poor colonising species was possible may be much earlier than was once thought. If this is so, then very high values of the RIEC at a site
Bonus species
Anaptychia ciliaris (count in Devon only)
Arthonia arthonioides
Arthonia anglica
Arthonia zwackhii
Arthonia anomorphila
Bacidia circumspecta
Bacidia subincinopta
Catillaria lauri
Caloplaca lucifuga
Colema fragrans
Colema nigrescens
Colema subingrescens
Cryptotlechia carneolutea
Gyalletea divaricata
Leptogium burgessii
Leptogium cochleatum
Megalaria grossa (in S England)
Opegrapha fumosa
Opegrapha multipuncta
Pannaria mediterranea
Pannaria sampaiana
Parmelia arnoldii
Parmelia hoerescens
Parmelia minarum
Parmelia sinuosa
Parmelia taylorensis
Parmelia testacea
Pseudocystularia crocuta
Pseudocyphellaria thouarsi agg.
Ramonia species
Schismatomma graphidioidei
Sphaerophorus globiosus (S England only)
Spaerophorus melanocarpus (S England only)
Sclita dufourii
N.B. Pairs (either/or) are alternatives – count only one if both occur
Table 3 Selected woodland sites in Britain, showing (a) total number of lichen taxa in each site (approximately $1\text{km}^2$); (b) values of the Revised Index of Ecological Continuity based on 30 taxa; (c) values of the New Index of Ecological Continuity based on 70 taxa. Adapted from Rose (1992).
| Name | a | b | c |
|-------------------------------------------|-----|-----|-----|
| **i) Ancient woodland areas in the New Forest (# richest sites)** | | | |
| Mark Ash Wood | 178 | 115 | 44 |
| Bramshaw Wood | 166 | 115 | 45 |
| Great Wood | 148 | 105 | 41 |
| Sunny Bushes | 103 | 90 | 31 |
| Redshott Wood | 148 | 100 | 40 |
| Stricknagge Wood | 146 | 102 | 43 |
| Buskets Wood | 135 | 105 | 43 |
| Holland Wood | 140 | 100 | 41 |
| Wood Crates | 170 | 95 | 40 |
| Stubbs and Frame Wood | 168 | 110 | 49 |
| **ii) Relatively intact medieval deer parks** | | | |
| Arlington Park, Devon | 213 | 130 | 45 |
| Dunsland Park, Devon | 163 | 115 | 38 |
| Whiddon Park, Devon | 163 | 108 | 36 |
| Bocomnoack Park, Cornwall | 191 | 145 | 50 |
| Trevarne Park, Cornwall | 146 | 130 | 38 |
| Mells Park, Somerset | 143 | 80 | 23 |
| Melbury Park, Dorset | 218 | 110 | 43 |
| Lulworth Park, Dorset | 150 | 75 | 29 |
| Longleat Park, Wiltshire | 159 | 90 | 34 |
| Parham Park, Sussex | 190 | 65 | 26 |
| Eridge Park, Sussex | 185 | 95 | 30 |
| Ashburnham Park, Sussex | 172 | 80 | 27 |
| Brampton Bryan Park, Hereford | 176 | 65 | 22 |
| Dynevor Park, Dyfed | 137 | 85 | 30 |
| Dolmelynllyn Park, Gwynedd | 157 | 125 | 44 |
| Inverary Park, Strathclyde | 134 | 90 | 29 |
| Drummond Park, near Crieff, Tayside | 162 | 65 | 21 |
| Cawdor Castle, near Nairn, Highland | 131 | 60 | 13 |
| **iii) Old Royal Forests other than the New Forest** | | | |
| Savernake Forest, Wiltshire | 165 | 85 | 28 |
| Windsor Forest, Berkshire | 75 | 20 | 3 |
| Wychwood Forest, Oxfordshire | 128 | 40 | 9 |
| Epping Forest, Essex | 38 | 10 | 0 |
| **iv) Mature hardwood plantations, mainly of oak: *18th-century plantation, # adjoins ancient woodland** | | | |
| Dalegarth Wood, Cumbria* | 68 | 20 | 8 |
| Nagshead Inclosure, Forest of Dean | 16 | 0 | 0 |
| Cranford Cross, Devon | 24 | 5 | 2 |
| Brockishill Inclosure, New Forest# | 80 | 50 | 14 |
| Pondhead Inclosure, New Forest | 33 | 30 | 8 |
| South Bentley Wood, New Forest# | 82 | 70 | 22 |
| **v) Medieval wooded commons with old pollards** | | | |
| Ebernoe Common, Sussex | 111 | 50 | 15 |
| The Mens, Sussex | 75 | 50 | 12 |
| Burnham Beeches, Buckinghamshire | 94 | 35 | 6 |
| **vi) Ancient woods, formerly pastured deer park, but now modified to coppice with standards although retaining some stands of ancient trees in places** | | | |
| Eastdean Park Wood, Sussex | 110 | 70 | 18 |
| Pads Wood, Sussex | 74 | 55 | 16 |
| **vii) Woodlands managed as coppice (with some standards) for many centuries; standards not very old** | | | |
| Bradfield Woods, Suffolk | 15 | 0 | 0 |
| Brenchley Wood, Kent | 44 | 5 | 0 |
| Nap Wood, Sussex | 54 | 25 | 5 |
| Hayley Wood, Cambridgeshire | 35 | 5 | 0 |
| Foxley Wood, Norfolk | 15 | 5 | 1 |
| Park Coppice, Coniston, Lancashire | 16 | 0 | 0 |
| **viii) Ancient pasture woodlands in upland Britain; few pollards present, except locally** | | | |
| Horner Combe, Somerset | 176 | 125 | 45 |
| Barle Valley, Somerset | 170 | 140 | 46 |
| Carnasine Wds, Loch Sunart,H'land | 227 | 120 | 43 |
| Walkham Valley, Devon | 122 | 85 | 27 |
| Low Stile Wood, Cumbria | 219 | 130 | 51 |
| Yew Scar, Gowbarrow, Cumbria | 117 | 100 | 30 |
| Coed Crafnant, Gwynedd | 159 | 125 | 47 |
may indicate some ecological continuity with a period much earlier than Anglo-Saxon times.
In recent years, I have tried to extend this concept to woodlands on the Continent in western Europe. With some modification of the species list, to allow for less oceanic climates inland, the concept works very well in unpolluted areas in France, Italy, north Spain, south Germany and southern Scandinavia. I am preparing indices to cover various parts of western Europe, and also regional indices for various parts of Great Britain. An index designed for the more continental climate of the ancient oak woods of north-east Scotland seems to work very well in the old oak woods of Jutland in Denmark. The standard RIEC works well through most of western France and into north-west Spain, and also in Tuscany in Italy, which has a rather oceanic climate. Dr B J Coppins and myself have also designed a ‘Pinewood Index’ for the assessment of the relics of the Scottish Caledonian Forest. The suites of species occurring in the Caledonian Forest relics are, in general, very different from those of the more lowland broadleaved forests, owing to the very different nature of Scots Pine, *Pinus sylvestris*, bark and wood. However, broadleaved trees do occur in the Caledonian Forest (birch, Rowan, *Sorbus aucuparia*, Holly, Alder, *Alnus glutinosa*, and some oak in valley sites), so there is some degree of overlap. The Pinewood Index highlights very well the least altered relics of the ancient Scottish pine woods.
There is much more documentation available now on our old woodlands, so perhaps the main value today of such indices is as a means of assessing the conservation importance of woodland sites. To this end, a more detailed 'New Index of Ecological Continuity' (NIEC) has been devised, containing 70 species instead of merely 30, with the possibility of including other extra rare 'bonus' species, to try to obtain a better conservation value assessment (Table 2). These 'bonus' species are rare (or regionally rare) species worthy of conservation and not necessarily known to be faithful to ancient woodland.
For the studies discussed above, it seemed necessary to try to use a standard-sized area of woodland. An area of 1km$^2$ was decided on, as this has some relationship to the mean size of the woodlands or parkland areas studied. Total species lists of lichen epiphytes were also made for all woodlands studied. It is an interesting fact that nearly all those woods with 20 or more RIEC species present have over 100 species of epiphytic lichens per sq. km. The richest sites may have over 200 species per sq. km – all these have extremely high RIEC values.
Some coppiced woodlands, known to be ancient from documentary sources, however, have very low species totals and often no RIEC species at all. An extreme case is Bradfield Woods. This Suffolk woodland has a wonderfully rich vascular-plant flora and contains nearly all the shrubs and trees native to base-rich soils in southern England. However, it contains only small standard trees, and the shrub layer (containing Ash, Hazel, Small-leaved Lime etc.) has been coppiced regularly for centuries. Two independent surveys have been made of its lichen epiphytes. The total number of species seems to be only 15, and there are no RIEC species. At the other extreme lie the major New Forest 'Ancient and Ornamental Woods', which have lichen epiphyte totals per c.1km$^2$ of between 140 and 178, while Melbury Park in Dorset has 218, and Arlington Park in Devon has 213 (see Table 3).
An attempt has been made to produce a similar Index based on bryophyte epiphytes. It has not proved possible because, although there are numerous bryophyte epiphytes, very few of these (mentioned in the discussion of the Lobariion) show any correlation with ancient woodland.
**Threats to epiphytic communities**
The main threats to our epiphytic communities today are acid rain (mostly dilute sulphuric acid from oxidised sulphur dioxide which has travelled for a long distance from pollution sources), and unsuitable forest management.
Direct sulphur-dioxide pollution, so toxic to epiphytes, has become much reduced in recent years, so that some recolonisation by sensitive species, with effective dispersal mechanisms, is occurring even in the suburbs of London and Manchester. But the acidification of bark remains a great threat, and this effect is much graver in central Europe now than in Britain.
Where the air is still clean (as in west Scotland) or cleaner than it was (much of southern England), the main threat is unsympathetic forestry, but conservation bodies are now well aware of this problem and strenuous efforts are being made to improve matters. See Rose (1992) for a fuller discussion of this.
**References**
Bates, J.W. & Farmer, A.M 1992 *Bryophytes and Lichens in a Changing Environment*. Clarendon Press, Oxford
Bates, J.W. 1963 The common lands and wastes of Sussex. Unpubl Ph.D. thesis. University of Sussex
Harding, P.T. & Rose, F. 1986 *Pasture-woodlands in lowland Britain*. ITE (NERC), Huntingdon
Purvis, O.W., Coppin, B.J. & James, P.W 1993 Check-list of Lichens of Great Britain & Ireland. SLS Bulletin No. 72 supplement
Rackham, O. 1991 *Trees and woodland in the British landscape*. Dent
Rackham, O. 1980 *Ancient woodland, its history, vegetation and uses in England*. Edward Arnold, London
Rose, F. 1974 The epiphytes of oak. In *The British oak, its history and natural history* (Eds M.G Morris & F.Baring). Claissey, Faringdon
Rose, F. 1976 The ecological significance of air pollution: environmental control in woodlands. In *Lichenology, progress and problems* (Eds D.H Brown, D.L Hawksworth & R.H Bailey). Academic Press, London
Rose, F. 1988 Phytogeographical and ecological aspects of Lobariion communities in Europe. *Bot Journal of the Linnean Soc* 96:69-79
Rose, F. 1990 The epiphytic (coniferous and lignicolous) lichen flora of the Forêt de Fontainebleau. *Bulletin Société Botanique de France* 137:197-209
Rose, F. 1992 Temperate forest management. Its effect on bryophyte and lichen floras and habitats. In *Bryophytes and Lichens in a Changing Environment* (Eds Bates & Farmer). Clarendon Press
Rose, F. & James, P.W 1974 Regional studies on the British lichen flora. The xerophilous and calcicolous species of the New Forest, Hampshire. *The Lichenologist* 6:1-72
Rose, F. & Wolsley, A. 1984 Nettlecombe Park - its history and its epiphytic lichens: an attempt at correlation. *Field Studies* 6:117-48
Dr Francis Rose, former Reader in Biogeography at King's College, London, is now a freelance writer, lecturer and environmental consultant, specialising in lichens and bryophytes. | <urn:uuid:9d1d8f26-5c04-4dfc-a243-1b8c481d7375> | CC-MAIN-2018-47 | http://enquetelichensauvergne.mnhn.fr/wp-content/uploads/sites/8/2015/05/Rose1993_BritWildl_ancient_woods_and_their_epiphytes.pdf | 2018-11-18T21:43:15Z | crawl-data/CC-MAIN-2018-47/segments/1542039744649.77/warc/CC-MAIN-20181118201101-20181118223101-00195.warc.gz | 106,145,543 | 10,168 | eng_Latn | eng_Latn | 0.993006 | eng_Latn | 0.996824 | [
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DISTINCTION BETWEEN SOCIETY, NATION, STATE AND GOVERNMENT
You have studied about the concept of the state, its elements, and concepts such as nation, nationality and the distinction between nation and nationality in the last lesson. You have also known, in the previous chapters, the meaning of Political Science and Politics and what makes the two distinct from each other. In this lesson you would know about some other concepts, especially about ‘society’, ‘government,’ and ‘other associations’ and thereafter distinction between them.
Objectives
After studying this lesson, you will be able to
- know the meaning of society, government and other associations;
- distinguish between state and society;
- distinguish between state and other associations;
- distinguish between state and government;
- distinguish between state and nation.
3.1 State and Society
You have known the meaning of the state in the last chapter. It is, as you know, a political society with its four elements: population, fixed (definite) territory, government and sovereignty. You also know that it acts through law and endowed to this end with coercive power, maintains within a community the universal external conditions of social order. Society, as a concept, is both an organization as well as a system of social relationships. It is an organization, a social organization encompassing a web of social relationships.
3.2 Distinction between State and Society
We must differentiate between state and society otherwise we will be justifying state interference in all aspects of human life, thereby affecting human liberty. Considering the two as interchangeable terms lead to the growth of deceptive social and political theories. Maclver rightly warns: “To identify the social (i.e. the society) with the political (i.e. the state) is to be guilty of the grossest of all confusions which completely bars any understanding of either society or the state.” In fact, the ancient Greek philosophers (Socrates, Plato and Aristotle) did not make distinction between the state and society. For them, polis was both the city, i.e. the society and the state. The idealists such as Rousseau, a French political philosopher of the 18th century, also regarded the two as one.
The distinction between the state and the society can be explained as under:
(a) Strictly speaking, the state is a political organization; it is society politically organized. Society, on the other hand, is a social organization and has within it, all types of associations (social, economic, religious, political, cultural and the like). Society is both broader as well as narrower than the state. It is broader when it is used to describe the whole community of mankind; it is narrower when it is used to describe a small group of a village.
(b) In terms of origin, society is prior to the state. Society may be said to have been born the day the human life must have begun. But the state did not begin with the society; it must have started at a later stage of social development. Human beings are social being first and then political beings.
(c) Being prior to the state, society is clearly a natural and therefore, an instinctive institution. The state, on the other hand, is artificial, a created institution; its was made when it was needed. That is one reason that we see the state as a formal and legal organization with its body, its structure. The society, too, is a body, an organization; it is not as formal an organization as the state is.
(d) The state exists for the society in the same way as a means exists for its end. The state is, therefore, a means and the society is an end. It is always the means that exists for the end; the end never exists for the means.
(e) The state is sovereign: no sovereignty means no state; the society is not sovereign; it exists without being sovereign. As sovereign, the state is supreme over all other organizations, institutions and individuals within its boundaries; as sovereign, the state is independent of all other like states; sovereignty gives the state a separate and independent existence.
(f) The state has to have a definite territory. You have read that definite territory is an essential element of the state. It is, therefore, a territorial organization in so far as it stays on the definite portion of territory: its territorial boundaries are fixed, definite and permanent. Society does have a territory but its territory is not permanent; its place of operation may extend or may get limited. The Islamic society, for example, transcends national boundaries. So does the Free Mason Brotherhood.
(g) The state has general rules of conduct called the laws; the society, too, has general rules of conduct but they are called rituals, norms, habits and the like. Laws of the state are written, definite and clear; those of the society, are unwritten, indefinite and vague.
(h) The state’s laws have a binding sanction. The violation of the laws of the state is followed by punishment: physical or otherwise or both. The rules of the society, if violated, lead to social boycott, i.e. social exclusion. The area of the state, we may say, is the area of that of taking action in case of disobedience; it has power is force. The area of society, on the other hand, is the area of voluntary cooperation and its power is goodwill; its method is its flexibility.
Inspite of these distinctions, society and state are closely inter-connected and inter-dependent. Social conduct and the structure of the society must conform to the laws of the state. The state, on the other hand, must be responsive to the will of the society.
**Intext Questions 3.1**
Fill in the blanks:
1. Polis, for the ancient Greeks, was both the city and the .......................
2. Society, in terms of origin, is ......................... to the state.
3. Society being instinctive is a ......................... organization, the state, being mechanical is an ......................... organization.
4. The state exists to act as a ......................... of society.
5. The society provides an ......................... to the means of the state.
6. The area of society is ......................... cooperation; the area of the state is ......................... action.
### 3.3 State and other Associations
An association is an organized group of people which seeks to achieve some specific objectives through joint efforts. An association has, therefore, three features:
(a) organization of the people
(b) some common/ specific objectives
(c) joint efforts.
So understood, family is an association. Its people are organized through ties of blood; all the members of the family work together to attain objects common to the family. The other examples of the association are Cricket Club, the Church, the Red Cross Society, the Residents’ Welfare Association and the like. Associations make up the society. The state is also an association which exists, along with other associations in the society. But the state as an association is different from other associations. These differences may be explained as under:
(a) All the associations, including even the state, consist of people. But while the membership of the state is compulsory, that of the other associations is voluntary. A person has to be a member of a state: no person, as he/ she becomes adult, is a member of two states; his/ her membership of the state is a matter of compulsion. The membership of an association, say a Church, Cricket Club, the Red Cross Society
is voluntary i.e. it depends on the will of the person: a person may join an association or may not.
(b) A person is a member of one state at one time; he/she can not be a member of two or three states at the same time. But a person may be, a member of numerous associations at the same time. X is a member of the Cricket Club, the Church and the Residents Welfare Association – all at the same time.
(c) All associations function on territory. But while for a state as an association, territory has to be definite, the other associations do not have permanent territory. The other associations must have place to conduct their activities but that place need not be definite: that place may be Green Avenue today, Blue Avenue the next month. The state’s territory does not change, it is fixed for all times.
(d) All associations, including the state, exist to perform and achieve certain ends. While for the state, the purpose is always general (maintenance of law and order for example) for the other associations, the purpose is usually specific, particular. The Cricket Association exists for playing cricket, a specific and a particular purpose. We can say that the sphere of state’s activity is all inclusive while that of any other associations, is always limited.
(e) The character of the state is national. The character of other associations may be local, provincial, national and even international (The Indian National Congress, for example, is a national political party, and therefore it is of national character). The Residents’ Welfare Association is local in character; the Government Teachers Association of Haryana is a provincial association; the United Nations Educational Scientific Cultural Organization (UNESCO) is international in character.
(f) The other associations differ from the state in so far as they are not sovereigns while the state is. The other associations may be and actually always are autonomous but they have to work within the rules of the state. The state is sovereign because it is supreme over all other associations and is independent of all other states.
(g) The violation of the state’s laws is accompanied by punishment like imprisonment. No other association has the power to punish its members physically. At best they can only employ pressure or expel a defiant member.
The relationship between the state and other associations is significant in many respects. The other associations help the state reduce its burden; they perform functions even greater than those of the state; some of them, (for example, the family, friendship groups, church) have been in existence much before the state. The state need not take away their powers; it need not dominate them. What at best, the state can do and in fact, should do is that it should supervise their activities; should co-ordinate their activities, and should see that the other associations function properly within their spheres. Important as these other associations are in their internal domains and in their functions, they need not override the authority of the state, and should never challenge the state’s sovereignty. The state, on the otherhand, need to ensure the other associations their autonomy.
Choose the correct answer from the words given in the brackets:
1. The features of an association are (a) organized group of people (b) ......................... interests, and (c) joint efforts. (common, particular)
2. The membership of the state is ................................. (voluntary, compulsory)
3. Family, as an association, is ......................... to the state. (prior, later)
4. The other associations do not possess ......................... the state does. (sovereignty, population, fixed territory)
### 3.4 State and Government
The government, as you know, is one element of the state. It is the agency through which laws are made, enforced and those who violate laws, are punished. It is the visible manifestation of state authority. It consists of all the persons, institutions and agencies through which the will of the state is expressed and carried out. Though the state speaks through the government, it is proper to differentiate between the two.
(a) The state has authority inherent in itself whereas the government has no inherent powers. The government gets its structure, authority and power from the Constitution of the State.
**The Constitution being the collection of basic rules, is the fundamental law according to which the government of a state is organized.**
(b) The state is a larger entity that includes all the citizens; the government is, relatively a smaller unit that includes only those who are employed to perform its functions. We are all citizens of the state, but we are all not functionaries of the government. Garner writes: “The government is an essential organ or agency of the state but it is no more than the state itself than the board of directors of a corporation is itself the corporation.”
(c) The idea of state is quite abstract. The government is the concretization of the idea of the state. We see the government, not the state.
(d) The state is a near permanent institution; it is so because it does not die unless it is attacked and made a part of the other state. The government is temporary; it is so because it may change: today’s rulers may not be tomorrow’s rulers. To put it the other way, the state may be the same everywhere whereas, the government may vary from one state to another. India, the United States, Great Britain and France for example, are all states. But the governments which work in these states may not be of the same type. In India and Great Britain there is a parliamentary government, whereas in the United States of America there is presidential government.
**Parliamentary Government is a system of government where the legislative organ of the government is closely related to its executive organ; the cabinet is taken from the legislature and is responsible to it, especially to the lower house of the legislature.**
Presidential government is a system of government where the legislative organ of the government is independent of the executive organ; the executive exists separately from the legislature and is not responsible to it.
(e) The sovereign powers lay with the state; it is the state which is sovereign. The government only exercises power. The government’s powers are delegated and derivative; the state’s powers are real and original.
(f) The opposition to the state is different from the opposition of the government. We criticize the government; we never condemn the state. The criticism of the state is a revolt; the criticism of the government is not a rebellion. We would never hear from an Indian that India is bad; but we would usually hear that the policies of the Indian Government headed by a political party or a multitude of political parties are bad. It is a crime to condemn one’s state; it is a duty, in fact it is a right to criticise one’s government.
(g) The government is merely an element of the state. Accordingly, it is one part of the state. It is a part of the whole (of the state). As a part, the government is not greater than the whole. When we talk of the state, we talk of the population, the definite territory, the government and sovereignty. But when we talk of the government, we talk of one part, one element of the state.
(h) The state’s territory is always definite. It remains unchanged. Its boundaries remain where they are. The government’s territory is never permanent. Muhammad Tughlaq had changed his capital to a place called Daulatabad. Many governments had changed their capitals to London during the World War II, fearing the German attack.
**Intext Questions 3.3**
*Answer the following questions. Give one word only:*
1. Which organ of the government makes laws?
2. Which organ of the government enforces laws?
3. With whom does sovereignty lay?
4. Through which organ does the state express its will?
5. If the state is an abstraction, what is its concrete form?
### 3.5 State and Nation
By nation, as you know, we mean a historically constituted stable community of people formed on the basis of a common language, territory, economic life and physiological make up manifested in a common culture. Nation, Bluntschilli says, is “a union of masses of men bound together specially by language and customs into common civilization which gives them a sense of unity”. A nation is a culturally homogeneous social group.
**NATION connotes the concept of people who are conscious of their historical and cultural background and who wish to perpetuate this background politically, i.e. within the framework of a state.**
The state, as we know, is a people organized for law within a definite territory; it is always sovereign-supreme internally and independent externally. The nation is a group of people psychologically bound together while sharing common joys and sorrows. The distinction between state and nation can be explained as under:
(a) Nation and state are distinct entities. A nation may not be always a state; India was not a state before August, 1947. A state may not always be a nation. Austria-Hungary was a state but not a nation before World War I because the heterogeneous people did not form a culturally homogeneous people.
(b) The state is a state because it is sovereign. The nation is not a state if it is not sovereign. Sovereignty is the chief characteristic of a state; it is not a feature of the nation. A nation becomes a nation-state when the nation attains statehood.
(c) The state is a political concept while the nation is a cultural, and a psychological body. Hayes says, “Nation is primarily cultural, and only incidentally political”. What it means is that nation is not a political concept, it is only spiritual.
(d) Laws bind the people together in a state; sentiments and emotions bind the people in a nation. The unity of the state is always external; the unity of the nation is eternal. In the case of the state, unity is imposed; it comes from above through laws. In the case of nation, unity comes from within, through emotions.
(e) There is an element of force connected with the state. The state’s laws are binding. There is a coercion exercised by the state if its authority is defied. In the case of the nation, there is the element of persuasion.
(f) The elements of the state are definite: population, fixed territory, government and sovereignty. The elements of a nation are not definite. Somewhere common language helps constitute a nation, somewhere else, common race makes a nation. Common religion, for example, was a factor in making Pakistan as a nation; it was common language in the case of the United States as a nation whereas it was common heritage that made India a nation.
(g) A state may be larger than a nation. The former USSR had, within it, more than a hundred nationalities. Conversely, a nation may be larger than a state; a nationality may spread over two states. The Korean nationality is spread over two states: North Korea and South Korea.
**Intext Questions 3.4**
*Fill in the blanks:*
1. Before the World War I, Austria – Hungry was a state, but not a ...............
2. When a nation attains statehood, it becomes a .......................
3. ...................bind the people together in a state.
4. While the state is a ...................... concept, the nation is a cultural entity.
5. ..................... people form a culturally social group.
In this lesson you have learnt about the meanings of concepts such as society, government, and association. You had already, in the previous lesson, known about the state, nation and nationality. Now you should know that state and society are different terms: state being a political concept, maintains the external social order; society, being a social concept, has in it a multitude of associations and organizations. The state is a means and the society is an end. You have also learnt that though the state is an association, it is distinct from other associations; it alone has sovereignty, the other associations accept the sovereign predominance of the state. The state and government are not the same, though the government does everything on behalf of the state. The government is an organ of the state, a state’s agency which makes laws, enforces them and punishes those who violate those laws. Nation is a cultural and a psychological unity and as such an eternal one. The state, you must have noted, is a political structure/organization.
**Terminal Exercises**
1. Define the terms: (a) Nation, (b) Government (c) Association
2. Distinguish between State and society.
3. Distinguish between State and Other Associations.
4. Distinguish between State and Government.
5. Distinguish between State and Nation.
**Answers to Intext Questions**
### 3.1
(1) state,
(2) prior
(3) natural, artificial,
(4) means
(5) end,
(6) voluntary, mechanical
### 3.2
(1) particular,
(2) compulsory,
(3) prior
(4) sovereignty
3.3
(1) Legislature
(2) Executive
(3) State
(4) Government
(5) Government
3.4
(1) nation
(2) nation-state
(3) Laws
(4) political
(5) Homogeneous
Hints of Terminal Exercises
1. Refer to sections (a) 3.5, (b) 3.4 (c) 3.3
2. Refer to section 3.2
3. Refer to section 3.3
4. Refer to section 3.4
5. Refer to section 3.5 | <urn:uuid:0205dadf-c65e-4f7b-834c-90618c30f5ac> | CC-MAIN-2018-47 | http://download.nos.org/srsec317newE/317EL3.pdf | 2018-11-19T14:32:49Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00078.warc.gz | 97,598,534 | 4,335 | eng_Latn | eng_Latn | 0.915905 | eng_Latn | 0.997763 | [
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ABSTRACT
This position paper argues that sex discrimination still exists in education although Title IX legislation in 1972 and other subsequent legislation prohibits sex discrimination in educational programs that receive federal funds. Greater awareness of gender issues is needed along with an understanding of strategies for change. The Fastback offers a cyclical model for eliminating gender inequity, incorporating the stages of: (1) awareness; (2) analysis; (3) action; and (4) assessment. Strategies that various key individuals and responsible groups can implement to make a positive difference for both sexes, but particularly for girls and women, are described. Research on the topic is analyzed focusing on the key concerns of: (1) low self-esteem; (2) low academic achievement; and (3) low aspirations or limited educational and career goals for a high percentage of females. Recommendations for curricular considerations and teacher education are included. (EH)
Gender Equity in Education
Eileen Veronica Hilke
Carol Conway-Gerhardt
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)
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TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."
PHI DELTA KAPPA EDUCATIONAL FOUNDATION
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Eileen Veronica Hilke is a professor and chair of the Education Division at Lakeland College in Sheboygan, Wisconsin. She received a bachelor's degree from the University of Wisconsin-Eau Claire, a master's in education from Marquette University, and a Ph.D. in urban education from the University of Wisconsin-Milwaukee.
Hilke has served as president of the Wisconsin Association of Colleges of Teacher Education and the Sheboygan Wisconsin Chapter of Phi Delta Kappa and vice president of the Kohler, Wisconsin, school board. Her publications include two books, journal articles, and fastback 299 *Cooperative Learning*.
Carol Conway-Gerhardt is director of instruction in the South Milwaukee Schools in Wisconsin. She received a bachelor's degree from the College of St. Mary in Omaha, Nebraska, and a master's in English from the University of Wisconsin-Milwaukee.
Conway-Gerhardt has served as president of the Sheboygan Wisconsin Chapter of Phi Delta Kappa and is currently PDK Area 5B Coordinator. She previously served as a district department chair and as administrative coordinator of language arts, reading, foreign language, and English-as-a-second-language programs in the Sheboygan Area School District. She also is an adjunct professor at the University of Wisconsin-Oshkosh and Lakeland College.
Series Editor, Donovan R. Walling
Gender Equity in Education
by
Eileen Veronica Hilke
and
Carol Conway-Gerhardt
Library of Congress Catalog Card Number 94-67120
ISBN 0-87367-372-7
Copyright © 1994 by the Phi Delta Kappa Educational Foundation
Bloomington, Indiana
This fastback is sponsored by the Homewood Illinois Chapter of Phi Delta Kappa, which made a generous contribution toward publication costs.
# Table of Contents
- Introduction ........................................... 7
- Defining Gender Equity ................................. 8
- How Gender Inequity Affects Females .................. 10
- Low Self-Esteem ..................................... 10
- Low Academic Achievement ............................ 12
- Low Aspirations/Limited Goals ........................ 15
- A Model for Eliminating Gender Inequity ............... 18
- Implementing the Model ................................ 20
- School Board Initiatives ............................ 20
- Principal Initiatives ............................... 21
- Teacher Initiatives .................................. 22
- Teacher Education ...................................... 27
- Gender Equity and Parent Involvement .................. 30
- References ............................................ 32
Introduction
The issue of gender equity has been on the education forefront since the 1972 passage of Title IX legislation prohibiting sex discrimination in educational programs that receive federal funds. Since that time, several pieces of related legislation have been passed; but gender inequity continues to exist in schools. In fact, many articles, television broadcasts, and radio discussions have alerted the public to the need for gender equity in the school, workplace, and community.
Following are a few of the concerns that are addressed by advocates of gender equity:
- Girls start school academically ahead of boys but finish school academically behind boys.
- By high school, self-esteem in females falls dramatically.
- Males outperform females in the American College Testing Program (ACT) and on the Scholastic Aptitude Test (SAT).
- Math and science fields are dominated by males.
To counteract inequity, educators need a greater awareness of gender issues and an understanding of strategies for change. Through a cyclical model of awareness, analysis, action, and assessment, various individuals and responsible groups — such as school boards, administrators, and teachers — can make a positive difference for both sexes, but in particular for girls and women. This fastback provides practical suggestions for new and experienced classroom teachers to develop gender equitable classrooms. Parents, too, can learn various strategies to assist the process.
Defining Gender Equity
The term *gender equity* is defined as follows:
*Gender* encompasses not only the concept of sex, but also the social and cultural meanings attributed to being female or male. Embedded in every social interaction is an underlying sexuality; thus the sex(es) of the persons engaged in the interaction, even though seeming to have no direct relation to what is going on, actually may be central to the interaction. According to researchers Biklen and Pollard, "Gender is the social construction of sex" (1993, p. 1).
*Equity* means "justice, impartiality, the giving or desiring to give each person his or her due," according to *Webster's Unabridged Dictionary*. Concern about gender equity arises from the differentiated expectations that people hold for females and males, based solely on sex difference. *Gender equity* and *sex equity* often are defined similarly.
For example, the Affirmative Action definition for *gender equity* is "the elimination of sex-role stereotyping and sex bias from the educational process, thus providing the opportunity and environment to validate and empower individuals as they make appropriate career and life choices."
Bitters and Foxwell (1990) define *sex equity* as "freedom from favoritism based on gender. Achieving sex equity enables both women and men of all races and ethnic backgrounds to develop skills needed in the home and in the paid labor force, and that suit the individual's 'informed interests' and abilities."
A typical school policy definition for *gender equity* is "equal education free of discrimination on the basis of sex. It means helping
students free themselves from limiting, rigid, sex-role stereotypes and sex bias. It means students will understand, think about, and prepare for a future characterized by change, especially in male and female life roles, relationships, and careers" (Sheboygan Area School District 1991)
Several pieces of legislation have made gender equity a legal requirement. The basis of this legislation is Title IX of the Educational Amendments Act of 1972, which prohibits discrimination based on sex in educational programs that receive federal funds. Regulations were issued in 1975 that cover many implementation issues, from admissions and employment in higher education to athletics, course offerings, counseling, and differentiated treatment of students in elementary and secondary schools (Rebell and Murdaugh 1992).
A comprehensive effort to infuse equity into education programs began in 1976 with the Vocational Education Act, which requires each state to hire an individual to oversee the implementation of gender equity initiatives in the vocational education system. The Career Education Incentive Act of 1977, which is no longer operational, had a goal to eliminate sex-role stereotyping and bias from career education materials. It was superseded in 1978 by Title IV, under which Sex Desegregation Technical Assistance Grants were provided to local education agencies to deal with sex desegregation. Over the next decade, the impact of this legislation waned. But in 1987, the Department of Education resumed providing grants to help schools and communities deal with race, sex, and national origin biases. These grants took their impetus from earlier legislation, the Civil Rights Act of 1964.
The Carl D. Perkins Vocational Education Act of 1984 emphasized making vocational education accessible to all students. Grants were developed for single parents, homemakers, and young women. Equity program grants were intended to encourage self-sufficiency and eliminate sex-role stereotyping and discrimination in vocational education (Bitters and Foxwell 1990, pp. 15-17).
How Gender Inequity Affects Females
It will be helpful to examine gender inequity in order to understand gender equity. In the late 1980s the American Association of University Women conducted a poll of 3,000 school children. The association's subsequent report, *Shortchanging Girls, Shortchanging America* (1990), declared that girls face a pervasive bias against them from preschool through high school in textbooks, teachers, and tests.
A further synthesis of 1,331 research studies about girls in schools, *How Schools Shortchange Girls* (1992), revealed that girls and boys are not treated equally in our public schools and that they do not receive the same quality, or even quantity, of education.
The key concerns that have surfaced in research by individuals and the AAUW and other organizations include: 1) low self-esteem, 2) low academic achievement, and 3) low aspirations or limited educational and career goals for a high percentage of females. Each of these concerns is discussed below.
**Low Self-Esteem**
Without a doubt, family and societal influences already have made impressions on children before they start school. However, formal schooling too often brings systematic, if unintentional, neglect of girls' needs in the form of diminished quality and quantity of classroom attention. The result is low self-esteem.
The 1990 AAUW study showed that, on a self-esteem comparison index, girls start somewhat lower in self-esteem than boys in elementary school and drop off dramatically by middle and high school. Sixty percent of elementary girls and 69% of elementary boys say they are "happy the way I am," a key indicator of self-esteem. By high school, girls' self-esteem falls to only 29%, while boys' self-esteem declines to 46% (American Association of University Women 1990, p. 11).
*Shortchanging Girls. Shortchanging America* reported:
- Teachers initiate more communication with males than with females in the classroom, strengthening boys' sense of importance.
- Teachers ask boys more complex, abstract, and open-ended questions, providing better opportunities for active learning.
- In class projects and assignments, teachers are more likely to give detailed instructions to boys and more likely to take over and finish the task for girls, depriving them of active learning.
- Boys are praised more often than girls for the intellectual content and quality of their work, while girls are praised more often for neatness and form.
- When teachers criticize boys, they often tell them that their failings are due to lack of effort. Girls are not given this message, suggesting that effort would not improve their results (pp. 19-20).
Boys appear to have greater confidence than girls in their own talents, a connecting point between feelings and actions. In fact, almost twice as many boys as girls refer to their talents as what they like most about themselves. Boys who believe they are good at sports are particularly confident; as adolescents, they rate themselves four times as highly as girls do (Schuster 1991, p. 23).
Girls often express overwhelming concern about their body image, or how they see themselves physically. The focus on physical appearance or body image seems to be a significant component of self-esteem, which peaks during adolescence. Girls are socialized at an
early age to believe that they should be thin and attractive. In fact, girls are "well aware that they are often judged on the basis of looks, whereas boys are more likely to be judged by their accomplishments or physical ability." This unrealistic and, for many girls, unattainable image is reinforced continually. From magazines to television and music videos, the "ideal woman" typically is portrayed as "white, tall, most often blond, and above all thin" (Jaffee 1991, p. 71).
Self-esteem shapes a person's ambitions and actions. Thus low self-esteem diminishes a person's future. Interactions in the educational setting coupled with "bigger-than-life" expectations from society, especially as they are portrayed in the media, help to diminish girls' self-esteem.
**Low Academic Achievement**
Academic achievement is so important to success in life that many parents begin to stress achievement before their children ever enter school. Also, the first communication from the school to parents often conveys some assessment of achievement. Thus a key question in gender equity is to what extent actual gender differences and differentiated treatment of boys and girls affect academic achievement.
Myra Sadker (1991) summarized the situation by indicating that elementary school girls are equal to or ahead of boys in every academic area, even math and science; but as they progress through school, girls fall behind boys, especially in math and science. Middle school seems to be the point at which boys forge ahead and girls fall behind (p. 42).
Often, what occurs is differentiated treatment for boys and girls. For example, when boys and girls have similar math scores, boys are more likely to be assigned to the highest ability group than are girls (Scott and McCollum 1993). Similarly, during science projects, "girls spent 25% less time than boys manipulating the equipment and four times as much time watching and listening" (p. 179).
In general, females earn higher grades on essays and score higher on Advanced Placement (AP) essay examinations. However, males score higher on the AP multiple-choice questions and, as a result, earn overall higher AP test scores. Analysis of this information indicates that performance on the multiple-choice section of the AP test underpredicts college grades for females, while essay test results are equally predictive for both sexes (Linn 1991, pp. 14-16).
When colleges assess the likely success of applicants, they usually use standardized tests. Sadker says, "Currently, according to standardized tests, males score better than females in both math and verbal sections of the Preliminary Scholastic Aptitude Test (PSAT) and the Scholastic Aptitude Test (SAT) and in most of the achievement tests students need to take to get into highly selective colleges" (1991, p. 42). Based on the American College Test-English (ACT-E) and the Scholastic Aptitude Test-Verbal (SAT-V), research shows that there are gender differences associated with cognitive responses. Males better discriminate among responses on multiple-choice questions, while females are better at organizing diverse ideas and writing effectively.
Female college graduates who plan to attend graduate or professional school do not score as well as males on the math and verbal sections of the Graduate Record Exam, the MCAT (for entrance into medical school), or the GMAT (for entrance to business school). However, in subsequent coursework, females get better grades than males. Some theorists contend that this occurs because standardized tests are biased against women. Others point to research that shows females are more likely to get high grades not just because of achievement, but also because of passive accepting behavior (Sadker 1991, p. 42). Statistics show that females earn slightly higher grades in high school and college mathematics courses, including the most advanced courses. "Within groups having the same course experience, males earn higher [test] scores while females earn higher grades" (Linn 1991, p. 22-23).
Recent research by A.M. Gallagher cites another factor, pointing to the males' confidence in their mathematical abilities and females' lack of confidence as a motive for females to conform more readily to course expectations and to follow class procedures (Linn 1991, p. 29).
Pollard, who focused on analyzing gender differences in academic achievement, considered biological, sociocultural, psychological, and experiential factors. Out of her work, she concluded that such research is hampered by three problems: 1) inconsistent data on sex differences and achievement, 2) limited discussion of gender and achievement beyond the white middle class, and 3) inadequate attention to the relationship between achievement in the school and the workplace (Pollard 1993, p. 94).
Pollard pointed out, for example, that grade point averages from a large sample of seventh- and eighth-graders show that gender-role identity influences achievement more than biological sex does. Additionally, Pollard observed that studies of middle-class, white females overlook racial, ethnic, and socioeconomic factors. Pollard also found "that women between the ages of 25 and 32, who earned bachelor's degrees, were more likely to be unemployed (but looking for work) than men; and when employed, were more likely to be in lower paying jobs than men. Furthermore, when women held jobs similar to those men held, they earned less" (p. 96).
Pollard's research on gender differences in academic achievement reveal that the relationships among influential factors are truly multifaceted and cannot be predicted on the basis of sex alone. Despite encouraging evidence of successful academic achievement among girls and women, gender equity has not yet been achieved. Many women, Pollard believes, still are discouraged from achieving in certain areas, and others do not push themselves in school because of continuing perceptions that academic achievement is not feminine (p. 97). Even when females do achieve in school, they receive fewer rewards in the workplace. Adelman (1991) suggests that this fact sends a message to women that their achievement does not matter and ultimately discourages them from striving to excel.
Controversy continues over whether teachers respond to behavior more than to the sex of the student. If boys are more assertive or disruptive and teachers respond to their behavior, then girls receive less teacher attention because they are less assertive or disruptive, not because they are female. Another consideration is that teachers may expect boys to achieve more or to be more disruptive and may respond to these anticipated behaviors. Whether teachers are responding to real or anticipated behaviors, the consequence is that simply providing equal access to the same courses will not result in equal treatment.
For some educators, the answer lies in creating outcome equity—that is, having girls be as assertive and performance-centered as boys are. Johnston Nicholson says that educators need to believe that "girls are ready for leadership, ready for new opportunities, ready to respond to high expectations. This implies that we should be designing programs and environments for girls that emphasize risk more than comfort" (Johnston Nicholson 1991, p. 89).
**Low Aspirations/Limited Goals**
Since low self-esteem hampers girls' aspirations and actions, girls often "dream less, risk less, and try less when the time comes to make crucial decisions about courses of study and choices of careers" (AAUW 1990, p. 10). In fact, the AAUW survey shows that as girls grow up, they lose confidence in their abilities, expect less from life, and lose interest in challenging classes and careers, especially in math and science (p. 23). Girls are less likely than boys to feel "pretty good at a lot of things." When polled, less than a third of the girls expressed this level of confidence, compared to almost half of the boys. A 10-point gap in confidence between boys and girls in elementary school increases to 19 points by high school (p. 26).
Although the general public believes that peer group pressure dominates the actions, values, and goals of teenagers, the AAUW
survey shows that adults, including teachers and parents, actually have a greater impact on adolescents, and especially on girls. Understanding this phenomenon means realizing that girls' feelings about their academic performance correlate strongly with their relationships with teachers, who are predominantly female. One conclusion is that adults, including teachers, demonstrate less faith in girls' abilities than they do in boys' abilities, causing girls to lose their sense of academic self-esteem as they grow.
Less than 50% of the girls in elementary school said they feel pride in their schoolwork, and that proportion dropped to only 12% in high school. By contrast, boys tend to perceive adults as believing that they can accomplish things; thus boys usually have higher self-esteem as they go through adolescence (AAUW 1990, pp. 29-30).
One key concern is that girls often lose out on their potential futures in math and science. The AAUW survey found a crucial — and circular — relationship among self-esteem levels, interest in mathematics and science, and career aspirations:
- Girls and boys who like mathematics and science have higher levels of self-esteem; and girls and boys with higher levels of self-esteem like math and science.
- Girls and boys who like math and science are more likely to aspire to careers in occupations where these subjects are essential.
- Girls and boys who like math and science are more likely to aspire to careers as professionals. Indeed, this relationship is stronger for girls than for boys.
- Girls who like math are more confident about their appearance and worry less about others liking them.
- Girls and boys who like math and science hold onto their career dreams more stubbornly. They are less likely to believe that they will be something different from what they want to be (p. 31).
Most girls and boys start out liking math and science and having confidence in their abilities, especially in the early grades. However, by high school the percentage of girls who like math drops 20 points from 81% to 61%, while the percentage of boys who like math drops 12 points from 84% to 72% percent (AAUW 1990, p. 32). In addition, girls perceive their difficulties with math as "personal failures," as "not being smart enough." Girls have internalized society's lesson that "girls aren't good at math and science" (p. 12). The boys perceive their problems with math as math itself being either "unimportant" or "not useful" (p. 32).
Science statistics are similar. The percentage of girls who like science drops from 75% in elementary school to 63% in high school. The percentage of boys who like science starts at 82% in elementary school and drops to 72% in high school. Those girls who dislike science in high school usually say science is "uninteresting," while boys who dislike it say science is "unimportant" (Schuster 1991, p. 35).
Career aspirations, as well as educational goals, tend to reflect students' perceptions, both in terms of liking subjects and believing they can be successful in those subjects or in careers based on those subjects. The challenge for teachers and parents is to help all students — and, in particular, girls — to identify and maintain high aspirations:
A Model for Eliminating Gender Inequity
Developing gender equity can be accomplished by using a cyclical model that incorporates four stages: awareness, analysis, action, and assessment.
The first task is to create awareness of the inequities that exist for students, particularly females, in the school setting. A committee should be developed and charged with devising a plan to promote gender equity. That plan should be shared with and approved by the school board. As part of the plan, staff, students, families, and community members should learn about ways that students are treated differently in their homes, schools, and communities based on their gender. Discussion should include potential negative consequences of gender inequity and ways to make positive changes.
Analysis centers on the stakeholders taking a serious look at their situation — classroom, home, worksite — and determining how and
where gender inequity exists. Being aware of the problem allows each individual to isolate his or her verbal and nonverbal communications and to establish possible ways to work toward greater equity. Such analyses can be aided by gender equity checklists, videotaping for self-analysis, and peer interaction.
Taking *action* is the next step. In the classroom, this can mean simply waiting for all students — especially less demonstrative girls — to respond to a question, instead of accepting a blurted-out answer of a more aggressive student. It can mean taking positive steps toward creating a total school environment that respects all people and tolerates no put-downs.
Assessing the effects of strategies to promote gender equity will determine the next round of the cycle. *Assessment* can be accomplished through self-study and discussion, identifying specific classroom strategies and recording the results of their use, and peer coaching. The results of such assessment will direct the next awareness activity and analysis of additional needs.
Implementing the Model
In order to implement this model in schools, the school board, administrators, and teachers will play distinct roles. The following sections discuss these roles.
School Board Initiatives
Since the school board develops policies and allocates funds, it should play an integral role in developing, promoting, and implementing a gender equity plan. One way to develop awareness at the school board level is to invite a gender equity consultant to present an instructional session for board members. Such an activity may be as short as a half-hour or as extensive as a one- or two-day workshop. The awareness activity should include providing board members with information about current state and federal equity laws. This information will assist the board in understanding its legal responsibilities. In addition, a videotape of classroom situations might be useful to help board members identify specific examples of inequity. Commercially prepared videos on gender equity are available.
The board should participate in developing a gender equity team or committee, whose membership is a balanced representation of males and females from various racial and ethnic backgrounds. The team should be composed of 10 to 12 individuals drawn from the staff and the community. The purpose of this group is to analyze district policies and procedures, to broadly plan a gender equity program, and to assist in implementing the plan and then evaluating its success. The board also will need to budget for staff development, including the purchase of resource materials.
**Principal Initiatives**
The broad goals of the gender equity plan should allow individual administrators to develop equity objectives that are tailored specifically to their schools. Principals can make a positive impact in several areas:
*School environment.* Principals can sensitize staff and students to the importance of gender-fair posters, bulletin boards, and other visual materials that avoid sex stereotypes. Announcements over the school public address system and material in school publications should be gender-fair.
*Staffing.* Principals can take care to hire staff with males and females in all roles — teaching, clerical, food service, custodial. Employees should model gender equity awareness. Avoiding stereotyping is important, too. For example, there should be male primary teachers as well as female, and female high school science teachers as well as male.
*Co-curricular activities.* Principals should ensure that a balanced program of sports activities, equitably funded, is provided for boys and girls, and that co-ed sports also are available.
*Parent involvement.* Principals should actively involve staff and parents in the equity plan so that they feel a strong sense of ownership. The administrator can identify what already has been done and build on the efforts of the past. In addition, he or she can help to revise school policies and procedures as needed.
*Staff development.* Inservice programs can be arranged for teachers, counselors, and other professional staff with a focus on awareness and implementation of equity activities that can be used with students. Principals should ensure that support staff are aware of gender equity issues and that they have strategies for equitable treatment of students and others in the school environment. Students also should be informed about gender issues and equity policies.
Inservice programs for counselors should help them challenge stereotypes and learn how to counsel women about nontraditional roles. Student internships or job shadowing can help show women in successful, nonstereotypical careers. Females should be encouraged to take courses in technology and advanced math and science, so that their future career options are not limited.
**Teacher Initiatives**
Teachers are the key to effective change. They should be supported by the principal. A top-down administrative mandate to be more sensitive to the role of females will not be as effective as teachers collaborating to institute change. Empowering teachers to develop activities that change expectations for both male and female students is the most effective way to see a change in the classroom environment.
*Curriculum.* The materials selected for classroom use and the way information is presented are important to gender equity. A review of the existing curriculum is a first step. Lessons and instructional materials should be evaluated for gender bias. Gender-neutral language is important; for example, "worker" instead of "workman."
Textbooks should portray both men and women in a positive manner. Female as well as male role models need to be represented in all resource materials. Teachers may need to check copyright dates and be aware that older materials sometimes contain gender stereotypes. Such materials can be used, but teachers also may want to use such texts as learning experiences to heighten students' awareness of gender issues.
Likewise, as teachers cooperate across departments, courses should be structured to encourage both sexes to take all classes. Boys should not be made to feel uncomfortable taking family and consumer education classes; girls should feel comfortable in technology education.
Schedules should facilitate gender equity, and classes should not be scheduled so as to force students to choose between fields.
**Instruction.** Students should not be divided by sex. Boys and girls should work together as lab partners and reading partners. Segregation leads to unhealthy competition. Teachers should praise students who work together cooperatively and share leadership roles.
Techniques that foster achievement and equity include: 1) coaching — assisting the learner through modeling and dialogue that develop problem-solving skills; 2) collaborative learning — fostering an environment where cooperative instead of competitive learning occurs; 3) interdisciplinary teaching — dealing with real-world problems from different subject areas; and 4) hands-on projects — allowing students to demonstrate knowledge (Vandell and Fishbein 1990, p. 4).
Technology instruction is particularly important for female students. According to Burstyn, “Our society rewards those who develop skills related to technology. So long as women are not expected to work at or accept jobs involving the use of sophisticated technology, they will be denied access to the economic and social power the jobs provide” (1993, p. 114). Some of this instruction can be done through teacher modeling, such as when a teacher uses interactive technological systems.
Many classroom activities can promote gender equity. Following are sample activities that can be adapted for a particular grade or subject.
1. Ask students to select a book and to review the text and illustrations for the roles that females and males portray. Discuss the differences between historical fiction and contemporary works. Look at the copyright date and discuss how attitudes toward gender roles have changed over time. Identify stereotypes.
2. Ask students to research three careers of interest to them. Have them determine the type of education required and write a list of personal expectations for a future job.
3. Invite a guest speaker to talk about advantages and disadvantages of a particular career. The teacher might avoid stereotyping, for example, by inviting a male nurse instead of a female nurse.
4. Ask students to watch three prime-time television shows and determine the level of respect, intelligence, and responsibility assigned to each character. If gender inequity is observed, ask students how the script might be rewritten to make the show more equitable.
5. Help students to brainstorm examples of gender stereotyping. List the ideas on the chalkboard to enhance awareness of bias.
6. Ask students to rewrite a traditional fairy tale, assigning positive traits to both male and female characters.
7. Help students design and administer a survey that asks younger children about their favorite toys and why they enjoy playing with them. Analyze the similarities and differences between boys and girls.
8. Invite students to analyze magazine ads. How are sex stereotypes used to sell merchandise?
9. Review historical fiction to analyze female roles. For younger children, read passages from such books as *Caddie Woodlawn* by Carol Ryrie Brink, *Little Women* by Louisa May Alcott, or *Little House on the Prairie* by Laura Ingalls Wilder. List the jobs that female characters perform. Compare the work and social expectations of the historical time period with today's expectations.
10. Ask students to choose a famous person they admire. List positive and negative characteristics of this person. Explain his or her job, relationships to others, and positive things done for society. Has gender either helped or hindered success?
**Self-assessment.** Teachers can check on their own biases by asking a colleague or the school media specialist to videotape a segment of their teaching day. Then, in the privacy of their home or classroom,
teachers can analyze their teaching behaviors. This self-check activity will enhance teachers' awareness of how they present information and interact with students. If teachers feel comfortable sharing the tape, a colleague can view the video and offer suggestions to overcome stereotyping.
Following is a self-check that will help teachers become more aware of their own biases.
- Do I treat boys and girls fairly in my classroom?
- Do I use gender-neutral or nonsexist language (for example, police officer instead of policeman)?
- Do I avoid stereotyping expressions (for example, "woman driver" meaning poor driver)?
- Do I help my students to recognize stereotyping and bias?
- Do I confront examples of stereotyping and bias when they occur?
- Is my classroom arranged for positive interaction between males and females?
- Do I call on boys and girls equally?
- Do I encourage both boys and girls to take on leadership roles?
- Do I have high expectations for females in math, science, and technology?
- Do I suggest nontraditional careers for my students?
- Are bulletin boards and posters free of stereotypes?
- Have I taken a leadership role in developing equity in my school and district?
- Am I an effective role model of gender equity for other staff?
**Student-teacher interaction.** Females and minorities are shortchanged, according to Myra Sadker, David Sadker, and Sharon Steindam (1989). They found that teachers from elementary school to graduate school ask males more questions and give them more feedback. They also criticize them more often and give them additional time to respond to questions (p. 47).
Myra and David Sadker (1994) proposed four basic teacher reactions to student participation: praise (positive), criticism (explicit statements that an answer is wrong), remediation (helping students to correct a problem), and acceptance (an acknowledgment, such as "okay"). These reactions need to be specific and provide students with an indication of the quality of their work. They found that girls are given more vague, neutral reactions and boys are challenged to think more carefully (Sadker, Sadker, and Stulberg 1993, p. 46).
Along with videotaping for self-assessment, teachers are encouraged to videotape their classrooms in order to assess discipline patterns and how students are reprimanded. They can analyze types of misbehavior that occur, and if boys and girls are treated in the same manner.
Teachers need to encourage female students to participate in productive classroom talk. Sandler and Hoffman (1992) suggest:
- On the first day of class, tell students you expect them to participate equally.
- Call on female students directly, even if they do not have their hands raised.
- Call on both genders in proportion to their ratio in the classroom.
- Use sufficient wait time after asking a question.
- Maintain a teaching diary of student participation in order to identify and encourage silent students (pp. 7-8).
According to Scott and McCollum (1993):
The research on peer interaction shows that throughout schooling classroom interaction between boys and girls is infrequent. A consequence of this lack of interaction is the reinforcement of stereotypes about sex-segregated activities. Peer contacts count for about 29% of the experiences that children have in a classroom setting. (pp. 181-182)
To enhance peer interaction between the sexes, the teacher should structure group projects, foster cooperative learning, and provide opportunities for females to use equipment typically reserved for males and vice versa.
Teacher Education
Future teachers should receive training in gender equity so that, when they have their own classrooms, they will be able to model appropriate behaviors.
They need to understand gender equity legislation as a foundation to allow them to focus more clearly on the current concerns of equity. The college curriculum for teacher education should include information dealing with the contributions of both sexes, and future teachers should be aware of how males and females are portrayed in their textbooks. Textbooks in methods classes should reflect current research in the field. And the importance of gender equity should be a topic in education methods classes. Information should include selection of appropriate texts and resource materials as well as treatment of students. Human growth and development classes should include studying relationships between men and women along with stereotypes, values, and societal expectations.
The preservice curriculum should prepare future teachers to deal with gender bias in the classroom. They should develop skills through their field experiences in identifying gender issues and using instructional strategies that encourage equity. Future teachers should be able to evaluate students using gender-fair rubrics, authentic assessment instruments or projects, portfolio assessment, and traditional methods of evaluation. They should be familiar with different ways of viewing intelligence, since awareness of multiple intelligences allows
teachers to identify the differentiated strengths of males and females in their classrooms.
In addition, future teachers should receive training in career education so that they can teach employability skills and provide information about the world of work. This training should be for all teachers, from preschool through high school. Internships or field experiences in area businesses and industry can give future teachers important firsthand knowledge.
Student teaching is a critical time to check students' awareness of gender equity. College supervisors should help student teachers analyze how many times males are called on in comparison to females and whether critical thinking and analysis skills are expected of females as well as males. Student teachers also should look at their verbal and nonverbal treatment of students.
As teachers enter the workforce, female teachers also need to receive information from the career placement center about options within education. In the United States there is a shortage of female superintendents, which is a powerful position in the school structure. At the college level there are fewer female than male full professors, and fewer female college presidents. "Sixteen percent of academic women are full professors compared to 41% of men. At private universities, the numbers are even worse. Fourteen percent and 48% respectively" (Futter 1991, p. 5).
It would be an interesting project for future teachers to look at the research from other countries to see the roles of and attitudes toward women in schools and the workplace. For example, in Japan an equal opportunity law was passed in April 1986. In November 1992 the Office of the Prime Minister's Secretariat conducted a survey of 5,000 people over the age of 20 concerning opinions about equity. That survey found that only 22% of the respondents felt that equality of the sexes exists in the workplace. The survey reported even lower percentages of equality in other categories, such as politics (13%). The good news is that 61% of the respondents felt that male and female students are treated equally (Fujitake 1993, p. 25).
A second focus on teacher education is inservice training. One way to increase veteran teachers' awareness of gender equity is an awareness workshop. Such a workshop might be designed around three activities: definition, group discussion, and role playing. Following are some suggestions for the workshop coordinator:
**Defining terms.** Ask workshop participants to write down their definitions of terms to be used in the workshop. Terms will include: gender equity, sexism, harassment, and so on. During the workshop, define the terms and ask the participants to refer to their notes to see the similarities or differences in their definitions. Alternatively, the coordinator may wish to define the terms in advance so that everyone has the same prior knowledge. Either approach can lead to valuable discussions.
**Group discussion.** Pass around blank index cards and ask workshop participants to write down examples of stereotypical behavior. One example might be asking a woman in a group to be the secretary and a man to chair the group discussion. Another example might be a teacher asking the boys in a classroom to carry books back to the library while the girls straighten up the room. After the examples have been written and turned in, read some of the cards aloud and ask how the situation might be made more equitable. Small-group discussions will focus on the examples.
**Role playing.** Ask an equal number of males and females (4 or 6) to volunteer as students for a role-playing situation. Then role-play a lesson based on a recent news event. As you proceed, treat males and females differently. This might be in a subtle way, such as eye contact or proximity, or it can be in a more obvious way, such as calling on the males more often than the females. Ask the audience to analyze the situation and write down signs of inequitable treatment.
The workshop coordinator also should provide participants with a packet of background information, such as research summaries and suggestions for making their schools and classrooms more equitable places. The resources at the end of this fastback will be helpful.
Gender Equity and Parent Involvement
Most children have acquired a gender identity by the age of three, but full development of gender identity takes several more years; thus it is important for children to have role models who exhibit nonstereotypical behaviors (Lewis 1991, p. 3). Just as teachers confront bias in school, parents and guardians need to confront stereotypes at home.
Both boys and girls need to know that family and work roles often are assigned to one sex as a result of custom or tradition. But as they mature, they need to confront these traditions. Males need to realize that, as adults, they probably will be responsible for cooking, cleaning, and managing a household, whether they are married or single. With marriage often comes the additional responsibility of child care. Females need to be aware of how to contribute to the economic health of a family and how to balance a career with family responsibilities.
Parents also should help their children learn about future career opportunities. A wide range of employment choices are available and new technological occupations are emerging constantly. Adult family members can discuss the pros and cons of their jobs, assist the children in talking to neighbors and friends about their work, and make business and educational contacts related to occupational choice.
Parents who are involved in the school and cooperate with educators have a positive impact on their children's academic achievement (McGee Banks 1993). Families can support the schools in the effort to develop communication skills, math and science skills, global
awareness, and other elements in the curriculum that will help their children prepare for careers that might not yet exist. Taking an interest in school activities and checking to see if the schools are stereotyping are part of the parents' role.
Recent statistics indicate that many females will be in the workforce for 30 to 40 years. Therefore, it is imperative that at home and in school, girls be encouraged to plan for the future; to enroll in high-tech courses; to take a full program of science, math, and communication courses; and to investigate a wide variety of career options.
Parents should be able to analyze their own child-rearing practices and to amend them where needed. Parents and educators working together can create gender equity and effectively enhance the self-esteem and academic achievement of all students.
References
Adelman, C. *Women at Thirtysomething: Paradoxes of Attainment*. Washington, D.C.: Office of Educational Research and Improvement, U.S. Department of Education, 1991.
American Association of University Women. *Shortchanging Girls, Shortchanging America: A Call to Action*. Washington, D.C.: American Association of University Women Educational Foundation, 1990.
American Association of University Women. *How Schools Shortchange Girls: Executive Summary*. Washington, D.C.: American Association of University Women Educational Foundation, 1992.
Biklen, Sari K., and Pollard, Diane. “Sex, Gender, Feminism, and Education.” In *Gender and Education: Ninety-Second Yearbook of the National Society for the Study of Education*, edited by Sari K. Biklen and Diane Pollard. Chicago: University of Chicago Press, 1993.
Bitters, B., and Foxwell, S. *Wisconsin Model for Sex Equity in Career and Vocational Education*. Madison: Wisconsin Department of Public Instruction, 1990.
Bitters, B., and Keyes, M. *Classroom Activities in Sex Equity for Developmental Guidance*. Madison: Wisconsin Department of Public Instruction, 1988.
Burstyn, J. “Who Benefits and Who Suffers: Gender and Education at the Dawn of the Age of Information Technology.” In *Gender and Education: Ninety-Second Yearbook of the National Society for the Study of Education*, edited by Sari K. Biklen and Diane Pollard. Chicago: University of Chicago Press, 1993.
Campbell, P.B. *Girls and Math: Enough Is Known for Action*. Newton, Mass.: Women's Educational Equity Act Publishing Center, Education Development Center, 1991.
Fujitake, A. "Equality of the Sexes." In *Japan Update*. New York: U.S. Office of Keizai, Koho Center, August 1993.
Futter, Ellen V. "Sex Equity in Education and Society: Appearance versus Reality." In *Sex Equity in Educational Opportunity, Achievement, and Testing*. Princeton, N.J.: Educational Testing Service, 1991.
Jaffee, L. "Pivotal Years: Health and Self-Esteem Issues for Adolescent Girls. Today's Girls." In *Today's Girls, Tomorrow's Leaders: Symposium Proceedings*. New York: Girl Scouts of the U.S.A., 1991.
Johnston Nicholson, H. "Be Prepared: How Serious Are We About Preparing Today's Girls to Be Tomorrow's Leaders?" In *Today's Girls, Tomorrow's Leaders: Symposium Proceedings*. New York: Girl Scouts of the U.S.A., 1991.
Lewis, M. "Gender Equity: The State of Play in Early Childhood Services." Paper presented at the Early Childhood Convention in New Zealand, September 1991.
Linn, M.C. "Gender Differences in Educational Achievement." In *Sex Equity in Educational Opportunity, Achievement, and Testing*. Princeton, N.J.: Educational Testing Service, 1991.
McGee Banks, C.A. "Restructuring Schools for Equity: What We Have Learned in Two Decades." *Phi Delta Kappan* 75 (September 1993): 42-48.
Measor, L., and Sikes, P.J. *Gender and School*. New York: Cassell, 1992.
Pollard, D.S. "Toward a Pluralistic Perspective on Equity." *Women's Educational Equity Act Publishing Center Digest* (Feb. 1992).
Pollard, D.S. "Gender and Achievement." In *Gender and Education: Ninety-Second Yearbook of the National Society for the Study of Education*, edited by Sari K. Biklen and Diane Pollard. Chicago: University of Chicago Press, 1993.
Rebell, M., and Murdaugh, A. "National Values and Community Values: Gender Equity in the Schools." *Journal of Law and Education* 21 (Spring 1992): 176.
Sadker, Myra. "The Issue of Gender in School." In *Today's Girls, Tomorrow's Leaders: Symposium Proceedings*. New York: Girl Scouts of the U.S.A., 1991.
Sadker, Myra. and Sadker, David. *Failing at Fairness: How America's Schools Cheat Girls*. New York: Charles Scribner's Sons, 1994.
Sadker, M.; Sadker, D.; and Steindam, S. "Gender Equity and Educational Reform." *Educational Leadership* (March 1989): 44-47.
Sadker, M.; Sadker, D.; and Stulberg, L. "Fair and Square? Creating a Non-sexist Classroom." *Instructor* 102 (March 1993): 46.
Sandler, Bernice. and Hoffman, Ellen. "Encouraging Women to Talk in Class." *The Teaching Professor* 6 (August/September 1992): 7-8.
Schuster, Sharon. "Shortchanging Girls, Shortchanging America." In *Today's Girls, Tomorrow's Leaders: Symposium Proceedings*. New York: Girl Scouts of the U.S.A., 1991.
Scott, Elois, and McCollum, Heather. "Gender in Classroom and School Policy." In *Gender and Education: Ninety-Second Yearbook of the National Society for the Study of Education*, edited by Sari K. Biklen and Diane Pollard. Chicago: University of Chicago Press, 1993.
Sheboygan Area School District. *Gender Equity Plan*. Sheboygan, Wis., 1991.
Vandell, K., and Fishbein, L. "Restructuring Education: Getting Girls into America's Goals." *American Association of University Women* (August 1990): 4.
Phi Delta Kappa Fastbacks
Two annual series, published each spring and fall, offer fastbacks on a wide range of educational topics. Each fastback is intended to be a focused, authoritative treatment of a topic of current interest to educators and other readers. Several hundred fastbacks have been published since the program began in 1972, many of which are still in print. Among the topics are:
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Phi Delta Kappa Educational Foundation
The Phi Delta Kappa Educational Foundation was established on 13 October 1966 with the signing, by Dr. George H. Reavis, of the irrevocable trust agreement creating the Phi Delta Kappa Educational Foundation Trust.
George H. Reavis (1883-1970) entered the education profession after graduating from Warrensburg Missouri State Teachers College in 1906 and the University of Missouri in 1911. He went on to earn an M.A. and a Ph.D. at Columbia University. Dr. Reavis served as assistant superintendent of schools in Maryland and dean of the College of Arts and Sciences and the School of Education at the University of Pittsburgh. In 1929 he was appointed director of instruction for the Ohio State Department of Education. But it was as assistant superintendent for curriculum and instruction in the Cincinnati public schools (1939-48) that he rose to national prominence.
Dr. Reavis' dream for the Educational Foundation was to make it possible for seasoned educators to write and publish the wisdom they had acquired over a lifetime of professional activity. He wanted educators and the general public to "better understand (1) the nature of the educative process and (2) the relation of education to human welfare."
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Economics of Personal Airplane Operation
By
W. J. SKINNER
Instructor in Aeronautical Engineering
Circular Series No. 10
July 1947
Engineering Experiment Station
Oregon State System of Higher Education
Oregon State College
THE Oregon State Engineering Experiment Station was established by act of the Board of Regents of the College on May 4, 1927. It is the purpose of the Station to serve the state in a manner broadly outlined by the following policy:
(1) To stimulate and elevate engineering education by developing the research spirit in faculty and students.
(2) To serve the industries, utilities, professional engineers, public departments, and engineering teachers by making investigations of interest to them.
(3) To publish and distribute by bulletins, circulars, and technical articles in periodicals the results of such studies, surveys, tests, investigations, and researches as will be of greatest benefit to the people of Oregon, and particularly to the state's industries, utilities, and professional engineers.
To make available the results of the investigations conducted by the Station three types of publications are issued. These are:
(1) Bulletins covering original investigations.
(2) Circulars giving compilations of useful data.
(3) Reprints giving more general distribution to scientific papers or reports previously published elsewhere, as for example, in the proceedings of professional societies.
Single copies of publications are sent free on request to residents of Oregon, to libraries, and to other experiment stations exchanging publications. As long as available, additional copies, or copies to others, are sent at prices covering cost of printing. The price of this publication is 25 cents.
For copies of publications or for other information address
Oregon State Engineering Experiment Station,
Corvallis, Oregon
Economics of Personal Airplane Operation
By
W. J. Skinner
Instructor in Aeronautical Engineering
Circular Series, No. 10
July, 1947
Engineering Experiment Station
Oregon State System of Higher Education
Oregon State College
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data in a computer program to make it easier to access, manipulate, and store.
3. Database: A collection of data organized in a structured manner so that it can be accessed, managed, and updated efficiently.
4. Database Management System (DBMS): A software application that provides services for creating, maintaining, and managing databases.
5. Encryption: The process of converting information into a coded form to prevent unauthorized access.
6. Hashing: A technique for mapping data of arbitrary size to fixed-size values.
7. Interface: A boundary between two systems or components that allows them to communicate with each other.
8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions.
9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs.
10. Programming Language: A formal language designed to express computations that can be performed by a machine.
11. Software: A collection of instructions that tell a computer what to do.
12. System: A set of interacting or interrelated elements that act according to a common plan to achieve a common goal.
13. User Interface (UI): The part of a computer program that interacts with the user, allowing them to input commands and receive feedback.
14. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
15. Web Application: A software application that runs on a web server and is accessed through a web browser.
16. XML (Extensible Markup Language): A markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable.
17. API (Application Programming Interface): A set of rules and protocols for building software applications.
18. Cloud Computing: The delivery of computing resources over the internet, including servers, storage, databases, and software.
19. Big Data: A term used to describe datasets that are too large or complex to be processed using traditional data processing techniques.
20. Machine Learning: A subfield of artificial intelligence that focuses on developing algorithms that enable computers to learn from data without being explicitly programmed.
21. Natural Language Processing (NLP): A subfield of artificial intelligence that focuses on enabling computers to understand, interpret, and generate human language.
22. Artificial Intelligence (AI): The simulation of human intelligence processes by machines, especially computer systems.
23. Robotics: The design, construction, operation, and use of robots.
24. Internet of Things (IoT): A network of physical devices, vehicles, home appliances, and other items embedded with sensors, software, and connectivity that enables them to connect and exchange data.
25. Cybersecurity: The protection of computer systems and networks from digital attacks, such as hacking and malware.
26. Blockchain: A decentralized digital ledger that records transactions across many computers in such a way that the registered transactions cannot be altered retroactively.
27. Quantum Computing: A type of computing that uses quantum-mechanical phenomena, such as superposition and entanglement, to perform operations on data.
28. Augmented Reality (AR): A technology that overlays digital information onto the real world, enhancing the user's perception of the environment.
29. Virtual Reality (VR): A technology that creates a simulated 3D environment that can be interacted with using specialized equipment.
30. Internet Protocol (IP): A communication protocol that specifies the format of packets and how they should be routed through a network.
# TABLE OF CONTENTS
| Section | Page |
|------------------------------------------------------------------------|------|
| I. Introduction | 5 |
| 1. Purpose of Study | 5 |
| 2. Acknowledgments | 5 |
| II. Operating Cost Factors | 6 |
| 1. Fixed Cost Items | 6 |
| a. Depreciation | 6 |
| b. Interest on Initial Investment | 11 |
| c. Hangar Rental | 11 |
| d. Insurance | 13 |
| 2. Variable Cost Items | 20 |
| a. Fuel and Oil | 20 |
| b. Maintenance | 20 |
| 3. Non-Flying Expenses | 23 |
| a. Ground Transportation Expenses | 23 |
| b. Delay Expenses | 23 |
| c. Business Expenses for Commercial Operation | 24 |
| III. Factors Affecting Operating Cost Comparisons | 25 |
| 1. Reduction of Costs to a Common Basis | 25 |
| 2. The Effect of Utilization | 28 |
| 3. Comparisons with other Means of Transportation | 29 |
| IV. Operating Cost Determination Charts | 35 |
| 1. Explanation of Assumed Constants | 35 |
| 2. The Use of the Operating Cost Charts | 37 |
| 3. Sample Calculations of Cost of Operation | 40 |
| V. Bibliography | 43 |
## ILLUSTRATIONS
| Figure | Description | Page |
|--------|--------------------------------------------------|------|
| 1 | Depreciation Curves | 10 |
| 2 | The Effect of Utilization on Operating Cost | 29 |
| 3 | Transportation Cost Comparisons | 33 |
| 4 | Variable Operations Cost Chart | 37 |
| 5 | Liability Insurance Chart | 38 |
| 6 | Comprehensive (ground and in flight) Hull Insurance Chart | 39 |
| 7 | Depreciation Expense Chart | 39 |
| 8 | Total Operating Cost Chart | 41 |
Economics of Personal Airplane Operation
By
W. J. Skinner*
Instructor in Aeronautical Engineering
I. INTRODUCTION
1. Purpose of study. Comparatively recent surveys (1) (2)† have shown that one-third of all airplane owners continued ownership for only one year or less and that another 22 per cent continued for but two years. The mean period of ownership for all owners is indicated as less than four years. The surveys also revealed that over 50 per cent of the former owners gave financial difficulty as the reason for discontinuing, which may be interpreted as meaning that the expense of ownership was greater than anticipated.
The purpose of this publication is to discuss the factors that enter into the cost of operation and ownership of an airplane and to present in chart form one method of computing these costs with a reasonable degree of accuracy. It is believed that such information will be of value to present and prospective airplane owners in their efforts to anticipate costs or to compare operating costs of various planes.
At all times, except when specifically noted, discussion will be limited to the personal plane. This might be described roughly as including airplanes that have a maximum cost of approximately $8,000 and a maximum seating capacity of four or five persons including the pilot.
2. Acknowledgments. The writer thanks Professor S. H. Graf, director of the Engineering Experiment Station, Oregon State College, for valuable suggestions and for critical review of the manuscript. Grateful acknowledgment is also made to B. F. Ruffner, professor of Aeronautical Engineering, Oregon State College, for suggesting this study and aiding in its preparation, and to the many aircraft companies and aircraft insurance companies throughout the country who supplied much of the data upon which this publication is based. Thanks are also due Mrs. Eloise Hout for her beautiful work in redrafting the numerous charts for publication and to Miss Jane O'Brien for assistance in manuscript preparation.
* Now Assistant Professor of Mechanical Engineering, Cornell University, Ithaca, N. Y.
† Italic numbers in parentheses refer to Bibliography, page 43.
II. OPERATING COST FACTORS
The tangible cost factors involved in aircraft operation are generally broken down into two major groups. The titles given to these two groups vary considerably and in some cases are difficult to justify. In this discussion, cost factors will be regarded as belonging in either the "fixed-cost" group or the "variable-cost" group.
Fixed costs are those based on calendar time and continue even when the airplane is idle. In most cases these expenses will be stated on a yearly basis. Such fixed-operating-cost factors include depreciation, interest on initial investment, hangar rental, and insurance.
Variable costs are those based on flight time and therefore have a total that varies with the number of hours flown. These costs are expressed in terms of dollars per hour and include fuel, oil, maintenance, and overhaul costs.
Although seldom recognized or evaluated in terms of cost by personal airplane owners, a third group of expenses exists. This unnamed group includes ground transportation, that is, expenses incurred going to and from airports; delay expenses incurred when a pilot is grounded because of weather or mechanical difficulties; and in the case of commercial operation, overhead or business expenses. These expenses will be referred to as non-flying expenses.
In a tabulated form the various operating costs appear as follows:
1. Fixed costs
a. Depreciation
b. Interest on initial investment
c. Hangar rental
d. Insurance
2. Variable costs
a. Fuel and oil
b. Maintenance and overhaul
3. Non-flying expenses
a. Ground transportation expenses
b. Delay expense
c. Business expenses for commercial operation
1. Fixed-Cost Items.
a. **Depreciation.** A private plane owner buys an airplane, flies it for a period of time, and then sells it for a price less than that which he originally paid for it. The difference between the initial purchase price and the selling price represents a definite loss
of money to the owner and must be considered as a part of his operating expense. It is this expense that is known as depreciation.
Depreciation, which may be expressed as reduction in value with passage of time, is caused by several things. The major cause of depreciation is normal wear and tear through use and abuse of the airplane. Airplanes do not fall apart, as did the "one-horse shay," at the end of a definite period of time, but they gradually wear out and require replacement of parts. If each part were replaced as it wore out there would come a time when the airplane would have no original parts left. The process is seldom, if ever, carried to this extent. Actually the life of the airplane is terminated either by a bad crash, being sold for scrap, or being left neglected until disposed of by the elements. There are many parts of an airplane that have a life expectancy influenced not only by wear and tear resulting from use, but by the mere passage of time. Such items as covering, shock cords, and tires deteriorate over a period of time regardless of whether the plane is being used or not. Assuming that the airplane has fairly regular use, the decrease in value resulting from wear and tear is approximately the same each year.
The term depreciation frequently includes obsolescence and inadequacy or supercession. The term obsolescence is used to describe airplanes that still have useful lives but are no longer economical to use or fashionable because of new developments in aviation. The matter of being fashionable is perhaps the most important in the case of an airplane. As styles change and new and better airplanes are produced, owners of older planes become dissatisfied with theirs and soon sell so that they may purchase one of the latest models. Sometimes, of course, the owner's family increases so that his present plane is no longer roomy enough, and he decides to purchase a larger one. The fact that an airplane becomes obsolete in the eyes of one owner and is sold is not a true indication that its life is ended. The percentage of potential plane owners who can afford to own and operate a second-hand airplane is approximately seven times as great as the percentage of those who can afford a new airplane (3). Thus airplanes that are considered obsolete by one owner will often be purchased and flown by a new owner. This has the effect of lengthening the active life of the airplane and therefore of reducing the overall rate of depreciation.
Regardless of the large number of potential buyers of second-hand airplanes, there is a definite general tendency for obsolescence to decrease the life of an airplane and thus increase depreciation. The decrease in value as a result of obsolescence is definitely greatest during the first year and less for each succeeding year. This is true
because of the general tendency for aircraft manufacturers, like automobile manufacturers, to produce new models or instigate major style changes each year. With each new change a certain number of owners immediately buy the new airplane. Some owners will wait two or three years before purchasing a new model.
Since depreciation is a result of wear and tear (a straight-line function) and obsolescence (a function whose slope decreases with time) it is obvious that the curve representing depreciation is steep during the early years of the plane's life but gradually flattens out as the airplane becomes older. Thus depreciation is greatest during the first year of the plane's life and becomes less as the airplane becomes older.
There are several systems for computing depreciation, the simplest of which is the straight-line method. The airplane, by this method, is depreciated on the basis of a certain number of years of useful life, and the yearly depreciation is considered the same regardless of the airplane's age. At the end of the certain number of years that represent its useful life the value of the airplane is considered to be zero. Civil Aeronautics Authority data show that the average life of all nonmilitary private aircraft, including those destroyed, at the end of 1938 was 7.4 years. With an active new-plane market tending to accent obsolescence this might appear to be too long a period over which to depreciate an airplane by the straight-line method as it reduces to only 13.5 per cent per year. Nevertheless some experts recommend this figure. The Bureau of Internal Revenue indicates that a 5-year write-off for private airplanes is acceptable, whereas the CAA considers a period of ten years as fair (4). The 5-year period is quite short but places the airplane's value more in line with market value. Its disadvantage lies in the fact that at the end of five years it indicates that the airplane has no residual value, which of course is untrue. The 10-year period, while indicating a residual value after 7.4 years causes the depreciated value to be considerably higher than the actual market value during the first few years of the airplane's life (3).
In some cases the airplane's value might be written off on an hourly basis. This would predicate a certain working life of so many flight hours and would become a straight-line method with regular use. This method is not generally used for the airplane as a whole, but it is quite applicable to the engines as they do not become obsolete by changing styles as the airframe does. The engines in lower-priced personal airplanes generally remain with the airframe for life and are seldom considered as separate units. They are not depreciated at different rates, therefore, nor by different methods.
In the case of higher-priced private aircraft, such as twin-engine airplanes, the engines and airframes are often considered as separate units and thus may be depreciated separately, and by different methods. In this case, the engines may be depreciated on an hourly basis and the airframe on a yearly basis.
Perhaps the best method of determining depreciation is by the percentage-on-diminishing-value, or declining-balance method. This method of depreciation reduces the annual depreciation charge because each year's depreciation is subtracted from the last year's value of the airplane to establish the new, reduced base for the ensuing year. The greatest depreciation is during the first year, therefore, and the depreciation for each succeeding year becomes less. In the same manner the airplane's value decreases most rapidly during its first year of life, with gradually less drop in value for each succeeding year. By this method, the airplane will always have some residual value indicated. Even a totally wrecked airplane usually has a residual scrap value. Another advantage is that the airplane's depreciated value, when reckoned by this method, reduces at a rate corresponding to the decline in the market price. This is to be expected in view of the reasons for and the actual process of depreciation as initially discussed.
An individual who is computing depreciation by the foregoing method faces but one problem—the selection of a reasonable percentage of reduction. Although this method of determining depreciation results in a curve of the same nature as that of market prices, it will approximate market prices only upon selection of the proper constant of reduction. It is believed that, in normal times, a 20 per cent annual reduction of the depreciated value will most nearly approximate market prices and at the same time agree with the depreciation permitted by insurance companies writing hull insurance. This figure will also result in a value at the end of five years that is approximately 33 per cent of the initial price, a level recommended by airplane cost experts.
In mathematical terms, the depreciated value of the airplane at the end of the $n$th year of operation equals the initial price multiplied by 0.8 to the $n$th power (Depreciated Value = Price $\times 0.8^n$). The above method and the constant will be used in all curves and calculations in this circular.
Figure 1 shows both the straight-line methods and the declining-balance method curves plotted on a chart of depreciated value versus year of operation. Note that the 80 per cent declining-balance method is quite close to the 7.4 year straight-line method. Its major advantages are clearly shown as large depreciation the first year and a residual value after 7.4 years.
When depreciation, computed by the declining-balance method, is expressed in terms of percentage of initial price, it will have a value for each specific year of operation as indicated in the following table.
| Year of operation | Depreciation Per cent of initial price | Depreciated value Per cent of initial price |
|-------------------|--------------------------------------|---------------------------------------------|
| 1 | 20.0 | 80.0 |
| 2 | 16.0 | 64.0 |
| 3 | 12.8 | 51.2 |
| 4 | 10.2 | 41.0 |
| 5 | 8.2 | 32.8 |
| 6 | 6.6 | 26.2 |
| 7 | 5.2 | 21.0 |
| 8 | 4.2 | 16.8 |
The information in the foregoing table indicates that at the end of the fourth year of operation, for instance, the depreciated value is 41 per cent of the initial price and that for the fourth year the
depreciation is 10.2 per cent of the initial price of the airplane. This last figure would represent a definite part of the fixed cost of operation for the airplane during the fourth year, for example.
Many owners set aside each year an amount of money equal to their calculated depreciation for that year. When such an owner sells his airplane, he has saved a sufficient amount to purchase a new one. Another advantage of this procedure is that depreciation becomes a very real cost of operation requiring money from the owner's pocket each year. This makes certain that the owner will include depreciation as part of his cost of operation.
b. Interest on initial investment. A fixed cost item that is generally neglected is that of interest on the initial investment. When an individual purchases an airplane he must make an initial payment or investment of over $2,000, regardless of the fact that he figuratively absorbs this cost in small amounts over a period of years by considering depreciation as part of his cost of operation. If he does not purchase an airplane, he will have the money, which could be drawing interest or perhaps could be invested in some profitable enterprise. For example, an individual has $3,000 to buy an airplane. If he does not buy it he may invest this amount and realize $60 annually, assuming a simple interest rate of 2 per cent. If he uses the money to buy his airplane, on the basis assumed, he is depriving himself of a possible investment income of $60 per year. This should be considered as a part of his annual cost of operation. It is important that the owner realize that his loss, therefore his cost, is the interest he might realize on the amount of the initial investment, and not on the depreciated value of the airplane.
c. Hangar rental. Estimation of hangar rental is extremely difficult. Hangar rents for the same airplane might vary from $10 to $30 or more per month, depending upon the airport and the hangar operator. Some airports have only enough hangar space for shop facilities, and therefore owners must park their airplanes outside and leave them unprotected from weather. At other airports there may be large hangars but little available space for additional planes, so that hangar space would be extremely expensive. For the purpose of discussing factors other than that of geographical location that influence hangar rental, it must be assumed that rates for like airplanes are approximately the same at all airports. In a recent article (5) on rental charges for hangars, Joshua W. Rowe pointed out that the two main factors that should determine rental rates are the space occupied by the airplane and the expense involved in moving it in and out of the hangar. The space occupied by the airplane depends not only on its plan dimensions but on the amount of overlapping and fitting together with other planes that can be accomplished. For instance, a high-wing and a low-wing airplane may be stored together more easily than two high-wing or two low-wing airplanes. Other factors that affect overlapping and fitting are height of wing and empennage, landing gear type, number of engines, height of radio masts and antennae, etc. The cost of moving an airplane in and out of the hangar depends on its weight, type of landing gear, and the difficulty involved in passing its wings over or under those of other airplanes. Few operators, from whom owners rent hangar space, have determined a fair rental for each plane based on the two factors mentioned above. Instead, many have chosen an arbitrary figure for each airplane model based upon past experience or on what other operators are charging.
In some cases hangar rental rates for airplanes have been based on horsepower, weight, or number of seats in the plane. At first glance, these might appear to be suitable bases on which to determine rental, but cases for which they will not apply frequently arise. For this reason these methods are considered unreliable in determining hangar rentals.
It is desirable to provide means for the user to substitute his actual hangar rental figure in formulae or charts developed for use in estimating and computing operating costs. For those who have no knowledge of their local hangar rental rates, it is reasonable to assume $80 per year for each seat of the total seating capacity. Consequently, a three-place airplane would have an annual hangar expense of $240, regardless of how many seats were actually installed.
In some cases an airplane owner might feel that he could not afford the high cost of hangar space. He would be forced to tie down his airplane on the parking ramp. He might be charged a rental on the space he occupies, but it would be considerably less than hangar rent at the same field. It is quite possible, however, for tie-down rates at one field to be greater than hangar rates at another. As mentioned before, this would depend on geographical location and the relative amount of business at the fields. An owner who does not rent hangar space might realize a reduction in his fixed costs by reason of low tie-down rates but might well find that the weathering of his airplane is such as to increase its depreciation to the point where no real saving is made. Naturally this condition would be influenced by climatic conditions and aircraft construction.
At the present time, hangar space is at a premium as a result of the building shortage. With the development of new building methods and more practical hangars, the present high hangar rates should
decrease somewhat, although large-scale reduction will be prevented by the increasing demand for hangar space as well as by the generally higher cost level in prospect.
d. Insurance. In 1944 the NAA reported that insurance premiums represented 30 per cent of all costs in operating a lightplane (6). This figure is excessively high and demands considerable explanation. In view of this fact it is believed advisable to include a fairly complete discussion of aircraft insurance at this point.
The two main types of aviation insurance are aircraft hull insurance, which indemnifies the owner against damage to the plane, and liability insurance, which protects him against liability for injuries to passengers or third persons outside the plane or for damage to property caused by the plane.
There are various opinions on the relative importance of these two types of insurance. It appears that liability insurance is the most important to the average plane owner because it protects him from possible losses of relatively large sums, whereas hull insurance protects him only from the loss of that amount which he has invested in his airplane. The term "hull" insurance was first used for airplanes by marine underwriters who wrote the early insurance for the aviation industry. Hull insurance included the airframe, engines, accessories, instruments, and extra equipment.
A little knowledge of airplane accident statistics will aid in explaining the need for hull insurance. For a typical year (1939), out of a total of 5,515 private airplanes in service, 1,133 or 20.5 per cent were involved in accidents. Of this 20.5 per cent, there were 188 or 16.6 per cent washouts, 370 or 32.7 per cent of which required an overhaul, and 549 or 43.5 per cent of which required major assembly. These figures should provide adequate proof of the need for hull insurance.
Aviation underwriters offer three main types of hull insurance coverages (6) (7) (8). The first of these is "complete coverage" which protects the owner against all risks of loss, including crash and fire following a crash. Crash coverage applied while the airplane is "in flight" (beginning of takeoff to completion of landing). For a $2,000 lightplane this coverage would cost approximately $250 yearly. The second type of coverage is less complete than the first and protects the owner against all risks of loss except crash. For the airplane mentioned above this would cost $70 annually with a deductible clause. The third type, called "named perils" is still less complete, protecting the owner against usual risks to which a plane is subject while not in flight. These risks include windstorm, taxiing, collision, mooring, storage, theft, and fire. The cost for the example
plane would be from $50 to $70 annually, depending upon the number and nature of the risks stipulated.
In the future insurance coverage for taxiing probably will be included in the "in flight" coverage and thus be more expensive. Such a probability exists because of the large number of taxiing accidents which have occurred recently.
Various types of hull insurance coverages for airplanes are listed. Any one, or a combination of these may be obtained.
(a) Comprehensive—ground only, plus fire in flight but excluding fire following crash.
(b) Crash—including fire following crash.
(c) Fire, lightning, explosion and transportation, including fire in flight but excluding fire following crash.
(d) Theft, robbery, and pilferage.
(e) Windstorm, tornado, and cyclone.
(f) Damage while not in flight by hail, sleet, snow, collision, upsetting, earthquake, flood, or collapse of a hangar, shop, or similar structure.
The insurance rate on a particular airplane will depend on many factors other than the amount of coverage. Some of these factors, such as its weight, whether it is private or commercial, new or used, will be discussed later.
In general, airplanes weighing less than 2,000 pounds are considered as "lightplanes" and constitute a separate classification. This group is charged, by some insurance companies, a higher rate than that for heavier airplanes (approximately one-third higher for full coverage) because they are considered more fragile and are more often flown by beginners. Thus, for a $3,000 lightplane, complete coverage would cost approximately $400, while for a heavier airplane of the same price, it would cost but $315 annually. For less complete coverage the difference is less. Commercial planes are charged higher rates than private planes, those used for student instruction being the highest.
An airplane's age is an important factor in determining hull insurance rates. A new plane may be insured for full cost price and used planes for current market value. This cost, or price, in the case of a used airplane would include the cost or value of all extra equipment in the plane. In normal times the current market value of an airplane should be approximately its depreciated value if depreciation is determined as recommended previously. A new airplane of a certain type will be insured at a specifically assigned basic premium rate. This basic premium rate will be approximately 12 per cent for complete coverage, so that for a $2,000 airplane the annual premium will
be $240. In the case of a used airplane (any airplane beyond its first year of use) a "loading rate" is added to the basic rate to offset depreciation. One large aviation insurance company uses a loading rate of approximately 3 per cent. This is multiplied by the difference between the amount of insurance and the original price. The premium then consists of this product added to the product of the basic rate multiplied by the amount of insurance. A $2,000 airplane during its second year of life would have a market value, and thus a maximum insurable value, of approximately $1,600. By the insurance rate determination method just described, the owner would figure his insurance premium to be $1,600 × 12% plus $400 × 3%, or a total of $204 for full hull coverage during the second year of operation. Some insurance companies merely add the loading rate to the basic rate and multiply this sum by the market value of the airplane. Using the basic and loading rates of 12 per cent and 3 per cent results in a premium of $240 during the second year for the example airplane.
The necessity of a loading rate requires further explanation. In the event of total loss, payment is made in full on the depreciated value of the airplane. The depreciated value is generally calculated to be 80 per cent of that for the previous year. This is the method recommended in the discussion on depreciation. If market value is the same as the depreciated value, and it should be in normal times, then this is the amount for which the plane has been insured. Partial losses, however, are paid without any deduction for depreciation. There are no deductions for depreciation on parts to be replaced. The insurance company pays the cost of the new parts. It is for this reason that the loading rate must be applied.
In order that an airplane owner may obtain lower rates, the insurance companies impose part of the losses on them. It is for this reason that deductible and participation provisions are designed. The little accidents involving repair costs less than $50 to $100 far outnumber the expensive accidents. The insurance rates necessary to cover the required processing and payment of these small sums would be excessively high. Therefore, the insurance companies impose upon the airplane owners the expense of these small accidents. In order to do this the insurance companies insert a deductible clause that provides that the insurance company will pay only for that part of the loss in excess of the deductible amount. The deductible amount is usually $50 for all risks but crash, fire, and theft. For crash risks the deductible amount generally will be 10 per cent of the insured value with a $100 minimum stipulated. Fire and theft risks seldom carry a deductible clause. When a deductible clause is used,
the owner, not the insurance company, pays all small losses due to damage. If our $2,000 example airplane were to suffer a $300 non-crash damage the owner would pay $50 and the insurance company would pay $250. If the damage were less than $50, the owner would pay the entire amount himself. If the plane suffered $300 crash damage, the owner would pay $200 and the insurance company $100. This is, of course, assuming that the deduction is as mentioned before.
When "ground" and "in flight" coverages are written on light-planes it is possible to substitute a participation clause for the deductible clause under "crash" coverage at a reduction in the combined coverage rates. With the participation clause the owner pays a certain percentage of all crash losses regardless of how great or small they may be. It is better than the deductible clause where small damage is incurred, but not in an instance in which an extensive amount of damage is sustained.
In the case of private business and pleasure flying, the percentage of participation depends on the pilot's previous flying experience, and generally the airplane must be operated only by specifically named pilots. Representative percentages are as follows:
| Per cent |
|----------|
| Named private pilot with over 200 hours | 20.0 |
| Named private pilot with 100-200 hours | 22.5 |
| Named private pilot with under 100 hours | 25.0 |
| Named student pilot | 27.5 |
| Commercial, including instruction | 33.3 |
| Flying clubs | 33.3 |
The rate for full coverage with such a participation clause will be approximately 7 per cent less than for a non-participation policy.
The private pilot will find it advisable to carry full hull insurance coverage. If he must fly and cannot afford full coverage, the next best thing is crash coverage alone which would cost him approximately $180 for a $2,000 airplane. If this is still beyond his means he may obtain coverage other than crash for approximately $60. If he cannot afford this, then he cannot afford to fly.
The second, and perhaps the most important, type of aviation insurance is liability insurance which protects the plane owner against claims for injuries to passengers, to third persons outside the plane, or for plane-caused damages to property. Many claims for injuries or damages in case of an airplane crash are quite justifiable; many are not. In either case, the claims generally involve large amounts of money and the owners are considered liable and
must pay these themselves if they have no liability insurance. In the case of injury to a third person or damage to property caused by his airplane, the owner is imposed with absolute liability or presumed negligence in approximately a third of the 48 states (7). This means in most cases that he is liable for actual damages incurred by a forced landing and for all damages that are caused by the ascent, descent, or flight of his airplane, or dropping of any object therefrom. He is considered liable under the above-mentioned circumstances whether he is negligent or not, unless the person injured was contributorily negligent. In the remaining two-thirds of the states, the pilot or owner generally is held liable under tort law for damages even though he was not negligent in causing them. An owner is definitely liable if the accident occurred at a time when he is in violation of Civil Air Regulations, and most probably he is liable at all other times.
It is to be noted that the liability rests on the airplane owner. Insurance may be written for a specific airplane or for a specific pilot. Generally it is written for a specific airplane, as all damage suits may be brought against the owner. Thus, if an airplane owner lends his airplane to a friend who has an accident while flying, the owner may find himself sued for damages. This does not necessarily provide immunity for the pilot as he also may be sued. This depends mainly upon the circumstances of the accident.
The heaviest liability to which an owner is exposed, and therefore the most expensive to insure against, is his liability to passengers. There are only two states, California and South Carolina, that have statutes specifically providing that passengers who ride gratuitously in an airplane as guests shall have no cause for action for damages against the pilot unless such pilot has been guilty of gross negligence. In all other states, passenger liability is based on tort law and the pilot generally would be liable in all cases other than those involving accidents due to passenger negligence. Most cases involving liability to paying passengers have been settled out of court for amounts approximately $10,000, as court judgments usually result in higher payments.
An airplane owner should carry an amount of liability insurance somewhat proportional to his financial standing. Wealthy sportsman pilots usually are sued for many times the amount for which the average lightplane pilot would be sued under similar circumstances. Unfortunately an injured person will base the amount of his suit on how much the defendant is able to pay and not on the amount of injury or damage incurred.
The three types of liability coverage—public liability, property damage, and passenger liability—may be purchased separately, or all three may be purchased together in the form of single-limit liability.
Property damage liability insurance protects the owner against costs of damages his airplane may cause to another's property. The minimum limit of $5,000 may be purchased for $12.50 annually if the airplane is to be used for private business and pleasure. A $10,000 limit may be obtained for $14.13 and a $20,000 limit for $16.25. Thus, for but slightly more an owner can carry a limit he is sure will be sufficiently high.
Two main factors determine the limit he should carry. As explained previously, the more wealthy the owner, the higher the limit he should carry. The second factor is that which involves the locale of his intended flying. If the owner plans to use an airport within the limits of a large city, he may be certain that any damage to property will be quite high. If the owner is a farmer, it is entirely unlikely that he could cause more than a few dollars damage even in the event of a total crash. Thus, the city owner should carry a high limit and the farmer a low limit.
Public liability insurance, which protects the airplane owner if his plane injures or kills a person outside of the plane, is the least costly of the liability insurances. It will cost a private pilot $10 per year for the minimum coverage of $5,000/$10,000 limit. Such a limit provides up to $5,000 for any one person injured, or up to $10,000 for any one accident. A 10/20 limit may be purchased for $12.50 annually and a 20/40 limit for $14.80. Such insurance covers any of the many types of accident that may involve a third person. The pilot may injure or kill someone while taxiing, taking off, flying, making a normal or forced landing, or even while warming up. It is quite possible for someone to walk into his propeller while he is warming up his engine prior to flight. Public liability insurance would cover him. The same factors apply in this case as those which influence the amount of property damage liability he should carry. If the individual is wealthy or flies frequently near populated areas, he should carry a fairly large amount of public liability insurance as well as property damage insurance.
If an airplane owner has more than one seat in his airplane and if he occasionally carries passengers, he should by all means have passenger liability insurance. It is common for an owner to believe that since his passengers are always close friends of his, he need not fear being sued if one of them is injured while in his plane. Unfortunately, human nature is such that friendship seldom means very much when there is an opportunity to collect legally $5,000 or $10,000.
from some individual. Plane owners find former friends suing in the majority of cases involving passenger injury.
In 1939 there were 1,133 private airplanes involved in accidents in which a total of 80 passengers were killed, 36 severely injured, and 62 who suffered minor injuries (7). Over 13 per cent of all the accidents in that year involved injuries to passengers. This is adequate proof of the necessity for passenger liability insurance. A limit of at least $10,000 is recommended, as this is an amount easily collected by an injured passenger or relatives of one who has been killed.
The cost of passenger liability insurance depends on the limit per passenger seat and the number of passenger seats. When such insurance is purchased it must be obtained for every passenger seat in the airplane. For a $10,000 limit per seat it would cost the owner $34 for one passenger seat and $47.60 if there were two passenger seats. For a $5,000 limit per seat the costs are $25 and $35 for one seat and two seats, respectively. These rates are for planes being used for private business, pleasure, and industrial activities. Rates for commercial planes are approximately three times as high. The reason for this is that there is always a liability to paying passengers, while there may be a liability to guest passengers.
In the case of "single-limit liability insurance" the limit represents the maximum amount the insurance company will pay in any one accident. It is responsible for claims against public, property damage, and passenger liability to the extent of the limit. If an owner has a single-limit policy of $25,000 (which costs him $71.90 annually) the underwriter will defend him against any one, or all three types of liability up to the total sum of $25,000. The single-limit type of liability insurance may be obtained without passenger liability for considerably less. In the case of $25,000 single-limit without passenger liability, the owner would pay but $29.40 annually. This might be a desirable policy to obtain on a one-place airplane where no passenger liability exists.
It is important that the airplane owner realize that the costs of insurance are not fixed, but are quite likely to be different for each airplane and each owner. It is because of this that insurance companies generally state that all forms of aviation insurance may be written only after submission of full particulars. In occupational flying, each risk is individually rated. In crop dusting and other especially hazardous types of flying, coverage must be obtained from Lloyd's of London.
The foregoing information on insurance obviously can be only general in nature. The premiums stated are those indicated by one
of the large aviation insurance companies and are accepted as representative at the time of writing. Some companies have recently raised their rates but others have announced that they will retain their present rates. In any event, the figures stated in this circular should not be taken as accurate values for any particular time or place but rather as average values suitable for comparison purposes. For accurate cost determination purposes the individual should consult an insurance agent for current insurance rates.
In concluding this discussion of airplane insurance, it is advisable again to emphasize that insurance is imperative for the private plane owner. Regardless of the fact that it constitutes approximately one-third of the annual cost of operation, it should be obtained. If the owner cannot afford insurance, the sad fact is that he cannot afford to fly.
2. Variable-Cost Items.
a. Fuel and oil. Fuel and oil costs are the easiest costs to determine. Both of these costs are closely dependent upon the cruising horsepower of the airplane. The larger the engine, the more fuel and oil will be used. It is important that cruising horsepower, not rated horsepower, be the basis for fuel and oil cost determination. Cruising horsepower is that power used in normal straight and level flight, and is approximately 60 per cent of rated horsepower.
For the average personal type airplane the fuel consumption is 0.52 pound (0.0866 gal.) per horsepower per hour, and the oil consumption will be 0.0055 pound (0.00294 quart) per horsepower per hour. In one hour, therefore, an airplane cruising at 50 horsepower will use 26 pounds of fuel and 0.275 pound of oil. In two hours it will use twice this amount, in three hours three times this amount, and so on.
The cost of fuel and oil depends mostly upon geographical location. The nation's average is approximately 26¢ per gallon for gasoline and 35¢ per quart for oil. On the basis of these costs the 50 horsepower engine above would have an approximate fuel cost of 62¢ and an oil cost of 5.1¢ per hour. The annual fuel and oil expense would be the sum of these costs multiplied by the number of hours flown per year.
b. Maintenance. The maintenance cost for a private airplane is extremely difficult to predict as it depends upon so many factors. At the present time labor and parts supply conditions are such as to render accurate cost predictions virtually impossible. In the following discussion and cost factor determination no attempt will be made to include the effect of fluctuating labor and parts costs.
Labor costs and thus the costs of maintenance vary from place to place. In some parts of the country labor is at a premium; in other parts there is little difficulty involved in locating a licensed mechanic who will inspect or repair an airplane for reasonable wages. In addition to the variation in wages, there is also a variation in the cost of replacement parts, depending upon the airplane's location. Since these variations are almost impossible to evaluate, this discussion must be confined to what might be considered as the nation's average for the above factors.
Some owners will fly an airplane which is in a deplorable state of disrepair. Fortunately, the majority keep their planes in good condition regardless of the cost. The Civil Air Regulations require that a private plane owner have his airplane inspected once a year, and that he keep it airworthy at all times. Satisfying only minimum requirements costs little but furnishes poor insurance for the owner. Owners should consider their own personal safety worth the extra expense necessary to have the 20- and 50-hour engine inspections, the 100-hour periodic inspection of the airplane, the 500-hour engine overhaul, and the major airframe overhaul after 5 years of operation. Although present regulations permit the private plane owner to aid in these inspections and checks, such work will require a considerable amount of the owner's time that might otherwise be gainfully employed, and therefore there is no actual reduction of maintenance cost realized.
The cost of maintenance, repairs, and replacement parts is dependent on the cruising horsepower of the plane and on its weight. The larger, heavier, and more powerful the airplane, the longer it will take for an inspection. Also, replacement parts are more expensive for larger airplanes and the time involved in repairs is increased. As the weight and size of an airplane determine, to a large extent, the cruising horsepower, it will be convenient to state these costs in terms of cruising horsepower alone.
All inspections, with the exception of the 5-year major airframe overhaul, are made at the conclusion of a specified number of flying hours. Thus in any given time, their cost is dependent upon the utilization of the airplane. This is also generally true of repairs and replacement parts costs. For this reason the maintenance, repair, and replacement parts costs are based on hours of flying time, in addition to the previously mentioned cruising horsepower, so that their total cost will be in the form of so many cents per cruising horsepower-hour. The 5-year major airframe overhaul should be based on horsepower and calendar time. Thus it would be so much per horsepower-year. In actual cost determination practice the 5-year
overhaul expense factor is included as part of the maintenance cost factor. The error which is introduced is negligible.
One authority on operating costs, Mr. Neil Berboth (3), has compiled cost averages for maintenance, repairs, and replacement parts for airplanes ranging from 65 to 250 horsepower. These he has translated into terms of dollars per cruising horsepower-hour. In doing so he has considered the effect of weight relationship of the airplane to the horsepower of the engine, since the cost factor includes airframe maintenance costs. He has not included the effect of a major airframe overhaul in the maintenance cost factor for the first year of operation but has included it in a sliding scale for the second, third, fourth, and fifth years of operation. This results in an increase in maintenance costs each year as the airplane grows older. He has stated that although the owner might not keep his airplane for a full five years, and thus not incur the actual expense of a major airframe overhaul, the airplane’s resale value decreases with each year it gets closer to the overhaul. Although this cost effect might be considered either as an increasing maintenance cost or as a higher depreciation cost factor, he believes it more technically correct to consider it a maintenance cost factor.
Mr. Berboth’s maintenance cost factors were compiled prior to 1945 and therefore are considered to be somewhat low. Cost factors for maintenance, repairs, and replacements parts that are considered to be representative of average present-day conditions are listed below. These are 50 per cent higher than those recommended by Mr. Berboth.
| Year of operation | Cost per cruising horsepower-hour |
|-------------------|----------------------------------|
| 1 | 2.01¢ |
| 2 | 2.62¢ |
| 3 | 3.24¢ |
| 4 | 3.85¢ |
| 5 | 4.47¢ |
On the basis of the above figures, an airplane that cruises on 50 horsepower would cost approximately $1 per hour for maintenance, repairs, and parts during its first year of operation. During its fifth year of operation the cost would be $2.24 per hour.
It must be emphasized that the individual owner should, to the best of his ability, determine the maintenance costs in his locality and in operating cost computation apply his figures rather than those given above.
3. Non-Flying Expenses.
a. Ground transportation expenses. There will be no attempt to evaluate nonflying expenses in terms of money, as they are extremely variable. These expenses, that are so often neglected, however, constitute a very definite, and often an excessively large, part of operating expense.
The survey of ex-owners (2) indicated that many people have given up flying because of the excessive amount of time necessary to travel to and from airports. As flying increases, airparks will be built closer to towns and cities, but seldom will they be within walking distance. There is little hope of an immediate solution of this problem.
Nonflying expenses consist of two parts, the first of which is the actual cost of driving a car or hiring transportation to and from the airport. It is reasonable to believe that the average airport is approximately five miles from the city it serves. Assuming average operational costs for cars, this results in a transportation expense of $0.50 for each round trip. If it is also assumed that a private pilot flies 200 hours per year and flies an average of two hours per flight, it is evident that 100 round trips will be required. This results in a $50 annual transportation expense. If an airplane owner uses his plane for cross-country trips or business trips, his ground transportation expense will probably increase as he will need to hire a taxi for transportation into the towns at most of his stops. Very few airport operators provide ground transportation for transient pilots.
b. Delay expense. Private plane owners do not figure their flying time and time spent waiting to fly in terms of money. For someone using his airplane for business transportation, flying time and waiting time due to delays might be considered strictly as non-profit time. Delays may result because of mechanical failure of the airplane, refueling and inspection delays, or bad weather delays.
Delays resulting from mechanical failures are unpredictable but represent a fairly constant amount of time for each hour of flying, regardless of the airplane.
Refueling and inspection delays are predictable. Furthermore, they consist of a fairly large amount of time when based upon flying hours. Approximately one hour must be spent in refueling for every six hours of flying. An individual who uses his airplane for business transportation will be able to have the 20- and 50-hour engine checks performed during a time when his airplane is normally idle. This may not be possible in the case of the 100-hour periodic and annual inspection, or the 5-year overhaul which may take two days, four days, and a month respectively, to perform. Lost time
due to these delays should be considered as a part of the cost of operation.
Delays due to bad weather are unpredictable and represent perhaps the greatest delay factor. The average personal airplane is not suitable for flying except under contact conditions. Also, very few private pilots have an instrument rating. The average personal plane and owner, therefore, represent a strictly fair-weather combination. When an airplane is used for business transportation purposes, all delays resulting from bad weather may result in a monetary loss to the owner. The value of his time during the period of delay and the expense of additional meals and lodging add to the expenses resulting from such delays.
Regardless of the fact that delay expense may represent a large portion of the annual cost of operation, no attempt will be made to include it in cost determination formulae or charts because it is impossible to predict with any reasonable accuracy. Nevertheless, it should be kept in mind and may be included by the individual in his particular cost determination.
c. Business expenses for commercial operation. It is beyond the scope of this publication to discuss with any degree of completeness the business expenses encountered in a commercial operation. It is advisable, though, to mention them briefly so that an individual contemplating a business venture in the aviation field may be more conscious of their existence.
If the personal plane pilot uses his ship as a means of transportation only he will have little or no business expense, other than that necessary to record his operating expenses. Such records would be of value for income tax purposes and expense records if he travels on company business with transportation paid by the company. It has been found profitable by many private pilots to use an airplane for business transportation as well as for pleasure flying. By doing so, an appreciable fraction of the expense of ownership has been reduced in the form of income tax reduction allowable for business transportation expense.
In actual commercial operations such as pilot training and freight or passenger flying service the operator must include, in his operating costs, such expenses as office rent and supplies, telephone, advertising, and all additional help, both office and flying, which is necessary for successful operation. In short, all expenses incurred by the business either directly or indirectly must be charged to the operating expenses. It is important to note that, in cases of inefficient operation and organization, business expenses may represent a sizable percentage of the total cost of operation and thus failure to anticipate them may lead to eventual failure of the enterprise.
III. FACTORS AFFECTING OPERATING COST COMPARISONS
1. Reduction of Costs to a Common Basis. As indicated by the previous discussion, fixed-cost items are expressed generally in terms of dollars per year, and variable-cost items are expressed in terms of dollars per hour of flying time. Before adding these two groups of cost items they must be expressed in terms of a common denominator. The general procedure is to express the variable-cost items in terms of dollars per year. To do this the total cost per hour for fuel, oil, maintenance, and overhaul is multiplied by the number of hours flown per year. Then to this total variable cost per year is added the annual fixed cost total. This sum is the total operating cost per year. Operating cost per plane-mile may be obtained by dividing the cost per hour by the cruising speed of the airplane.
Unless the prospective purchaser of a plane is interested primarily in pleasure flying, costs based upon a yearly or hourly basis are not the most suitable for evaluation or comparison with those of other airplanes. For example, the operating expense of a twin-engine transport may be less than that of a "Cub" type airplane when computed on the seat-mile basis. Naturally it is much greater when computed on the yearly basis. This is an extreme example, but serves to illustrate that a customer who intends to use his airplane for the transportation of a group of people is interested in its cost per seat-mile; not per year or per hour.
Thus, when comparing two or more airplanes, the buyer must be certain that not only a common operating expense basis be selected, but that the condition of utilization be fully qualified. Operating expense may be determined on any of the following bases:
(a) Plane-calendar time. Cost would be based on the entire airplane regardless of number of seats, and would be expressed as cost per year, month, week, etc., for the airplane as a whole.
(b) Seat-calendar time. Cost based on each seat and expressed as cost per seat-year, seat-month, etc.
(c) Plane-flying time. Cost based on entire airplane and expressed in terms of hours flown, such as cost per 500 plane-hours, 200 plane-hours, plane-hour, etc. Normally, unless otherwise specified, the word "plane" in "plane-hour" is understood and is not included.
(d) Seat-flying time. Cost based on each seat and expressed in terms of hours flown, such as cost per 500 seat-hours, 200 seat-hours, or seat-hour.
(e) Plane-distance. Cost based on the entire plane and expressed in terms of distance flown, such as cost per 10,000 plane-miles, 5,000 plane-miles, or plane-mile.
(f) Seat-distance. Cost based on each seat and expressed in terms of distance flown, such as cost per 10,000 seat-miles, 5,000 seat-miles, or seat-mile.
(g) Baggage weight-distance. Cost based on each pound of freight or baggage and expressed in terms of distance flown, such as cost per ton-mile, per 1,000 pound-mile, or per pound-mile.
Although costs may be determined on any of the above bases, they are generally expressed as so much per year, per hour, per mile, per seat-mile or per pound-mile.
It is important that a buyer or operator select the proper basis on which to compute operating expense. His selection should be dependent upon his intended type of flying. A discussion of possible uses for costs as computed on various bases is as follows:
(a) Cost per plane-year basis. Any individual who attempts to live within his income will undoubtedly determine total operating costs on the entire airplane on a yearly basis for budget and tax purposes.
(b) Cost per seat-year basis. This method is seldom used but it will give an airplane owner an indication of the cost applicable to each seat, and then to each passenger or possible passenger. A group of men interested in buying a single airplane to carry them to and from their favorite fishing and hunting grounds would be interested in the yearly cost per man which would naturally be the cost per seat-year for the airplane if there were no more seats than men.
(c) Cost per plane-hour basis. For the private pilot interested only in local flying, with an occasional cross-country trip, this basis is excellent. He is not interested particularly in how far he can fly for a dollar, but in how long he can fly for a dollar. The time element is of great importance to him. If he is indifferent as to whether he carries passengers or not, then he had better use this basis and figure his costs per hour on the entire plane. Any individual engaged in renting airplanes generally will determine his costs and rates on this basis. When a non-owner pilot rents a plane for local flying he is charged on a plane-hour basis that will be the same whether he flies alone or takes
his friends. Instructional rates are determined on this basis also, with the total hourly cost being the instructor's hourly wage added to the hourly airplane cost.
(d) Cost per seat-hour basis. This method would apply to the private pilot in the same manner as the plane-hour basis, with the exception that a pilot would use this basis if, for instance, he always took his wife or a friend along as a passenger and considered each as receiving equal percentage of the derived pleasure. He thus would determine costs on each seat. This method is of greatest importance to a pilot who takes passengers up on sight-seeing hops. In order to determine a fair charge per passenger he must first know the cost per passenger or per seat. Therefore he would determine his costs on a seat-hour basis. It is a common practice to charge on an hourly basis, rather than on a distance basis for sightseeing flights.
(e) Cost per plane-mile basis. Anyone using an airplane for personal transportation would compute operating costs on this basis. It would also apply to pilots who use their planes primarily for cross-country trips where distance rather than time is of great importance. Airplane operational expense on all jobs that require the plane and pilot or crew to fly set distances would be determined on the cost per plane-mile basis (9). This would include aerial photography, pipe or power line patrolling, etc.
(f) Cost per seat-mile basis. This method is used most extensively in cost determination for commercial transportation of passengers. It would be used also by private pilots who might purchase a plane on a group basis for use in transportation, or by a company using a plane for company transportation.
(g) Cost per pound-mile basis. Cost for freight planes would be computed on this basis. It may be used by anyone using an airplane for transportation of baggage, equipment, etc., where the job is to move so many pounds so many miles.
It is important that the pilot or owner realize that cost determination on any single basis may not be sufficient. Cost comparisons between any two or more airplanes may be made on one selected basis but would be more revealing if computed on two or three bases. In general they are computed on the plane-year and one or two other selected bases.
2. The Effect of Utilization. A personal type airplane provides a very economical means of transportation, but only if the owner utilizes it sufficiently. This is a fact not often realized by an owner or prospective owner of an airplane. It is a well-known fact to aircraft salesmen who may find it more profitable to say that an airplane is an economical means of transportation without qualifying their statement as to the utilization factor. As one of the most important factors in determining the cost of operation of airplanes, this utilization factor demands considerable explanation.
As already explained the total annual cost of operation is the sum of the yearly fixed costs and the yearly variable costs. The fixed costs are constant for the year while the variable costs are dependent directly upon the number of hours flown per year. If, for example, the airplane is not flown at all during the year, the total operating cost would consist of only the fixed costs. This, therefore, would represent the minimum annual cost of operation. If the airplane were flown but one hour a year, the yearly cost would consist of the fixed costs plus one hour of variable costs. If the airplane were flown two hours a year, the yearly cost would consist of the fixed costs plus two hours of variable costs. It can be seen that total yearly operating cost increases with the number of hours flown and that it has a minimum value represented by the fixed costs. Expressed mathematically, the total yearly cost of operation, $y$, equals $a + bx$, in which $a$ represents the yearly fixed costs, $b$ represents the variable costs per hour, and $x$ is the number of hours flown per year.
When the total yearly cost of operation is reduced to hourly cost of operation, it is done so by dividing the yearly cost by the number of hours flown per year. Thus the equation for hourly cost of operation becomes $\frac{a}{x} + b$, in which $a$, $b$, and $x$ are defined as previously. In this case, total hourly cost of operation is infinite if the airplane is not flown during the year. As utilization increases, the hourly cost decreases and gradually approaches the minimum value of the hourly variable cost as utilization approaches an infinite value. Since operating cost on a per mile basis is determined by dividing hourly operating cost by the cruising speed of the airplane, this cost will vary in a like manner with a varying utilization. This variation of operational costs with utilization may be understood more readily by reference to Figure 2. This figure was drawn for a three-place, $3,287$ airplane of approximately 77 cruising horsepower and 120 miles per hour cruising speed. With utilization of 50 hours per year, the total operating cost is approximately $30$ per hour, or $0.25$ per plane-mile. With 115 hours utilization per year these figures are reduced to half of their 50-hour values, and with
a 500-hour utilization they are reduced to approximately 20 per cent of their 50-hour values. It is evident that with an increase in utilization there is a marked decrease in cost per hour and per plane-mile. It is to be noted in Figure 2 that the fuel and oil and the maintenance costs per hour and per plane-mile are constant for all values of annual utilization, whereas the fixed cost items vary with the utilization.
3. Comparisons with Other Means of Transportation. The costs of operation of personal airplanes have been discussed in the previous sections. From these discussions one might conclude that the cost of ownership of a personal type of airplane is prohibitively
high. In many cases this is entirely true. In other cases such a conclusion is reached without comparing the cost of this means of transportation with other means, such as airlines, automobiles, and trains. When such comparisons are made they are generally quite illogical.
One such comparison, recently published in a magazine, was made between an airplane that had a 450 hour per year utilization (50,500 miles per year), and an automobile that was driven but 11,250 miles annually. The objective of the comparison was to show that the airplane cost less per mile to operate than the car—a simple thing to do when such favorable conditions for comparison are chosen. Anyone familiar with the cost of operation of aircraft would realize instantly that an airplane operated at the high utilization of 450 hours per year would have an extremely high utilization for the average personal plane. Thus it is evident that a reasonable comparison may be made only after considerable thought has been given to the selection of a sound basis.
Before discussing the comparison between various means of transportation, it appears advisable to consider each separately. The automobile is the most common means of transportation because it provides almost ultimate utility. People use an automobile for pleasure driving and transportation for distances ranging from a few city blocks to several thousand miles. It is estimated (10) that 12 per cent of the annual auto mileage or 29 billion car miles is in trips over 200 miles in length, of which 25 per cent is business travel. Approximately 7 per cent of total car mileage, or $16\frac{1}{2}$ billion car miles annually, is used for trips of 30 to 40 miles, of which three-fourths is Sunday driving and the balance business trips. About 19 per cent of the total annual car miles, therefore, can be said to represent potential mileage that may physically be performed by the personal plane. This leaves 81 per cent of the total annual passenger car miles that falls into a group consisting of trips of less than 50 miles. At the present stage of development of airplanes, it is impossible to consider them useful, much less profitable, for such short trips even if there were adequate airport facilities at the place of use. In fact, as shown by the growing rapid-transit systems in our major population centers, the automobile, with all of its flexibility and utility, is comparatively uneconomical for business transportation in large cities and towns. Thus we see that 81 per cent of the transportation provided by cars cannot be provided by airplanes and therefore no logical comparison of costs of operation could be made on the basis of this type of short trip transportation. It is also highly unlikely that much of the 75 per cent of the 30 to 40 mile trip driving that represents the Sunday driving, would be replaced by Sunday
flights in personal planes. The 30 to 40 mile Sunday drives take from one to two hours. If this time were spent in flight it would result in an annual utilization of but 50 to 100 hours. The hourly cost of flying under conditions of such low utilization is prohibitively high. The fact that the airplane covers considerably greater distances than a car in a given time is believed unimportant in this case as the length of Sunday drives is determined more by the time involved than by the distance covered. This leaves approximately 14 per cent of automobile transportation that actually may be compared logically with personal plane transportation. In many of these cases there is no doubt that the airplane is far superior to an automobile.
There are many places where a 200 or 300 mile trip by automobile might require an entire day, or where no transportation other than the personal plane is available. This is generally the case where hunting trips are involved. Unfortunately, one generally finds the best hunting and fishing in the more inaccessible spots, where perhaps only a float-equipped personal plane might land.
The personal plane is also of great value for business concerns that require frequent transportation for their personnel. There would be little argument as to which is the more economical, the automobile or the airplane, under circumstances where time spent en route represents a large monetary loss to a company.
We are concerned primarily, however, with that group which accounts for approximately 5 per cent of the automobile miles. To be more exact, this group is the border-line group that makes long and frequent trips in cars, at the present time. A comparison of the cost of transportation of automobiles and personal airplanes would be very logical for this group as their length of trip is within the range of both.
Before actually making such comparisons it is advisable to discuss the trains and airlines. Most automobile owners on long trips other than summer vacation trips leave their cars at home and travel by airline or train. This is because the length of the trip is such as to exceed the practical limits of the automobile, insomuch as physical discomfort and time involved are concerned. This is also quite true for the owner of a personal plane. Cross-country trips are virtually out of the question in a small plane. It would not take as long nor cost as much as in an automobile, but it would be much more tiring and just about as expensive as such a trip by train or airline. This is not the case for trips of 500 to 800 miles in length. Often trains and airlines are inconvenient for such trips, either because of a roundabout route and the time necessary to reach the destination, or because of a poor time schedule that places the traveler at his destination in the middle of the night. In such cases the personal plane will be advantageous; and if many such trips are necessary, considerably more economical.
The foregoing discussion might be summarized as follows: The personal plane cannot be compared logically with the automobile for short trips nor with the railroads or airlines for long trips, but for border line cases comparison is quite logical. Such border line cases consist of comparison with automobile travel where frequent trips of 200 to 500 miles are made, and with trains and airlines when frequent trips of 500 to 800 miles are made. Use of buses has not been considered because it is believed that few business trips of such length are made by bus.
Accurate comparisons between different means of transportation are impossible even when logical trip distances are selected, as mentioned in the preceding paragraph. Weather and its effect on trip time is an extremely variable and important item. The matter of time wasted and expense involved traveling to and from various airports is another variable that enters into the actual cost of transportation. Variables such as there are too numerous to mention. The only choice remaining is to assume constant values for the most important one and neglect the others. This will result in an approximate solution that is satisfactory for the purpose. In the comparisons that follow it is assumed that effect of weather and the expense and time involved going to and from airports is negligible, or is approximately constant for each method of transportation, and thus may be neglected.
Neil Berboth has made a comparison (9) between private planes and public transportation in an effort to show that the private plane is more economical for company transportation under certain conditions.
### Comparative Costs and Times for a 400-Mile Trip
| Passengers to be carried | 4-place single-engine $7,000 Time 2:45 | 5-place twin-engine $30,000 Time 2:00 | Present airline average Time 3:05 | First class train Time 8:00 |
|--------------------------|----------------------------------------|--------------------------------------|---------------------------------|-------------------------------|
| 1 | Cost $30.00 | Cost $47.65 | Cost $19.20 | Cost $18.40 |
| 2 | 30.00 | 47.65 | 38.40 | 36.80 |
| 3 | 30.00 | 47.65 | 57.60 | 55.20 |
| 4 | .......... | 47.65 | 76.80 | 73.60 |
For purposes of estimating costs, Mr. Berboth assumed the planes to have an annual utilization of 1,000 hours and that a pilot was hired to fly them. It is admitted that the $30,000 plane is not in the personal plane class, but it is suitable to illustrate a few points.
The first of these is that for trips involving the transportation of but one man, airlines or trains are the most economical means. With an increase in the number of individuals making each trip, there is no increase in flying expense when flying in privately owned aircraft. This is not true in the case of public transportation where the total trip cost is directly proportional to the number of persons making it. This is shown in the tables quite clearly. Two passengers in the $7,000 airplane may make the 400-mile trip more economically than by airline or railroad, while three passengers in the $30,000 airplane may make the trip at a lower cost than by public transportation. It is of interest to note that time is saved by use of private planes, even when compared with airline transportation. In the case of train
Figure 3. Transportation Cost Comparisons.
transportation, an excessive amount of time is involved. If the costs included, as they should, the value of the traveler's time, then the transportation by private plane would appear to be even more economical when compared with airlines and trains.
Figure 3 has been prepared as an example of transportation cost comparison. In this comparison the most unfavorable conditions possible for the personal plane have been assumed so as to demonstrate its minimum economical efficiency. The light plane chosen is the 120-mile-per-hour, three-place plane previously mentioned in Section III-2. The automobile chosen is a sedan priced at $1,600, and with the following approximate cost of operation break down:
Fixed costs per year
Depreciation (5-year life assumed) ..............$320.00
Garage rent ........................................... 60.00
Insurance ............................................. 60.00
Variable cost per mile
Fuel and oil ........................................... $0.02
Maintenance .......................................... 0.01
Four cents per mile is assumed to be the cost of transportation by both airline and by train. It is further assumed that the lengths of the trips are all within the previously mentioned physical limits of the various vehicles (500 miles), and that the average speeds for the trips are as follows:
| Vehicle | Speed (mph) |
|-------------|-------------|
| Automobile | 30 |
| Personal plane | 120 |
| Airline | 150 |
| Train | 45 |
The problem is of a type that might confront a small company or business concern, several members of whom travel regularly in performance of their duties. The company is assumed to be desirous of knowing the relative cost of transportation by privately owned and public vehicles for various annual trip distances, with an approximate loss of $2 per man-hour for travel time.
The costs have been computed on the basis of the assumptions made, and are shown in Figure 3 as cents per mile per man versus annual miles per man. In computing these costs it was further assumed that the privately-owned airplane and automobile were not used except in performing the required transportation. This necessarily limits the airplane to an annual utility range of below 300 hours per year, a particularly unfavorable range for airplanes.
It can be seen from Figure 3 that the cost per man-mile of travel by car or airplane is considerably reduced if trips are so arranged that two or three men may travel at the same time. Of course, under such circumstances, the cost per man-mile by public transportation is unchanged. When but one man is traveling by privately-owned airplane his transportation cost drops below that of an automobile at the 20,000 miles per year utilization point, and below railroads at the 33,000 miles per year utilization point. A total annual trip distance of approximately 55,000 miles must be realized before cost by privately-owned airplanes is lower than that by commercial airlines. This is not true if two or three men travel together. Two travelers can fly in a personal plane more economically than by airline if they each fly 30,000 miles per year, and three travelers if they each fly 10,000 miles per year.
Figure 3 also shows lost time due to slow transportation as an increase in traveling cost. Thus the automobile remains in the high cost range regardless of the utilization. As mentioned previously, the assumptions were such as to result in an unfavorable showing for the personal airplane. Regardless of this fact, the privately owned personal airplane shows up as the most economical means of transportation for a large proportion of the reasonable utilization range.
This has been an assumed case where any of the four methods of transportation would serve. There are many cases, such as around large population centers, where the privately owned personal airplane would be uneconomical. In many places, however, no trains or airlines operate, and the privately owned airplane or automobile is the only answer. Therefore each case must be investigated and tested separately. Only after this has been done and the personal plane has shown up well in comparison with other means of transportation, should the individual consider its purchase a safe economical venture.
The above discussion has been limited to cases in which the personal airplane is to be used primarily for business transportation. If pleasure flying alone is contemplated, similar cost comparisons may be made if desired, although perhaps in such a case the individual’s time should not be charged.
IV. OPERATING COST DETERMINATION CHARTS
1. Explanation of Assumed Constants. It is almost impossible to develop a cost determination formula or chart that is not based upon several assumed constants, the values of which are correct only for the average airplane owner and for the average airplane. Any method by which exact operating costs may be predicted
or determined so as to eliminate all assumed constants is so complex as to be almost worthless to the average owner-pilot. Not only is it believed that certain constants should be assumed to simplify cost determination, but that a graphical means such as charts rather than formulae should be used. By use of such charts it is possible to permit a greater flexibility by reducing the number of constants necessary and to eliminate most of the mathematics necessary when computing costs by formulae.
Regardless of the reduction of constants possible by use of charts, it was necessary to assume several in the construction of the cost charts. The fuel and oil consumption were assumed to be 0.52 and 0.0055 pound per horsepower-hour. These are believed to be quite accurate for the average personal plane engine. Maintenance and overhaul costs were assumed per horsepower-hour for each year of operation as indicated in Section II-2-b. Liability insurance rates were taken from rate cards of a nationally known aviation insurance company and are believed to be quite representative of all insurance rates. To reduce the complexity of the insurance section of the chart it was assumed that the insurance limit purchased would be the same for public and passenger liability and for property damage liability. This results in a figure which is but slightly higher than that of a single-limit liability insurance coverage. Errors due to this assumption will be quite small as liability insurance premiums represent a fairly small proportion of the total annual cost of operation.
Depreciation is, as previously explained, assumed to be 20 per cent per year of the previous year’s depreciated value.
The assumption that might possibly lead to the greatest error is that for hull insurance. It was assumed that hull insurance would be the comprehensive type (ground and in flight) and that its base rate, regardless of weight, would be $12 per hundred dollars, while its loading rate would be $3 per hundred. Actually rates are 12.5 per cent higher than this for airplanes under 2,000 pounds, and 12.5 per cent lower than this for airplanes over 2,000 pounds in weight. This might result in a total annual operating cost error of approximately 3 per cent, which is not excessive.
If, as in the case of some prospective owners, the individual has little or no knowledge of the local costs of such items as fuel, oil, hangar rent, etc., it is suggested that he use the following values that are believed representative of the present national average:
Fuel cost, $0.26 per gallon
Oil cost, $0.35 per quart
Hangar rent, $80 per seat-year
Liability insurance, $5,000 limit for each type
Cruising horsepower is approximately 60 per cent of rated horsepower. This 60 per cent value may be used in cases where rated horsepower only is given.
The foregoing average figures are presented only as a suggestion. In all cases of cost prediction or determination, the individual should investigate, and use with the cost charts, the local prices for these items. An individual wishing to determine the cost of operation of a specific airplane would first refer to the aircraft specifications to ascertain the selling price, cruising horsepower and speed, number of passenger seats, and the year of operation, if a used airplane. He would then visit his local airport and find out what he must pay for fuel, oil, and hangar rent. He also should determine the insurance limit he expects to purchase and estimate his expected annual utilization. By use of the cost charts and the above-mentioned data, he would be able to determine his operating costs within a limit of error of approximately 5 per cent, plus or minus.
2. The Use of the Operating Cost Charts. The operating cost charts consist of five charts the first of which is Figure 4, the
variable operating cost chart. With a knowledge of oil and fuel cost and the cruising horsepower of the airplane the individual may follow the chart as indicated by the instructions and the dashed line example on the chart and read on the corresponding scale the total variable operating cost of the airplane in dollars per hour.
Figure 5 is used to obtain the annual premium for liability insurance. To determine, for example, the premium for a $40,000 limit each for public, property, and passenger liability insurance on a three-place airplane, an individual would proceed horizontally from the $40,000 point on the insurance limit scale until he reached the line representing two passenger seats. Directly below this intersection and on the total annual premium scale he would read $100, his annual liability insurance premium.
**Figure 5. Liability Insurance Chart.**
Determination of hull insurance premiums is made by use of Figure 6. The annual premium is found directly below the intersection of the year of operation line and the horizontal line representing the list price of the airplane. For example, during the first year of operation of a $2,500 airplane the annual hull insurance premium would be $300.
By the same general method as used in the two previous cases the annual depreciation expense may be found by use of Figure 7.
Figure 6. Comprehensive (Ground and in Flight) Hull Insurance Chart.
Figure 7. Depreciation Expense Chart.
For example, the $2,500 airplane during its first year of operation would have a depreciation expense of $500.
The total annual fixed operating expense is the sum of the fixed cost items mentioned plus hangar rental. Thus, to the sum of the three values obtained from Figures 5, 6, and 7 must be added the yearly hangar rental to obtain the desired total annual cost.
As the nonflying expenses are generally computed on a yearly basis they too, if known, may be added to the fixed costs for final reduction to various bases.
By use of Figure 8, variable costs and fixed costs may be combined so that annual cost, cost per hour, and cost per mile may be obtained. This figure, the use of which merely reduces the amount of arithmetic the individual must perform, is easy and convenient to use but will not yield as accurate an answer as will the use of the simple mathematics. If the individual desires a more accurate answer than that obtainable from Figure 8 he may perform the following steps: Multiply the variable cost per hour by the annual utilization. This will yield the annual fuel, oil, and maintenance cost, which, when added to the annual fixed cost including nonflying expenses will give the total yearly cost of operation. This annual cost of operation may be reduced to hourly cost of operation by dividing it by the annual utilization. The hourly cost may be reduced to cost per mile by dividing it by the cruising speed of the airplane.
3. Sample Calculations of Cost of Operation. The following example problem will aid in further illustrating the use of the operating cost determination charts. This example is not the one indicated by the dashed lines on the charts.
It is assumed that an individual wishes to investigate the cost of operation of a new, typical two-place personal-type airplane. From a salesman or sales literature he obtains the following information:
List price: $3,000
Cruising power: 80 hp
Cruising speed: 80 mph
Inquiry at his local airport yields the following:
Oil cost: $0.35 per quart
Fuel cost: $0.26 per gallon
Hangar rental: $150.00 per year
It is further assumed that he wishes to purchase a $10,000 limit each of public and passenger liability and property damage insurance. He also plans to purchase full hull insurance coverage of the comprehensive type.
With the foregoing information and an estimation of a 300-hour annual utilization, the individual is ready to determine his operating costs from the cost charts as follows:
Figure 4, the variable operating cost chart, is entered at the oil cost of $0.35 per quart. From this point continue directly to the right until the line representing the year of operation is reached. (In this example problem the cost of operation will be based upon the third year of operation as this best approximates the average yearly cost of operation for a 5-year period. If he wishes to determine the cost for any particular year he would proceed to the corresponding line and would obtain a slightly different final figure). From the point of intersection of the horizontal line just drawn and the third-year-of-operation line, proceed down to the $0.26-per-gallon-fuel-cost line, then to the right to the 80-cruising-horsepower line. A vertical line upwards from this point intersects the total variable cost line at the $4.50-per-hour point. Thus the variable cost is determined.
**Figure 8. Total Operating Cost Chart.**
As indicated in previous discussion several charts are necessary for the determination of fixed costs. First liability insurance premium is determined from Figure 5 by proceeding to the right from the $10,000 limit point on the vertical scale to the line representing one passenger seat. From this point a line projected downwards intersects the premium scale at $62 which will be the total annual premium for liability insurances. In Figure 6 the annual hull insurance premium is found to be $260. This is found on the hull insurance premium scale directly below the intersection of the $3,000-list-price line and the third-year-of-operation line. Depreciation is found from Figure 7 as being $380. This also is found directly below the intersection of the list-price and year-of-operation lines. To the sum of the above figures ($62, $260, and $380) must be added the hangar rent of $150. This results in a sum of $852 which is the fixed cost of operation of the airplane during the third year which was chosen as a representative year.
If there are no non-flying expenses to be added to the fixed cost of operation the two figures, $4.50 per hour and $852, may be combined immediately to give the required cost information by use of Figure 8. This chart is entered at the top left at the 300-hour annual utilization point. Proceed right to the $4.50-variable-cost-per-hour line (in this case an imaginary line midway between the $4 and $5-per-hour lines), down to the $852-fixed-cost line and right to the total annual cost scale, where a cost of $2,200 is obtained. Hourly cost can be obtained by continuing on to the right to the 300-hour utilization line and then up to the hourly cost scale where a cost of $7.34 is obtained. Cost on a mileage basis is obtained by proceeding on up to the cruising speed line of 80 mph and right to the total-cost-per-plane-mile scale, where a cost of $0.09 per plane-mile is obtained.
If Figure 8 is not used, the procedure indicated in the last part of Section IV-2 should be followed. As mentioned previously, this mathematical method will serve as a check and eliminate inaccuracies that might result from accidental error in the use of Figure 8.
Although at best, all cost determinations as here made are approximations which are most suitable for comparison purposes, it is possible to predict the cost of operation of a specific airplane if care is taken in obtaining the necessary data and in using the charts. To the average individual the personal airplane may appear to be an expensive luxury. The advisability of its purchase and its economy will depend on circumstances and be evident only after comparisons with other pleasure or business vehicles.
V. BIBLIOGRAPHY
1. *Tomorrow's Customers for Aviation*, Research Department, The Crowell-Collier Publishing Company, New York City, August 1944.
2. Geisse, J. H., "Suggestions for Furthering Private Flying," *Aeronautical Engineering Review*, Vol 3, No. 8, p 47-63, August 1944.
3. Berboth, Neil M., "Know Your Operating Costs," *Aviation*, Vol 44, No. 11, p 106-109, November 1945.
4. Parker, Charles A., "What Does It Actually Cost to Fly Your Plane?" *Aviation*, Vol. 45, No. 6, p 44-46, June 1945.
5. Rowe, Joshua W., "Rental Charges for Hangars," *Aero Digest*, Vol 53, No. 1, p 71, 162, July 1946.
6. Templeton, R. L., "It'll Pay You to Promote Lightplane Insurance," Part I, *Aviation*, Vol 45, No. 2, p 82-83, February 1946.
7. Templeton, R. L., "It'll Pay You to Promote Lightplane Insurance," Part II, *Aviation*, Vol 45, No. 5, p 86, 155-161, May 1946.
8. Gary, Edward L., "Insurance Is Like Paint—It's Good Protection," *The Pegasus*, Vol 8, No. 2, p 13-15, August 1946.
9. Berboth, Neil M., "A Plane for Your Business?" *Flying*, Vol 39, No. 3, p 41-42, 72, September 1946.
10. Berboth, Neil B., "Utility Is the Range-Finder in Civil Plane Market Forecasts," *Aviation*, Vol 44, No. 7, p 113-117, July 1945.
11. Stroheimer, William O., "Which Plane Shall I Buy?" *Skyways*, Vol 5, No. 4, p 42-43, 92-94, April 1946.
12. Upson, Ralph H., "Designing Tomorrow's Personal Plane," Part II, *Aviation*, Vol 44, No. 7, p 145-147, July 1945.
13. Berboth, Neil B., "Proving Personal Plane Efficiency through Per-Mile Costs," *Aviation*, Vol 45, No. 5, p 9-12, May 1946.
OREGON STATE COLLEGE
ENGINEERING EXPERIMENT STATION
CORVALLIS, OREGON
LIST OF PUBLICATIONS
Bulletins—
No. 1. Preliminary Report on the Control of Stream Pollution in Oregon, by C. V. Langton and H. S. Rogers. 1929.
Fifteen cents.
No. 2. A Sanitary Survey of the Willamette Valley, by H. S. Rogers, C. A. Mockmore, and C. D. Adams. 1930.
Forty cents.
No. 3. The Properties of Cement-Sawdust Mortars, Plain, and with Various Admixtures, by S. H. Graf and R. H. Johnson. 1930.
Twenty cents.
No. 4. Interpretation of Exhaust Gas Analyses, by S. H. Graf, G. W. Gleeson, and W. H. Paul. 1934.
Twenty-five cents.
No. 5. Boiler-Water Troubles and Treatments with Special Reference to Problems in Western Oregon, by R. E. Summers. 1935.
None available.
No. 6. A Sanitary Survey of the Willamette River from Sellwood Bridge to the Columbia, by G. W. Gleeson. 1936.
Twenty-five cents.
No. 7. Industrial and Domestic Wastes of the Willamette Valley, by G. W. Gleeson and F. Merryfield. 1936.
Fifty cents.
No. 8. An Investigation of Some Oregon Sands with a Statistical Study of the Predictive Values of Tests, by C. E. Thomas and S. H. Graf. 1937.
Fifty cents.
No. 9. Preservative Treatments of Fence Posts.
1938 Progress Report on the Post Farm, by T. J. Starker, 1938.
Twenty-five cents.
Yearly progress report, 9-A, 9-B, 9-C, 9-D, 9-E, 9-F, 9-G.
Fifteen cents each.
No. 10. Precipitation-Static Radio Interference Phenomena Originating on Aircraft, by E. C. Starr, 1939.
Seventy-five cents.
No. 11. Electric Fence Controllers with Special Reference to Equipment Developed for Measuring Their Characteristics, by F. A. Everest. 1939.
Forty cents.
No. 12. Mathematics of Alignment Chart Construction without the Use of Determinants, by J. R. Griffith. 1940.
Twenty-five cents.
No. 13. Oil Tar Creosote for Wood Preservation, by Glenn Voorhies, 1940.
Twenty-five cents.
No. 14. Optimum Power and Economy Air-Fuel Ratios for Liquefied Petroleum Gases, by W. H. Paul and M. N. Popovich. 1941.
Twenty-five cents.
No. 15. Rating and Care of Domestic Sawdust Burners, by E. C. Willey. 1941.
Twenty-five cents.
No. 16. The Improvement of Reversible Dry Kiln Fans, by A. D. Hughes. 1941.
Twenty-five cents.
No. 17. An Inventory of Sawmill Waste in Oregon, by Glenn Voorhies. 1942.
Twenty-five cents.
No. 18. The Use of Fourier Series in the Solution of Beam Problems, by B. F. Ruffner. 1944.
Fifty cents.
No. 19. 1945 Progress Report on Pollution of Oregon Streams, by Fred Merryfield and W. G. Wilmot. 1945.
Forty cents.
No. 20. The Fishes of the Willamette River System in Relation to Pollution, by R. E. Dimick and Fred Merryfield. 1945.
Forty cents.
No. 21. The Use of the Fourier Series on the Solution of Beam-Column Problems, by B. F. Ruffner. 1945.
Twenty-five cents.
Circulars—
No. 1. A Discussion of the Properties and Economics of Fuels Used in Oregon, by C. E. Thomas and G. D. Keerins. 1929.
Twenty-five cents.
No. 2. Adjustment of Automotive Carburetors for Economy, by S. H. Graf and G. W. Gleeson. 1930.
None available.
No. 3. Elements of Refrigeration for Small Commercial Plants, by W. H. Martin. 1935.
None available.
No. 4. Some Engineering Aspects of Locker and Home Cold-Storage Plants, by W. H. Martin. 1938.
Twenty cents.
No. 5. Refrigeration Applications to Certain Oregon Industries, by W. H. Martin. 1940.
Twenty-five cents.
No. 6. The Use of a Technical Library, by W. E. Jorgensen. 1942.
Twenty-five cents.
No. 7. Saving Fuel in Oregon Homes, by E. C. Willey. 1942.
Twenty-five cents.
No. 8. Technical Approach to the Utilization of Wartime Motor Fuels, by W. H. Paul. 1944.
Twenty-five cents.
No. 9. Electric and Other Types of House Heating Systems, by Louis Slegel. 1946.
Twenty-five cents.
No. 10. Economics of Personal Airplane Operation, by W. J. Skinner. 1947.
Twenty-five cents.
Reprints—
No. 1. Methods of Live Line Insulator Testing and Results of Tests with Different Instruments, by F. O. McMillan. Reprinted from 1927 Proc. N. W. Elec. Lt. and Power Assoc.
Twenty cents.
No. 2. Some Anomalies of Siliceous Matter in Boiler Water Chemistry, by R. E. Summers. Reprinted from Jan. 1935, Combustion.
Ten cents.
No. 3. Asphalt Emulsion Treatment Prevents Radio Interference, by F. O. McMillan. Reprinted from Jan. 1935, Electrical West.
None available.
No. 4. Some Characteristics of A-C Conductor Corona, by F. O. McMillan. Reprinted from Mar. 1935, Electrical Engineering.
None available.
No. 5. A Radio Interference Measuring Instrument, by F. O. McMillan and H. G. Barnett. Reprinted from Aug. 1935, Electrical Engineering.
Ten cents.
No. 6. Water-Gas Reaction Apparently Controls Engine Exhaust Gas Composition, by G. W. Gleeson and W. H. Paul. Reprinted from Feb. 1936, National Petroleum News.
Ten Cents.
No. 7. Steam Generation by Burning Wood, by R. E. Summers. Reprinted from April 1936, Heating and Ventilating.
Ten cents.
No. 8. The Piezo Electric Engine Indicator, by W. H. Paul and K. R. Eldredge. Reprinted from Nov. 1935, Oregon State Technical Record.
Ten cents.
No. 9. Humidity and Low Temperatures, by W. H. Martin and E. C. Willey. Reprinted from Feb. 1937, Power Plant Engineering.
None available.
No. 10. Heat Transfer Efficiency of Range Units, by W. J. Walsh. Reprinted from Aug. 1937, Electrical Engineering.
None available.
No. 11. Design of Concrete Mixtures, by I. F. Waterman. Reprinted from Nov. 1937, Concrete.
None available.
No. 12. Water-wise Refrigeration, by W. H. Martin and R. E. Summers. Reprinted from July 1938, Power.
None available.
No. 13. Polarity Limits of the Sphere Gap, by F. O. McMillan. Reprinted from Vol. 58, A.I.E.E. Transactions, Mar. 1939.
Ten cents.
No. 14. Influence of Utensils on Heat Transfer, by W. G. Short. Reprinted from Nov. 1938, Electrical Engineering.
Ten cents.
No. 15. Corrosion and Self-Protection of Metals, by R. E. Summers. Reprinted from Sept. and Oct. 1938, Industrial Power.
Ten cents.
No. 16. Monocoque Fuselage Circular Ring Analysis, by B. F. Ruffner. Reprinted from Jan. 1939, Journal of the Aeronautical Sciences.
Ten cents.
No. 17. The Photoelastic Method as an Aid in Stress Analysis and Structural Design, by B. F. Ruffner. Reprinted from Apr. 1939, Aero Digest.
Ten cents.
No. 18. Fuel Value of Old-Growth vs. Second-Growth Douglas Fir, by Lee Gabie. Reprinted from June 1939, The Timberman.
Ten cents.
No. 19. Stoichiometric Calculations of Exhaust Gas, by G. W. Gleeson and F. W. Woodfield, Jr. Reprinted from November 1, 1939, National Petroleum News.
Ten cents.
No. 20. The Application of Feedback to Wide-Band Output Amplifiers, by F. A. Everest and H. R. Johnston. Reprinted from February 1940, Proc. of the Institute of Radio Engineers.
Ten cents.
No. 21. Stresses Due to Secondary Bending, by B. F. Ruffner. Reprinted from Proc. of First Northwest Photoelasticity Conference, University of Washington, March 30, 1940.
Ten cents.
No. 22. Wall Heat Loss Back of Radiators, by E. C. Willey. Reprinted from November 1940, Heating and Ventilating.
Ten cents.
No. 23. Stress Concentration Factors in Main Members Due to Welded Stiffeners, by W. R. Cherry. Reprinted from December, 1941, The Welding Journal, Research Supplement.
Ten cents.
No. 24. Horizontal-Polar-Pattern Tracer for Directional Broadcast Antennas, by F. A. Everest and W. S. Pritchett. Reprinted from May, 1942, Proc. of The Institute of Radio Engineers.
Ten cents.
No. 25. Modern Methods of Mine Sampling, by R. K. Meade. Reprinted from January, 1942, The Compass of Sigma Gamma Epsilon.
Ten cents.
No. 26. Broadcast Antennas and Arrays. Calculation of Radiation Patterns; Impedance Relationships, by Wilson Pritchett. Reprinted from August and September, 1944, Communications.
Fifteen cents.
No. 27. Heat Losses Through Wetted Walls, by E. C. Willey. Reprinted from June, 1946, ASHVE Journal Section of Heating, Piping, & Air Conditioning.
Ten cents.
No. 28. Electric Power in China, by F. O. McMillan. Reprinted from January, 1947, Electrical Engineering.
Ten cents.
THE ENGINEERING EXPERIMENT STATION
Administrative Officers
W. L. Marks, President, Oregon State Board of Higher Education.
Paul C Packer, Chancellor, Oregon State System of Higher Education
A. L. Strand, President, Oregon State College.
G. W. Gleeson, Dean, School of Engineering.
D. M. Goode, Editor of Publications.
S. H. Graf, Director, Engineering Experiment Station.
Station Staff
A. L. Albert, Communication Engineering.
W. C. Baker, Air Conditioning.
P. M. Dunn, Forestry.
G. S. Feikert, Radio Engineering.
G. W. Gleeson, Chemical Engineering.
Burdette Glenn, Highway Engineering.
G. W. Holcomb, Structural Engineering.
C. V. Langton, Public Health.
F. O. McMillan, Electrical Engineering.
W. H. Martin, Mechanical Engineering.
Fred Merryfield, Sanitary Engineering.
C. A. Mockmore, Civil and Hydraulic Engineering.
W. H. Paul, Automotive Engineering.
P. B. Proctor, Wood Products.
B. F. Ruffner, Aeronautical Engineering.
M. C. Sheely, Shop Processes.
Louis Siegel, Electric Space Heating.
E. C. Starr, Electrical Engineering.
C. E. Thomas, Engineering Materials.
J. S. Walton, Chemical and Metallurgical Engineering.
Technical Counselors
R. H. Baldock, State Highway Engineer, Salem.
Ivan Bloch, Chief, Division of Industrial and Resources Development, Bonneville Power Administration, Portland.
R. R. Clark, Designing Engineer, Corps of Engineers, Portland District, Portland.
David Don, Chief Engineer, Public Utilities Commissioner, Salem.
Paul B. McKee, President, Portland Gas and Coke Company, Portland.
B. S. Morrow, Engineer and General Manager, Department of Public Utilities and Bureau of Water Works, Portland.
F. W. Libbey, Director, State Department of Geology and Mineral Industries, Portland.
J. H. Polhemus, President, Portland General Electric Company, Portland.
S. C. Schwarz, Chemical Engineer, Portland Gas and Coke Company, Portland.
J. C. Stevens, Consulting Civil and Hydraulic Engineer, Portland.
C. E. Stricklin, State Engineer, Salem.
S. N. Wyckoff, Director, Pacific Northwest Forest and Range Experiment Station, U. S. Department of Agriculture, Forest Service, Portland.
Oregon State College
Corvallis
RESIDENT INSTRUCTION
Liberal Arts and Sciences
The Lower Division (Junior Certificate)
School of Science (B.A., B.S., M.A., M.S., Ph.D. degrees)
The Professional Schools
School of Agriculture (B.S., B.Agr., M.S., Ph.D. degrees)
Division of Business and Industry (B.A., B.S., B.S.S. degrees)
School of Education (B.A., B.S., Ed.B., M.A., M.S., Ed.M., Ed.D. degrees)
School of Engineering and Industrial Arts (B.A., B.S., B.I.A., M.A., M.S., Ch.E., C.E., E.E., M.E., Met.E., Min.E., Ph.D. degrees)
School of Forestry (B.S., B.F., M.S., M.F., F.E. degrees)
School of Home Economics (B.A., B.S., M.A., M.S., Ph.D. degrees)
School of Pharmacy (B.A., B.S., M.A., M.S. degrees)
The Graduate School (M.A., M.S., Ed.M., M.F., Ch.E., C.E., E.E., F.E., M.E., Met.E., Min.E., Ed.D., Ph.D. degrees)
The Summer Sessions
The Short Courses
RESEARCH AND EXPERIMENTATION
General Research
The Agricultural Experiment Station—
The Central Station, Corvallis
The Union, Moro, Hermiston, Talent, Astoria, Hood River, Pendleton, Medford, and Squaw Butte Branch Stations
The Northrup Creek, Klamath, Malheur, and Red Soils Experimental Areas
The Engineering Experiment Station
The Oregon Forest Products Laboratory
EXTENSION
Federal Cooperative Extension (Agriculture and Home Economics)
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To pot or not to pot, that is the question: Teacher Guide
Subject: Chemistry
Grade Level: High School
Case Summary
How did this high school student end up buying this old pot? He needs help to figure out what he has. Renee Stein, conservator at the Carlos Museum, steps up to help the student out.
Credits
This case was written by Jennice Ozment (chemistry teacher, Walton High School, Marietta, GA). Author may be contacted email@example.com.
Smith, T., Commander, J., Etre, K., & Stein, R. (2013). Salt identification lab. Presented at The Science Behind Art Conservation Teacher Workshop, Emory University, July 8-‐12, 2013
Learning Objectives
2. Identify the unknown ions present.
1. Predict formulas for ionic and covalent compounds.
3. Making observations.
a. Identify substances based on physical and chemical properties of ionic and covalent compounds.
4. Conduct an investigation, collect and analyze data, and draw a conclusion.
Georgia Performance Standards
SCSh1. Students will evaluate the importance of curiosity, honesty, openness, and skepticism in science.
SCSh2. Students will use standard safety practices for all classroom laboratory and field investigations.
b. Demonstrate appropriate techniques in all laboratory situations.
a. Follow correct procedures for use of scientific apparatus.
c. Follow correct protocol for identifying and reporting safety problems and violations.
SCSh3.Students will identify and investigate problems scientifically.
b. Develop procedures for solving scientific problems.
a. Suggest reasonable hypotheses for identified problems.
c. Collect, organize and record appropriate data.
To pot or not to pot, that is the question
Jennice Ozment
SCSh5.Students will demonstrate the computation and estimation skills necessary for analyzing data and developing reasonable scientific explanations.
a. Consider possible effects of measurement errors on calculations.
a. Trace the source on any large disparity between estimated and calculated answers to problems.
b. Recognize the relationship between accuracy and precision.
d. Solve scientific problems by substituting quantitative values, using dimensional analysis and/or simple algebraic formulas as appropriate.
c. Express appropriate numbers of significant figures for calculated data, using scientific notation where appropriate.
SCSh6.Students will communicate scientific investigations and information clearly.
b. Write clear, coherent accounts of current scientific issues, including possible alternative interpretations of the data
a. Write clear, coherent laboratory reports related to scientific investigations.
a. Use data as evidence to support scientific arguments and claims in written or oral presentations.
b. Participate in group discussions of scientific investigation and current scientific issues.
SC1.Students will analyze the nature of matter and its classifications.
d. Predict formulas for stable ionic compounds (binary and tertiary) based on balance of charges.
c. Identify substances based on chemical and physical properties.
e. Use IUPAC nomenclature for both chemical names and formulas:
i. •Ionic compounds (Binary and tertiary)
Assessment
* The box charts and lab sheets are the assessment for this activity.
Implementation Strategy
Day 1:
* Students will read scene 1 and fill out box chart 1.
* Students will then read scene 2 and fill out box chart 2.
* Students will use the remaining time in class to conduct research to answer the remainder "What you need to know" questions. This research will be completed for homework.
Day 2:
* Students will complete Part I and Steps 1-‐2 of Part II of the Salts and Ceramics Lab.
* The rest of the steps will be completed briefly at the beginning of class every two days.
Day 16
* Students will complete the worksheet at the end of the Salts Lab – Student Guide.
* Students will create a graph of the conductivity readings.
Facilitator Guide
Scene 1 – Possible questions:
* What is the white substance on the pot?
* Could the white substance be dangerous? To me? To the pot?
* Who left the pot in New Mexico?
* Why was the pot left in a cave?
* Is it from a burial?
* Is the pot legal to own?
Scene 2 – Possible questions:
* What is Pueblo seed jar?
* What white substance could damage the pot and how?
* Why would you return the pot? And to Whom? (NAGPRA)
Resources:
Pueblo Indians http://www.indianpueblo.org
http://www.indians.org/articles/pueblo-indians.html
Native American Graves Protection and Reparation Act http://www.nps.gov/Archeology/TOOLS/Laws/NAGPRA.htm https://www.azpm.org/p/top-news/2012/8/13/14875-to-its-rightful-place-to-its-rightful-owner/
Care of Pottery
http://www.mnhs.org/preserve/conservation/connectingmn/docs_pdfs/repurposedbook- ceramics_000.pdf http://www.cr.nps.gov/museum/publications/conserveogram/06-05.pdf
http://museumblog.winterthur.org/2012/08/03/ceramics-salts-and-sun-conservation-at-thearizona-state-museum/
To pot or not to pot, that is the question
Jennice Ozment
To pot or not to pot, that is the question: Scene 1
You have decided to go to an auction but not just any auction, THE AUCTION. You are a big fan of the show "Auction Kings" on TLC and this Sunday you are heading over to Gallery 63
to see if there is anything that catches your eye. Who knows, you might end up on TV.
Sunday arrives and you are off to the auction early to get a good seat. When you arrive, you take a good look at the items that will be coming up for bid. In the corner is a large
pot, covered with a whitish substance. It is heavy enough to obscure the pot underneath. It's not very attractive but seems to call out to you. You shake it off and continue on your way. It's
about time for the auction to begin so you hurry to your seat. Item after item is bid on and bought. The auction is almost over and nothing has caught your eye.
Uh, oh here comes that pot. The auctioneer says the pot was discovered in 1850 in a cave in New Mexico. You find that hard to believe, really! Why is it all white if it was found in a
cave? The auctioneer asks for $50 and no one moves. He reduces the opening bid to $25 and I
raise my number. Why did I do that? No one else bids, so I'm out for the $25 plus 20%
commission. What am I going to do with that ugly, old pot? And they quit filming before I even got to bid, this day stinks!
You wait in line with disgust to pay for the pot. I can't believe I bought that pot! I hand over $30 and they hand over the pot. When I get home, I show the pot to my mom.
Mom: "Why did you buy that?"
Me: "I really don't know. It's almost like it brain washed me into buying it."
Mom: "Brain washed, what do you mean?"
Me: "I don't really know. I felt like it was calling to me."
Mom: "That's kind of weird. How much did you pay for it?"
Me: "$30"
©2013 Jennice Ozment. This material is based upon the work supported by the Michael C. Carlos Museum and the Howard Hughes Medical
Institute Science Education Award to Emory University (award #52006923). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Howard Hughes Medical Institute, Michael C.
Carlos Museum, or Emory University. This document and other resources are available at http://carlos.emory.edu.
Mom: "That seems a little pricey for that unattractive pot."
Me: "I know, the auctioneer said it was found in a cave in New Mexico in 1850."
Mom: "I wonder if it is worth anything. I can't imagine it is, it's pretty ugly."
Me: "Yeah, I know."
Mom: "You know Ms. Stein, my friend. She works at the Carlos Museum. She might take a look at it for you and give you an opinion."
Me: "It's worth a shot."
To Pot or Not to Pot Box Chart: Scene 1
What you know:
What you need to know:
To pot or not to pot, that is the question: Scene 2
Me: "Hi, Ms. Stein. My mom suggested I show this pot to you and get your opinion."
Ms. Stein: "Come on in. Let me take a look."
Ms. Stein examines the pot carefully. It is coated in a white powdery substance that obscures the underlying surface. She can tell immediately what the white powdery substance is. The shape of the pottery tells her it is probably a Pueblo Indian seed jar.
Ms. Stein: "Where did you get this pot?"
Me: At Gallery 63, you know, the show "Auction Kings" is filmed there."
Ms. Stein: "I'm not familiar with the show. How much did you pay for it?"
Me: "$30. The guy said it was found in a cave in New Mexico in 1850. I'm not sure I really believe it though."
Ms. Stein: "It is very possible it was. You may have found an ancient Native American seed jar.
It needs to be properly cleaned for positive identification and to ensure no further damage to the pot's surface. If it is a Pueblo seed pot, you have to contact the appropriate tribe and inform them of your find. It must be returned to them, if they want it."
Me: "Wooh! How do I clean it? How do I know who to call? Can't I just maybe give it to you or the museum?"
©2013 Jennice Ozment. This material is based upon the work supported by the Michael C. Carlos Museum and the Howard Hughes Medical Institute Science Education Award to Emory University (award #52006923). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Howard Hughes Medical Institute, Michael C. Carlos Museum, or Emory University. This document and other resources are available at http://carlos.emory.edu.
Mrs. Stein: "You can donate it to the museum. Then we would clean it safely and categorize it. This could be a huge find for us, if the particular tribe lets us keep it. Are you sure you want to donate it?"
Me: "Yes, I'm not sure why, but I do."
Ms. Stein: "Can you bring it down to the museum tomorrow around 10:00 am? I'll help you with the paperwork."
Me: "Yeah, sure, thanks a lot Ms. Stein."
To Pot or Not to Pot Box Chart: Scene 2
What you know:
What you need to know:
References
Pueblo Indians http://www.indians.org/articles/pueblo-‐indians.html
http://www.indianpueblo.org
Native American Graves Protection and Reparation Act https://www.azpm.org/p/top-‐news/2012/8/13/14875-‐to-‐its-‐rightful-‐place-‐to-‐its-‐rightful-‐ owner/
http://www.nps.gov/Archeology/TOOLS/Laws/NAGPRA.htm
Care of Pottery
http://www.cr.nps.gov/museum/publications/conserveogram/06-‐05.pdf http://www.mnhs.org/preserve/conservation/connectingmn/docs_pdfs/repurposedbook-‐ ceramics_000.pdf
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InfoSheet Child Control Version 4. 020714
A PROJECT LOOKING AT PEOPLE'S DNA (SCOTLAND)
INFORMATION SHEET FOR CHILDREN (CONTROLS)
Why are we doing this study?
We are a group of doctors and scientists who are trying to find out things about a chemical that everyone has in their bodies called DNA. DNA tells all the cells in people's bodies how to work. We are interested in how DNA changes and how these changes can sometimes make people unwell.
Why are we writing to you?
We are asking if you would like to take part in a study to find out how and why DNA changes in people.
Why are we inviting you to take part?
You have been invited to join our study because you are healthy and we would like to compare your DNA to DNA from children who are unwell.
What happens if you take part in our study?
If you decide to take part, we will ask your doctors to take a sample of blood, skin or spit from you. We will ask him/her some questions about you and your health.
Do I have to take part?
No, you do not have to join in and no-‐one will be upset with you if you say 'No'.
Thank you for reading this.
Contact details
Dr Serena Nik-‐Zainal MBBChir MRCP PhD
Wellcome Trust Intermediate Clinical Fellow
Wellcome Trust Sanger Institute email@example.com
01223-‐834244 | <urn:uuid:05a633be-a6c4-4cec-9fa5-039198150a1a> | CC-MAIN-2018-51 | https://www.mutationsignatures.org/assets/sco-pis/pis1-scotland-participant-information-sheet-child-control.pdf | 2018-12-13T02:48:32Z | crawl-data/CC-MAIN-2018-51/segments/1544376824338.6/warc/CC-MAIN-20181213010653-20181213032153-00591.warc.gz | 978,428,333 | 1,016 | eng_Latn | eng_Latn | 0.997263 | eng_Latn | 0.997263 | [
"eng_Latn"
] | false | docling | [
1285
] | [
2.015625
] | 2 | 0 |
| S. No | Name | Date of Birth | Date of Joining | Date of Release | Status |
|-------|-----------------------|---------------|-----------------|-----------------|--------|
| 1 | Smt. C. N. Rani | 18-12-1919 | 16-04-1945 | 16-04-1945 | Retired |
| 2 | Mr. S. R. V. Reddy | 19-04-1919 | 19-09-1945 | 19-09-1945 | Retired |
| 3 | Dr. S. S. Rao | 09-05-1917 | 24-07-1946 | 24-07-1946 | Retired |
| 4 | Dr. M. S. Rao | 13-09-1909 | 24-07-1946 | 24-07-1946 | Retired |
| 5 | Dr. S. Venkatesh | 01-05-1915 | 01-12-1943 | 01-12-1943 | Retired |
| 6 | Dr. S. R. V. Reddy | 01-06-1917 | 20-08-1947 | 20-08-1947 | Retired |
| 7 | Dr. S. S. Rao | 15-06-1922 | 14-10-1947 | 14-10-1947 | Retired |
| 8 | Dr. S. S. Rao | 01-07-1920 | 08-11-1948 | 08-11-1948 | Retired |
| 9 | Dr. S. S. Rao | 07-03-1922 | 16-03-1947 | 16-03-1947 | Retired |
| 10 | Dr. S. S. Rao | 05-08-1927 | 06-05-1947 | 06-05-1947 | Retired |
| 11 | Dr. S. S. Rao | 06-08-1923 | 24-11-1948 | 24-11-1948 | Retired |
| 12 | Dr. S. S. Rao | 07-08-1925 | 15-07-1947 | 15-07-1947 | Retired |
| 13 | Dr. S. S. Rao | 15-02-1929 | 02-03-1949 | 02-03-1949 | Retired |
| 14 | Dr. S. S. Rao | 30-06-1924 | 19-08-1948 | 19-08-1948 | Retired |
| 15 | Dr. S. S. Rao | 21-03-1924 | 05-09-1949 | 05-09-1949 | Retired |
| 16 | Dr. S. S. Rao | 26-12-1924 | 18-02-1950 | 18-02-1950 | Retired |
| 17 | Dr. S. S. Rao | 07-05-1928 | 02-02-1950 | 02-02-1950 | Retired |
| 18 | Dr. S. S. Rao | 13-04-1930 | 06-03-1950 | 06-03-1950 | Retired |
| 19 | Dr. S. S. Rao | 12-09-1930 | 10-07-1950 | 10-07-1950 | Retired |
| 20 | Dr. S. S. Rao | 17-05-1926 | 16-08-1950 | 16-08-1950 | Retired |
| 21 | Dr. S. S. Rao | 19-09-1919 | 28-06-1951 | 28-06-1951 | Retired |
| 22 | Dr. S. S. Rao | 11-04-1928 | 17-04-1953 | 17-04-1953 | Retired |
| 23 | Dr. S. S. Rao | 20-09-1927 | 14-06-1954 | 14-06-1954 | Retired |
| 24 | Dr. S. S. Rao | 04-04-1931 | 24-01-1955 | 24-01-1955 | Retired |
| 25 | Dr. S. S. Rao | 16-12-1933 | 29-04-1955 | 29-04-1955 | Retired |
| No | Name | Date of Birth | Date of Death | Date of Appointment | Party |
|----|-------------------------------------------|---------------|---------------|---------------------|-------|
| 101| J. V. S. N. R. S. R. | 03-07-1946 | 30-05-1967 | 20-03-1971 | |
| 102| V. S. S. R. | 25-08-1941 | 01-06-1967 | 20-03-1971 | |
| 103| V. S. S. R. | 29-09-1941 | 01-06-1967 | 20-03-1971 | |
| 104| V. S. S. R. | 20-01-1949 | 02-06-1967 | 20-03-1971 | |
| 105| V. S. S. R. | 28-09-1946 | 07-06-1967 | 20-03-1971 | |
| 106| V. S. S. R. | 07-08-1945 | 08-06-1967 | 20-03-1971 | |
| 107| V. S. S. R. | 16-08-1948 | 12-06-1967 | 20-03-1971 | |
| 108| V. S. S. R. | 21-06-1944 | 01-07-1967 | 20-03-1971 | |
| 109| V. S. S. R. | 15-05-1943 | 03-07-1967 | 20-03-1971 | |
| 110| V. S. S. R. | 10-08-1942 | 03-07-1967 | 20-03-1971 | |
| 111| V. S. S. R. | 10-06-1942 | 06-07-1967 | 20-03-1971 | |
| 112| V. S. S. R. | 04-09-1949 | 24-07-1967 | 20-03-1971 | |
| 113| V. S. S. R. | 23-10-1942 | 04-12-1967 | 20-03-1971 | |
| 114| V. S. S. R. | 06-09-1945 | 06-12-1967 | 20-03-1971 | |
| 115| V. S. S. R. | 24-06-1949 | 08-02-1968 | 20-03-1971 | |
| 116| V. S. S. R. | 04-03-1940 | 20-02-1968 | 20-03-1971 | |
| 117| V. S. S. R. | 02-12-1944 | 05-04-1968 | 20-03-1971 | |
| 118| V. S. S. R. | 17-10-1946 | 07-06-1968 | 20-03-1971 | |
| 119| V. S. S. R. | 10-11-1946 | 10-06-1968 | 20-03-1971 | |
| 120| V. S. S. R. | 15-06-1945 | 14-06-1968 | 20-03-1971 | |
| 121| V. S. S. R. | 10-08-1941 | 01-07-1968 | 20-03-1971 | |
| 122| V. S. S. R. | 10-02-1939 | 13-08-1968 | 20-03-1971 | |
| 123| V. S. S. R. | 09-11-1946 | 05-09-1968 | 20-03-1971 | |
| 124| V. S. S. R. | 04-02-1951 | 21-09-1968 | 20-03-1971 | |
| 125| V. S. S. R. | 01-07-1948 | 03-10-1968 | 20-03-1971 | |
| 126| V. S. S. R. | 05-03-1944 | 04-10-1968 | 20-03-1971 | |
| 127| V. S. S. R. | 04-05-1946 | 04-11-1968 | 20-03-1971 | |
| 128| V. S. S. R. | 17-07-1943 | 21-11-1968 | 20-03-1971 | |
| 129| V. S. S. R. | 08-09-1946 | 18-11-1968 | 20-03-1971 | |
| 130| V. S. S. R. | 03-11-1946 | 11-12-1968 | 20-03-1971 | |
| 131| V. S. S. R. | 06-11-1944 | 17-02-1969 | 20-03-1971 | |
| 132| V. S. S. R. | 04-06-1943 | 05-04-1969 | 20-03-1971 | |
| 133| V. S. S. R. | 17-08-1950 | 19-04-1969 | 20-03-1971 | |
| 134| V. S. S. R. | 01-07-1949 | 26-06-1969 | 20-03-1971 | LD |
| 135| V. S. S. R. | 15-04-1940 | 16-05-1968 | 20-03-1971 | |
| 136| V. S. S. R. | 17-01-1940 | 14-03-1961 | 12-12-1971 | |
| 137| V. S. S. R. | 26-12-1948 | 01-06-1965 | 20-08-1971 | |
| No | Name | Date of Birth | Date of Joining | Date of Retirement | Status |
|----|-----------------------|---------------|-----------------|--------------------|--------|
| 139| S. S. R. Rao | 11-05-1947 | 12-09-1966 | 24-10-1972 | |
| 140| B. L. D. Reddy | 10-07-1951 | 06-03-1974 | 25-04-1973 | |
| 141| C. Narasimha | 13-04-1952 | 11-03-1974 | 25-04-1973 | |
| 142| A. R. S. Rao | 06-04-1939 | 06-03-1974 | 25-04-1973 | |
| 143| C. S. S. Rao | 01-09-1945 | 06-03-1974 | 25-04-1973 | |
| 144| L. V. K. Rao | - | 08-03-1974 | 25-04-1973 | |
| 145| T. R. Rao | 01-08-1946 | 07-03-1974 | 25-04-1973 | |
| 146| V. R. S. Rao | - | 13-03-1974 | 25-04-1973 | |
| 147| D. S. S. Rao | 16-08-1948 | 21-03-1974 | 25-04-1973 | |
| 148| V. N. Rao | - | 06-05-1974 | 25-04-1973 | |
| 149| V. R. S. Rao | 10-02-1949 | 06-05-1974 | 25-04-1973 | |
| 150| V. S. Rao | 06-11-1950 | 02-05-1974 | 25-04-1973 | |
| 151| V. S. Rao | 06-02-1951 | 04-05-1974 | 25-04-1973 | |
| 152| V. S. Rao | 08-10-1951 | 06-05-1974 | 25-04-1973 | |
| 153| V. S. Rao | 28-11-1951 | 07-05-1974 | 25-04-1973 | |
| 154| C. S. Rao | - | 06-05-1974 | 25-04-1973 | |
| 155| C. S. Rao | 25-07-1952 | 30-05-1974 | 25-04-1973 | VRS |
| 156| S. Rao | 23-08-1952 | 04-05-1974 | 25-04-1973 | |
| 157| V. S. Rao | 21-12-1946 | 04-05-1974 | 25-04-1973 | |
| 158| V. S. Rao | - | 12-09-1974 | 25-04-1973 | |
| 159| V. S. Rao | 15-01-1948 | 30-09-1974 | 25-04-1973 | |
| 160| V. S. Rao | 05-08-1948 | 20-09-1974 | 25-04-1973 | |
| 161| V. S. Rao | - | 16-09-1974 | 25-04-1973 | |
3rd Batch: 26-04-1973 to 15-08-1975
| No | Name | Date of Birth | Date of Joining | Date of Retirement | Status |
|----|-----------------------|---------------|-----------------|--------------------|--------|
| 162| V. S. Rao | 01-02-1948 | 25-09-1968 | 25-09-1973 | |
| 163| C. S. Rao | 10-12-1946 | 03-02-1971 | 12-10-1973 | |
| 164| V. S. Rao | 01-05-1952 | 22-02-1971 | 12-10-1973 | |
| 165| V. S. Rao | 28-04-1950 | 19-03-1971 | 12-10-1973 | |
| 166| C. S. Rao | 16-11-1947 | 01-04-1971 | 12-10-1973 | |
| 167| V. S. Rao | 14-05-1949 | 16-04-1971 | 12-10-1973 | |
| 168| V. S. Rao | 29-05-1952 | 27-08-1973 | 12-10-1973 | |
| 169| V. S. Rao | 08-18-1952 | 10-09-1971 | 12-10-1973 | |
| 170| V. S. Rao | 05-01-1950 | 22-11-1971 | 12-10-1973 | |
| 171| V. S. Rao | 25-04-1946 | 27-03-1972 | 12-10-1973 | |
| 172| V. S. Rao | 05-01-1948 | 27-08-1970 | 30-12-1974 | |
| 173| V. S. Rao | 13-07-1951 | 01-03-1969 | 23-07-1975 | |
| No | Name | Date of Birth | Date of Joining | Date of Promotion | Category |
|----|-----------------------------|---------------|-----------------|-------------------|----------|
| 174 | B. S. Ramesh | 17-08-1948 | 07-09-1970 | 19-07-1975 | |
| 175 | D. S. Ramesh | 13-09-1940 | 13-09-1965 | 06-08-1975 | |
| 176 | C. S. Ramesh | 24-08-1946 | 28-08-1970 | 30-12-1974 | |
| 177 | D. S. Ramesh | 01-06-1950 | 22-01-1971 | 15-05-1976 | |
| 178 | C. S. Ramesh | 15-06-1945 | 31-03-1971 | 27-12-1976 | |
| 179 | D. S. Ramesh | 03-12-1948 | 13-09-1971 | 11-11-1976 | |
| 180 | C. S. Ramesh (SC) | 01-06-1954 | 19-10-1974 | 28-03-1977 | |
| 181 | D. S. Ramesh (SC) | 05-03-1951 | 29-11-1974 | 28-03-1977 | |
| 182 | D. S. Ramesh (SC) | 01-04-1955 | 17-12-1974 | 28-03-1977 | |
| 183 | D. S. Ramesh (SC) | 14-01-1950 | 08-01-1975 | 28-03-1977 | |
| 184 | D. S. Ramesh (SC) | 24-09-1949 | 22-01-1975 | 28-03-1977 | |
| 185 | S. S. Ramesh | 12-07-1953 | 30-06-1975 | 28-03-1977 | |
| 186 | S. S. Ramesh (SC) | 01-06-1956 | 21-07-1975 | 28-03-1977 | |
| 187 | S. S. Ramesh (SC) | 16-06-1950 | 21-07-1975 | 28-03-1977 | |
| 188 | S. S. Ramesh (SC) | 01-06-1956 | 21-08-1975 | 28-03-1977 | |
| 189 | S. S. Ramesh (SC) | 18-01-1954 | 11-12-1975 | 28-03-1977 | |
| 190 | S. S. Ramesh (SC) | 07-10-1954 | 16-02-1976 | 28-03-1977 | |
| 191 | T. S. Ramesh (SC) | 12-10-1945 | 28-03-1977 | 28-03-1977 | |
| 192 | S. S. Ramesh | 06-11-1957 | 11-01-1978 | 11-01-1978 | |
| 193 | D. S. Ramesh (Typist) | 21-06-1956 | 10-09-1976 | 07-09-1978 | |
| 194 | D. S. Ramesh (Typist) | 01-06-1955 | 15-09-1976 | 07-09-1978 | |
| 195 | D. S. Ramesh (Typist) | 04-01-1952 | 08-09-1976 | 07-09-1978 | |
| 196 | D. S. Ramesh (Typist) | 05-02-1952 | 15-09-1976 | 07-09-1978 | |
| 197 | D. S. Ramesh (Typist) | 01-05-1956 | 15-09-1976 | 07-09-1978 | |
| 198 | D. S. Ramesh (Typist) | 22-11-1952 | 25-04-1975 | 07-09-1978 | |
| 199 | D. S. Ramesh (Typist) | 12-04-1949 | 31-12-1976 | 31-12-1978 | |
| 200 | D. S. Ramesh (Typist) | 03-04-1953 | 05-05-1977 | 05-05-1977 | |
| 201 | D. S. Ramesh | 01-07-1957 | 06-07-1979 | 06-07-1979 | |
| 202 | D. S. Ramesh | 01-02-1956 | 31-10-1980 | 31-10-1980 | |
| 203 | D. S. Ramesh (ST) | 12-05-1960 | 27-11-1981 | 27-11-1981 | |
| 204 | D. S. Ramesh (SC) | 09-09-1950 | 11-02-1982 | 11-02-1982 | |
| 205 | D. S. Ramesh | 15-01-1960 | 21-01-1983 | 27-12-1982 | |
| 206 | D. S. Ramesh | 25-04-1960 | 02-03-1983 | 27-12-1982 | |
| 207 | D. S. Ramesh | 05-04-1953 | 16-01-1983 | 27-12-1982 | |
| 208 | D. S. Ramesh | 01-10-1955 | 15-03-1983 | 27-12-1982 | |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement |
|----|-----------------------------|---------------|---------------------|--------------------|
| 210) | A. S. G. R. M. K. | 02-09-1955 | 24-01-1983 | 27-12-1982 |
| | | 25-11-1958 | 17-01-1983 | 27-12-1982 |
| 211) | D. A. N. S. | 20-09-1942 | 12-04-1983 | 12-04-1983 |
| 212) | C. D. R. G. S. (SC) | 08-08-1962 | 03-09-1983 | 03-09-1983 |
| 213) | K. M. S. S. S. | 02-02-1960 | 23-04-1984 | 18-04-1984 |
| 214) | P. S. S. S. S. | 10-12-1955 | 07-05-1984 | 18-04-1984 |
| 215) | R. S. S. | 15-01-1956 | 02-05-1984 | 18-04-1984 |
| 216) | S. S. S. S. (SC) | 01-06-1959 | 30-04-1984 | 18-04-1984 |
| 217) | V. A. S. S. (SC) | 11-04-1961 | 19-04-1984 | 18-04-1984 |
| 218) | C. D. S. S. (SC) | 25-05-1961 | 24-04-1984 | 18-04-1984 |
| 219) | V. S. S. S. | 14-04-1965 | 25-07-1984 | 25-07-1984 |
| 220) | R. S. S. | 22-01-1957 | 28-09-1984 | 28-09-1984 |
| 221) | V. S. S. S. | 16-07-1951 | 09-10-1984 | 09-10-1984 |
| 222) | A. S. S. S. | 12-04-1961 | 15-10-1984 | 15-10-1984 |
| 223) | R. S. S. | 13-06-1950 | 22-10-1972 | 09-11-1984 | P. V. |
| 224) | R. S. S. | 23-12-1953 | 01-10-1977 | 09-11-1984 | P. V. |
| 225) | V. S. S. S. | 19-06-1948 | 17-09-1975 | 09-11-1984 | P. V. |
| 226) | V. S. S. S. | 15-08-1950 | 02-06-1976 | 09-11-1984 | P. V. |
| 227) | R. S. S. | 04-03-1957 | 08-09-1976 | 09-11-1984 | P. V. |
| 228) | V. S. S. S. | 01-06-1950 | 15-12-1976 | 09-11-1984 | P. V. |
| 229) | V. S. S. S. | 25-12-1949 | 15-11-1976 | 09-11-1984 | P. V. |
| 230) | V. S. S. | 10-02-1961 | 28-03-1985 | 28-03-1985 |
| 231) | V. S. S. S. | 01-10-1963 | 12-04-1985 | 12-04-1985 |
| 232) | V. S. S. S. (SC) | 01-10-1953 | 05-06-1985 | 05-06-1985 |
| 233) | R. S. S. S. - I | 07-11-1954 | 03-07-1985 | 03-07-1985 |
| 234) | V. S. S. S. | 03-07-1961 | 02-09-1985 | 02-09-1985 | P. V. |
| 235) | M. S. S. S. (2) | 06-08-1955 | 09-09-1985 | 09-09-1985 |
| 236) | V. S. S. S. | 25-07-1966 | 07-10-1985 | 07-10-1985 |
| 237) | V. S. S. S. | 28-05-1957 | 06-05-1986 | 30-04-1986 |
| 238) | R. S. S. S. | 11-09-1952 | 07-05-1986 | 30-04-1986 |
| 239) | V. S. S. S. (ST) | 01-07-1960 | 30-06-1986 | 30-04-1986 |
| 240) | V. S. S. S. | 22-07-1956 | 12-05-1986 | 30-04-1986 |
| 241) | V. S. S. S. (SC) | 07-05-1955 | 06-06-1979 | 04-07-1986 |
| 242) | V. S. S. S. | 09-06-1949 | 08-09-1986 | 08-09-1986 |
| 243) | V. S. S. S. | 20-07-1967 | 26-01-1986 | 26-11-1986 |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement |
|----|-----------------------------|---------------|---------------------|--------------------|
| 244| Dr. Srinivasa Rao | 22-07-1957 | 04-03-1987 | 04-03-1987 |
| 245| Dr. S. S. Babu | 09-04-1959 | 28-05-1976 | 28-05-1976 |
| 246| Dr. K. N. Reddy | 16-10-1968 | 29-08-1987 | 29-08-1987 |
| 247| Dr. C. R. Prasad | 22-07-1969 | 24-09-1987 | 24-09-1987 |
| 248| Dr. K. V. Narayana | 01-07-1967 | 02-11-1987 | 02-11-1987 |
| 249| Dr. S. S. Reddy | 13-06-1962 | 01-06-1988 | 01-06-1988 |
| 250| Dr. K. S. Reddy | 19-10-1969 | 22-07-1988 | 22-07-1988 |
| 251| Dr. K. S. Reddy | 01-04-1964 | 26-08-1988 | 26-08-1988 |
| 252| Dr. K. S. Reddy | 22-10-1956 | 20-08-1975 | 06-09-1988 |
| 253| Dr. K. S. Reddy | 01-08-1955 | 04-04-1977 | 06-09-1988 |
| 254| Dr. K. S. Reddy (SC) | 19-08-1961 | 17-03-1982 | 06-09-1988 |
| 255| Dr. K. S. Reddy | 16-06-1968 | 19-09-1938 | 19-09-1988 |
| 256| Dr. K. S. Reddy | 18-03-1970 | 16-12-1988 | 16-12-1988 |
| 257| Dr. K. S. Reddy | 14-09-1970 | 06-02-1989 | 06-02-1989 |
| 258| Dr. K. S. Reddy | 25-07-1959 | 10-02-1989 | 10-02-1989 |
| 259| Dr. K. S. Reddy | 17-06-1970 | 30-03-1989 | 30-03-1989 |
| 260| Dr. K. S. Reddy | 28-04-1969 | 17-05-1989 | 17-05-1989 |
| 261| Dr. K. S. Reddy | 14-11-1969 | 06-09-1989 | 06-09-1989 |
| 262| Dr. K. S. Reddy | 01-06-1962 | 08-09-1989 | 08-09-1989 |
| 263| Dr. K. S. Reddy | 12-08-1969 | 13-09-1989 | 18-09-1989 |
| 264| Dr. K. S. Reddy | 01-06-1967 | 08-12-1989 | 08-12-1989 |
| 265| Dr. K. S. Reddy | 02-11-1950 | 05-05-1970 | 01-01-1990 |
| 266| Dr. K. S. Reddy | 17-12-1953 | 31-10-1973 | 01-01-1990 |
| 267| Dr. K. S. Reddy | 05-04-1957 | 01-01-1975 | 01-01-1990 |
| 268| Dr. K. S. Reddy | 01-06-1956 | 03-01-1975 | 01-01-1990 |
| 269| Dr. K. S. Reddy | 30-04-1947 | 28-07-1975 | 01-01-1990 |
| 270| Dr. K. S. Reddy | 01-11-1954 | 03-12-1975 | 01-01-1990 |
| 271| Dr. K. S. Reddy | 30-12-1952 | 26-04-1975 | 01-01-1990 |
| 272| Dr. K. S. Reddy | 04-12-1949 | 02-05-1976 | 01-01-1990 |
| 273| Dr. K. S. Reddy | 05-01-1957 | 04-05-1976 | 01-01-1990 |
| 274| Dr. K. S. Reddy | 20-03-1956 | 03-08-1976 | 01-01-1990 |
| 275| Dr. K. S. Reddy | 10-09-1956 | 06-09-1976 | 01-01-1990 |
| 276| Dr. K. S. Reddy | 02-02-1950 | 26-10-1976 | 01-01-1990 |
| 277| Dr. K. S. Reddy | 28-01-1955 | 03-12-1976 | 01-01-1990 |
| 278| Dr. K. S. Reddy | 20-05-1944 | 20-12-1976 | 01-01-1990 |
| 279| Dr. K. S. Reddy | 01-07-1955 | 26-04-1977 | 01-01-1990 |
| 280| Dr. K. S. Reddy | 06-10-1953 | 28-05-1977 | 01-01-1990 |
| No | Name | Date of Birth | Date of Death | Date of Appointment | Status |
|----|-----------------------------|---------------|---------------|---------------------|--------|
| 281 | B.M. Venkatesh | 20-11-1949 | 01-06-1977 | 01-01-1990 | |
| 282 | S.S. Ramalinga | 26-01-1951 | 02-07-1977 | 01-01-1990 | |
| 283 | V.V. Ramaiah | 01-05-1952 | 01-01-1990 | 01-01-1990 | |
| 284 | C.V. Murthy | 30-10-1955 | 01-08-1977 | 01-01-1990 | |
| 285 | K.V. Venkatesh | 05-02-1954 | 01-09-1977 | 01-01-1990 | |
| 286 | P.P. Raju | 02-05-1956 | 01-07-1977 | 01-01-1990 | |
| 287 | C.V. Rao | 23-11-1954 | 30-10-1977 | 01-01-1990 | |
| 288 | C.V. Narayana | 02-07-1953 | 28-12-1977 | 01-01-1990 | |
| 289 | S. Srinivas | 29-04-1954 | 25-06-1979 | 01-01-1990 | |
| 290 | D. Venkatesh | 05-08-1955 | 01-01-1990 | 01-01-1990 | |
| 291 | V. S. Ramalinga | 25-04-1961 | 01-01-1990 | 01-01-1990 | |
| 292 | D. Venkatesh | 01-01-1956 | 01-01-1990 | 01-01-1990 | |
| 293 | S. Srinivas | 20-05-1970 | 22-02-1990 | 22-02-1990 | |
| 294 | D. Venkatesh | 02-03-1967 | 28-03-1990 | 28-03-1990 | |
| 295 | S. Srinivas | 01-06-1970 | 30-03-1990 | 30-03-1990 | |
| 296 | V. S. Ramalinga | 13-07-1959 | 30-03-1990 | 30-03-1990 | |
| 297 | D. Venkatesh | 02-08-1967 | 31-03-1990 | 31-03-1990 | |
| 298 | D. Venkatesh | 31-01-1964 | 02-04-1990 | 02-04-1990 | |
| 299 | D. Venkatesh | 30-07-1963 | 02-04-1990 | 02-04-1990 | |
| 300 | D. Venkatesh | 21-03-1965 | 03-04-1990 | 03-04-1990 | |
| 301 | D. Venkatesh | 09-11-1967 | 04-04-1990 | 04-04-1990 | |
| 302 | D. Venkatesh | 05-09-1959 | 04-04-1990 | 04-04-1990 | |
| 303 | D. Venkatesh | 26-08-1961 | 04-04-1990 | 04-04-1990 | |
| 304 | D. Venkatesh | 10-06-1968 | 04-04-1990 | 04-04-1990 | |
| 305 | D. Venkatesh | 27-05-1960 | 05-04-1990 | 05-04-1990 | |
| 306 | D. Venkatesh | 20-03-1970 | 06-04-1990 | 06-04-1990 | |
| 307 | D. Venkatesh | 20-06-1968 | 09-04-1990 | 09-04-1990 | |
| 308 | D. Venkatesh | 15-05-1965 | 11-04-1990 | 11-04-1990 | |
| 309 | D. Venkatesh | 01-10-1965 | 12-04-1990 | 12-04-1990 | |
| 310 | D. Venkatesh | 15-07-1968 | 12-04-1990 | 12-04-1990 | |
| 311 | D. Venkatesh | 08-12-1967 | 12-04-1990 | 12-04-1990 | |
| 312 | D. Venkatesh | 18-07-1970 | 23-04-1990 | 23-04-1990 | |
| 313 | D. Venkatesh | 02-04-1962 | 24-04-1990 | 24-04-1990 | |
| 314 | D. Venkatesh | 01-06-1968 | 01-06-1990 | 01-06-1990 | |
| 315 | D. Venkatesh | 25-05-1947 | 12-01-1967 | 23-06-1990 | |
| 316 | D. Venkatesh | 21-06-1966 | 27-07-1990 | 27-07-1990 | |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Status |
|----|-----------------------------|---------------|---------------------|--------------------|--------|
| 317| M. D. R. S. N. K. M. S. | 15-03-1955 | 26-06-1974 | 12-10-1990 | |
| 318| C. M. S. V. R. | 01-06-1960 | 12-08-1983 | 27-10-1990 | |
| 319| C. S. R. S. N. K. M. S. | 05-04-1963 | 12-08-1983 | 27-10-1990 | |
| 320| C. M. S. V. R. | 01-06-1960 | 18-08-1983 | 27-10-1990 | |
| 321| C. M. S. V. R. | | 01-12-1990 | 01-12-1990 | |
| 322| C. M. S. V. R. | 04-05-1972 | 14-12-1988 | 14-12-1990 | |
| 323| C. M. S. V. R. | 06-01-1957 | 15-12-1988 | 15-12-1990 | |
| 324| S. A. S. V. R. | 30-08-1959 | 21-12-1988 | 21-12-1990 | |
| 325| C. M. S. V. R. | 28-01-1952 | 01-01-1980 | 01-01-1991 | |
| 326| C. M. S. V. R. | 28-01-1952 | 07-03-1980 | 01-01-1991 | |
| 327| C. M. S. V. R. | 05-10-1954 | 01-04-1980 | 01-01-1991 | |
| 328| C. M. S. V. R. | 12-07-1958 | 25-07-1980 | 01-01-1991 | |
| 329| C. M. S. V. R. | 25-11-1957 | 01-09-1990 | 01-01-1991 | |
| 330| C. M. S. V. R. | 22-07-1971 | 08-01-1991 | 08-01-1991 | |
| 331| C. M. S. V. R. | 25-08-1968 | 08-02-1991 | 08-02-1991 | |
| 332| C. M. S. V. R. | 22-10-1958 | 18-03-1991 | 18-03-1991 | |
| 333| C. M. S. V. R. | 02-04-1971 | 07-05-1991 | 07-05-1991 | |
**Date of Birth:** 19-01-1995
**Date of Appointment:** 16-10-2012
**Date of Retirement:** 19-01-1995
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Status |
|----|-----------------------------|---------------|---------------------|--------------------|--------|
| 334| C. M. S. V. R. | 13-10-1958 | 21-07-1980 | 11-06-1991 | |
| 335| C. M. S. V. R. | 16-10-1966 | 17-07-1991 | 17-07-1991 | |
| 336| C. M. S. V. R. | 05-08-1959 | 22-08-1991 | 22-08-1991 | |
| 337| C. M. S. V. R. | 29-10-1956 | 05-09-1991 | 05-09-1991 | |
| 338| C. M. S. V. R. | 20-05-1957 | 01-10-1991 | 01-10-1991 | |
| 339| C. M. S. V. R. | 27-05-1965 | 02-11-1991 | 02-11-1991 | |
| 340| C. M. S. V. R. | 22-04-1949 | 09-12-1991 | 09-12-1991 | |
| 341| C. M. S. V. R. | 12-12-1959 | 01-01-1981 | 01-01-1992 | |
| 342| C. M. S. V. R. | 15-07-1959 | 01-01-1981 | 01-01-1992 | |
| 343| C. M. S. V. R. | 15-05-1958 | 02-02-1981 | 01-01-1992 | |
| 344| C. M. S. V. R. | 01-06-1962 | 17-08-1991 | 01-01-1992 | |
| 345| C. M. S. V. R. | 12-02-1959 | 19-10-1981 | 01-01-1992 | |
| 346| C. M. S. V. R. | 21-07-1956 | 01-01-1990 | 01-01-1992 | |
| 347| C. M. S. V. R. | 01-05-1949 | 01-01-1990 | 01-01-1992 | |
| 348| C. M. S. V. R. | 20-06-1964 | 01-01-1990 | 01-01-1992 | |
| 349| C. M. S. V. R. | 28-05-1954 | 01-01-1990 | 01-01-1992 | |
| 350| C. M. S. V. R. | 02-07-1958 | 01-01-1990 | 01-01-1992 | |
| 351| C. M. S. V. R. | 01-06-1972 | 17-01-1992 | 17-01-1992 | |
| 352| C. M. S. V. R. | 29-07-1965 | 02-02-1990 | 29-01-1992 | |
| No | Name | Date of Birth | Date of Appointment | Date of Promotion | Date of Retirement |
|----|-----------------------------|---------------|---------------------|-------------------|--------------------|
| 354) | A. P. Ramesh | 22-07-1960 | 03-04-1990 | 03-04-1992 | |
| 355) | G. S. N. Rao | 28/04/1959 | 02/02/1990 | 29/01/1992 | |
| 356) | B. V. S. Rao | 07/07/1964 | 30/01/1992 | 30-01-1992 | |
| 357) | D. V. S. Rao | 26-11-1949 | 01-02-1992 | 01-02-1992 | |
| 358) | C. V. S. Rao | 24-07-1957 | 13-04-1992 | 13-04-1992 | |
| 359) | D. V. S. Rao | 28-03-1972 | 18-06-1992 | 18-06-1992 | |
| 360) | D. V. S. Rao (SC) | 04-11-1964 | 24-06-1992 | 24-06-1992 | |
| 361) | D. V. S. Rao (SC) | 11-11-1965 | 02/07/1990 | 25/06/1992 | |
| 362) | D. V. S. Rao (SC) | 29/03/1961 | 02/07/1990 | 25/06/1992 | |
| 363) | D. V. S. Rao (SC) | 11-11-1973 | 25-06-1992 | 25-06-1992 | |
| 364) | D. V. S. Rao (SC) | 15-07-1959 | 26-06-1992 | 26-06-1992 | |
| 365) | D. V. S. Rao (SC) | 12-03-1965 | 16-07-1990 | 27-06-1992 | |
| 366) | D. V. S. Rao (SC) | 20-06-1972 | 08-07-1992 | 08-07-1992 | |
| 367) | D. V. S. Rao (SC) | 01-06-1968 | 13-07-1992 | 13-07-1992 | |
| 368) | D. V. S. Rao (SC) | 25-05-1956 | 13-09-1982 | 13-09-1982 | |
| 369) | D. V. S. Rao (SC) | 20-07-1972 | 16-10-1992 | 16-10-1992 | |
| 370) | D. V. S. Rao (SC) | 28-04-1960 | 01-04-1982 | 01-01-1993 | |
| 371) | D. V. S. Rao (SC) | 21-11-1961 | 01-04-1982 | 01-01-1993 | |
| 372) | D. V. S. Rao (SC) | 08-06-1952 | 01-09-1982 | 01-01-1993 | |
| 373) | D. V. S. Rao (SC) | 02-04-1957 | 01-09-1982 | 01-01-1993 | |
| 374) | D. V. S. Rao (SC) | 04-04-1959 | 01-09-1982 | 01-01-1993 | |
| 375) | D. V. S. Rao (SC) | 01-09-1962 | 22-09-1982 | 01-01-1993 | |
| 376) | D. V. S. Rao (SC) | 02-06-1963 | 01-10-1982 | 01-01-1993 | |
| 377) | D. V. S. Rao (SC) | 30-05-1958 | 10-12-1982 | 01-01-1993 | |
| 378) | D. V. S. Rao (SC) | 26-10-1953 | 07-02-1982 | 01-01-1993 | |
| 379) | D. V. S. Rao (SC) | 30-06-1959 | 01-06-1982 | 01-01-1993 | |
| 380) | D. V. S. Rao (SC) | 02-06-1950 | 12-07-1985 | 25-01-1993 | |
| 381) | D. V. S. Rao (SC) | 15-05-1963 | 02-05-1984 | 25-01-1993 | |
| 382) | D. V. S. Rao (SC) | 22-07-1964 | 01/10/1984 | 25-01-1993 | |
| 383) | D. V. S. Rao (SC) | 01-06-1969 | 01-03-1993 | 01-03-1993 | |
| 384) | D. V. S. Rao (SC) | 10-07-1974 | 29-03-1993 | 29-03-1993 | |
| 385) | D. V. S. Rao (SC) | 31-03-1971 | 06-05-1993 | 06-05-1993 | |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement |
|----|-----------------------------|---------------|---------------------|--------------------|
| 386| S. Ramaswamy | 19-02-1972 | 30-06-1993 | |
| 387| K. S. Rangaraj | 14-01-1966 | 09-07-1993 | 09-07-1993 |
| 388| C. Venkatesh (SC) | 02-06-1965 | 20-10-1993 | 20-10-1993 |
| 389| B. V. S. Rao (SC) | 11-03-1950 | 11-06-1979 | 20-11-1993 |
| 390| A. R. G. Reddy | 05-03-1954 | 27-07-1979 | 20-11-1993 |
| 391| C. A. R. Raghavendra | 22-11-1951 | 21-12-1984 | 20-11-1993 |
| 392| D. R. V. Rao | 25-04-1947 | 21-12-1984 | 20-11-1993 |
| 393| D. N. (SC) | 09-05-1966 | 21-12-1984 | 20-11-1993 |
| 394| C. R. M. S. Reddy (SC) | 22-11-1964 | 16-05-1986 | 20-11-1993 |
| 395| K. P. S. R. Rao | 01-07-1965 | 18-09-1986 | 20-11-1993 |
| 396| S. V. R. Rao | 01-06-1960 | 01-12-1993 | 01-12-1993 |
| 397| B. V. R. Rao | 21-05-1965 | 01-01-1994 | 01-01-1994 |
| 398| D. N. Rao | 12-05-1960 | 07-02-1994 | 07-02-1994 |
| 399| C. R. R. R. Rao | 11-03-1965 | 17-02-1994 | 17-02-1994 |
| 400| S. V. R. Rao | 29-07-1962 | 06-03-1994 | 06-03-1994 |
| 401| D. N. Rao | 28-07-1963 | 10-02-1984 | 01-07-1994 |
| 402| C. R. R. Rao | 09-07-1959 | 01-05-1984 | 01-07-1994 |
| 403| D. N. Rao | 15-06-1966 | 17-05-1984 | 01-07-1994 |
| 404| A. R. R. Rao | 20-11-1970 | 04-07-1994 | 04-07-1994 |
| 405| S. V. R. Rao | 15-12-1970 | 04-07-1994 | 04-07-1994 |
| 406| D. N. Rao | 03-04-1954 | 18-07-1994 | 18-07-1994 |
| 407| D. N. Rao | 01-06-1956 | 07-10-1994 | 07-10-1994 |
| 408| D. N. Rao | 01-06-1972 | 20-10-1994 | 20-10-1994 |
| 409| D. N. Rao (SC) | 10-06-1976 | 24-10-1994 | 24-10-1994 |
| 410| D. N. Rao | 23-05-1967 | 31-10-1994 | 31-10-1994 |
| 411| D. N. Rao | 01-06-1976 | 31-12-1994 | 31-12-1994 |
| 412| D. N. Rao | 20-07-1976 | 02-01-1995 | 02-01-1995 |
| 413| D. N. Rao | 01-07-1965 | 27-01-1995 | 27-01-1995 |
| 414| D. N. Rao | 25-07-1976 | 13-03-1995 | 13-03-1995 |
| 415| D. N. Rao | 15-06-1971 | 26-04-1995 | 26-04-1995 |
| 416| D. N. Rao | 08-01-1963 | 02-12-1987 | 29-04-1995 |
| 417| D. N. Rao | 26-07-1956 | 26-07-1975 | 19-05-1995 |
| 418| D. N. Rao (SC) | 20-06-1967 | 16-05-1984 | 01-07-1995 |
| 419| D. N. Rao | 01-04-1965 | 21-07-1995 | 21-07-1995 |
| 420| D. N. Rao | 01-06-1971 | 16-08-1995 | 16-08-1995 |
| 421| D. N. Rao | 30-05-1965 | 16-08-1995 | 16-08-1995 |
| 422| D. N. Rao | 06-07-1977 | 06-09-1995 | 06-09-1995 |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Status |
|----|-----------------------------|---------------|---------------------|--------------------|--------|
| 424| Mr. K. Ramachandra | 27-07-1965 | 25-09-1995 | 25-09-1995 | |
| 425| Mrs. S. Lakshmi (SC) | 04-04-1972 | 13-11-1995 | 13-11-1995 | |
| 426| Dr. M. Srinivas | 02-06-1956 | 16-10-1996 | 16-10-1996 | |
| 427| Mr. Ramesh | 28-06-1960 | 30-11-1996 | 30-11-1996 | |
| 428| Mr. Suresh (ST) | 01-06-1973 | 23-12-1996 | 23-12-1996 | |
| 429| Mr. S. Sankar | 04-04-1969 | 06-01-1997 | 06-01-1997 | |
| 430| Mr. R. R. | 07-09-1977 | 20-01-1997 | 20-01-1997 | |
| 431| Mr. S. S. S. | 02-02-1950 | 01-02-1997 | 01-02-1997 | |
| 432| Dr. S. S. S. | 11-09-1976 | 05-02-1997 | 05-02-1997 | |
| 433| Mr. S. S. S. | 19-04-1964 | 07-02-1997 | 07-02-1997 | |
| 434| Mr. S. S. S. | 22-06-1972 | 17-02-1997 | 17-02-1997 | |
| 435| Mr. S. S. S. | 20-04-1975 | 04-03-1997 | 04-03-1997 | |
| 436| Mr. S. S. S. | 01-06-1976 | 10-03-1997 | 10-03-1997 | |
| 437| Mr. S. S. S. | 01-05-1957 | 15-03-1997 | 15-03-1997 | |
| 438| Mr. S. S. S. | 12-06-1952 | 21-12-1984 | 15-03-1997 | |
| 439| Mr. S. S. S. | 12-06-1979 | 15-03-1997 | 15-03-1997 | |
| 440| Mr. S. S. S. | 25-09-1969 | 15-03-1997 | 15-03-1997 | |
| 441| Mr. S. S. S. | 01-07-1948 | 15-03-1997 | 15-03-1997 | |
| 442| Mr. S. S. S. | 04-06-1954 | 15-03-1997 | 15-03-1997 | |
| 443| Mr. S. S. S. | 18-02-1959 | 15-03-1997 | 15-03-1997 | |
| 444| Mr. S. S. S. | 15-02-1948 | 15-03-1997 | 15-03-1997 | |
| 445| Mr. S. S. S. | 01-07-1957 | 15-03-1997 | 15-03-1997 | |
| 446| Mr. S. S. S. | 16-08-1952 | 15-03-1997 | 15-03-1997 | |
| 447| Mr. S. S. S. | 28-05-1958 | 15-03-1997 | 15-03-1997 | |
| 448| Mr. S. S. S. | 12-12-1948 | 15-03-1997 | 15-03-1997 | |
| 449| Mr. S. S. S. | 10-10-1955 | 15-03-1997 | 15-03-1997 | |
| 450| Mr. S. S. S. | 09-07-1949 | 15-03-1997 | 15-03-1997 | |
| 451| Mr. S. S. S. | 02-02-1951 | 15-03-1997 | 15-03-1997 | |
| 452| Mr. S. S. S. | 01-06-1955 | 15-03-1997 | 15-03-1997 | |
| 453| Mr. S. S. S. | 01-06-1964 | 15-03-1997 | 15-03-1997 | |
| 454| Mr. S. S. S. | 25-06-1971 | 24-03-1997 | 24-03-1997 | |
| 455| Mr. S. S. S. | 01-07-1957 | 01-04-1997 | 01-04-1997 | |
| 456| Mr. S. S. S. | 06-11-1974 | 10-04-1997 | 10-04-1997 | |
| 457| Mr. S. S. S. | 01-06-1977 | 15-04-1997 | 15-04-1997 | |
| 458| Mr. S. S. S. | 22-06-1961 | 17-04-1997 | 17-04-1997 | |
| 459| Mr. S. S. S. | 01-10-1978 | 07-06-1997 | 07-06-1997 | |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement |
|----|-----------------------------|---------------|---------------------|--------------------|
| 460| ಸಂದೇಶ ಕಾರ್ಯಾಚರಣೆ | 05-03-1973 | 04-07-1997 | 04-07-1997 |
| 461| ಮಾರುಕಟ್ಟೆಗಳು | 18-08-1973 | 11-07-1997 | 11-07-1997 |
| 462| ವಿದ್ಯಾರ್ಥಿ ಪ್ರತಿಭಾವಾಧಿ | 11-01-1978 | 17-07-1997 | 17-07-1997 |
| 463| ತಾಂತ್ರಿಕ ಪ್ರತಿಭಾವಾಧಿ (SC) | 20-07-1977 | 28-08-1997 | 28-08-1997 |
| 464| ಲ.ಸಿ.ಪಿ.ರೀತಿ | 22-07-1977 | 04-09-1997 | 04-09-1997 |
| 465| ಅಭಿವೃದ್ಧಿ ನೈಜಿಕ ಮಾಡಿಗಳು | 24-05-1970 | 03-10-1997 | 03-10-1997 |
| 466| ಕಾ.ಮ.ಸಾಲ್ಕೆಟೆಗಳು | 23-09-1961 | 09-10-1997 | 09-10-1997 |
| 467| ಎ. ರಾಜೇಂದ್ರ | 20-10-1965 | 20-11-1995 | 20-11-1997 |
| 468| ಸಂಘಾಧಿ | 26-02-1976 | 11-12-1997 | 11-12-1997 |
| 469| ಸಂಘಾಧಿ ಹೊಸ ಸ್ಥಾನಗಳು | 01-06-1979 | 24-12-1997 | 24-12-1997 |
| 470| ವಿದ್ಯಾರ್ಥಿ ಪ್ರತಿಭಾವಾಧಿ | 12-06-1968 | 15-01-1998 | 15-01-1998 |
| 471| ಎ.ಪಿ. | 10-07-1978 | 27-02-1998 | 27-02-1998 |
| 472| ಎ. ಚಾಮುಂಡೆ | 22-07-1967 | 21-03-1998 | 21-03-1998 |
| 473| ಅಭಿವೃದ್ಧಿ | 30-06-1979 | 25-03-1998 | 25-03-1998 |
| 474| ವಿದ್ಯಾರ್ಥಿ ಸಾಧಿಕೆ ಅಭಿವೃದ್ಧಿ | 11-10-1975 | 26-03-1998 | 26-03-1998 |
| 475| ಅಭಿ. ಅಭಿವೃದ್ಧಿ ಮಾಡಿಗಳು | 23-04-1970 | 30-03-1998 | 30-03-1998 |
| 476| ಅಭಿವೃದ್ಧಿ SC | 03-07-1979 | 13-04-1998 | 13-04-1998 |
| 477| ಎ.ಎ.ಸಿ. | - | 04-1998 | 04-1998 |
| 478| ಎ. ಶ್ರೀ. ದೇವಾಧಿ | 21-07-1967 | 27-05-1998 | 27-05-1998 |
| 479| ಮಿಷನ್ಸ್ | 18-08-1963 | 08-06-1998 | 08-06-1998 |
| 480| ವಿದ್ಯಾರ್ಥಿ ಪ್ರತಿಭಾವಾಧಿ | 01-05-1976 | 23-06-1998 | 23-06-1998 |
| 481| ಬಾಧ್ಯತೆ | 01-05-1960 | 06-07-1998 | 06-07-1998 |
| 482| ಕಾ.ಮ.ಸಾಲ್ಕೆಟೆಗಳು | 06-04-1970 | 06-07-1998 | 06-07-1998 |
| 483| ಎ. ಶ್ರೀ. ಕಾ. ಪ್ರತಿಭಾವಾಧಿ | 15-09-1959 | 06-07-1998 | 06-07-1998 |
| 484| ಮಾಡಿಗಳು | 05-07-1959 | 06-07-1998 | 06-07-1998 |
| 485| ಸಂಘಾಧಿ ಸ್ಥಾನಗಳು | 26-07-1956 | 06-07-1998 | 06-07-1998 |
| 486| ಮಾಡಿಗಳು | 08-08-1963 | 06-07-1998 | 06-07-1998 |
| 487| ಪ್ರತಿಭಾವಾಧಿ ಸ್ಥಾನಗಳು | 13-09-1976 | 14-07-1998 | 14-07-1998 |
| 488| ಕಾ. ಮಾಡಿಗಳು | 04-03-1980 | 31-07-1998 | 31-07-1998 |
| 489| ಪ್ರತಿಭಾವಾಧಿ ಮಾಡಿಗಳು (SC) | 07-06-1980 | 31-08-1998 | 31-08-1998 |
| 490| ಮಿಷನ್ಸ್ ಸ್ಥಾನಗಳು | 19-02-1976 | 25-09-1998 | 25-09-1998 |
| 491| ಕಾ. ಸಾಲ್ಕೆಟೆಗಳು | 20-07-1973 | 28-09-1998 | 28-09-1998 |
| 492| ಎ. ಶ್ರೀ. ಮಾಡಿಗಳು (SC) | 21-11-1971 | 29-09-1998 | 29-09-1998 |
| 493| ಅಭಿ. ಪ್ರತಿಭಾವಾಧಿ | 20-05-1980 | 23-11-1998 | 23-11-1998 |
| 494| ಗೌಡಿಯಾಧಿ ಕ. ಶ್ರೀ. ಮಾಡಿಗಳು (SC) | 18-06-1970 | 25-11-1998 | 25-11-1998 |
| 495| ಸಂಘಾಧಿ ಸ್ಥಾನಗಳು | 21/06/1973 | 30-11-1998 | 30-11-1998 |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Department |
|----|-----------------------------|---------------|---------------------|--------------------|---------------------|
| 496 | ప్రభుత్వం సాధనా కమిటీ | 26/09/1959 | 01/01/1999 | 01/01/1999 | విద్యార్థి సంస్కృతం |
| 497 | ప్రభుత్వం సాధనా కమిటీ | 30/08/1958 | 01/01/1999 | 01/01/1999 | విద్యార్థి సంస్కృతం |
| 498 | విద్యార్థి సంస్కృతం | 07/09/1973 | 03-01-1999 | 08-01-1999 | అంశస్వయు అధ్యక్షుడు |
| 499 | కే.మ్. సాధనా కమిటీ | 22-07-1974 | 31-03-1999 | 31-03-1999 | అంశస్వయు అధ్యక్షుడు |
| 500 | కే.మ్. రాధా | 14-05-1975 | 03-04-1997 | 31-03-1999 | విద్యార్థి వారాధనం |
| 501 | తుపాకీ గ్రామం ప్రభుత్వం | 01-06-1975 | 11-04-1997 | 31-03-1999 | ముఖ్యమంత్రి వారాధనం |
| 502 | కే.మ్. లాహాసం ప్రభుత్వం | 19-07-1974 | 04-04-1997 | 04-04-1999 | విద్యార్థి వారాధనం |
| 503 | విద్యార్థి సంస్కృతం (SC) | 22-04-1972 | 11-04-1997 | 31-03-1999 | విద్యార్థి వారాధనం |
| 504 | కే.మ్. విశ్వమాసం | 13-02-1980 | 09-04-1999 | 09-04-1999 | అంశస్వయు అధ్యక్షుడు |
| 505 | విద్యార్థి సంస్కృతం | 03-07-1967 | 26-07-1999 | 26-07-1999 | అంశస్వయు అధ్యక్షుడు |
| 506 | మామిడి | 12-12-1975 | 29-08-1997 | 20-08-1999 | విద్యార్థి వారాధనం |
| 507 | చ.మ. విశ్వం | 12-12-1976 | 08-10-1997 | 29-09-1999 | విద్యార్థి వారాధనం |
| 508 | చ.మ. విశ్వం | 01-07-1970 | 11-10-1999 | 11-10-1999 | అంశస్వయు అధ్యక్షుడు |
| 509 | దీ.సాధనా కమిటీ | 10-01-1974 | 28-10-1999 | 28-10-1999 | అంశస్వయు అధ్యక్షుడు |
| 510 | కే.మ్. విశ్వమాసం | 12-05-1975 | 03-12-1999 | 03-12-1999 | అంశస్వయు అధ్యక్షుడు |
| 511 | విద్యార్థి సంస్కృతం | 25-01-1981 | 03-12-1999 | 03-12-1999 | అంశస్వయు అధ్యక్షుడు |
| 512 | కే.మ్. విశ్వమాసం | 20-04-1979 | 06-04-2000 | 06-04-2000 | అంశస్వయు అధ్యక్షుడు |
| 513 | కే.మ్. విశ్వమాసం | 22-07-1974 | 07-02-2001 | 07-02-2001 | అంశస్వయు అధ్యక్షుడు |
| 514 | విద్యార్థి సంస్కృతం | 09-07-1979 | 28-03-2001 | 28-03-2001 | అంశస్వయు అధ్యక్షుడు |
| 515 | విద్యార్థి సంస్కృతం | 10-07-1976 | 02-04-2001 | 02-04-2001 | అంశస్వయు అధ్యక్షుడు |
| 516 | విద్యార్థి సంస్కృతం SC | 27-01-1958 | 20-09-2001 | 20-09-2001 | అంశస్వయు అధ్యక్షుడు |
| 517 | మామిడి | 18-06-1974 | 12-10-2001 | 27-09-2001 | అంశస్వయు అధ్యక్షుడు |
| 518 | చ.మ. విశ్వమాసం | 05-06-1980 | 22-10-2001 | 22-10-2001 | అంశస్వయు అధ్యక్షుడు |
| 519 | మామిడి | 30-10-1956 | 05-11-2001 | 05-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 520 | విద్యార్థి సంస్కృతం | 28-03-1954 | 12-11-2001 | 12-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 521 | చ.మ. విశ్వమాసం | 04-02-1971 | 12-11-2001 | 12-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 522 | కే.మ్. విశ్వమాసం | 18-07-1979 | 19-11-2001 | 19-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 523 | విద్యార్థి సంస్కృతం | 04-04-1977 | 19-11-2001 | 19-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 524 | కే.మ్. విశ్వమాసం SC | 28-11-1978 | 21-11-2001 | 21-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 525 | విద్యార్థి సంస్కృతం | 14-03-1973 | 22-11-2001 | 22-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 526 | చ.మ. విశ్వమాసం | 18-09-1974 | 23-11-2001 | 23-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 527 | విద్యార్థి సంస్కృతం | 12-05-1978 | 23-11-2001 | 23-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 528 | విద్యార్థి సంస్కృతం (SC) | 26-10-1971 | 23-11-2001 | 23-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 529 | విద్యార్థి సంస్కృతం | 12-04-1981 | 23-11-2001 | 23-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 530 | కే.మ్. విశ్వమాసం | 09-05-1982 | 23-11-2001 | 23-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 531 | విద్యార్థి సంస్కృతం | 01-06-1960 | 24-11-2001 | 24-11-2001 | అంశస్వయు అధ్యక్షుడు |
| 532 | చ.మ. విశ్వమాసం | 03-07-1978 | 24-11-2001 | 24-11-2001 | అంశస్వయు అధ్యక్షుడు |
| No | Name | Date of Birth | Date of Appointment | Date of Promotion | Date of Retirement |
|----|-----------------------------|---------------|---------------------|-------------------|--------------------|
| 533| M. Srinivas Rao | 25-11-1977 | 24-11-2001 | 24-11-2001 | |
| 534| Dr. V. Venkateshwar Rao | 03-06-1981 | 24-11-2001 | 24-11-2001 | |
| 535| G. Lakshmi | 29-11-1982 | 24-11-2001 | 24-11-2001 | |
| 536| S. R. Prasad | 03-11-1981 | 24-11-2001 | 24-11-2001 | |
| 537| Dr. V. Venkateshwar Rao | 16-09-1982 | 26-11-2001 | 26-11-2001 | |
| 538| Dr. K. R. Narasimha Rao (SC)| 15-06-1976 | 26-11-2001 | 26-11-2001 | |
| 539| Dr. V. Venkateshwar Rao (ST)| 13-06-1979 | 27-11-2001 | 27-11-2001 | |
| 540| Dr. V. Venkateshwar Rao | 16-04-1980 | 28-11-2001 | 28-11-2001 | |
| 541| Dr. V. Venkateshwar Rao | 05-06-1983 | 01-12-2001 | 01-12-2001 | |
| 542| Dr. K. R. Narasimha Rao (SC)| 12-05-1982 | 03-12-2001 | 03-12-2001 | |
| 543| Dr. V. Venkateshwar Rao | 01-09-1980 | 27-12-2001 | 27-12-2001 | |
| 544| Dr. V. Venkateshwar Rao | 26-02-1983 | 31-12-2001 | 31-12-2001 | |
| 545| Dr. V. Venkateshwar Rao | 20-07-1977 | 31-12-2001 | 31-12-2001 | |
| 546| Dr. V. Venkateshwar Rao | 16-06-1983 | 01-01-2002 | 01-01-2002 | |
| 547| Dr. V. Venkateshwar Rao | 25-07-1983 | 02-01-2002 | 02-01-2002 | |
| 548| Dr. V. Venkateshwar Rao | 01-07-1973 | 07-01-2002 | 07-01-2002 | |
| 549| Dr. K. R. Narasimha Rao (SC)| 10-03-1973 | 07-01-2002 | 07-01-2002 | |
| 550| Dr. V. Venkateshwar Rao | 01-05-1972 | 18-01-2002 | 18-01-2002 | |
| 551| Dr. V. Venkateshwar Rao | 10-11-1977 | 03-02-2000 | 03-02-2002 | |
| 552| Dr. V. Venkateshwar Rao | 10-07-1976 | 01-02-2002 | 01-02-2002 | |
| 553| Dr. V. Venkateshwar Rao | 18-02-1978 | 07-02-2002 | 07-02-2002 | |
| 554| Dr. V. Venkateshwar Rao | 15-06-1982 | 08-02-2002 | 08-02-2002 | |
| 555| Dr. V. Venkateshwar Rao | 30-05-1983 | 20-02-2002 | 20-02-2002 | |
| 556| Dr. V. Venkateshwar Rao | 21-12-1983 | 25-02-2002 | 25-02-2002 | |
| 557| Dr. V. Venkateshwar Rao | 28-09-1960 | 15-03-2002 | 15-03-2002 | |
| 558| Dr. V. Venkateshwar Rao | 24-04-1982 | 20-03-2002 | 20-03-2002 | |
| 559| Dr. V. Venkateshwar Rao | 11-07-1978 | 01-04-2002 | 01-04-2002 | |
| 560| Dr. V. Venkateshwar Rao | 09-11-1983 | 04-04-2002 | 04-04-2002 | |
| 561| Dr. V. Venkateshwar Rao | 23-07-1981 | 04-04-2002 | 04-04-2002 | |
| 562| Dr. V. Venkateshwar Rao | 20-07-1979 | 22-07-2002 | 22-07-2002 | |
| 563| Dr. V. Venkateshwar Rao | 02-10-1983 | 28-07-2002 | 28-07-2002 | |
| 564| Dr. V. Venkateshwar Rao | 03-06-1979 | 01-08-2002 | 01-08-2002 | |
| 565| Dr. V. Venkateshwar Rao | 20-08-1981 | 19-08-2002 | 19-08-2002 | |
| 566| Dr. V. Venkateshwar Rao | 20-07-1983 | 20-08-2002 | 20-08-2002 | |
| No. | Name in Kannada | Date of Birth | Date of Appointment | Date of Retirement | Remarks |
|-----|-----------------|---------------|---------------------|--------------------|---------|
| 568) | ಕನ್ನಡ ಸಾಹಿತ್ಯದ ವಿದ್ವಾಂಸರು | 01-06-1954 | 01-01-1990 | 06-12-2005 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿಗಳು: ರಾಮಕೃಷ್ಣ ಪ್ರಶಸ್ತಿ, ಶ್ರೀಮಂತ ಮಾನಸಿಕ ಪ್ರಶಸ್ತಿ, ಅಧ್ಯಕ್ಷ ಪ್ರಶಸ್ತಿ, ಅಂದಾಜು ಪ್ರಶಸ್ತಿ (1 ರಷ್ಟು) ತಾಂತ್ರಿಕ ವಿಜ್ಞಾನದ ಪ್ರಶಸ್ತಿಗಳಲ್ಲಿ ಒಂದು ಪ್ರಶಸ್ತಿಗಳಿಂದ/ ಮಿಳಿಯಾರ್ಡ್ |
| 569) | ಭಾರತ ಸಾಹಿತ್ಯದ ವಿದ್ವಾಂಸರು | 01-06-1960 | 01-01-1990 | 06-12-2005 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 570) | ಇತರ ವಿದ್ವಾಂಸರು | 01-02-1960 | 09-01-1991 | 06-12-2005 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 571) | ಕನ್ನಡ ಸಾಹಿತ್ಯದ (SC) | 01-06-1972 | 02-04-1991 | 06-12-2005 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 572) | ನಾವಿಕ ವಿದ್ವಾಂಸರು | 01-06-1973 | 17-12-2003 | 17-12-2005 | ಯುವಕ ವಿದ್ವಾಂಸರು/ ಹೆಚ್ಚಿನ ವಯಸ್ಸಿನ ವಿದ್ವಾಂಸರು |
| 573) | ಮುಖ್ಯ ವಿದ್ವಾಂಸರು | 19-06-1977 | 19-12-2003 | 19-12-2005 | ಮುಖ್ಯ ವಿದ್ವಾಂಸರು |
| 574) | ಕನ್ನಡ ಸಾಹಿತ್ಯದ ವಿದ್ವಾಂಸರು | 01-06-1977 | 23-01-2004 | 23-01-2006 | ಮುಖ್ಯ ವಿದ್ವಾಂಸರು/ ಹೆಚ್ಚಿನ ವಯಸ್ಸಿನ ವಿದ್ವಾಂಸರು |
| 575) | ಇತರ ವಿದ್ವಾಂಸರು | 02-11-1961 | 05-01-1991 | 27-06-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 576) | ಕನ್ನಡ ಸಾಹಿತ್ಯದ ವಿದ್ವಾಂಸರು | 01-06-1952 | 01-01-1992 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 577) | ಇತರ ವಿದ್ವಾಂಸರು | 04-03-1962 | 28-04-1995 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 578) | ಕನ್ನಡ ಸಾಹಿತ್ಯದ ವಿದ್ವಾಂಸರು | 22-07-1958 | 01-01-1990 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 579) | ಇತರ ವಿದ್ವಾಂಸರು | 01-12-1968 | 23-11-1995 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 580) | ಇತರ ವಿದ್ವಾಂಸರು | 12-08-1967 | 01-01-1996 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 581) | ಇತರ ವಿದ್ವಾಂಸರು | 04-12-1967 | 01-01-1996 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 582) | ಇತರ ವಿದ್ವಾಂಸರು | 01-02-1977 | 22-12-1996 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 583) | ಇತರ ವಿದ್ವಾಂಸರು | 07-01-1979 | 07-04-1998 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 584) | ಇತರ ವಿದ್ವಾಂಸರು | 01-06-1963 | 23-04-1998 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 585) | ಇತರ ವಿದ್ವಾಂಸರು | 20-06-1980 | 28-09-1998 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 586) | ಇತರ ವಿದ್ವಾಂಸರು | 01-06-1954 | 09-04-1999 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 587) | ಇತರ ವಿದ್ವಾಂಸರು | 10-07-1979 | 12-04-1999 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 588) | ಇತರ ವಿದ್ವಾಂಸರು | 23-03-1979 | 06-08-2001 | 13-09-2006 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 589) | ಇತರ ವಿದ್ವಾಂಸರು | 01-12-1961 | 21-05-1992 | 12-12-2007 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 590) | ಇತರ ವಿದ್ವಾಂಸರು | 06-03-1951 | 01-01-1990 | 30-05-2008 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| 591) | ಇತರ ವಿದ್ವಾಂಸರು | 03-11-1964 | 01-01-1990 | 30-05-2008 | ಮುಖ್ಯ ಪ್ರಶಸ್ತಿ |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Remarks |
|----|-----------------------------|---------------|---------------------|--------------------|---------|
| 590| Dr. N. Srinivasan | 04-05-1964 | 08-05-1998 | 30-05-2008 | |
| 591| Dr. V. S. Venkatesh | 21-05-1965 | 20-04-1999 | 30-05-2008 | |
| 592| Shri. K. Ramesh | 15-02-1970 | 07-02-2001 | 30-05-2008 | |
| | Dr. V. Venkatesh | 25-10-1982 | 18-02-2002 | 30-05-2008 | |
| 593| Dr. Narasimha | 24-08-1959 | 28-03-2002 | 30-05-2008 | |
| 594| Dr. T. Ramakrishna | 15-05-1954 | 14-04-1989 | 16-08-2008 | |
| 595| Dr. C. Suresh (SC) | 25-06-1970 | 23-02-2000 | 16-08-2008 | |
| 596| Dr. Srinivas | 28-06-1976 | 19-11-2001 | 16-08-2008 | |
| 597| Dr. G. R. Prasad | 22-07-1960 | 06-09-2006 | 06-09-2008 | |
| 598| Dr. R. Ramesh | 06-12-1968 | 24-04-1987 | 27-10-2009 | |
| 599| Shri. K. Ramesh | 01-03-1983 | 26-08-2002 | 27-10-2009 | |
| 600| Dr. V. S. Venkatesh | 20-12-1979 | 16-06-2003 | 27-10-2009 | |
| 601| Dr. V. S. Venkatesh | 16-12-1977 | 10-07-2003 | 27-10-2009 | |
| 602| Dr. K. S. Suresh | 25-12-1978 | 27-11-2003 | 27-10-2009 | |
| 603| Dr. S. Suresh (ST) | 04-08-1967 | 10-12-2003 | 27-10-2009 | |
| 604| Dr. K. S. Suresh | 25-06-1964 | 09-02-2004 | 27-10-2009 | |
| | Dr. S. Suresh | 14-07-1976 | 12-08-2004 | 27-10-2009 | |
| | Dr. S. Suresh | 01-06-1972 | 05-01-1995 | 02-02-2010 | |
| 605| Dr. S. Suresh | 15-04-1964 | 01-01-1990 | 15-04-2010 | |
| | Dr. S. Suresh | 12-07-1964 | 28-03-1998 | 15-04-2010 | |
| 606| Dr. V. S. Venkatesh | 19-05-1981 | 13-02-2002 | 15-04-2010 | |
| 607| Dr. S. Suresh | 20-06-1969 | 14-05-2003 | 15-04-2010 | |
| 608| Dr. S. Suresh | 01-06-1980 | 03-09-2003 | 15-04-2010 | |
| 609| Dr. S. Suresh | 30-07-1985 | 04-09-2004 | 15-04-2010 | |
| 610| Dr. S. Suresh | 12-07-1983 | 05-11-2004 | 15-04-2010 | |
| 611| Dr. S. Suresh | 02-02-1982 | 24-01-2005 | 15-04-2010 | |
| 612| Dr. S. Suresh | 01-06-1971 | 06-03-2003 | 26-10-2010 | |
| 613| Dr. S. Suresh | 11-02-1960 | 13-05-1991 | 24-08-2011 | |
| | Dr. S. Suresh | 02-01-1966 | 26-08-1985 | 09-01-2012 | |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Remarks |
|----|-----------------------------|---------------|---------------------|--------------------|---------|
| 615| Dr. Srinivasan | 08-01-1952 | 01-01-1993 | 09-01-2012 | |
| 616| Dr. S. S. Ravi | 23-09-1973 | 29-03-1993 | 09-01-2012 | |
| 617| Dr. G. Ganesh | 21-07-1967 | 01-01-1996 | 09-01-2012 | |
| 618| Dr. V. S. Ravi | 01-06-1963 | 26-03-1998 | 09-01-2012 | |
| 619| Dr. V. S. Ravi | 01-06-1965 | 01-04-1998 | 09-01-2012 | |
| 620| Dr. V. S. Ravi | 22-06-1966 | 30-03-1998 | 09-01-2012 | |
| 621| Dr. V. S. Ravi | 28-06-1965 | 26-03-1998 | 09-01-2012 | |
| 622| Dr. V. S. Ravi | 01-06-1978 | 30-11-1999 | 09-01-2012 | |
| 623| Dr. V. S. Ravi | 24-04-1982 | 23-07-2003 | 09-01-2012 | |
| 624| Dr. V. S. Ravi | 09-06-1959 | 09-02-2004 | 09-01-2012 | |
| 625| Dr. V. S. Ravi | 20-07-1959 | 07-02-2004 | 09-01-2012 | |
| 626| Dr. V. S. Ravi | 28-07-1984 | 15-03-2003 | 09-01-2012 | |
| 627| Dr. V. S. Ravi | 23-06-1960 | 26-03-2005 | 09-01-2012 | |
| 628| Dr. V. S. Ravi | 20-06-1960 | 20-06-2005 | 09-01-2012 | |
| 629| Dr. V. S. Ravi | 01-06-1962 | 10-06-2005 | 09-01-2012 | |
| 630| Dr. V. S. Ravi | 01-10-1984 | 10-08-2006 | 09-01-2012 | |
| 631| Dr. V. S. Ravi | 07-11-1987 | 10-09-2012 | 10-09-2012 | |
| 632| Dr. V. S. Ravi | 25-05-1986 | 12-09-2012 | 12-09-2012 | |
| 633| Dr. V. S. Ravi | 23-10-1992 | 12-09-2012 | 12-09-2012 | |
| 634| Dr. V. S. Ravi | 01-04-1990 | 12-09-2012 | 12-09-2012 | |
| 635| Dr. V. S. Ravi | 15-07-1969 | 14-09-2012 | 14-09-2012 | |
| 636| Dr. V. S. Ravi | 01-07-1976 | 14-09-2012 | 14-09-2012 | |
| 637| Dr. V. S. Ravi | 12-11-1983 | 14-09-2012 | 14-09-2012 | |
| 638| Dr. V. S. Ravi | 10-11-1987 | 14-09-2012 | 14-09-2012 | |
| 639| Dr. V. S. Ravi | 04-08-1991 | 14-09-2012 | 14-09-2012 | |
| 640| Dr. V. S. Ravi | 19-06-1981 | 17-09-2012 | 17-09-2012 | |
| 641| Dr. V. S. Ravi | 08-07-1988 | 17-09-2012 | 17-09-2012 | |
| 642| Dr. V. S. Ravi | 06-12-1974 | 18-09-2012 | 18-09-2012 | |
| 643| Dr. V. S. Ravi | 02-07-1988 | 20-09-2012 | 20-09-2012 | |
| 644| Dr. V. S. Ravi | 13-04-1991 | 24-09-2012 | 24-09-2012 | |
| 645| Dr. V. S. Ravi | 25-07-1968 | 27-09-2012 | 27-09-2012 | |
| 646| Dr. V. S. Ravi | 21-12-1976 | 01-10-2012 | 01-10-2012 | |
| 647| Dr. V. S. Ravi | 27-09-1985 | 02-11-2012 | 16-10-2012 | |
| No | Name | Date of Birth | Joining Date | Promotion Date | Status |
|----|-----------------------------|---------------|--------------|----------------|-----------------|
| 644| | | | | |
| 645| | | | | |
| 646| | | | | |
| 647| | | | | |
| 648| | | | | |
| 649| | | | | |
| 650| | | | | |
| 651| | | | | (joining time extended) |
| 652| | | | | |
| 653| | | | | |
| 654| | | | | |
| 655| | | | | |
| 656| | | | | |
| 657| | | | | |
| 658| | | | | |
| 659| | | | | |
| 660| | | | | |
| 661| | | | | |
| 662| | | | | |
| 663| | | | | |
| 664| | | | | |
| 665| | | | | |
| 666| | | | | |
| 667| | | | | |
| 668| | | | | |
| 669| | | | | |
| 670| | | | | |
| 671| | | | | |
| 672| | | | | |
| 673| | | | | |
| 674| | | | | |
| 675| | | | | |
| 676| | | | | |
| No | Name (ST) | Date of Birth | Date of Appointment | Date of Promotion | Date of Retirement |
|----|-----------|---------------|---------------------|-------------------|-------------------|
| 678 | M. Narasimha | 28-07-1985 | 19-11-2012 | 19-11-2012 | Asstt. Professor |
| 679 | S. Ramesh | 20-10-1987 | 20-11-2012 | 20-11-2012 | Asstt. Professor |
| 680 | K. Venkatesh | 29-10-1970 | 21-12-2012 | 21-12-2012 | Asstt. Professor |
| 681 | B. Ramakrishna | 01-07-1984 | 26-12-2012 | 26-12-2012 | Asstt. Professor |
| 682 | N. V. R. Venkatesh | 04-06-1988 | 25-02-2013 | 25-02-2013 | Asstt. Professor |
| 683 | S. R. Ramesh | 27-09-1992 | 04-03-2013 | 04-03-2013 | Asstt. Professor |
| 684 | K. R. Venkatesh | 23-02-1989 | 28-03-2013 | 28-03-2013 | Asstt. Professor |
| 685 | S. R. Ramesh | 30-09-1981 | 24-04-2013 | 24-04-2013 | Asstt. Professor |
| 686 | S. R. Ramesh | 21-07-1988 | 22-05-2013 | 22-05-2013 | Asstt. Professor |
| 687 | V. R. Venkatesh | 25-06-1973 | 02-07-2013 | 02-07-2013 | Asstt. Professor |
| 688 | R. V. R. Venkatesh | 06-07-1994 | 27-08-2013 | 27-08-2013 | Asstt. Professor |
| 689 | S. R. Ramesh | 01-09-1955 | 06-09-2013 | 06-09-2013 | Professor |
| 690 | S. R. Ramesh | 06-02-1961 | 06-09-2013 | 06-09-2013 | Professor |
| 691 | R. V. R. Venkatesh | 01-06-1969 | 06-09-2013 | 06-09-2013 | Professor |
| 692 | S. R. Ramesh | 20-01-1961 | 06-09-2013 | 06-09-2013 | Professor |
| 693 | S. R. Ramesh | 02-10-1979 | 06-09-2013 | 06-09-2013 | Professor |
| 694 | S. R. Ramesh | 25-07-1979 | 06-09-2013 | 06-09-2013 | Professor |
| 695 | S. R. Ramesh | 26-08-1980 | 06-09-2013 | 06-09-2013 | Professor |
| 696 | S. R. Ramesh | 14-05-1984 | 06-09-2013 | 06-09-2013 | Professor |
| 697 | S. R. Ramesh | 22-07-1958 | 06-09-2013 | 06-09-2013 | Professor |
| 698 | S. R. Ramesh | 22-10-1984 | 06-09-2013 | 06-09-2013 | Professor |
| 699 | S. R. Ramesh | 08-08-1985 | 06-09-2013 | 06-09-2013 | Professor |
| 700 | S. R. Ramesh | 09-01-1985 | 06-09-2013 | 06-09-2013 | Professor |
| 701 | S. R. Ramesh | 27-09-1985 | 06-09-2013 | 06-09-2013 | Professor |
| 702 | S. R. Ramesh | 06-11-1986 | 06-09-2013 | 06-09-2013 | Professor |
| 703 | S. R. Ramesh | 25-03-1981 | 06-09-2013 | 06-09-2013 | Professor |
| 704 | S. R. Ramesh | 09-04-1985 | 06-09-2013 | 06-09-2013 | Professor |
| 705 | S. R. Ramesh | 10-10-1988 | 06-09-2013 | 06-09-2013 | Professor |
| 706 | S. R. Ramesh | 18-04-1982 | 06-09-2013 | 06-09-2013 | Professor |
| 707 | S. R. Ramesh | 01-07-1992 | 18-09-2013 | 18-09-2013 | Professor |
| 708 | S. R. Ramesh | 06-01-1974 | 26-09-2013 | 26-09-2013 | Professor |
| 709 | S. R. Ramesh | 20-10-1985 | 27-09-2013 | 27-09-2013 | Professor |
| 710 | S. R. Ramesh | 25-07-1985 | 30-10-2013 | 30-10-2013 | Professor |
*Note: The above table is a sample and may not reflect the actual data.*
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Status |
|----|-----------------------------|---------------|---------------------|--------------------|--------|
| 711) | ಕಾರ್ಯದ ವಿನ್ಯಾಸಗಳು | 02-12-1962 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 712) | ವಿಜಯಪುರದ ಮಂಡಲ | 01-06-1966 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 713) | ಅಭ್ಯ. ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ | 08-01-1968 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 714) | ಅಭ್ಯ. ಶ್ರೀಮಂತ | 01-09-1984 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 715) | ಕೊ. ಶ್ರೀಮಂತ | 07-02-1985 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 716) | ಪ್ರಭುತ್ವದ ವಿದೇಶ ಸೇವಕರು | 20-07-1964 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 717) | ಮೀರಾಬಾಯಿ | 10-06-1988 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 718) | ರಾಮೇಶ್ವರ | 01-06-1988 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 719) | ಶ. ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ | 04-05-1983 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 720) | ಚಿತ್ರಾಧಿಕಾರ ಸೇವಕರು | 04-01-1977 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 721) | ನಾನಾ ವಿದೇಶದ ಸೇವಕರು | 08-07-1966 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 722) | ಮ. ಶ. ಶ್ರೀಮಂತ | 20-07-1980 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 723) | ಹಾಸನದ ವಿದೇಶ ಸೇವಕರು | 31-03-1987 | 21-12-2013 | 21-12-2013 | ವಿದೇಶ |
| 724) | ಸಿಟಿ ಸಿಟಿ ಸೇವಕರು | 03-10-1988 | 28-12-2013 | 28-12-2013 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 725) | ಅಭ್ಯ. ಶ್ರೀಮಂತ | 15-03-1994 | 30-12-2013 | 30-12-2013 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 726) | ಕೊ. ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ | 04-04-1979 | 06-05-2014 | 06-05-2014 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 727) | ಸಂಭಾವ್ಯ. ಶ್ರೀಮಂತ | 29-04-1992 | 09-05-2014 | 09-05-2014 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 728) | ದ. ಎ. ಶ್ರೀಮಂತ | 25-03-1982 | 21-05-2014 | 21-05-2014 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 729) | ಶ್ರೀಮಂತ | 03-01-1984 | 10-07-2014 | 30-06-2014 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 730) | ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ | 10-10-1987 | 17-07-2014 | 17-07-2014 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 731) | ಶ್ರೀಮಂತ | 22-07-1985 | 31-07-2014 | 31-07-2014 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 732) | ಅಭ್ಯ. ಶ್ರೀಮಂತ | 22-10-1994 | 09-10-2014 | 09-10-2014 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 733) | ಕೊ. ಶ್ರೀಮಂತ | 28-05-1985 | 23-01-2015 | 23-01-2015 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 734) | ಶ್ರೀಮಂತ | 08-07-1984 | 16-02-2015 | 31-01-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 735) | ಕೊ. ಶ್ರೀಮಂತ | 24-03-1995 | 19-02-2015 | 19-02-2015 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 736) | ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ | 05-08-1995 | 02-03-2015 | 02-03-2015 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 737) | ಕೊ. ಶ್ರೀಮಂತ | 01-03-1963 | 19-03-2015 | 19-03-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 738) | ಶ್ರೀಮಂತ | 10-06-1989 | 19-03-2015 | 19-03-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 739) | ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ (SC) | 04-04-1980 | 19-03-2015 | 19-03-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 740) | ಶ್ರೀಮಂತ | 10-07-1982 | 19-03-2015 | 19-03-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 741) | ಶ. ಮಂತ್ರಿ ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ (SC) | 22-05-1988 | 19-03-2015 | 19-03-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 742) | ಶ್ರೀಮಂತ | 06-05-1977 | 19-03-2015 | 19-03-2015 | ಸಂಭಾವ್ಯ ಸೇವಕರು |
| 743) | ಶ್ರೀಮಂತ | 08-07-1986 | 28-09-2015 | 28-09-2015 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 744) | ಅಭ್ಯ. ಶ್ರೀಮಂತ ಶ್ರೀಮಂತ | 10-12-1994 | 16-10-2015 | 16-10-2015 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 745) | ಶ್ರೀಮಂತ | 06-04-1994 | 28-10-2015 | 28-10-2015 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 746) | ಶ. ಶ್ರೀಮಂತ | 17-06-1975 | 22-02-2016 | 15-02-2016 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 747) | ಶ. ಮಂತ್ರಿ ಶ್ರೀಮಂತ | 15-03-1985 | 25-02-2016 | 18-02-2016 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 748) | ಶ್ರೀಮಂತ | 07-06-1996 | 18-04-2016 | 06-04-2016 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| 749) | ಶ್ರೀಮಂತ | 06-08-1989 | 11-05-2016 | 27-04-2016 | ಅಂಗಸಂಸ್ಥೆಯ ಸೇವಕರು |
| No | Name | Date of Birth | Date of Appointment | Date of Retirement | Department |
|----|-----------------------------|---------------|---------------------|--------------------|---------------------|
| 750| ರಂಗ್ರವಿಷೆ | 01-06-1989 | 20-05-2016 | 12-05-2016 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 751| ಮೀರುವ ಮೇಧ್ರಾಜ್ ಅಂಗರ್ | 04-01-1997 | 06-06-2016 | 30-05-2016 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 752| ಮಾನುಷ್ ಲಾಲ್ಕೃಷ್ಣ ಶ್ರೀವಾಸ್ | 28-06-1993 | 26-07-2016 | 16-07-2016 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 753| ಮಾನುಷ್ ಕೃಷ್ಣ ಶ್ರೀವಾಸ್ | 06-06-1985 | 29-07-2016 | 22-07-2016 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 754| ಡ. ಎ. ಎ. ಬಾರ್ಹಾರ್ | 01-06-1996 | 14-10-2016 | 05-10-2016 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 755| ಚಿತ್ರಪ್ರಭು | 07-03-1963 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 756| ಮೀರುವ ಮೇಧ್ರಾಜ್ ಪ್ರತಿಬಿಂಬ | 04-01-1959 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 757| ಡ. ಎ. ಎ. ಬಾರ್ಹಾರ್ | 01-06-1966 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 758| ಡ. ಎ. ಎ. ಬಾರ್ಹಾರ್ | 05-11-1985 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 759| ಸಮ್ಯಕ್ ಶ್ರೀಮಂತಿ. ಡಾ. ಎ. ಎ. | 29-05-1984 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 760| ಸಂವಿಧಾನ. ಎ. (ST) | 10-09-1987 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 761| ಚಿತ್ರಪ್ರಭು | 23-04-1980 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 762| ಸಂವಿಧಾನ. ಎ. (ST) | 06-07-1989 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 763| ಸಂವಿಧಾನ. ಎ. (ST) | 31-07-1984 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 764| ಸಂವಿಧಾನ. ಎ. (ST) | 01-08-1990 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 765| ಸಂವಿಧಾನ. ಎ. (ST) | 04-06-1991 | 19-12-2016 | 19-12-2016 | ವಿ. ವಿ. |
| 766| ಸಂವಿಧಾನ. ಎ. (ST) | 01-10-1975 | 06-02-2017 | 30-01-2017 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ/ ಅಂ. ಸು. ಶ್ರೀಮಂತ ದುಖಾರ್ |
| 767| ಸಂವಿಧಾನ. ಎ. (ST) | 28-02-1994 | 15-02-2017 | 04-02-2017 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 768| ಸಂವಿಧಾನ. ಎ. (ST) | 25-01-1988 | 28-04-2017 | 20-04-2017 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 769| ಸಂವಿಧಾನ. ಎ. (ST) | 24-04-1986 | 05-05-2017 | 24-04-2017 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ/ ಅಂ. ಸು. ಶ್ರೀಮಂತ ದುಖಾರ್ |
| 770| ಸಂವಿಧಾನ. ಎ. (ST) | 01-07-1992 | 05-06-2017 | 22-05-2017 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
| 771| ಸಂವಿಧಾನ. ಎ. (ST) | 05-12-1978 | | 31-05-2017 | ಅವಾಸಾನದ ಸಲ್ಲಿಗೆ |
[Signature]
The following is a list of the most important and frequently used terms in the field of computer science:
1. Algorithm: A step-by-step procedure for solving a problem or performing a task.
2. Data Structure: A way of organizing data in a computer program to make it easier to access, manipulate, and store.
3. Database: A collection of data organized in a structured manner so that it can be accessed, managed, and updated efficiently.
4. Database Management System (DBMS): A software application that provides services for creating, maintaining, and using databases.
5. Encryption: The process of converting information into a coded form to prevent unauthorized access.
6. Hashing: A technique for mapping data of arbitrary size to fixed-size values.
7. Interface: A boundary between two systems or components that allows them to communicate with each other.
8. Object-Oriented Programming (OOP): A programming paradigm that uses objects to represent real-world entities and their interactions.
9. Operating System (OS): A software system that manages computer hardware and software resources and provides common services for computer programs.
10. Programming Language: A formal language designed to express computations that can be performed by a machine.
11. Software: A collection of instructions that can be executed by a computer to perform specific tasks.
12. System: A set of interacting or interrelated elements that act according to a common plan to achieve a common goal.
13. User Interface (UI): The part of a computer program that interacts with the user, allowing them to input commands and receive feedback.
14. Virtual Machine (VM): A software implementation of a computer system that runs on top of another computer system.
15. Web Application: A software application that runs on a web server and is accessed through a web browser.
16. XML (Extensible Markup Language): A markup language that defines a set of rules for encoding documents in a format that is both human-readable and machine-readable.
These terms are fundamental to understanding the concepts and practices in computer science, and they are widely used across various domains such as software development, database management, and web applications.
| Sl No. | Block Period | No. of Vacancy | Classification of vacancy | Total Vacancy available | Vacancy Filled | Short fall Ratio |
|--------|----------------------|----------------|---------------------------|-------------------------|----------------|------------------|
| | | | | | | |
| 1 | 01-01-13 to 05-09-14 | 36(33+3) | C/O Fresh | - | 12 | 24 | 11 | 8 | 1 | 16 | 33 | 67 |
| 2 | 06-09-14 to 12-04-17 | 5 | C/O Fresh | 1 | 2 | 16 | 3 | 3 | 19 | - | 11 | 3 | 8 | 33 | 67 |
| 3 | 13-04-17 to 06-05-17 | - | C/O Fresh | 3 | - | 8 | - | 3 | 8 | - | 1 | 3 | 7 | 33 | 67 |
Commissioner of Horticulture
(1)
| S. No | Name | Date of Birth | Date of Appointment | Date of Retirement | Department |
|-------|---------------|---------------|---------------------|--------------------|------------|
| 1 | Jayasudha | 01-06-1972 | 10-12-1997 | 10-12-1997 | Education |
| 2 | Shivaraj | 10-11-1977 | 03-02-2000 | 03-02-2002 | Education |
| 3 | Lakshmi | 01-06-1973 | 17-12-2003 | 17-12-2005 | Education |
| 4 | Shetty | 01-06-1977 | 23-01-2004 | 23-01-2006 | Education |
| 5 | Praveen | 15-05-1982 | 20-09-2001 | 13-09-2006 | Education |
| 6 | Dr. D. V. P. | 01-12-1961 | 21-05-1992 | 12-12-2007 | Education |
| 7 | Dr. D. V. P. | 25-10-1982 | 18-02-2002 | 30-05-2008 | Education |
| 8 | Dr. D. V. P. | 14-07-1976 | 12-08-2004 | 27-10-2009 | Education |
| 9 | Dr. D. V. P. | 01-06-1972 | 05-01-1995 | 02-02-2010 | Education |
| 10 | Dr. D. V. P. | 12-07-1964 | 28-03-1998 | 15-04-2010 | Education |
| 11 | Dr. D. V. P. | 01-06-1980 | 03-09-2003 | 15-04-2010 | Education |
| 12 | Dr. D. V. P. | 20-06-1960 | 20-06-2005 | 09-01-2012 | Education |
| 13 | Dr. D. V. P. | 12-11-1983 | 14-09-2012 | 14-09-2012 | Education |
| 14 | Dr. D. V. P. | 21-12-1976 | 01-10-2012 | 01-10-2012 | Education |
| 15 | Dr. D. V. P. | 01-06-1969 | 06-09-2013 | 06-09-2013 | Education |
| 16 | Dr. D. V. P. | 06-11-1986 | 06-09-2013 | 06-09-2013 | Education |
| 17 | Dr. D. V. P. | 08-08-1993 | 19-11-2013 | 19-11-2013 | Education |
| 18 | Dr. D. V. P. | 01-06-1983 | 21-12-2013 | 21-12-2013 | Education |
| 19 | Dr. D. V. P. | 20-07-1964 | 21-12-2013 | 21-12-2013 | Education |
| 20 | Dr. D. V. P. | 01-10-1975 | 06-02-2017 | 30-01-2017 | Education |
| 21 | Dr. D. V. P. | 01-07-1983 | 20-03-2017 | 10-03-2017 | Education |
| 22 | Dr. D. V. P. | 22-07-1981 | | 10-03-2017 | Education |
| 23 | Dr. D. V. P. | 20-06-1988 | 23-03-2017 | 10-03-2017 | Education | | <urn:uuid:0c9f46a0-9aae-4823-a2f5-b4c42a0eb0c0> | CC-MAIN-2017-43 | http://www.horticulture.kar.nic.in/Design_final/seniority_list/10%20Second%20Division%20Assistant.pdf | 2017-10-17T09:20:45Z | crawl-data/CC-MAIN-2017-43/segments/1508187821017.9/warc/CC-MAIN-20171017091309-20171017111309-00175.warc.gz | 485,174,587 | 38,129 | eng_Latn | eng_Latn | 0.997269 | eng_Latn | 0.992713 | [
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SPANISH CONVERSATIONS STUDY GUIDE
PART ONE: You are at a technology store looking for a new laptop. You are not sure which one you want so you ask one the workers for help. Explain to him or her what you are looking for. (You Start)
PART TWO:You and your friend are discussing the new gadget each of you got over the holidays. Try to convince me that your gadget is better because of all of the things it can do. (You Start)
NOTE: THREE AND FOUR ARE ON NEXT PAGE
Part Five:I want to buy a computer. Try to convince meNOT to buy it. The person who is buying the computer will start the conversation (Instructor starts).
Helpful Words And Phrases: (situations One, Two and Five)
_
| ENGLISH | SPANISH |
|---|---|
| Better than… | Meyor que… |
| Chat Room | Salon de Chat |
| Computer | Computadora |
| Email | Dirección Electronica |
| Gadget | Apretado |
| Holiday | Diá Especial |
| Quickly | Rápidamente |
| Report | Informe |
|---|---|
| Screen | Pantalla |
| Store | Tienda |
| System | Systima |
| To D ownload | Bajar |
| To S earch f or | Buscar |
| Used F or… | Sirve pare… |
Helpful Verbs: (situations One, Two and Five)
Pedir – To Ask For (ei) Sirvir – to be useful for (ei)
Querer – To want (eie)
Saber – to know how
Recibir – to receive
Conocer – to know, be acquainted with
| Sabes | Sabéis |
|---|---|
| Sabe | Saben |
| Conozco | Conocemos |
|---|---|
| Conoces | Conocéis |
| Conoce | Conocen |
Contex: I KNOW how to swim Contex: I KNOW the swimmer
Part Three:You have decided to go to the movies. Try to convince me to go with you. (You Start)
Part Four: convince me to watch something else. (You Start)
I am watching TV, but you don't like what I'm watching. Try to
NOTE: (Five is part of the first section)
Helpful Words, Verbs, And Phrases: (situations Three and Four)
* Acabar + De + Infinitive –To have just finished doing something. Example: Acabo de comer. - I just finished eating.
* "GUSTAR LIKE VERBS"
Aburrir – to bore
Doler (oue) – to hurt
Encantar – to love
Faltar – to be missing
Interesar – to interest
Quedar – to fit
| ENGLISH | SPANISH |
|---|---|
| Actor | Actor |
| Bad | Mal |
| Beter than… | Meyor que… |
| Casi | Almost |
| Channel | Canal |
| Childish | Infantil |
| Failure | Fracaso |
| Indoors | Interior |
| Movie | Pelicula |
| Movies | Cine |
| Outside | Fuera |
| ENGLISH | SPANISH |
|---|---|
| Program | Programa |
| Raining | Está lloviendo |
| Really? | ¿De Veras? |
| Silly, Stupid | Tonto |
| To be missing | Faltar |
| To B egin | Empezar/Comenzar |
| To S how | Dar |
| Violent | Violento/a |
| We Should | Debemos |
| Weather | Tiempo |
PART SIX:A new student has just arrived to your school. You have been asked to show him/her around. S/he wants to know what goes on after school. Explain to him/her what extracurricular activities there are. Make sure to answer all of his/her questions. The new student will start the conversation. (Instructor initiates)
Part Seven:It is the first day of school and you meet up with your friend in the cafeteria. You start talking about how your day is going, your classes and what you think of them. Describe two different classes (each), the teachers, and the rules of that particular teacher. (You start)
(vocab on next page!!)
_
PART EIGHT:Your friend has decided to join an extracurricular activity after School. However, s/he doesn't know what to join. Convince him/her to do the sport/club/activity you like. The friend will start the conversation. (Instructor initiates)
Helpful Words, Verbs, And Phrases: (situations Six, through Eight and Fourteen)
| ENGLISH | SPANISH |
|---|---|
| About | Sobre |
| Band | Banda |
| Cheerleader | Animadora |
| Chess | Ajedrez |
| Chorus | Coro |
| Club | Club |
| Dancer | Bailarín |
| Failure | Fracaso |
| Hockey | Hockey |
| Martial Arts | Artes Marciales |
| Meeting | Reunión |
| Member | Miembro |
| Memorize | Aprender de memoria |
| Music | Músico |
| Pastime | Pasatiempo |
| Photographer | Fotógrafo |
| Practice | Práctica |
| ENGLISH | SPANISH |
|---|---|
| Report | Informe |
| Scissors | Tijeras |
| Singer | Cantante |
| Song | Canción |
| Swimming | Natación |
| Team | Equipo |
| To Answer | Contestar |
| To a ttend | Asistir a |
| To B owl | Jugar a los bolos |
| To r ecord | Grabar |
| To R ehearse | Ensayar |
| To r eturn | Volver (oue) |
| To t ake | tomar |
| To w in | Ganar |
| Voice | Voz |
| Word | Palabra |
| Young People | Jóvenes |
¿Cuánto tiempo hace que……….? Hace + TIME + que………
How long…….
It has been……
Tan + adj + como Tantos(as) + noun + como
as + adj+ as
as + noun +as
When talking about rules………..
Hay Que…….. One Must Se Prohíbe……… It is Prohibited
| ENGLISH | SPANISH |
|---|---|
| On time | A tiempo |
| Pay Attention | Prestar Attención |
| Rule | Regla |
| To a rrive | Llegar |
| ENGLISH | SPANISH |
|---|---|
| To a rrive l ate | Llegar Tarde |
| To R espect | Respectar |
| To t urn i n | Entregar |
PART NINE:The environmental club has asked the group to come up with a poster discussing ways to help save the earth. Discuss with your partner what you could put on the poster. (You start)
| ENGLISH | SPANISH |
|---|---|
| Bag | Bolsa |
| Bottle | Botella |
| Can | Lata |
| Environment | Ambiente |
| Newspaper | Periódico |
| People | Gente |
| Poor | Pobre |
| ENGLISH | SPANISH |
|---|---|
| Poster | Cartel |
| Take Care of | Cuidar la tierra |
| the Earth | |
| To c ollect | Recoger |
| To G ive | Dar |
| To r ecycle | Reclicar |
| Volunteer | Voluntario |
PART TEN:I am your friend. We are at the pool and suddenly you don't feel well. (You start the conversation)
Helpful Words, Verbs, And Phrases: (situation
ten)
_
DOLAR (O UE) – to have pain
Estoy Infermo –I am sick
| ENGLISH | SPANISH |
|---|---|
| Doctor | Doctor |
| Farmacy | Farmacia |
| Hospital | Hospitá |
| ENGLISH | SPANISH |
|---|---|
| Pool | Piscina |
| Sick | Infermo |
| To G ive | Dar |
PART ELEVEN:You have just returned from summer vacation. You see one of your friends at school for the first time since school ended last year. Talk about what you did over the summer. (You start)
PRETERITE OF IR (To Go):
| Fui | Fuimos |
|---|---|
| Fuiste | Fuisteis |
| Fue | Fueron |
PART TWELVE:You are at the mall in Spain. You are shopping for a gift to bring back home for someone. I am a salesclerk. (You start)
How To Describe Clothing
| ENGLISH | SPANISH |
|---|---|
| Bright Color | Vivo(a) |
| Cotton | Algodón |
| Dark Colored | Oscuro(a) |
| In Fashion | Estar de moda |
| Light Colored | Claro(a) |
| Loose | Flojo(a) |
| ENGLISH | SPANISH |
|---|---|
| Medium | Mediano(a) |
| Pastel | Pastel |
| Shoe Size | Número |
| Style | Estillo |
| Tight | Apretado(a) |
| Wool | lana |
PART THIRTEEN:You missed the bus for the third day in a row and now your parent needs to drive you to school again. Explain to them what it is you do that takes so long in the morning. (Instructor initiates)
Morning Routine
| | ENGLISH | SPANISH |
|---|---|---|
| | For example | Por ejemplo |
| | It depends | depende |
| | Slowly | Lentamente |
| | Take a | Ducharse |
| | shower | |
| | To b orrow | Pedir p restado |
| | To b rush | Cepillarse |
| | To C ut | Cortarse |
| To d ry | To d ry | Secarse |
| ENGLISH | SPANISH |
|---|---|
| To g et | Vestirse |
| dressed | |
| To G et U p | Levantarse |
| To g o t o b ed | Acostarse (oue) |
| To p aint | Pintarse |
| To p ut o n | Ponerse |
| To s have | Afeitarse |
| To t ake a b ath | Bañarse |
| To W ake u p | Despertarse (eie) |
| To w ash | Lavarse |
PART FOURTEEN:You get into a conversation at school about your favorite class. Talk about why you like it so much and what makes it so great. (Instructor Initiates)
Use vocabulary from situations, 6, 7, and 8 in addition to basic adjectives.
PART FIFTEEN:You find out that there is a new student in school. You want to make him/her feel welcomed so you introduce yourself and try to get to know him/her. (You Start)
Use basic introductory vocabulary
Part Sixteen:You have a party to go to tonight and you need an outfit to wear. You decide to go to the mall to buy one. Once there, you ask a salesclerk for assistance. (Instructor initiates)
Use vocabulary from situation 12.
Part Seventeen:It's the last day of school and your teacher asks what you plan on doing over the summer. Discuss your plans. (Instructor initiates)
Helpful Words, Verbs, And Phrases: (situation Seventeen)
_
| ENGLISH | SPANISH |
|---|---|
| Alone | Solo(a) |
| Beach | Playa |
| Camp | Campó |
| Countryside | Campo |
| Failure | Fracaso |
| Free Time | Tiempo Libre |
| ENGLISH | SPANISH |
|---|---|
| House | Casa |
| Job | Trabajo |
| Mountains | Montañas |
| Pool | Piscina |
| Vacation | Vacatión |
| Swimming | Natación |
FUTURE TENSE OF IR
| Iré | | iremos |
|---|---|---|
| | iréis | |
| irás | | iréis |
| | irán | |
| irá | | |
PART EIGHTEEN:Your friend invited you to the movies today. Before you can go, you have to run a couple of errands. Let your friend know what you have to do. (Instructor initiates)
Discuss errands that can be done downtown. For example……
* get gas
* cash a check
* go to the doctor
* send a letter
* return a book
* get the mail
* get medicine
* take out a book
* go to the store
PART NINTEEN:You have an exchange student living with you for the summer. Describe the community you live in and what you can do there. (Student initiates)
Talk about things in your community and activities that are available to you.
PART TWENTY:You have a new math teacher this year. Your friend wants to know what she is like. Describe her and her class. (Instructor Initiates)
Discuss personality traits for the teacher and the class.
PART TWENTY-ONE:It's Monday morning and your teacher asks you what you did over the weekend. (Instructor initiates)
Talk about activities you did in the preterite tense.
PART TWENTY-TWO:I am a new student and I do not really know my way around the school. I stop you in the hallway and ask you how to get to a certain classroom. (Instructor Initiates)
Introduce your self and ask if the new student needs any help. Then give the student directions. | <urn:uuid:dd656bc0-e909-4899-a63a-4b35b33a2e88> | CC-MAIN-2021-43 | http://www.dgordondesign.com/uploads/6/4/5/3/6453750/spanish_conversations_study_guide.pdf | 2021-10-27T01:43:42+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323587963.12/warc/CC-MAIN-20211026231833-20211027021833-00279.warc.gz | 98,384,390 | 6,711 | eng_Latn | eng_Latn | 0.993105 | eng_Latn | 0.997748 | [
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In this lab you will summarize and simulate the steps of the production of protein molecules by the DNA in the nucleus of the cell. Protein Synthesis involves two distinct stages: Transcription, where the “recipe” for the protein is copied by the messenger RNA; and Translation, where the copied message is converted from a series of bases on the mRNA to a series of amino acids in the protein.
Part I – Summary of Steps – Under each heading below, use your book and your notes to list the steps that must take place in each of the stages of protein synthesis. Be sure to mention where each stage occurs and all important events.
**Transcription**
**Translation**
Part II – Simulation – On the next page you will find a data table which will be used to simulate the protein synthesis steps you outlined above. Fold the sheet in a fan-fold as shown below.
- Fold the middle two sections to one side and line up the two DNA strand columns.
- Fill in the complementary bases that must be on strand 2.
- Fold the paper in half so the DNA strand 1 and mRNA columns are showing.
- Fill in the complementary RNA bases that must match the bases in DNA 1.
- Fold both DNA columns under so that the mRNA and Amino Acid columns are showing.
- Use the Codon Table to figure out which Amino Acids must be in the Protein.
- Staple your completed table to this sheet and hand them in.
| DNA Strand 1 | mRNA | Amino Acid | DNA Strand 2 |
|-------------|------|------------|--------------|
| T | | | |
| A | | | |
| C | | | |
| A | | | |
| A | | | |
| T | | | |
| C | | | |
| C | | | |
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| A | | | |
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| T | | | |
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EXECUTIVE SUMMARY
Pittsburgh is situated on a point where the Allegheny and Monongahela Rivers join to become the Ohio River. In 1753, George Washington secured a British outpost on this point and since that time Pittsburgh has been ever changing. In the beginning, Pittsburgh relied heavily upon firs and trade, but as the settlers moved in, the Native Americans were pushed out of the area. With modernization, inventions, and progress came an era of industrialism, and Pittsburgh became an important manufacturing and commercial center to the region, thriving from its oil, iron, and steel industries. The benefits of trees, including their aesthetic value, were not fully understood, and trees were cleared to make way for prosperity. It was not until well after the Industrial Revolution that the City and its residents realized the need for urban trees.
Once the steel capital of the world, the growth of Pittsburgh and its economy was fueled by heavy industry and the extensive trade of steel—to the detriment of local air and water quality and ultimately human health. After the collapse of the region's steel industry, Pittsburgh successfully adapted by shifting its industry base to health care, education, technology, and financial services, and Pittsburgh is now a thriving city once more.
Pittsburgh has been ranked as the #1 Most Livable City in the United States in several independent studies since 2007—most recently in February, 2011 by the London-based Economist Intelligence Unit; then in May, 2010 by Forbes; and by Places Rated Almanac in 2007. [8,9,10] This is an honor in which the City takes great pride. The role Pittsburgh's urban forest played in this remarkable transformation from smoke and soot covered to green is significant.
Top photo from 1906 taken from Union Station before Pittsburgh became known for green buildings. The David L. Lawrence Convention Center shown in the bottom photo is the largest LEED-certified green convention center in the United States.
Pittsburgh's urban forest—including all trees on public and private lands within the city boundaries— softens the industrial landscape and provides a green sanctuary in an otherwise unforgiving hardscape, which greatly contributes to the City's livability. The City's street and park trees, and all trees on private lands, play a prominent role in the benefits afforded to the community by the City, and the community relies on a series of partnerships, community groups, and city departments to maintain and care for this resource.
This Urban Forest Master Plan is intended to bring the community together around a shared vision for our urban forest, creating substantial returns from this investment, and ensuring that it thrives for future generations.
The plan recognizes that the relationship between trees and people and places is beneficial. Trees positively affect human and public health and are valuable assets to our community, as they provide us many environmental, economic, and social benefits. The keystones, goals, and recommendations established in this plan will guide us to achieving our vision for the urban forest, and are stretched beyond the basic tenants of the right tree right place concept. We must work together as partners in the urban forest to consider tree choices and locations in light of the overall benefits trees provide and how these benefits can positively influence our city as a whole, while making positive changes at the neighborhood level.
The shared vision for the urban forest will be achieved through a coordinated effort of all public and private entities working in partnership to implement the recommendations of this plan. The appropriate urban forest partner will take the lead to coordinate and oversee the implementation of assigned recommendations.
The Appendix of this plan contains a list of acronyms, a glossary, references cited, tree diversity goals and recommendations, and a DVD with a compendium of existing data, plans, and reports.
The plan was guided by Tree Pittsburgh, a nonprofit environmental organization dedicated to enhancing the City's vitality by restoring and protecting city trees, and by the Pittsburgh Urban Forest Master Planning Steering Committee. The framework for the process was based on understanding what we have, what we want, how we get there, and how we are doing. This process is referred to as adaptive management and is commonly used for resource planning and management. [11] This model provides a good conceptual framework for the process of improving urban forest management and it serves as the structure for how this plan has been organized.
Relief Map with Pittsburgh's Land Cover
The urban forest framework includes all of the existing forest management resources and plans already in place and that the many urban forestry management partners share in planting, caring for, and maintaining our urban forest. The 2012 state of the urban forest section summaries data obtained from the street tree inventory and management plan (2005), the park tree inventory (2007), the municipal forest resource analysis (2008), the i-Tree ecosystem analysis (2011), and the Urban Tree Canopy Analysis (2011). [1,2,3,4,6]
Pittsburgh Urban Forest Benchmark Values
Our urban forest is comprised of all trees on private and public lands within the city boundaries; these trees improve the environment and make our city a more desirable place to live, work, and play.
Our shared vision for the urban forest was based on the outreach campaign, Tell Us Your Tree Story. The campaign engaged urban forest partners and the public through tree volunteer meetings, partner surveys, public surveys, and community meetings.
The vision was established by synthesizing feedback from the public, the Steering Committee, and Tree Pittsburgh as to what everyone wants out of their urban forest over the next 20 years. The process revealed the community most valued trees for their ability to improve the quality of life and help define Pittsburgh's character.
Implementation of the plan requires continual monitoring, analysis, and revision. Progress towards accomplishing recommendations and reaching the shared vision will need to be measured and shared with urban forest partners. A report card and a state of the urban forest report that measure how we are doing will be created to keep stakeholders aware of accomplishments made and efforts yet to be realized.
Goals and recommendations based on the keystones of urban forestry—connect, engage, manage, plan, and protect—will guide us to achieving our 20-year vision for the urban forest. Recommendations are established by analyzing current conditions and issues related to urban forestry management across the City. The vision, keystones, and goals are presented below with recommendations considered the top priority for implementation.
Pittsburgh has a long tradition of planting trees for future generations.
Vision
Keystones
Goals
Priority Recommendations
Over the next 20 years, Pittsburgh's urban forest will be a vital and well-managed asset that is locally valued and nationally recognized for its positive social, environmental, economic, and public health impacts on the community and the greater region.
CONNECT
ENGAGE
MANAGE
PLAN
PROTECT
* Connect urban forestry partners through a single vision.
* Utilize urban forestry research in conjunction with on-the-ground operations.
* Increase access to trees so that all can enjoy and benefit.
* Convene a summit of all agencies with a major impact on our urban forest to formalize communication methods, identify cooperative projects, and seek synergy.
* Convey the benefits of local urban forestry research to all stakeholders.
* Give priority for urban forestry and outreach activities to disadvantaged communities that are currently gaining the least benefit from the urban forest.
* Focus on neighborhood-based initiatives and solutions to urban forestry issues.
* Implement a coordinated and comprehensive outreach and education campaign.
* Encourage public and private participation in urban forest management through volunteerism.
* Solicit feedback and input directly from neighborhood tree advocates about how to increase activism and interest in the urban forest.
* Create and sustain a comprehensive communications plan that addresses effective ways to engage all stake- holders.
* Concentrate volunteer efforts in disadvantaged neighborhoods where tree canopy is lowest.
* Match funding to desired level of service for urban forestry management.
* Develop a proactive management regime for public trees.
* Develop a proactive risk management program for public trees.
* Ensure tree benefits for future generations through a sustainable planting program.
* Reassess the City's urban forestry program budget in terms of achieving street tree and UTC planting goals, the recommended seven-year preventive maintenance cycle, and the young tree maintenance programs.
* Regularly monitor public trees for maintenance needs, risks, and pests.
* Facilitate a systematic tree maintenance program for public trees.
* Choose performance-based planting strategies geared towards improving specific benefits.
* Incorporate urban forestry practices into the City's stormwater management plan.
* Achieve 60% urban tree canopy cover in 20 years.
* Establish a comprehensive tree emergency response and recovery plan.
* Target urban tree planting and tree canopy expansion efforts based on increasing stormwater benefits.
* Develop achievable, minimum canopy cover goals for each land use type, neighborhood, and watershed.
* Create a comprehensive Tree Emergency Response and Recovery Plan.
* Monitor the resource for exotic and invasive pests and diseases.
* Protect trees and preserve their role in defining the City's character.
* Identify the highest level exotic pest threats and develop strategies for monitoring, control, removals, and replanting.
* Update and enforce ordinances that protect existing tree resoures both on public and private lands. | <urn:uuid:1bfde2e7-61fb-4015-ad0d-0f7dc5fe4435> | CC-MAIN-2017-43 | http://pittsburghforest.org/sites/default/files/documents/UFMP/pages/pittsburgh_urban_forest_master_plan_201208_-_00-00_executive_summary.pdf | 2017-10-23T15:16:27Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00845.warc.gz | 277,450,085 | 1,873 | eng_Latn | eng_Latn | 0.99291 | eng_Latn | 0.996664 | [
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Modern harvesting The latest technology is used in harvesting and taking wood to roadside storages. On-board computers in the harvesters have been equipped with digital maps (GIS, Geographical Information System), which include information on logging sites and protected areas.
Illustration designed by fi ne-n-dandy
Purchase of wood The purchaser and the forest owner plan together how and where the log- gings should be done. Each purchase contract gets a unique number. The number is entered into an information system, where it accompanies each batch of wood from the forest to the mill gate. The origin of the wood can be thus identifi ed at the mill.
Log piles
In the roadside stock, logs are piled according to their size. The largest logs are used for building material and furniture; the smaller trees and treetops are used for paper and pulp. Each pile is tagged with the purchase contract number. Twigs and branches can be collected separately for use as biofuel.
Transport Data on logs to be transported is transferred electronically to a centralized haulage system, which is used to plan transportation to the mills as cost-effi ciently as possible. Timber trucks collect the logs from the roadside storages and deliver them to the mills.
Planting Forests are regenerated after loggings. For each tree felled several seedlings are planted. There will also always be a signifi cant number of naturally regenerated seedlings, so the forests will develop as mixed forests containing different tree species.
Pulp and paper mills The logs are transported to pulp mills, where the batch is entered into the mill’s information system. This information follows each pulp delivery to paper mills.
Chain of Custody This certifi cate system verifi es the wood’s origin. It shows that the mill has traced the exact origin, and allows it to use the forest certifi cation label when the volume of certifi ed wood in each product meets the required percentage.
The fi nished product The magazines come out of the plant, pristine and ready to read.
Distribution The fi nished product arrives at the newsstand or in the mail. People read them, pass them on to friends, store them away…
Recycling Recycled paper is an important source of raw material for the paper industry. In Europe, more than half of all paper is recycled. However, wood fi bre deteriorates in recycling, so fresh fi bre must be constantly added to the cycle.
Forest certifi cation Forest certifi cation is increasingly being utilised to ensure that wood-based products are made from raw material originating from sustainably managed forests. The forest is audited by an independent third-party according to the requirements of the system – such as PEFC or FSC.
The illustration is based on Metsäliitto’s wood procurement practises in Finland.
PULP
The drivers of timber trucks utilise digital maps (GIS) and GPS (Global Positioning System) to locate the roadside timber storages. Location of roadside storage
PULP
Printer The paper travels by road, rail or ship to printing plants. If a printer wants to have the PEFC/ FSC logo printed on its end product, it will need a certifi ed Chain of Custody to be able to apply for the right to use the logo. | <urn:uuid:e4195f81-3061-42a5-b431-ee0bd56ac013> | CC-MAIN-2017-43 | http://www.printgraphics.com.au/downloads/The%20Paper%20Lifecycle%20FAQ.pdf | 2017-10-23T15:04:56Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00844.warc.gz | 529,000,908 | 684 | eng_Latn | eng_Latn | 0.998484 | eng_Latn | 0.998484 | [
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this is me
An activity book for young children in care
about this book
attention kids!
This book is for you! It is about your rights and what you need to be safe, to be healthy, to be heard, and to be yourself.
You can do this activity book by yourself or with an adult, like your caregiver or worker. It is a way for the adults in your life to learn more about you and fi nd out about what makes you YOU!
attention adults!
The purpose of this resource is to engage children in care between the ages of 3 and 8 to learn about their rights through a creative, supportive, and fun approach.
Who should use this book?
This book is for the adults who are involved in the life of a child who is in care. These adults include: workers, family members, caregivers, community members, and professionals. The adults in a child's life have a shared responsibility to teach children in care about their rights and to help them understand the role that adults have in upholding their rights.
How should this book be used?
This resource was designed for children and adults to do together and provides the opportunity to start a conversation with children about their rights. Depending on the age of the child, some activities are appropriate for children to do on their own. Consider the cultural identity of children as you explore their rights with them.
Page 1
my activity book
this book belongs to:
my worker is:
my caregivers are:
phone number:
phone number:
other adults who can help me:
phone number:
For more help I can phone:
Representative for Children & Youth1-800-476-3933
Helpline for Children (no area code required) 310-1234
this is me
why am I in care?
these are the people who care for me
my caregivers
my worker
relatives/community members/elders
my family
my friends
special rights
When you are in care you have special rights
... 15 pieces of bubblegum, 2 kittens, more jellybeans for my jellybean collection...
all about rights
your rights
You have the right to:
be safe be healthy be heard be yourself
Page 8
be safe
You have the right to be safe
To be safe and feel safe, I need a place to live, safe places to play and learn, people who care about me, and people I can trust. Sometimes parents and families need help to keep me safe. Caregivers and workers help take care of me when I can't live with my family.
If I am being hurt or do not feel safe, these are the people I trust that I can tell:
Adults: Discuss how you might contact the people the child has identifi ed.
how do I stay safe?
If someone is being mean or hurting you, you have the right to stop it and get help.
What would you do?
someone is hurting me
I feel alone and scared
A) Tell nobody
B) Run and fi nd someone to help me
C) Give my #1 meanest look
D) ____________________________
A) Eat my entire jellybean collection
B) Find people to be with and talk about it
C) Hope that I stop feeling scared soon
D) ____________________________
someone is yelling at me
A) Yell back
B) Tell the person that I don't like to be yelled at
C) Plug my ears and close my eyes
D) ____________________________
Adults: Help kids pick the best answer and discuss options and other scenarios. This activity may be emotionally diffi cult for children, be prepared to be supportive.
be healthy
You have the right to be healthy
When you are in care, your caregivers and worker will make sure you are taken to the doctors, therapists, counsellors, elders, or community members that you need. They will make sure you have time to play, that you have food to eat, and clothes to wear. Part of being healthy also means having a healthy mind. Your caregivers and worker will get you the help you need to have a healthy body and a healthy mind.
my tooth aches!
my tummy
hurts!!
let's tell our caregivers about it, they can help us!
good idea!!
let's get these kids some help!
help! I need a doctor!
help! I need a dentist!
I guess if you need help, you just have to ask!
you got it!
Page 11
health care
Get each kid to the help they need!
play
inside outside game this is a game to play with someone else!
Act out or share your favourite game to play OUTSIDE. Ask your partner to act out their favourite game to play outside.
Did you guess??
Now act out or share your favourite game to play INSIDE. Don't forget to ask your partner to act out their favourite game to play inside.
Page 13
storytelling
Being healthy is about what is important in your life. Like a tree that grows in nature, it needs strong roots, a trunk, branches, leaves, and the sun. You can grow, learn new things, connect to many people, share your beliefs, and get help when you need it, just like the tree.
Tell your story. Share your ideas.
Draw or write about what makes you strong, healthy, and happy.
Sun:
What do you like to do?
Branches:
Who are you connected to?
Leaves:
What makes you special?
Trunk:
What makes you strong?
Roots:
What do you believe in and what is important to you?
Flowers:
What help do you need?
be heard
You have the right to be heard and tell adults what's important to you
What can you say and do when you are sad, angry, scared, or happy?
express yourself
Show how you look when you are sad, angry, scared, happy, or excited. You can use this space to paste pictures, draw, or write about what you do when you are sad, angry, scared, happy, or excited.
How can someone help me when I'm feeling:
sad, angry, scared, happy, or excited?
How can I help someone when they are feeling:
sad, angry, scared, happy, or excited?
be yourself
You have the right to be yourself
There are ways that you are diff erent from other people and there are ways that you are the same. It is important for us to develop connections with everything that is around us like the land, animals, and other people. Everything and everyone has its place and you belong.
Use this space to glue pictures, write, or draw the places where you feel like you belong.
Adults: Ask the child to share with you what they put in this section.
my language
Part of being yourself is speaking your own language.
What are these animals? Name these animals in any language you can. Find your favourite animal on the page and circle it. Why is it your favourite?
my culture
Everyone has a culture. Sometimes it means celebrating special days, doing traditional activities, eating special foods, learning music and crafts, going to places for spiritual and religious practices, or having cultural ceremonies. You can ask your caregivers and workers to help you do these things. Your culture is also about how you think about the world and how you feel about your place in it.
my friend is from another culture. they eat special foods, sing songs, and speak a different language my family celebrates some days of the year with special foods and we learn about plants and animals
so does that mean lots of families have different cultures and celebrate them in lots of different ways?
Adults: Ask kids to share their cultural and spiritual interests and experiences. You can use the questions on the next page as a starting point.
what makes me special?
What makes you YOU??
Where is your family from?
What makes your family and community special?
What kind of foods do you like to eat?
What languages do you and your family speak?
What are some diff erent activities, cultural ceremonies, and celebrations you have during the year in your community?
All of these things make you special!
for adults
All children in Canada have rights as outlined in the UN Convention on the Rights of the Child. Children in care have an additional set of rights outlined in the Child, Family and Community Service Act that support their unique needs. Aboriginal children are entitled to enjoy their rights as set out in the UN Declaration on the Rights of Indigenous Peoples, to which Canada is a signatory. All rights support the intellectual, emotional, physical, cultural, and spiritual development of children.
Children in care must be informed of their legal rights at a level suited to their age and comprehension and these rights should be reviewed with the child on an ongoing basis. This child rights activity booklet is a tool for parents, caregivers, and professionals to use while explaining these rights.
Rights of Children in Care
(Adapted from Section 70, Child, Family and Community Service Act)
While in care, children have the right to:
* be cared for fairly and equally to other children in the community and in the placement
* be told about their plan of care
* participate in decisions aff ecting them and to be listened to
* reasonable privacy and to have their own things
* not be physically punished
* be told about the rules and consequences for not following the rules
* medical and dental care
* practice their religion and receive religious guidance
* maintain and explore their cultural heritage, and have help to do so
* an interpreter if one is needed
* private discussions with family members unless there is a court order
* private discussions with a lawyer, someone from the Representative for Children and Youth's offi ce, the Ombudsperson, their MLA, or MP
* make a complaint about their care to the Representative for Children and Youth's offi ce or the Ombudsperson and have help to do so
* have their rights explained to them
* participate in social and recreational activities
Four simple questions that will help you remember children's rights:
What do kids need to be safe? What do kids need to be healthy? What do kids need to be heard?
What do kids need to be themselves?
To learn more about the UN Convention on the Rights of the Child go to www.everychild.ca
additional information
Additional Resources
The Moccasins by Earl Einarson—A story of a young Aboriginal foster child who is given a special gift by his foster mother. It is based on the author's personal experience as a foster child in British Columbia.
Maybe Days A Book for Children in Foster Care by Jennifer Wilgocki and Marcia Kahn Wright—A story book that addresses the questions, feelings, and concerns that foster children most often face.
Kids Need to Be Safe: A Book for Children in Foster Care by Julie Nelson—A storybook that can help children prepare for, understand, and accept foster care.
Accept and Value Each Person by Cheri J. Meiners—A storybook that introduces diversity and related concepts: respecting diff erences, fi nding similarities, being inclusive, and appreciating people just the way they are.
Parents as Literary Supporters (PALS) Aboriginal Family Literacy Resource. 2010 Legacies Now & Government of British Columbia. A resource to help parents support literacy and learning.
Project Initiation and Direction
Additional Artwork
Kathy Berggren-Clive, Director of Advocacy Ministry of Children and Family Development
Jane Rousseau
Manager, Aboriginal Policy and Support Services Ministry of Children and Family Development
Publication Development
Christina Thiele, Tina Tam, and Andrea Lemire Society for Children and Youth of BC www.scyofbc.org
Jamin Zuroski
Project Advisors
Federation of Aboriginal Foster Parents Federation of BC Youth in Care Networks BC Federation of Foster Parents Associations Caring for First Nations Children Society Developmental Disabilities Association: Berwick Child Development Centre MCFD Advisory Committee Vancouver Public Library
© Copyright 2011, MCFD
The following organizations are responsible for helping children and caregivers with any concerns they may have with a child's care, or actions by the Ministry of Children and Family Development (MCFD), or Delegated Aboriginal Child and Family Service Agency.
MCFD Complaint Resolution Process: contact your local MCFD offi ce fi rst to address your concerns. You can also contact the dispute resolution consultant in your area. The phone number can be found by calling the MCFD Client Relations Branch.
Call toll-free 1-877-387-7027 or visit www.mcf.gov.bc.ca/complaints/index.htm
Delegated Aboriginal Child and Family Services Agency Complaint Process: contact your local agency fi rst to address your concerns. Each agency has their own complaint process.
The number of your local agency can be found by calling the MCFD Client Relations Branch.
Call toll-free 1-877-387-7027
Representative for Children and Youth: has a team of advocates that provides information, advice, and support to callers, and can advocate directly for children and youth needing or receiving services. Call toll-free 1-800-476-3933 or visit www.rcybc.ca or www.talktorep.ca
Offi ce of the BC Ombudsperson: if you think a public agency has treated you unfairly, the Ombudsperson may be able to help.
Call toll-free 1-800-567-3247 or visit www.bcombudsperson.ca
Public Guardian and Trustee of British Columbia: as guardian of the estate, the Public Guardian and Trustee protects the legal and fi nancial rights of children and youth in the continuing care of MCFD or a Delegated Aboriginal Agency. | <urn:uuid:4cc52fdc-8a1c-4df6-a2fa-a62601a87bc4> | CC-MAIN-2017-43 | http://usmafosterhomes.ca/sites/default/files/attachments/children%20know%20your%20rights.pdf | 2017-10-23T15:24:09Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00850.warc.gz | 359,061,802 | 2,844 | eng_Latn | eng_Latn | 0.987458 | eng_Latn | 0.997665 | [
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DEVELOPMENTAL MILESTONES: Your Child at Twelve Months
What are developmental milestones?
Your Child at 12 Months Old
This is what most children do at this age:
Social/Emotional
* Cries when mom or dad leaves the room
* Is shy or nervous with strangers
* Has favorite things and people
* Hands you a book when he wants to hear a story
Developmental milestones are skills that are achieved by most children by a certain age. Developmental milestones include physical, social, emotional, cognitive and communication skills that are appropriate for the child's age. Milestones give important clues to a child's health and well-being. Any child who is delayed in their milestones should be further evaluated by a health or developmental professional.
* Social and Emotional milestones include how children learn about their own emotions and the emotions of others. These milestones also involve learning how to interact and play with other people.
* Movement/Physical development involves both grossmotor skills and fine-motor skills. Gross motor skills are typically the first to develop. Gross motor skills include the ability to support their head, sit up, stand, crawl and walk. Fine-motor skills involve precise movements such as grasping a spoon, picking up small objects, and drawing.
* Language and Communication milestones involve language, speech, and nonverbal communication (for example, hand gestures or facial expressions). These milestones include a baby's babbling, first words, and even the art of listening to others and holding a conversation.
* Cognitive (learning, thinking, problem-solving) milestones are centered on a child's ability to think, learn and solve problems. Cognitive milestones include an infant learning how to react to different facial expressions and a preschooler learning to say the alphabet.
As a parent, you spend the most time with your child and know them the best. If your child is not meeting these milestones for his or her age, or if you think there could be a problem with the way your child plays, learns, speaks, or acts, it is important to tell your health care provider so they can assess your child's development. Discuss any concerns with your primary care provider at your child's 1-year well child exam.
Reference and Resources
http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/
http://www.cdc.gov/ncbddd/actearly/milestones/index.html developmentalscreening.pdf
http://www.dars.state.tx.us/ecis/ (Texas Early Childhood Intervention services)
* Shows fear in some situations
* Repeats sounds or actions to get attention
* Plays games such as "peek-a-boo" and "pat-a-cake"
* Puts out arm or leg to help with dressing
Language/Communication
* Uses simple gestures, like shaking head "no" or waving "bye-bye"
* Responds to simple spoken requests
* Makes sounds with changes in tone (sounds more like speech)
* Tries to say words you say
* Says "mama" and "dada" and exclamations like "uh-oh!"
Cognitive (learning, thinking, problem-solving)
* Finds hidden things easily
* Explores things in different ways, like shaking, banging, throwing
*Looks at the right picture or thing when it's named
* Starts to use things correctly; for example, drinks from a cup, brushes hair
* Copies gestures
* Bangs two things together
* Let's things go without help
* Puts things in a container, takes things out of a container
* Pokes with index (pointer) finger
* Follows simple directions like "pick up the toy"
Movement/Physical Development
* Pulls up to stand, walks holding on to furniture ("cruising")
* Gets to a sitting position without help
* May take a few steps without holding on
* May stand alone
Tell your doctor if you notice any of these signs of developmental delay for this age. Every community should also have an early childhood intervention program that can help assess your child.
To refer a child to Texas Early Childhood Intervention Services for developmental evaluation and developmental support services, call: 1-800-628-5115 | <urn:uuid:349d956a-f257-40a6-82ee-0c2d93b8b104> | CC-MAIN-2017-43 | http://childneurotx.com/portals/2752/web-content/files/PE/Development_12mos.pdf | 2017-10-23T15:30:08Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00854.warc.gz | 68,691,873 | 860 | eng_Latn | eng_Latn | 0.997714 | eng_Latn | 0.997714 | [
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AIM: The Latin American Revolutions
1. The Latin American "social pyramid" – What did it look like?
2. What was the significance of the "creoles"? What were the characteristics of the creole class? How can this class be compared to the French "bourgeoisie"? or the American "Founding Fathers"?
3. Why do the creoles become leaders of the revolutionary movements in Latin America? – What were the important GRIEVANCES?? Why is Simon Bolivar's "Jamaica Letter" such an insight into their status? Why was Spanish rule so "odious"?
4. If the creoles were inspired by Enlightenment ideas and previous revolutions, then why were the outcomes of the Latin American revolutions so CONSERVATIVE? And, in what ways?
What do the quotes tell us about the Creoles?
-
What do these quotes from the reading "From Colonies to Nations" represent?
[x] (Mexico) " … feared social rebellion more than they desired independence."
[x] (Mexico) " … little recognition was given to the social aspirations and programs of Hidalgo and his movement." (Why is Father Hidalgo killed?)
[x] (Brazil) " … they feared that any upsetting of the political system might lead to a social revolution or, even worse …"
[x] (Brazil) " … men of goods and property were unwilling to risk political change."
[x] " Egalitarian sentiments often were tempered by fears that the mass of the population was unprepared for self-rule and democracy."
[x] (Brazil) " … independence did not upset the existing social organization based on slavery, nor did it radically change the political structure."
5. The article "From Colonies to Nations" states that "By 1825 all of Spanish South America had gained its political independence. … all of them emerge as independent republics with representative governments. The nations of Spanish America were born of the Enlightenment …" So, many nations in Latin America start as republics, but do NOT end up that way? In what ways were they not enlightened or egalitarian?
-
6. How did the revolutions in Latin America compare to the revolutions in:
o Haiti?
-
-
o France?
-
-
-
o America?
-
-
-
-
7. How does Simon Bolivar view the future prospects for success in Latin America after independence? What does the Jamaica Letter tell us? Why does he believe Latin America to be “ungovernable?”
8. Where do the “caudillos” fit into all of this? Why do they come to power in so many Latin American nations? | <urn:uuid:fbd9118c-c6bc-4627-aa48-3e9a3c1d31a9> | CC-MAIN-2017-43 | http://varajaoworldhistory.weebly.com/uploads/2/2/8/1/22810536/latin_american_rev_note_sheet.pdf | 2017-10-23T15:16:34Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00857.warc.gz | 369,589,387 | 539 | eng_Latn | eng_Latn | 0.979672 | eng_Latn | 0.997345 | [
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For immediate release (Offert en français sur demande)
Media Release
Dental Hygiene and Your Diet
March 22, 2017 (Ottawa, ON) — During National Nutrition Month this March, dental hygienists— your partners in prevention—remind everyone of the important link between proper nutrition and oral health.
Dental hygienists see first-hand how poor diet and nutrition can affect a person's oral and overall health. Foods high in sugar, such as candy, sweet baked goods, and carbonated drinks, may contribute to tooth decay and periodontal disease, which in turn has been identified as a risk factor for more serious illnesses, such as diabetes, lung and heart diseases, and stroke. Acidic foods like tomatoes, pickles, and citrus can lead to an erosion of tooth enamel. "Our teeth and gums require essential nutrients to resist oral diseases," explains Gerry Cool, president of the Canadian Dental Hygienists Association (CDHA). "Eating well-balanced meals is an important part of maintaining both oral health and overall health."
Dental hygienists will help you to identify healthy food and beverage choices during regular appointments. As primary health care providers, they also offer the following general tips to keep your mouth and body healthy.
* Choose water over fruit juice or carbonated beverages.
* Eat foods from all four food groups. Fruits and vegetables are particularly good at stimulating saliva production, which helps to wash away food and neutralize acid in the mouth.
* Avoid sugary snacks and chewy, sticky foods that cling to the teeth.
* Brush your teeth twice a day with fluoride toothpaste for two minutes each time.
* Clean between your teeth and use an antibacterial mouthwash daily.
"By making a commitment to healthy eating and good oral hygiene today," Cool adds, "you will enjoy a healthy smile for a lifetime."
Serving the profession since 1963, CDHA is the collective national voice of more than 28,495 registered dental hygienists working in Canada, directly representing more than 18,000 individual members including dental hygienists and students. Dental hygiene is the sixth largest registered health profession in Canada with professionals working in a variety of settings, including independent dental hygiene practice, with people of all ages, addressing issues related to oral health. For more information on oral health, visit: www.dentalhygienecanada.ca.
– 30 –
Angie D'Aoust, Director of Marketing and Communications 1-800-267-5235 ext. 134, or by email firstname.lastname@example.org www.cdha.ca | <urn:uuid:9c41d222-75a6-41cf-a327-eed51b0d3bd9> | CC-MAIN-2017-43 | http://files.cdha.ca/NewsEvents/tag/2017/National_nutrition_month_final.pdf | 2017-10-23T15:29:34Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00859.warc.gz | 122,129,608 | 535 | eng_Latn | eng_Latn | 0.99629 | eng_Latn | 0.99629 | [
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1 Maths curriculum & assessment
The 2014 national curriculum for mathematics has been designed to raise standards in maths, with the aim that the large majority of pupils will achieve mastery of the subject. It is broken down into:
number
addition and subtraction
number and place value
multiplication and division
fractions, decimals and percentages
measures
measurement
geometry
position and direction
properties of shape
statistics
2 MATHS PROGRAMMEOF STUDY
End of Key Stage One – Year Two
* Paper 1: Arithmetic (max. 15 marks)
End of Key Stage Two – Year Six
* Paper 2: Mathematical fluency and reasoning (max. 35 marks)
Paper 1: Arithmetic (max. 30 marks, 30 mins)
Paper 2 and Paper 3: Mathematical fluency, solving problems and reasoning (max. 40 marks per paper, 40 mins per paper) Year Two and Year Six Tests 2016
Arithmetic KS1 Sample questions NC Tests 2016
1/4 x 1/8 =
95 % of 240 =
Key Stage Two Sample questions NC Tests 2016
Pupils become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately. Developing fluency
Pupils reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. Mathematical reasoning
Which is the odd one out?
Why?
6, 15, 28, 36, 66
Pupils can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
This could mean starting rather than ending, a topic with a problem, and whether problems provide a suitable context for learning, developing and securing new concepts. Problem solving
Ben spent 2/5 of his money on a CD.
The CD cost £10.
How much money did he have at first?'
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. When to progress should always be based on the security of pupils' understanding and their readiness to progress to the next stage.
Pupils who grasp concepts rapidly should be challenged through rich and sophisticated problems before any acceleration through new content.
How to help at home:
* It is important to say the whole table, not just the answers, again and again and again and again!
* When your child has begun to learn a table, practise the table for five minutes each day with them.
*
* Work on pairs of tables. For example, if your child is learning the two times table, they can use their doubling facts to calculate the four times tables.
Break down each table into manageable chunks. For example, ask them 1 x 6, 2 x 6 and 5 x 6 until they know the answers. Then add the next one.
* Test your child by firing questions at them out of order, reminding them that they can use facts that they are confident with to work out trickier ones. For example, if they know 4 x 6 = 24 just double to find 8 x 6.
* Use a range of vocabulary — times, multiply, lots of, sets of.....
* Keep checking that they still know the facts they have learnt and revisit previously learnt facts.
Numberjacks £1.49
Addition facts to 10
Bugs and Numbers £1.99
Andrew Brodie – Mental Maths Y1-6 £1.99 each
DK – 10 minutes a day – FREE
Squeebles – Times Tables £1.49 MATHS APPS
Playing number games, including board games like Snakes and Ladders, has been proven by research to increase children's understanding of relative number size, as well as counting. Playing games
* Look for and talk about numbers in the environment
* Shopping and giving change.
* Play games
* Number bonds for 10, 20, 100
* Cooking
* Times tables
* Telling the time and reading timetables How you can support your child at home? | <urn:uuid:bd4e61a7-4402-44c9-b69e-d5649373615b> | CC-MAIN-2017-43 | http://dstp.cheshire.sch.uk/serve_file/102920 | 2017-10-23T15:25:44Z | crawl-data/CC-MAIN-2017-43/segments/1508187826114.69/warc/CC-MAIN-20171023145244-20171023165244-00865.warc.gz | 102,820,962 | 937 | eng_Latn | eng_Latn | 0.956602 | eng_Latn | 0.997958 | [
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Welcome to Today's Webinar!
Co-presented by AdoptUSKids and the National Resource Center for Permanency and Family Connections
Audio Dial-in Phone Number (Toll-Free): 800-748-8543
Chat Feature
Raise Hand
Feature
Webinar Outline
* Research Presentation on the Perspectives of Youth Adopted from Foster Care by Lesbian and Gay Parent(s)
* Youth Perspectives, Practice Tips, and Resources for Families
* Question and Answer Session
Presenters
* Patricia A. Cody, Ph.D., AdoptUSKids research and evaluation team
* Gerald P. Mallon, DSW, Julia Lathrop Professor of Child Welfare, National Resource Center for Permanency and Family Connections Executive Director
* Moderator: Casi Preheim, NRCRRFAP at AdoptUSKids
Perspectives of Youth Adopted from Foster Care by Lesbian and Gay Parent(s)
June 21, 2012
Ruth G. McRoy, PhD
Patricia A. Cody, PhD
Overview of Today's Research Presentation
* Review of Prior Studies and Project Background
* Review of Selected Literature
* Methodology
* Findings
* Questions
Project Background: Prior Research
Barriers and Success Factors in Adoption from Foster Care: Perspectives of Families and Staff (2002-2007)
– Barriers faced by families in the process of adopting a child from foster care (300 families, 382 adoption staff)
– Success Factors study involved interviews with families who completed an adoption of a child from foster care (161 families)
Barriers & Success Factors in Adoption From Foster Care: Perspectives of Lesbian and Gay Families (2010)
– Follow-up interviews with LGBT individuals from Barriers and Success Factors study (Ten LGBT adoptive or prospective adoptive parents participated in interviews.)
– Focus groups were also conducted (Six focus groups were conducted with 43 total participants.)
Poll Question
Participant Poll:
What type of barriers do you think prospective LGBT families face in your state?
Project Background
In 2010, findings from the report, Barriers & Success Factors in Adoption From Foster Care: Perspectives of Lesbian and Gay Families, were presented to AdoptUSKids.
AdoptUSKids developed a temporary, time-limited advisory group of experts in the area of LGBT adoptions that met via conference call. The advisory group recommended conducting research in which youth adopted by lesbian and gay parent families have the opportunity to share their experiences in their own words.
Selected Examples of Prior Research
Although some studies (e.g., Erich, Kanenberg, Case, Allen & Bogdanos, 2009; Farr, Forssell, & Patterson, 2010; Tan & Baggerly, 2009) in this area have included samples representing a wide range of adoption experiences, more research is needed with regard to children adopted from foster care by lesbian and gay parents.
Parental sexual orientation is not strongly associated with adopted children's outcomes (e.g., Averett, Nalavany, & Ryan, 2009; Erich, Leung, & Kindle, 2005; Farr et al., 2010).
Erich and colleagues (2005) found no significant differences in child outcomes among a sample of 47 lesbian- and gay-parent adoptive families and 25 heterosexual-parent adoptive families.
Selected Examples of Prior Research
In a study of 210 adopted adolescents with 154 lesbian, gay, or heterosexual parents, qualities of parent-child relationships and attachment were not significantly associated with parental sexual orientation (Erich et al., 2009).
Gianino, Goldberg, & Lewis, 2009, interviewed 14 racially diverse youth adopted by LGBT-headed families, ranging in age from 13 to 20 years old. They recommended parental preparation to help children navigate issues with adoption, racism, heterosexism, and homophobia.
The authors concluded that future research incorporating the views and experiences of adopted children and youth growing up with lesbian and gay parents would be informative.
Methodology: Recruitment
Summer of 2011
* AdoptUSKids evaluation team began working with agencies, support groups, and professional contacts across the United States in an effort to secure a sample of youth who had been adopted from the U.S. foster care system by lesbian or gay parents.
* Kinship Center in California and North American Council on Adoptable Children (NACAC) in Minnesota provided the greatest assistance with participant recruitment and data collection.
* Many support groups and agencies across the country worked with the evaluation team to assist with recruitment.
– Challenges included the following: children were too young for this study, families were too busy to participate, and agency IRB processes did not support engagement in external research.
Methodology: Inclusion Criteria
Inclusion criteria for this study were as follows:
– Participants had to be at least thirteen years old at the time of enrollment in the project (two of the participants were young adults at the time of enrollment).
– Participants were adopted from the U.S. foster care system.
– Participants were adopted by a lesbian or gay parent(s).
– Participants' adoptions needed to be intact at the time of participation.
Adoptive parents were asked to complete a demographic questionnaire.
Methodology: Data Collection and Analysis
* Adopted youth and young adults participated in a focus group or interview that lasted between one and two hours.
* Focus groups and interviews were conducted by Kinship Center clinical staff, NACAC staff, and evaluation team members with expertise in LGBT issues.
* Focus groups and interviews were transcribed without identifying individual participants and coded/checked by evaluation team members with expertise in LGBT issues and qualitative coding.
* Data were analyzed with the use of HyperResearch qualitative coding software.
Methodology: Data Collection and Analysis, continued
* Focus group and interview participants were not identified in the transcripts.
* Themes/concepts were coded if they were discussed in an interview or by at least one participant in a focus group.
* Coding a theme/concept in a focus group does not indicate the number of participants in the group who mentioned this theme, nor does it mean that all focus group members reported the theme.
Limitations and Strengths of Research Design
Limitations
Strengths
* Small sample
* Limited geographic representation
* Limited racial and ethnic diversity
* Hearing directly from youth adopted from foster care by LGBT parents fills a significant literature gap.
* Youth had the opportunity to share their own opinions about their adoptions.
* The study laid the groundwork for additional research to learn about the youth perspective in their own voices.
Sample Demographics
* Thirteen families participated in the project.
– The families were from California (n=9, 69.2%), Minnesota (n=3, 23.1%), and Iowa (n=1, 7.7%).
* Six (46.2%) of the couples were married, four couples (30.8%) reported living with their partner in a committed relationship, two (15.4%) couples were in a legal partnership and one participant (7.7%) was a single parent.
* There were twenty-five parents in the thirteen families who participated in this project.
– There were sixteen lesbian parents (eight couples) and nine gay parents (4 couples, 1 single).
Demographics, continued
* Race/Ethnicity of Adoptive Parents
– Two (8%) parents were Hispanic.
– Twenty (80%) parents were White.
– Two (8%) parents were Asian/Pacific Islander, and one (4%) parent was Arabic.
* Number of Children
– Families were parenting 44 children of which 41 were adopted, 2 biological, and 1 fostered.
– The number of adopted children ranged from one child to seven children.
– Twenty-four (58.5%) of the adopted children met the criteria for this research.
– Twenty-one (87.5%) were adopted by both of their parents at the same time, and two (8.3%) were adopted by one parent and then later adopted by their second parent through a second parent adoption.
Adopted Youths' Demographics
* Gender
– The majority were female (n=14, 58.3%).
– Ten (n=10, 41.7%) were male.
* Race/Ethnicity of Youth
– Hispanic (n=12, 50%)
– White (n=5, 20.8%)
– Asian/Pacific Islander (n=3, 12.5%)
– Black/African American (n=2, 8.3%)
– Bi-racial or multi-racial (n=2, 8.3%)
– Eighteen (75%), of the youth were in a transracial adoption, and 5 (25%) were in a same race adoption.
Adopted Youths' Special Needs
* Fourteen (58.3%) of the participating adopted youth were reported to have special needs. Ten (41.7%) did not.
* The most commonly reported special needs included:
– Education / Learning Disability / Language Delay (n=7, 29.1%) and
– ADD/ADHD (n=5, 20.8%).
Birth Family Knowledge that Children were Adopted by LGBT Parents
* Eighteen (75.0%) families reported that their adopted children's birth families knew that they were being adopted by LGBT parents.
– Nine (50%) indicated that the birth families were supportive.
* Six (25.0%) families reported that the birth families did not know their children were being adopted by an LGBTheaded family.
* The majority of the families (n=15, 62.5%) reported that their children had some contact with members of their birth family.
Findings
* Sample findings from this report are being presented.
* The full report will be available on the AdoptUSKids website.
How Youth was Told that Adoptive Parents were Lesbian or Gay
* Participants in four (57.1%) of the focus groups and three (50%) interviews reported that their adoptive parents had shared their sexual orientation with them.
* Participants in four (57.1%) of the focus groups reported that their adoptive parents never explained to them that they were lesbian or gay, but that they just knew.
* Participants in three (42.9%) of the seven focus groups and one (16.7%) interview said that they do not remember or were too young to know at the time of adoption.
Adoption Workers' Feelings about Lesbian/Gay Parents
* Participants in three (42.9%) of the seven focus groups and one (16.7%) interview reported that their worker was supportive of the placement.
* Participants in three (42.9%) of the seven focus groups and one (16.7%) interview reported that they did not remember.
* Participants in two (28.6%) of the seven focus groups indicated that their worker was "okay" with the placement.
Youth Perspectives
Youth's worker was supportive of placement:
* "I told my worker I was scared. She said that I am going to have good parents and was supportive of my two-mom family."
Youth's foster parents had negative feelings about placement because parents were lesbian/gay:
* "My foster mom had feelings about a two-dad family. She didn't really show it, but the tone of her voice sounded like she did. She was a little bit disgusted that it would be two dads."
Was Youth asked Feelings about Placement with Lesbian/Gay Parents?
* Participants in three (42.9%) of the seven focus groups and three (50%) interviews reported that they were not asked their opinion.
* Participants in five (71.4%) of the seven focus groups reported not remembering or knowing.
* Participants in two (28.6%) of the seven focus groups and one (16.7%) interview reported that they were asked their opinion about the placement.
Youth Perspectives
Youth was not asked their opinion:
* "I don't think she ever asked me how I felt. There was no discussion."
Youth was asked their opinion about placement:
* "We talked about how I would have two moms and what it felt like for me and if I understood it at all. I said that I don't feel bad, upset, or different about it."
Youth's Feelings/Attitudes about Moving In with a Lesbian/Gay Parent(s)
* Participants in four (57.1%) of the seven focus groups and one (16.7%) interview reported that they did not understand what it meant to have gay parents.
* Participants in five (71.4%) of the seven focus groups reported that they were excited about their new family / liked their parents / were grateful for the adoption.
* Participants in four (57.1%) of the seven focus groups and one (16.7%) interview stated that they were grateful to be out of their foster home and in a better placement.
Youth Perspectives
Youth didn't understand what it meant to have gay parents/ to be in a gay family:
* "I didn't even know about gay and lesbian families. I thought they were make believe and not real because they were two dads."
Youth was excited about the family / liked their parents / grateful for the adoption:
* "It was really exciting because when I used to visit them [it] seemed like they loved me, and I loved them too."
Did the Adoptive Parents Talk with Youth about His or Her Feelings?
* Participants in one (14.3%) of the seven focus groups and one (16.7%) interview indicated that their adoptive parents did not talk with them about their feelings.
* Participants in one (14.3%) of the seven focus groups reported that their social worker/therapist and their parents talked to them about their feelings.
* Participants in one (14.3%) of the seven focus groups reported that their adoptive parents talked to them about their feelings.
Youth Perspectives
Youth's social worker/therapist did discuss youth's feelings:
* "I talked to her about how other friends had a mom and a dad, and how when I was little I was afraid that people would judge me for it. We talked about my feelings and how to cope with it and everything. They helped me understand what it was like and helped me understand what I was feeling so I could be more comfortable with the situation."
Youth's Worries/Concerns about having Lesbian/Gay Parents
* Participants in three (42.9%) of the focus groups reported that they were unaware of social prejudice.
* Participants in three (42.9%) groups expressed that they were worried that they would be made fun of / judged / not accepted.
* Participants in two (33.3%) interviews reported that they did not have any concerns or worries.
Youth Perspectives
Youth was worried they would be made fun of / judged / not accepted:
* "I thought that the kids in the neighborhood wouldn't like me because they would judge me by who my parents were. So when I moved into the neighborhood, I didn't talk to anyone."
Best Things about having Lesbian/Gay Parents
* Participants in five (71.4%) of the seven focus groups reported that lesbian/gay parents are more openminded, accepting, and understanding.
* Participants in four focus groups (57.1%) mentioned positive aspects about being adopted, not specific to having lesbian or gay parents.
* Participants in two (28.6%) of the focus groups and two (33.3%) interviews reported that they enjoyed having a unique family that bends the gender roles.
Youth Perspectives
Teaches youth to be more open minded / accepting / understanding:
* "I don't know what the best thing is, but I am glad I am not the type of person who thinks that gays are from a different world. I am glad that I accept the fact that I have gay dads. I am glad that I'm more accepting of different types of families."
Hard Things about having a Lesbian/Gay Parent(s)
* Participants were teased by peers and made fun of at school (n=5 focus groups, 71.4% and 3 interviews, 50%).
* Life is not any harder because the participant has lesbian/gay parents (n=4 focus groups, 57.1% and 3 interviews, 50%).
* Teasing by peers was worse when youth was younger, and reduced as youth aged (n=3 focus groups, 42.9% and 1 interview, 16.7%).
Youth Perspectives
Youth is teased by peers and made fun of at school:
* "At first I didn't think it was bad, but then when I was being teased at school, I thought it kind of sucked."
* "If you're adopted in a gay or lesbian family, then it is awkward to explain that you have two dads or moms. There are some people who will take that and destroy your life."
How Youth Manages Hard Issues regarding having a Lesbian/Gay Parent(s)
* The most frequently reported theme was that the youth ignores others / tunes them out (n=5 focus groups 71.4% and 2 interviews, 33.3%).
* Youth confronts / talks with / manages peers making negative comments about lesbians/gays (n=4 focus groups, 57.1% and 3 interviews, 50%).
* Youth does not tell their parents about challenges/ emotions (n=4 focus groups, 57.1%).
Youth Perspectives
Youth ignores others / tunes them out:
* "I just don't pay attention to what people have to say. I just let it go over my head, like whatever. People have their opinions and that is that."
Youth confronts peers making negative comments about lesbians/gays:
* "I don't let them know that my parents are gay, but I stick up for what is right, as in if someone is saying stuff in general about being gay, I'll be like, 'Okay, who are you to judge?'."
Talking about Family
* Youth doesn't go into detail / casually tells others they have gay parents, without concern (n=6 focus groups, 85.7% and 2 interviews, 33.3%).
* Youth avoids talking about it / doesn't talk about it unless they have to (n=5 focus groups, 71.4% and 2 interviews, 33.3%).
Youth Perspectives
Youth doesn't go into detail / casually tells others they have gay parents, without concern:
* "I usually just say it casually, like just naturally. At my school I've gotten in such a habit of saying it."
Youth avoids talking about it / doesn't talk about it unless they have to:
* "I don't tell everyone about it. I'm not ashamed about it, but I don't want it to leak out so that people would come ask me if I have a gay mom. I don't want them to start the whole negative process over again, because I've gotten over it and I've forgotten it, and I don't want to remember it again. There is a part of me that is still protective about it."
Deciding Whether to Tell Others about Lesbian/Gay Parents
* Youth has to trust the other person before telling them (n=5 focus groups, 71.4% and 1 interview, 16.7%).
* Youth just tells others / it is a part of who they are / they are proud of their family (n=3 focus groups, 42.9% and 2 interviews, 33.3%).
* Youth does not want to explain their situation to others, which restricts having friends over (n=2 focus groups, 28.6%).
Youth Perspectives
Youth has to trust the other person before telling them:
* "I tell the people I have a bond with. Because I have trust problems with certain people, and it is hard for me to tell people without feeling judged unless I have a bond with them."
Youth just tells others / it is a part of who they are / they are proud of their family:
* "Most people hide who they really are from strangers. They meet new kids, and then once they get to know the person they take the mask off. But, I think that is a waste of time. I just show myself as who I am, and I don't wear the mask.
How Others Respond to Finding Out Youth has Lesbian/Gay Parents
* Others are accepting / comfortable with it / okay with it (n=5 focus groups, 71.4% and 2 interviews, 33.3%).
* People tell others and that gets back to youth (n=5 focus groups, 71.4%).
* People ask questions about lesbian/gay stereotypes / make lesbian or gay stereotypes (n=5 focus groups, 71.4% and 2 interviews, 33.3%).
* Others express subtle judgment / non-acceptance (n=5 focus groups, 71.4% and 1 interview, 16.7%).
Youth Perspectives
Others are accepting / comfortable with it / okay with it:
* "The people we've told are really receptive to it and understanding and stuff."
People tell others and that gets back to youth:
* "I told one of my friends…and apparently it got leaked out. There is one kid … (he was) kind of a bully, and he would always say 'you're gay.' That was hard for me."
People ask questions about lesbian/gay stereotypes / make lesbian or gay stereotypes.
* "When people find out that I have gay parents, they think I am gay too. They think that if you have gay parents it moves on to you and you turn out gay. And then the whole family is gay because you have gay dads. That is not how this works."
Changes in Feelings about Lesbian/Gay Parents
* Youth's feelings have not changed over time (n=2 focus groups, 28.6% and 3 interviews, 50%).
* Youth has become indifferent / youth is used to being teased/embarrassed (n=2 focus groups, 28.6% and 1 interview, 16.7%).
* Youth's feelings have grown more positive over time (n=2 focus groups, 28.6%).
Youth Perspectives
Youth's feelings have not changed over time:
* "I have always loved them. As long as I have a mother, since I'm a girl, I guess I'll be fine. Having two dads would be the worst, when they wouldn't know how to take care of me very well. All these girl things they wouldn't know what to do with."
Youth's feelings have grown more positive over time:
* "I think it has gotten better. For me personally, it has been so hectic lately at my house that it has been a bunch of things. I think it has gotten a lot better, like its more positive."
What Youth Would Change about their Family
Most of the themes surrounded common teenage wishes about their families, like wishing their parents were less strict, etc. Participants in one focus group (14.3%) reported that they wished their family would be less visible / a little more 'normal'. The participants did not specify if they felt the visibility was due specifically to being adopted by a lesbian/gay parent(s) or adoption in general.
What Youth Would Change about School
* Youth's school would be more accepting of gays/ lesbians / would have more awareness of gays/lesbians (n=2 focus groups, 28.6% and 1 interview, 16.7%).
* Increase overall acceptance / reduce gossip / judgment (n=2 focus groups, 28.6%).
Advice for Youth Being Adopted by a Gay or Lesbian Parent(s)
* Youth would tell their friend to stay strong / prepare for bullying/teasing (n=3 focus groups, 42.9% and 1 interview, 16.7%).
* Youth would tell them that it will be (just like) a normal family (n=2 focus groups, 28.6% and 1 interview, 16.7%).
* Youth would tell their friend what to say to others who talk to them about it (n=2 focus groups, 28.6%).
* Advise the youth to surround themselves with people that support you / choose trustworthy friends (n=2 focus groups, 28.6%).
What Adoption Workers Should Know
* Participants suggested that workers prepare and educate the child before being placed with a gay or lesbian parent (n=2 focus groups, 28.6% and 1 interview, 16.7%).
* Don't let worker's own feelings get in the way / don't discriminate based on parents being lesbian/gay (n=3 focus groups, 42.9% and 1 interview, 16.7%).
* Ask youth if they are okay with it (2 interviews, 33.3%).
* Be supportive and understanding about youth's concerns / negativity affects youth even if they say it doesn't (n=2 focus groups, 28.6% and 1 interview, 16.7%).
Thank you
The AdoptUSKids Evaluation Team would like to thank the following people for their support and assistance with the project:
Carol Biddle, Kinship Center
Rachel Farr, UMASS-Amherst
John Levesque, NRC for Adoption
Gary Mallon, NRC for Permanency and Family Connections
Mary McGowan, NACAC
Lacy Shawn, AdoptUSKids Evaluation Team member
Contact Information
Ruth McRoy, Ph.D. AdoptUSKids Evaluation Team Principal Investigator email@example.com
Susan Ayers-Lopez, M.Ed. AdoptUSKids Evaluation Team Project Manager firstname.lastname@example.org
Patricia A. Cody, Ph.D.
AdoptUSKids Evaluation Team Research Project Lead email@example.com
LGBT-Headed Foster and Adoptive Families: Youth Perspectives
Youth Perspectives, Practice Tips, and Resources
Gerald P. Mallon, DSW, Julia Lathrop Professor of Child Welfare NRCPFC Executive Director June 21, 2012 www.nrcpfc.org
Youth Perspectives, Practice Tips, and Resources
* 10 Things Children and Youth May Want their LGBT Foster or Adoptive Parents to Know
* Tips for Child Welfare Professionals: Talking about LGBT-Headed Families
* Additional NRCPFC Resources
10 Things Children and Youth May Want their LGBT Foster or Adoptive Parents to Know
1. Let me tell my friends and other people in my life about our family, in my own time, and in my own way.
2. I may have heard myths and stereotypes about LGBT people. Help me to understand more about the realities and diversity of LGBT people's lives. Help me to critically reflect on media messages and representations.
10 Things Children and Youth May Want their LGBT Foster or Adoptive Parents to Know
3. Help me to connect with other kids who have LGBT parents (if I want to).
4. I love you and support you AND it is not my job to be an advocate for LGBT rights. Please respect my choice if I don't want to go to the Gay Pride Parade (or another LGBT event). I may want to do these things. I may not. It may depend on the opportunity or particular point in my life.
10 Things Children and Youth May Want their LGBT Foster or Adoptive Parents to Know
5. I might be lesbian, gay, bisexual, transgender, gender non-conforming, straight, or questioning, and I may identify in another way. Please be supportive of my healthy development – whatever my identity may be
– and understand that it's not about you!
6. Teach me respect for diversity by modeling a response to prejudice, discrimination, and injustice. Help me to develop my own responses and help me to think about my safety.
10 Things Children and Youth May Want their LGBT Foster or Adoptive Parents to Know
7. Please talk to me honestly and let me ask questions whenever I have them.
8. Sometimes you (and I) may feel like the world is watching, and we have to be the perfect family.
10 Things Children and Youth May Want their LGBT Foster or Adoptive Parents to Know
9. Understand that sometimes it might be easier for me to talk to another supportive adult about questions I may have. I might be afraid of hurting your feelings.
10. Remember: On a day-to-day basis, it's not about having gay or transgender parents, it's about having parents!
Sources used in developing this NRCPFC resource:
* Coming Out to Your Kids. COLAGE. (October 2010) http://www.colage.org/resources/coming-out-to-your-kids/
* Gender in LGBTQ Families (Webinar). Lesbian and Gay Family Building
Project.(January 2012) http://www.prideandjoyfamilies.org/resources.php#1
* The Family Pride Guide to Talking with Your Child about Political Attacks on our Families. Family Pride. By Corri Planck and Cris Farenthold. http://www.familypride.org/publications/prideguide.pdf
Thanks to our colleague Mary Keane and her family for review and feedback!
Tips for Child Welfare Professionals: Talking about LGBT-Headed Families
Participant Poll:
How much experience, if any, do you have with talking to children or youth about joining an LGBT-headed resource family?
Tips for Child Welfare Professionals: Talking about LGBT-Headed Families
This section of the presentation will cover:
* Recommendations for getting started
* Talking with birth families
* Talking with children/youth
Tips for Child Welfare Professionals: Talking about LGBT-Headed Families
Getting Started:
* Educate yourself! Be prepared to provide accurate information to the child/youth, birth family, and others involved, as needed. Don't wait until you are working with an LGBT couple or person to do so – start today!
Tips for Child Welfare Professionals: Talking about LGBT-Headed Families
Getting Started:
* Remember that you only know that an individual prospective resource parent is or is not LGBT if they choose to share that information with you. Avoid making assumptions about someone's gender identity or sexual orientation.
Tips for Child Welfare Professionals Begin by talking to the LGBT person or couple.
* Discuss how you work with birth families and children/youth when preparing a child/youth to join a new family.
* Keep in mind that a person's LGBT identity may not automatically be disclosed in a discussion about the family or family structure. It may be appropriate to discuss with the person or couple whether or not to share this information with the birth family and child/youth and the pros and cons of each option. 67
Tips for Child Welfare Professionals Begin by talking to the LGBT person or couple.
* Make sure the person or couple is comfortable with any personal information that you plan to share about them and the reason that you are sharing it.
* Follow any policies/protocols for sharing confidential information.
Talking to Birth Families about their Child Joining an LGBT-Headed Family
* Talk about different types of families.
* Emphasize that you are trying to find a family that is a good fit for the child/youth.
Talking to Birth Families about their Child Joining an LGBT-Headed Family
* You might say, "We are looking for the best family for your child, one that will be a good match. We have lots of different kinds of families. [You can give examples]. Sometimes we have lesbian and gay families. How would you feel about [child] being placed with a family with two moms?"
* Share some information about why you think the family is a good fit for the child/youth.
Talking to Birth Families about their Child Joining an LGBT-Headed Family
* Answer any questions they have in an openminded manner while being affirming of the LGBT person/couple.
* In the absence of accurate information, people may rely on myths and stereotypes. Point out stereotypes as needed, in a non-judgmental manner. Provide accurate information.
Talking to Birth Families about their Child Joining an LGBT-Headed Family
Let the family lead in terms of concerns they might have.
* Avoid assuming the family will have particular concerns, or that they will have concerns at all. They may have different concerns than you anticipate. They may be comfortable with their child being placed with an LGBT-headed family.
* If they have concerns about what other people might think, help them to process and explore these concerns. Create a plan together for how they could manage these potential reactions.
Talking to Children/Youth about Becoming Part of an LGBT-Headed Family
* Talk about different types of families.
* Get an understanding of a child's comprehension of the subject of LGBT-headed families and LGBT issues early in discussions. This will allow you to carry on the rest of the discussion in a more meaningful way.
* You can use pictures and stories of LGBT-headed families as you explore with the child what the family could look like. For younger children, this may help gauge whether they notice any "difference" and their perspective on it.
Talking to Children/Youth about Becoming Part of an LGBT-Headed Family
* Emphasize that you are trying to find a family that is a good fit for the child/youth.
* You might say, "We have been looking for a family that will be a good match for you. There are all different kinds of families. Some families have a mom and a dad, some have a mom, some have 2 moms, some have a grandma and grandpa and a dad. The family we think would be great for you has two dads."
Talking to Children/Youth about Becoming Part of an LGBT-Headed Family
* Share some information about what makes the family special and why you think they are a good fit for the child/youth.
* Ask them how they would feel about becoming a part of this family and whether they have any questions.
Talking to Children/Youth about Becoming Part of an LGBT-Headed Family
* Answer any questions they have in an openminded, inclusive, affirming, and developmentally-appropriate way.
* Start with where the child/youth is in terms of their level of knowledge about LGBT people and LGBT-headed families.
* Let them know that it is ok to have questions (both immediately and later on).
Talking to Children/Youth about Becoming Part of an LGBT-Headed Family
Let the child/youth lead in terms of concerns they might have.
* Avoid projecting your fears or addressing what you imagine the child or youth might fear. They may have different concerns than you anticipate, or they may not have concerns.
* Provide accurate information in response to any misinformation or concerns based on myths about LGBT people.
Talking to Children/Youth about Becoming Part of an LGBT-Headed Family
* If they have concerns about what other people might think (peers, birth family members, foster parents, etc.), help them to process these concerns.
* Assist the child/youth with coming up with a plan that works for them for how they might manage these possible reactions and who will provide them with support.
NRCPFC Resources
* On- and Off-Site Technical Assistance
* Information Response Services
* Web-based Resources
NRCPFC Resources
Poll question:
Would you or your State be interested in requesting TA around talking with children, youth, and birth families about LGBT resource parents?
NRCPFC Web-based Resources
Digital Stories: View Cliff's Story http://www.nrcpfc.org/digital_stories/
New Resource List
* NRCPFC and T&TA Network Resources for Child Welfare Professionals Working with LGBT-Headed Resource Families
* Resources for LGBT-Headed Resource Families and their Children
Resources for LGBT-Headed Resource Families and their Children (from New NRCPFC List)
COLAGE is an organization for children, youth, and adults with a Lesbian, Gay, Bisexual, Transgender or Queer Parent. http://www.colage.org/
Let's Get This Straight: The Ultimate Handbook for Youth with LGBTQ Parents (purchase)
Coming Out to Your Kids (free)
Resources for LGBT-Headed Resource Families and their Children (from New NRCPFC List)
Family Equality Council connects, supports, and represents the one million lesbian, gay, bisexual, and transgender parents in this country and the two million children they are raising. http://www.familyequality.org/
Talking to Children About Our Families
LGBTQ Family Friendly Children's Book List
NRCPFC Web-based Resources
Webcast: Parenting Older Adolescents (2011)
http://www.nrcpfc.org/webcasts/24.html
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Shiplake C.E. Primary School Memorial Avenue Shiplake , Oxon RG9 4DN 0118 940 2024 firstname.lastname@example.org
'I will instruct you and teach you in the way you should go; I will counsel you with my loving eye on you' Psalm 32.8
Shiplake CE Primary School
English (Phonics and Early Reading) Policy
The context of our school
It is essential that our approach to teaching phonics and reading is accessible to all learners, regardless of background. We are committed to instilling a love of reading and books whilst providing high quality teaching of decoding through phonics and reading teaching. Shiplake C of E Primary School is part of a small community. 141 children attend Shiplake currently of which 3.55% (5 children) are PP, 4.96% (7 children) are EAL and 8.51% (12 children) are on the SEND register. Parental support at Shiplake is high as is engagement with homework. Attendance is generally high.
Intent
Phonics (reading and spelling)
At Shiplake C of E Primary School, we believe that all our children can become fluent readers and writers. We teach reading through Little Wandle which is a systematic and synthetic phonics programme. We start teaching phonics in Reception and follow the Little Wandle Letters and Sounds Revised progression document, which ensures children build on their growing knowledge of the alphabetic code, mastering phonics to read and spell as they move through school.
As a result, all our children are able to tackle any unfamiliar words as they read. At Shiplake C of E Primary School we also model the application of the alphabetic code through phonics in shared reading and writing, both inside and outside of the phonics lesson and across the curriculum. We have a strong focus on language development for our children in order to acquire crucial skills for reading and writing in all subjects.
Comprehension
At Shiplake, we value reading as a crucial life skill. By the time children leave us, they read confidently for meaning and regularly enjoy reading for pleasure. Our readers are equipped with the tools to tackle unfamiliar vocabulary. We encourage our children to see themselves as readers for both pleasure and purpose.
'I can do all things through Christ who strengthens me' Philippians 4:13
www.shiplakeprimary.org.uk
Implementation
Daily phonics lessons in Reception and Year 1
* We teach phonics for 30 minutes a day. In Reception, we build from 10-minute lessons, with additional daily oral blending games, to the full-length lesson as quickly as possible. Each Friday, we review the week's teaching to help children become fluent readers.
* We follow the Little Wandle Letters and Sounds expectations of progress:
o Children in Reception are taught to read and spell words using Phase 2 and 3 GPCs, and words with adjacent consonants (Phase 4) with fluency and accuracy.
o Children in Year 1 review Phase 3 and 4 and are taught to read and spell words using Phase 5 GPCs with fluency and accuracy.
Daily Keep-up lessons ensure every child is kept in line with expectation.
* Any child who needs additional practice has daily Keep-up support, taught by a fully trained adult. Keep-up lessons match the structure of class teaching, and use the same procedures, resources and mantras, but in smaller steps with more repetition, so that every child secures their learning.
* We timetable daily phonics lessons for any child in Year 2 who is not fully fluent at reading or has not passed the Phonics Screening Check. We use the Little Wandle Letters and Sounds Revised assessments to identify the gaps in their phonic knowledge and teach to these using the Keep-up resources – at pace.
Teaching reading: Reading practice sessions three times a week
* We teach children to read through reading practice sessions three times a week. These:
o are taught by a fully trained adult to small groups of approximately six children
o use books matched to the children's secure phonic knowledge
'I can do all things through Christ who strengthens me' Philippians 4:13
www.shiplakeprimary.org.uk
Shiplake C.E. Primary School
Memorial Avenue
Shiplake , Oxon
RG9 4DN
Memorial Avenue
Shiplake , Oxon
RG9 4DN
email@example.com
o are monitored by the class teacher, who rotates and works with each group on a regular basis.
* Each reading practice session has a clear focus, so that the demands of the session do not overload the children's working memory. The reading practice sessions have been designed to focus on three key reading skills:
o decoding
o teaching children to read with understanding and expression
o comprehension
* In Reception these sessions start in Week 4. Children who are not yet decoding have daily additional blending practice in small groups, so that they quickly learn to blend and can begin to read books.
* In Year 2, we continue to teach reading in this way for any children who still need to practise reading with decodable books.
Home reading
* The decodable reading practice book is taken home to ensure success is shared with the family.
o Reading for pleasure books also go home for parents to share and read to children.
o Workshops are held in school to explain the phonics programme and how parents can best support at home.
Additional reading support for vulnerable children
* Children in Reception and Year 1 who are receiving additional phonics Keep-up sessions read their reading practice book to an adult daily.
Ensuring consistency and pace of progress
* Every teacher in our school has been trained to teach reading, so we have the same expectations of progress.
'I can do all things through Christ who strengthens me' Philippians 4:13
www.shiplakeprimary.org.uk
Shiplake C.E. Primary School
Memorial Avenue
Shiplake , Oxon
RG9 4DN
firstname.lastname@example.org
* Weekly progression maps each element of new learning to each day, week and term for the duration of the programme.
* Shared resources ensure consistency across groups.
* English subject lead and KS1 lead use the Audit to regularly monitor and observe teaching; they use the summative data to identify children who need additional support and gaps in learning.
Ensuring reading for pleasure
'Reading for pleasure is the single most important indicator of a child's success.' (OECD 2002)
'The will influences the skill and vice versa.' (OECD 2010)
We value reading for pleasure highly and work hard as a school to grow our Reading for Pleasure pedagogy.
* We read to children every day. We choose these books carefully as we want children to experience a wide range of books, including books that reflect the children at Shiplake Primary School and our local community as well as books that open windows into other worlds and cultures.
*
Every classroom has an inviting book corner that encourages a love for reading. We curate these books and talk about them to entice children to read a wide range of books.
* In Reception, children have access to the reading corner every day in their free flow time and the books are continually refreshed.
* Children from Reception to Year 2 have a home reading record. The parent/carer records comments to share with the adults in school and the adults will write in this on a regular basis to ensure communication between home and school.
* Each class visits the local library every half term. (post covid)
* The school library is made available for classes to use at protected times.
* Children attend Henley Literary Festival yearly.
* Children have daily opportunities to share books.
'I can do all things through Christ who strengthens me' Philippians 4:13
www.shiplakeprimary.org.uk
Shiplake C.E. Primary School
Memorial Avenue
Shiplake , Oxon
RG9 4DN
email@example.com
* Year 6 and Year 1 buddy system promotes reading with others and modelling of book enjoyment.
* Children in Year 6 monitor the library and are responsible for taking care of the books.
* Children across KS2 create whole class scrapbooks of favourite books read.
Impact
Assessment
Assessment will be used to monitor progress and to identify any child needing additional support as soon as they need it.
* Assessment for learning is used:
o daily within class to identify children needing Keep-up support
o weekly in the Review lesson to assess gaps, address these immediately and secure fluency of GPCs, words and spellings.
* Summative assessment is used:
o every six weeks to assess progress, to identify gaps in learning that need to be addressed, to identify any children needing additional support and to plan the Keep-up support that they need.
September 2021 3 year review Bee Hendry – English Co-ordinator
'I can do all things through Christ who strengthens me' Philippians 4:13
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GCE AS/A LEVEL
2300U20-1
S23-2300U20-1
THURSDAY, 25 MAY 2023 – AFTERNOON
MATHEMATICS – AS unit 2 APPLIED MATHEMATICS A
1 hour 45 minutes
ADDITIONAL MATERIALS
In addition to this examination paper, you will need:
* a WJEC pink 16-page answer booklet;
* a calculator;
* a Formula Booklet;
* statistical tables (RND/WJEC Publications).
INSTRUCTIONS TO CANDIDATES
Use black ink or black ball-point pen. Do not use pencil or gel pen. Do not use correction fluid.
Answer all questions.
Write your answers in the separate answer booklet provided, following the instructions on the front of the answer booklet.
Use both sides of the paper. Please only write within the white areas of the booklet.
Write the question number in the two boxes in the left hand margin at the start of each answer, e.g. 0 1 . Write the sub parts, e.g. a , b and c , within the white areas of the booklet.
Leave at least two line spaces between each answer.
Take g as 9 . 8 ms –2 .
Sufficient working must be shown to demonstrate the mathematical method employed.
Answers without working may not gain full credit.
Unless the degree of accuracy is stated in the question, answers should be rounded appropriately.
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 75.
The number of marks is given in brackets at the end of each question or part-question.
You are reminded of the necessity for good English and orderly presentation in your answers.
© WJEC CBAC Ltd.
CJ*(X21-2300U20-1)
Laws of Logarithms
Sequences
General term of an arithmetic progression:
General term of a geometric progression:
Mensuration
For a circle of radius, r , where an angle at the centre of θ radians subtends an arc of length s and encloses an associated sector of area A :
Calculus and Differential Equations
Differentiation
Integration
© WJEC CBAC Ltd.
Additional Formulae for 2023
(2300U20-1)
Reminder: Sufficient working must be shown to demonstrate the mathematical method employed.
Section A: Statistics
The events A and B are such that P(A) = 0 . 3, P(B) = 0 . 2 and P(A ∩ B) = 0 . 1. 0 1
a) Find P(A ∪ B).
The event C is such that P(C) = 0 . 45. The events B and C are independent.
b) Find P(B C
The events A and C are mutually exclusive.
c) Draw a Venn diagram to show the events A, B and C. Include the probability for each distinct region on your diagram. [4]
d) Find P((B ∪ C)′)
A card is selected at random from a pack of 20 cards numbered 1 to 20. What distribution models the number on the card? Give a reason for your answer. 0 2
[2]
The probability distribution of a discrete random variable X is given below. 0 3
| x | 4 | 8 | 16 |
|---|---|---|---|
| P(X = x) | 0.3 | 0.5 | 0.2 |
Two independent values of X are generated. Find the probability that the first value of X is less than or equal to the second value of X. [4]
TURN OVER
© WJEC CBAC Ltd.
(2300U20-1)
[2]
Sources of the radioactive element caesium each emit radioactive particles at an average rate of 4 per second. The numbers of emissions are modelled by a Poisson 0 4
distribution.
a) Find the probability that, in a 3-second interval, one such source will emit at least 10 radioactive particles, giving your answer correct to 4 decimal places. [3]
b) A random sample of 9 of these sources is taken. Calculate the probability that at most 5 of them will emit at least 10 radioactive particles in a 3-second interval. [3]
A doctor knows that 34% of his patients currently take too little exercise. He believes he can reduce this proportion by putting patients through a behaviour change programme. 0 5
To test his belief, he takes a random sample of 156 of his patients and puts each of them through the programme.
It is found that 40 of these patients take too little exercise following the behaviour change programme.
a) The doctor initially considers using a two-tailed test. Explain why this is not appropriate.
b) The doctor then decides to use a one-tailed test.
i) Explain what is meant by a p-value in the context of this question.
[1]
ii) Test the doctor's belief at the 1% level of significance, stating clearly the conclusion that the doctor should reach. [6]
© WJEC CBAC Ltd.
(2300U20-1)
[1]
Poppi and Clare are investigating Welsh language skills in Wales. Poppi randomly selects a sample of 20 different students from her school and asks them to state their Welsh language skills according to the categories in the 2011 census. She numbers the students in her school from 001 to 578. She uses a random number generator to select her sample. The first 6 numbers generated are shown below.
195 752 023 195 432 271
a) Write down the numbers of the first 4 students in Poppi’s sample.
[1]
Clare selects a random sample of 20 students from a different school.
b) Give two reasons why Clare’s conclusion about Welsh language skills in Wales may be different from Poppi’s conclusion. [2]
0 6
The data collected from the 2011 census for two regions in Wales are shown below.
| | No skills in Welsh | Understand spoken Welsh only | Speak Welsh |
|---|---|---|---|
| Number of people | 111 232 | 5517 | 13 103 |
| Percentage | 82.6 | 4.1 | 9.7 |
| Number of people | 102 153 | 4083 | 13 189 |
| Percentage | 83.7 | 3.3 | 10.8 |
On looking at these data, Poppi concludes that people in Region B have better Welsh language skills than people in Region A.
c) Without carrying out any calculations, use data from the table
i) to argue for Poppi’s conclusion,
ii) to argue against Poppi’s conclusion.
[2]
d) Seven 4-year-old children who “Speak Welsh” were asked to concentrate on a task. The times, in minutes, until they lost concentration are given below.
7 .
2 5.
4 7.
4 4.
6 13.
2 8.
4 7.
7
i) Calculate the mean and standard deviation for these data.
[3]
ii) For a similar group of 4-year-olds with “No skills in Welsh”, the mean concentration time is 6 . 5 minutes and the standard deviation is 3 . 5 minutes. Compare the concentration times for these two groups of 4-year-olds. [2]
TURN OVER
© WJEC CBAC Ltd.
(2300U20-1)
Section B: Mechanics
A person is standing in a lift which is descending with a constant acceleration g . The lift is supported by a single cable. 0 7
of 10 ms − 2
a) The total mass of the lift and the person is 1200 kg. Find the tension in the lift cable. [3]
b) The mass of the person is Mkg. Given that the magnitude of the reaction of the floor of the lift on the person is 63gN, find the value of M. [3]
A particle P moves in a straight line such that its displacement, s metres, at time t seconds, relative to a fixed point is given by 0 8
$$s = 4t 2 – t 3 for t x 0.$$
Find the speed of P when it returns to its starting position.
[5]
Three forcesF,GandHare such that
F = (2i – 13j)
N,
G = (–6i + 8j) N,
H = (12i + kj) N,
where k is a constant. The resultant of the three forces, R, has magnitude 17 N.
a) Find the two possible values of the constant k.
[4]
b) For the larger of the two values of k, calculate the angle that R makes with
the i vector.
[2]
0 9
© WJEC CBAC Ltd.
(2300U20-1)
The diagram below shows two objects A and B connected by a light inextensible string passing over a smooth fixed pulley. Object A has mass 4∙5 kg and object B has mass 7∙5 kg. Initially, object A is held on a horizontal surface so that object B hangs freely with the string taut. The distance of object B above the horizontal surface is 1∙8 m.
a) Write down the tension in the string connecting the two objects.
b) Object A is then released.
i) Calculate the magnitude of the acceleration of A.
ii) Hence, find the time taken for the objects to be at the same height above the horizontal surface.
iii) In reality, there will be air resistance acting on the objects as they move. State how this fact will affect your answer to (ii). [9]
TURN OVER
© WJEC CBAC Ltd.
(2300U20-1)
[1]
1 1
A particle, which is initially at the point A, travels in a straight line during the interval 0 X t X 22, where t is the time in seconds. The diagram below shows a velocity-time graph for the motion of the particle. The velocity of the particle when t = 18 is Vms –1 .
a) Find the acceleration of the particle when t = 1. [2]
b) Calculate the distance travelled by the particle during the interval 0 X t X 12. [2]
c) When t = 22, the displacement of the particle from A is 14 m. Determine the value of V . [3]
d) Write down the time interval during which the particle is moving towards A and its speed is increasing. [1]
END OF PAPER
© WJEC CBAC Ltd.
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https://doi.org/10.54012/jcell.v4i001.383
Conflict Management Strategies for Early Childhood Educators: An Empirical Perspective
M. Harviend Gilang P. 1 , Abd. Syakur 2 , Nur Amalia Solikhah 3
1 Universitas Sang Bumi Ruwa Jurai, Lampung, Indonesia
2 Universitas PGRI Delta Sidoarjo, East Java, Indonesia
3 Universitas Bina Sarana Informatika, Jakarta, Indonesia
email: firstname.lastname@example.org
Received:
November 15, 2024
Revised:
December 6, 2024
Accepted:
December11, 2024
Published:
December 16, 2024
ABSTRACT
Conflict management is an important skill that needs to be introduced from an early age to support children's social-emotional development. Early childhood is in a critical stage of character formation and interpersonal skills, so mastering conflict management can help them understand emotions, empathize and solve problems constructively. The family environment and formal education play a central role in forming this ability through support, guidance, and strengthening values such as tolerance, cooperation, and communication. This research uses a literature study method to explore the importance of introducing conflict management for young children, as well as effective methods for teaching it. The findings show that methods such as role-play, simple conflict-based stories, and visual media are effective approaches in helping children understand and practice conflict management. This strategy not only supports children's social skills but also forms emotional control and strong moral values. The implications of this research include theoretical contributions in the form of a scientific basis regarding the importance of introducing conflict management, as well as practical benefits in the form of guidance for educators and parents in accompanying children. The research conclusion confirms that the introduction of conflict management from an early age contributes significantly to the formation of children's character who is empathetic, independent, and able to face interpersonal challenges in the future. Therefore, collaboration between families, educators and the child's social environment is the key to success in instilling these skills.
Keywords: Conflict; Management; childhood
INTRODUCTION
Conflict management is an important skill that every individual, including young children, must have (Munger, 1976). Conflict often arises naturally in everyday life, especially when children begin to interact with peers, family and other social environments. The ability to manage conflict well can help children build healthy and respectful relationships. Therefore, introducing conflict management from an early age is an important aspect in forming children's character and social skills. In early childhood, children are in a significant stage of social and emotional development. They begin to understand their own emotions and learn how to express them.
However, they often do not have sufficient skills to deal with conflict situations. Without proper guidance, children may respond to conflict in less constructive ways, such as crying, getting angry, or avoiding. An introduction to conflict management gives children the tools to deal with these situations more effectively and positively (Hakvoort, 2010).
Conflict management skills also have a direct impact on the formation of empathy and self-control (Gilang, 2023). When children are taught to understand other people's perspectives and seek solutions together, they learn to be more sensitive to other people's feelings (Kwaśniewska-Paszta, 2021). This helps them develop empathy, which is the basis of good social relationships. Children who are able to manage conflict well tend to have better self-control abilities, because they are trained to think before acting. Effective conflict management also supports the formation of confident and independent children's character. Children who are able to resolve conflict well will feel more confident in their ability to face social challenges (Hakvoort, 2010). They learn that problems can be solved through good communication and wise decision making. This self-confidence is not only important for their social relationships, but also for their success in many other aspects of life.
The long-term impact of introducing conflict management from an early age cannot be ignored. Children who have these skills tend to grow into mature individuals who are able to establish healthy interpersonal relationships, both in the workplace, family and community (Johansson & Emilson, 2016). They are also better able to face life's pressures and challenges with a cool head, thereby reducing the risk of uncontrollable conflict in adulthood. Therefore, the role of parents, educators and the surrounding environment is very important in introducing conflict management to children from an early age. With the right approach, such as role-playing, telling stories, or using visual aids, children can learn how to manage conflict in a way that is fun and easy to understand (Abid et al., 2022). This introduction not only provides direct benefits, but is also a valuable investment in their future as individuals who are mature, empathetic, and able to contribute positively to society.
The family environment plays a major role in forming children's conflict management abilities from an early age (Feldkötter et al., 2019). As the first environment a child knows, the family provides a direct example of how conflict is resolved. When parents or other family members resolve differences of opinion in a peaceful and constructive way, children tend to imitate that pattern of behavior (Barthassat, 2014). Conversely, if conflict in the family is often characterized by anger or violence, children may internalize these methods as a normal response to conflict. Therefore, families have a big responsibility to set a good example in managing conflict. In a family context, open and warm communication is key. Parents who involve children in discussions or the process of solving small problems help children understand the importance of listening, discussing and finding solutions together (NCT03367845, 2017). For example, when a dispute occurs between siblings, parents can help them understand each other's feelings and find a mutually beneficial solution.
This approach not only teaches children how to resolve conflicts but also builds a sense of empathy and emotional control. Apart from family, formal education at school also plays an important role in shaping children's conflict management skills. School is a place where children begin to interact with peers in larger groups (Steenberghs et al., 2021). This interaction often gives rise to conflict, both in the form of small disputes and more complex problems. Teachers as educational facilitators have a strategic role in guiding children to resolve conflicts in a positive way. Through approaches such as group discussions or role playing, children can learn to recognize conflict and find appropriate solutions (Tsou et al., 2024). Formal education programs may also be designed to explicitly teach conflict management skills. For example, subjects or extracurricular activities that involve teamwork can be used to hone communication, self-control and problem-solving skills. Apart from that, values such as tolerance, respect for differences, and cooperation can be instilled through various learning activities.
This kind of education helps children understand that conflict is a part of life, but can be resolved in a good way. Collaboration between families and schools is very important to ensure children gain a consistent understanding of how to manage conflict (Albright & Weissberg, 2010). If the values taught at home are in line with those taught at school, children tend to more easily apply conflict management skills in everyday life. Parents and teachers can work together through regular communication, such as parent meetings or child development discussions, to discuss the best approach to guiding children to deal with conflict. With synergy between the family environment and formal education, children have greater opportunities to develop good conflict management skills . Both provide a strong foundation for children to understand differences, respect others, and solve problems effectively(Madsen & Madsen, 2022). In the long term, this ability not only helps children in childhood but also becomes a valuable provision for facing the challenges of adult life in a constructive and peaceful way.
Conflict management skills have an important role in children's social and emotional development (Hanish, 2023). Children who are able to manage conflict well tend to find it easier to establish harmonious relationships with their peers, family and the surrounding environment. With this skill, they learn to understand that differences of opinion are normal, so they are more open to other people's views. This creates a more positive social atmosphere, where children can feel accepted and able to interact without fear or pressure. In terms of emotional development, mastering conflict management helps children better recognize and control their emotions. When facing conflict, children often feel intense emotions, such as anger, frustration, or sadness. By learning appropriate ways to manage these situations, they can calm themselves, analyze problems, and find solutions without being overwhelmed by negative emotions. This is crucial for building emotional stability, which is the foundation of good mental health.
Children who are skilled at conflict management also show increased empathy for others. In the process of resolving conflict, they are taught to see the other person's perspective and understand how the other party's feelings are affected (Vinokur et al., 2024). These skills help them become more caring, tolerant individuals and able to appreciate diversity. Well-developed empathy not only strengthens children's social relationships but also becomes an important provision for future social life. Selfconfidence is also one of the positive impacts of mastering conflict management. Children who are able to resolve conflicts independently feel more confident in their ability to face social challenges. They understand that conflict is not something to be avoided, but rather an opportunity to learn and grow (Albright & Weissberg, 2010). This self-confidence encourages them to be more active in interacting, participating in groups, and facing new situations without fear. In addition, mastering conflict management helps children build good communication skills. In resolving conflicts, children are trained to convey their opinions in a way that is clear and not hurtful to others. They also learn the importance of listening and responding appropriately. These communication skills are not only useful in resolving conflicts, but also in various other aspects of life, such as learning to work together in teams and building healthy interpersonal relationships.
Over long periods of time children who have good conflict management skills tend to be more successful in their social and professional lives. They are able to maintain positive relationships with others, deal with pressure calmly, and solve problems effectively. This makes them more adaptive in various situations, both at school, at work and in family life. The positive impact of mastering conflict management on children's social and emotional development is not only felt in the short term but also becomes an important investment for their lives in the future. Parents, educators and society have a big role in supporting the development of this ability so that children grow into individuals who are empathetic, confident and ready to face the dynamics of life.
METHOD
As a qualitative research method, literature study emphasizes an in-depth understanding of the concepts, themes and patterns contained in secondary data (Ruggiano & Perry, 2019). Literature study is a qualitative research method that aims to understand a phenomenon through analysis of existing data. This method is carried out by collecting, reviewing and analyzing information from various sources, such as scientific journals, books, articles and other documents relevant to the research topic. Literature studies not only help researchers understand the theory underlying a problem, but also provide a basis for identifying gaps or deficiencies in previous research, so that they can become a basis for further research. This research focuses on content analysis to explore hidden meanings, relationships between concepts, or new perspectives that may not have been explored. This process does not just rely on random data collection, but requires critical selection of information sources to ensure that the data used is valid, relevant and credible.
Secondary data analysis is at the heart of this approach. Researchers process information that is already available, such as the results of previous research, theoretical reviews, or statistics, to answer research questions. This process involves several steps, such as reading, taking notes, grouping data, and compiling interpretations. Thus, literature studies allow researchers to utilize existing knowledge without having to collect primary data, such as surveys or interviews, which require more time and resources. The advantage of literature study as a qualitative method lies in its flexibility and efficiency (Coy, 2019). Researchers can access various sources of information through libraries, digital databases, or online scientific publications. In addition, this method is very useful in exploratory research which aims to identify initial concepts before field research is carried out. Literature studies are also the right choice when researchers are faced with limited access to collect primary data, such as when researching certain groups that are difficult to reach.
The challenges that arise from applying this method are mainly related to the limited data available. Not all literature includes specific or up-to-date information according to research needs. Therefore, evaluate the quality and relevance of the sources used critically. With a systematic approach and in-depth analysis, literature studies can produce significant findings and provide valuable contributions to the development of science.
FINDINGS AND DISCUSSION
Main Concepts Related to Conflict Management for Early Childhood.
Conflict management which is introduced from an early age through various methods in early childhood involves several main concepts which aim to help children understand, face and resolve conflict in a positive way. One of the basic concepts is emotional management (Blewitt et al., 2018). Young children often have difficulty identifying and controlling their emotions, especially when facing conflict. Therefore, it is important to teach them to recognize emotions such as anger, sadness, or frustration. For example, a child who feels angry because his toy was taken by a friend can be invited to identify his emotions first before responding. This approach helps children learn not to react impulsively. The second concept is the role-taking perspective. Children need to be taught to understand other people's points of view in conflict situations. Through this perspective, they can see that other people's actions or words may have a specific reason. For example, if a friend takes a toy without permission, the child can be led to think that perhaps the friend wants to play together but doesn't know how to ask permission properly. This approach fosters empathy and helps children develop better ways of communicating.
Assertive communication is another important concept in conflict management with a more pleasant approach (Marici et al., 2024). Children are taught to convey their feelings and needs clearly but politely. Assertive communication involves using the phrase "I feel..." to explain what is felt without blaming the other party. For example, a child who is bothered by having his seat taken may say, "I feel uncomfortable because I want to sit there," rather than immediately reacting by pushing or crying. The fourth concept is cooperation in finding solutions. Conflicts can often be resolved through a collaborative approach, where both parties work together to find a mutually beneficial solution. Children can be taught to discuss disagreements with friends and find ways to share or share turns. For example, in a situation of fighting over a toy, children can be encouraged to agree to use the toy in turns at a certain time. This teaches the importance of compromise and fair solutions between people. Then self-control is an element that is no less important (Gilang, 2016). Children need to be trained to calm themselves before facing conflict situations. Techniques such as taking deep breaths or counting to ten can help them calm down before speaking or acting. For example, a child who is angry because he lost a game can be encouraged to take a breath and think about positive things rather than immediately blaming his friends. This exercise helps children develop emotional resilience.
Understanding social rules is also an important concept in conflict management. Children need to understand the basic rules that apply in their social environment, such as respecting other people's rights, speaking politely, and not using violence. Teachers or parents can teach these rules through stories or interactive games. For example, a story about two children who solve problems by talking can be an inspiration for children to apply similar behavior in their lives. Then being expressive by giving rewards for good conflict resolution can strengthen positive behavior. When children succeed in resolving conflicts in a constructive way, parents or teachers can give praise or symbolic rewards. For example, a child who chooses to talk to a friend instead of getting angry can be given praise such as, "You are great at solving problems well!" This reward encourages children to continue using positive conflict management strategies in the future. By understanding and applying these key concepts, young children can learn to manage conflict in healthy ways and build social and emotional skills that will be useful throughout their lives.
Introduction to Effective Conflict Management Strategies
The introduction of conflict management from an early age requires an effective approach that is appropriate to the child's developmental stages. One strategy that can be applied is role-playing (Meilina et al., 2021). In role playing, children are given simple scenarios that depict conflict, such as fighting over toys or differences of opinion while playing. Through this activity, children are invited to practice how to resolve conflicts in a good way, such as speaking honestly, apologizing, or finding solutions together. For example, children who play the role of apologizing learn the importance of responsibility in solving problems. The second strategy is to use simple conflictbased stories or narratives. Reading stories that involve conflict situations and their resolution can help children understand various ways to resolve conflict. This story can be a fairy tale or a true story that is relevant to children's everyday experiences. After the story is read, children can be invited to discuss the actions of the characters in the story and what other ways might be better to solve the problem. This activity develops children's understanding of the importance of communication and empathy.
Visual approaches are also very effective, such as using animated images or videos. Visual media helps children understand conflict situations in an interesting and easy to understand way (Liu & Elms, 2019). Animated videos, for example, can show how cartoon characters resolve conflicts by talking nicely or sharing with friends. After watching, children can be invited to reflect on and imitate the positive behavior shown in the video. This approach helps children learn more easily through observation rather than verbal explanation. On the other hand, it is also important to involve group activities as part of the introduction to conflict management. Through group play, children can practice interacting with peers in situations that require cooperation and tolerance. Games such as "human bridge" or "putting blocks together" teach children to negotiate and resolve differences of opinion. When conflict arises during play, the teacher or facilitator can provide direct guidance to help children resolve the problem peacefully.
Reflective dialogue is also an effective strategy in introducing children to managing simple conflicts from an early age (Martínez-Valdivia et al., 2021). After children experience conflict, either at home or at school, adults can engage them in dialogue to reflect on this experience. Questions like "How did you feel?" or "What can we do to prevent problems like this from happening again?" helps children understand what has happened and how to better deal with it in the future. This dialogue strengthens children's understanding of the importance of introspection and learning from experience. Using positive reinforcement is an important step in introducing conflict management. Giving praise or rewards to children who successfully resolve conflicts well can motivate them to continue to behave positively. For example, a child who shares toys with a friend can be given praise such as, "You are great at sharing and solving problems with your friends!" This reinforcement builds good habits that will continue to develop over time.
Another strategy that is no less important for children is to create a supportive environment. Parents and educators need to create an environment where children feel safe to talk about their feelings and try various ways to resolve conflicts (Albright & Weissberg, 2010). When children know that they will not be scolded or punished if they make a mistake, they will have more confidence to practice conflict management. A supportive environment also includes having clear rules about acceptable behavior, such as "no hitting" or "speaking politely." It is important to involve parents in the process of introducing conflict management. Parents are children's main role models in learning how to manage emotions and conflict. Training or sharing sessions for parents can help them understand effective conflict management strategies and implement them at home. With cooperation between parents and educators, children get a consistent and integrated approach in learning to manage conflict, so that this skill can be well ingrained in them. By adopting strategies introducing conflict management can be a fun and rewarding process for children. This not only helps them deal with conflict situations in childhood but also equips them with social and emotional skills that are useful throughout life.
Implications for Early Childhood Education
Early childhood education has an important role in forming the basis of children's social, emotional and intellectual skills. One aspect of concern is how this education can teach conflict management effectively. The main implication of developing conflict management skills in early childhood education is the creation of a harmonious learning environment. When children are taught to manage conflict well, they tend to have more positive interactions with peers, creating a conducive learning atmosphere. Conflict management helps develop communication skills in early childhood. In education, children are taught to convey their opinions and feelings in a clear and polite manner. This is not only important for resolving conflicts, but also lays the foundation for future public speaking and discussion skills. Teachers can provide direction through activities such as small group discussions or role playing to practice these communication skills.
Another implication is increased empathy among children. Through learning about conflict management, children are taught to understand other people's points of view. Early childhood education can include activities such as stories or conflict simulations that encourage children to see situations from different perspectives. Empathy that develops early helps children build better relationships with their friends and appreciate differences. Conflict management also has a positive impact on children's emotional control. In the learning process, children often encounter situations that trigger frustration or displeasure, such as sharing toys or waiting their turn. Preschool teachers can teach simple techniques such as deep breathing or counting numbers to help children manage their emotions. Good emotional control not only supports academic success but also builds strong emotional resilience.
From an educational perspective, the learning phase in teaching the application of conflict management also supports the development of moral values in children. Children are taught the importance of honesty, responsibility and respect for others. These values can be instilled through collaborative games, classroom rules, or relevant moral stories. Thus, early childhood education does not only focus on intellectual development but also the formation of children's character. Another implication that often arises is how conflict management encourages children to learn to solve problems. When children are invited to find solutions to the conflicts they face, they are trained to think critically and creatively. Teachers can help by providing guidance, such as asking questions that trigger thinking or providing several alternative solutions. This ability is not only useful in resolving conflicts but also forms the basis of logical thinking skills in the future. Conflict management education also has an impact on strengthening the relationship between children and teachers. Children who feel supported and well guided in solving their problems tend to have more positive relationships with educators. This relationship creates confidence in children to learn better and explore their world without fear. Teachers also have a role as models in showing good ways of resolving conflicts.
An even broader implication is the impact on the relationship between school and family. Early childhood education that teaches conflict management often involves parents in the learning process. Teachers can provide information or training to parents about how to support their children in managing conflict at home. Collaboration between schools and families creates a consistent approach, so that children gain a complete understanding of how to deal with conflict. On the other hand, teaching conflict management also supports inclusivity in early childhood education. When children are taught to respect differences and cooperate with others, they more easily accept friends from different backgrounds. This approach creates an inclusive environment, where every child feels welcome and valued. This inclusivity strengthens the sense of unity among children from an early age.
The implications of teaching conflict management in early childhood education are broad and profound. From developing social and emotional skills to forming moral values and increasing inclusiveness, this education provides a strong foundation for a child's future life. Therefore, it is important for educators, parents, and policy makers to support the integration of conflict management in early childhood education curricula. Educators and parents play a strategic role in helping children develop conflict management skills from an early age. One of the main recommendations is to provide direct examples in resolving conflicts. Children learn by observing, so it is important for the adults around them to show them how to resolve conflict in a calm, communicative and constructive manner. For example, parents can demonstrate how to speak politely when faced with disagreements at home, while educators can demonstrate problem solving in the classroom.
Both educators and parents need to create a safe and supportive environment. Children should feel that they can express their feelings or problems without fear of being punished or ignored. This environment allows children to learn to face conflict with confidence and be open to guidance. Educators can create an inclusive classroom atmosphere, while parents can encourage children to talk about their feelings at home. Using creative learning media is also an important recommendation. Educators can utilize stories, games, or videos that depict conflict situations and how to resolve them. Parents at home can also read story books with their children that teach values such as cooperation, empathy and tolerance. This media makes it easier for children to understand abstract concepts such as justice and mutual respect. On the other hand, it is important for educators and parents to provide positive reinforcement when children show good behavior in dealing with conflict. For example, when a child chooses to talk rather than scream when there is a problem, offer praise such as, "You are so great for speaking calmly." This helps children internalize positive behavior as a beneficial habit.
Recommendations that often appear as references for educators and parents include involving children in group activities that encourage cooperation and problem solving. Educators can design activities such as games that require coordination between group members, while parents can encourage children to play with their friends. In this activity, children learn how to share, take turns, and find solutions together when facing challenges. Parents and educators also need to work together to support the development of children's conflict management. Good communication between the two ensures a consistent approach at home and school. Parents can discuss with educators about how children deal with conflict at school, while educators can provide suggestions to support these skills at home. This collaboration creates a holistic approach that strengthens children's learning. It is very important to apply patience and tolerance in guiding children. Teaching conflict management is a process that takes time and getting used to. Children may need a lot of practice to understand concepts such as empathy and emotional control. By providing consistent support, both educators and parents help children develop skills they will use throughout life.
CONCLUSION
Conflict management is a very important skill to introduce to children from an early age, considering its significant role in supporting social and emotional development. Children at this stage are in a critical period of character formation and interpersonal skills. By introducing conflict management, they can learn to understand emotions, recognize other people's feelings, and develop positive ways to deal with differences. This not only helps children solve problems in the surrounding environment but also becomes an important foundation for their social life in the future. The introduction of conflict management in early childhood supports the development of effective communication skills. Children learn how to express their feelings politely, listen to others, and work together to find solutions. This ability helps them build healthy relationships with peers, teachers, and family. Furthermore, these skills are also important provisions when they enter a more complex environment, such as elementary school and the wider community.
The role-play method has been proven effective in teaching conflict management to young children. In role playing, children are invited to act out simple conflict situations, such as fighting over toys or differences of opinion, and then find ways to resolve them. This method gives children direct experience in dealing with conflict in a safe and controlled environment. For example, a child can act as the apologizer, while a friend plays the apologist. Through this activity, children not only understand how to communicate well, but also learn to feel empathy for other people's feelings. Visual media such as pictures, animated videos, or interactive illustrations are also very effective learning tools. Children at an early age find it easier to understand abstract concepts through attractive visual representations. For example, an animated video depicting two characters resolving a conflict by speaking politely can provide a direct example that is easy for children to imitate. This visual media can also be used to show various ways of resolving conflict, so that children have various options that they can use in real life.
The combination of role-playing and visual media provides a more holistic approach. Role playing allows children to practice skills practically, while visual media helps them understand concepts through observation. These two methods are also interactive, so children feel more involved in the learning process. When role-playing or watching videos, children often feel that they are playing, not learning, so they are more motivated and eager to engage. The effectiveness of this method is further strengthened by guidance from educators or parents. They can provide direction during role play or explain the context of the visual media used. Thus, role-playing methods and visual media not only teach theoretical conflict management but also provide practical experience that supports the overall development of children's social and emotional skills.
Mastery of conflict management has a direct impact on the formation of children's emotional control. Children who are able to manage their emotions well tend to adapt more easily to various social situations. They are also more resilient to stress and challenges that arise in daily interactions. With the help of parents and educators, children can learn to deal with conflict without resorting to violence or destructive behavior, thereby creating a more peaceful environment at home and at school.
Conflict management also plays a role in instilling moral and ethical values in children. When children learn to solve problems fairly and respect other people's feelings, they indirectly develop empathy, tolerance and a sense of responsibility. These values are not only important for interpersonal relationships, but also for forming positive character traits that will guide them throughout life. Introducing conflict management from an early age is not just a choice, but a necessity. This education has a significant long-term impact, both in supporting children's social-emotional development and in forming individuals who are able to contribute positively to society. Therefore, collaboration between parents, educators, and the environment is essential to ensure children have adequate opportunities to learn and practice conflict management skills effectively.
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Classroom Guide for FIRST COME THE ZEBRA
written and illustrated by Lynne Barasch
Reading Level
*Reading Level: Grade 3
Interest Level: Grades 1-5
Guided Reading Level: P
*Reading level based on the Spache Readability Formula
Themes
Traditional Culture, Tribal Rivalry, Animals, Working Toward a Common Goal, Conflict Resolution, Friendship, African/African American Interest
Synopsis
One day when Abaani, a Maasai boy, takes his family's cattle out to graze, he is surprised to see a Kikuyu boy, Haki, tending a new fruit and vegetable stall alongside the road. The boys are aware of the traditional conflicts between the Maasai and the Kikuyu. They take an immediate dislike to each other.
A short while later, as customers surround Haki's stall, a dangerous situation suddenly arises. A little boy wanders into the grass where three warthogs are grazing. Abaani realizes they must act quickly to get the little boy out of the way before the warthogs are angered. He calls to Haki, and together they rescue the child. This selfless act of cooperation makes the boys look at each other differently, and eventually become friends. They play games of mancala together, and trade fruit and vegetables for cows' milk. As their friendship grows, Abaani and Haki hope that the Maasai and Kikuyu can one day be friends too.
The story is frames by the annual great migration of animals from Tanzania to Kenya, making the connection of sharing resources. The animals share the grassland, each taking only what it needs. The boys hope that their tribes will also find their own way to coexist peacefully and share the land.
Background
First Come the Zebra was inspired by a trip that author Lynne Barasch took to Kenya. She says, "I had always wanted to go to Africa. The realization of this wish was greater than I anticipated. The vast plains stretching out as far as the eye can see, the sweeping skies, the variety and numbers of animals were all things I had hoped for. But standing in the tall grass, feeling the soft air, hearing the sounds of the animals—I knew this was an experience I would have to try to capture in a picture book."
In modern-day Kenya, twenty-first century life clashes with a way of life that hasn't changed very much in hundreds of years. The steel and glass towers of Nairobi, the capital, are a long way from the stick and dung huts of rural villages. Throughout the country, many such sharp contrasts in economic and social conditions are evident. Of the peoples living in Kenya, the Kikuyu, who are traditionally farmers, are the majority. The Maasai, a smaller, seminomadic group, are cattle herders. The conflicts between the Maasai and the Kikuyu are deepseated and ongoing. Over the years the Maasai have lost much of their grazing grassland, which has been taken over for farms worked by the Kikuyu. This and the problem of grazing cattle straying between the grassland and farmland continue to cause clashes and protests. Recently, however, attitudes have begun to change. The youth of the country have become the hope for the future. Especially among the young, attitudes and opinions about strong group loyalty are undergoing a slow but steady transformation. People are coming together and learning to coexist peacefully.
The boys in this story play an ancient game referred to as mancala. Mancala is a type of board game that has several names and local variations, depending on where in the world it is being played. To play, small pieces, usually pebbles or stones, are put into shallow pits carved in a board or dug out of the ground. Two players compete by moving pieces from one put to another. The object is to capture as many pieces as possible before one of the players clears his or her side of all pieces. The player with the most pieces at the end of the game wins.
Teaching Tip
First Come the Zebra is a great read aloud for the beginning of the school year when teaching respect for others and conflict resolution strategies.
BEFORE READING
Prereading Focus Questions
Before introducing this book to students, you may wish to develop background, tap prior knowledge, and promote anticipation with questions such as the following:
1. What do you know about Kenya? On which continent is it located? What is the weather like? Where do people live? How do people make a living?
2. Have you ever heard the words Maasai and Kikuyu? What do you think the words mean? What do you know about the people who are Maasai or Kikuyu?
3. What does the word migration mean? What types of animals migrate? Why do animals migrate?
4. Think about your best friend. Do you remember when you first met her or him? Did you like the person right away, or did it take a while to become friends? What do you like to do with your best friend?
Exploring the Book
Display the book. Read and talk about the title. Ask students what they think the title means. What do they think the story is about?
Take students on a book walk and draw attention to the following parts of the book: front and back covers, half title page, dedication, title page, and illustrations. Have students note the expressions on the faces of the two boys they see throughout the book. Explain that these expressions help tell the story.
Setting a Purpose for Reading
Have students read to find out why the author chose to title the book First Come the Zebra, and what happens to the two boys shown on the front cover.
VOCABULARY
The story contains several descriptive words and phrases, some of which may be unfamiliar to some students. Talk about the meanings of the words and phrases listed below. Then ask students to give synonyms and/or use each in a sentence that reflects its meaning.
There are also names of places and peoples in the book that are probably unfamiliar to students. Review the terms and invite students to look up some information about each to share with the class.
AFTER READING
Discussion Questions
After students have read the book, use these or similar questions to generate discussion, enhance comprehension, and develop understanding of the content.
Encourage students to refer back to the text and illustrations in the book to support their responses.
1. Why did the author choose to start the story by describing the great migration of animals? How does the migration relate to the ending of the story?
2. How do the animals work together during the great migration?
3. What is important to the Maasai people?
4. What is important to the Kikuyu people?
5. Why do Anaani and Haki start yelling insults at each other when they first meet? Where did they learn these insults?
6. Why do you think the baby wanders away in the tall grass?
7. What happens to start changing Abaani's and Haki's opinions of each other?
8. How do the boys work together to save the Kamba woman's baby? What does each boy do?
9. How do Anaani and Haki feel about each other right after the Kamba family leaves Haki's stall?
10. How does the friendship between Abaani and Haki develop? What do they do? How do their feelings about each other change?
11. What happens when the boys play mancala?
12. What is the idea that Abaani and Haki come up with toward the end of the story? How do they think their families will react?
13. Do you think children like Abaani and Haki can make a difference in the way the Maasai and Kikuyu live together in Kenya? Why do you think so?
Literature Circles
If you use literature circles during reading time, students might find the following suggestions helpful in focusing on the different roles of the group members.
* The Questioner might use questions similar to the ones in the Discussion Question section of this guide.
* The Passage Locator might look for parts of the story that suggest how each character is feeling.
* The Illustrator might create a diagram or chart that illustrates the important stages in the cycle of rice farming in Bali.
* The Connector might find other books (fiction and nonfiction) that take place in Kenya or that are about the Maasai and/or the Kikuyu.
* The Summarizer might provide a brief summary of each character in the story as well as a brief summary of the group's reading and discussion points for each meeting.
* The Investigator might look for more information about life in modern-day Kenya.
*There are many resource books available with more information about organizing and implementing literature circles. Three such books you may wish to refer to are: Getting Started with Literature Circles by Katherine L. Schlick Noe and Nancy J. Johnson (Christopher-Gordon, 1999), Literature Circles: Voice And Choice in Book Clubs and Reading Groups by Harvey Daniels (Stenhouse, 2002), and Literature Circles Resource Guide by Bonnie Campbell Hill, Katherine L. Schlick Noe, and Nancy J. Johnson (ChristopherGordon, 2000).
Reader's Response
Use the following questions or similar ones to help students practice active reading and personalize their responses to the book. Suggest that students respond in reader's journals, essays, or oral discussion.
1. What did you like about this story? Why? What didn't you like? Why?
2. Do you think First Come the Zebra is a good title for the story? Why or why not? What other titles can you think of that might work for the story?
3. What role does the game mancala play in the story? Have you ever made a new friend while playing a game? What game was it? What happened?
4. Do Abaani and Haki shape the events in the story, or do the events shape Abaani and Haki? What makes you think so?
5. How might the story have ended if Abaani and Haki had not cooperated to save the baby? What might have happened to the baby? To Abaani? To Haki?
Other Writing Activities
You may wish to have students participate in one or more of the following writing activities. Set aside time for students to share and discuss their work.
1. Ask students to write a letter to either Abaani or Haki. Each student should tell some things about his or her life in the United States, and then ask Abaani or Haki some questions about aspects of their lives in Kenya that are not described in the story. Topics such as school, siblings, climate, favorite sports and/or games may be suggested to get students started.
2. Have students write a book recommendation for this story explaining why they would or would not recommend it to other students.
3. Let students choose a character from the story (Abaani, Haki, a Kamba woman, even a zebra) and rewrite a favorite part of the story from that character's point of view.
4. Have students work with a partner or in small groups to write a set of classroom rules for treating one another with respect.
ELL Teaching Strategies
These strategies might be helpful to use with students who are English language learners or who are learning to speak English as a second language.
1. Assign each English language learner to a partner who is a strong English speaker and reader. Have the partners read the story together.
2. After the first reading, go back through the illustrations and have students summarize what is happening on each page, first orally, then in writing.
3. Teach ELL students simple phrases such as "I don't know that word." " I have a question." "Speak more slowly." "Please repeat that sentence." Encourage ELL students to use these phrases to communicate their needs while reading.
4. Have each ELL student write three questions about the story. Then have students pair up and discuss answers to the questions.
INTERDISCIPLINARY ACTIVITIES
Use some of the following activities to help students integrate their reading experiences with other curriculum areas.
Social Studies
1. Locate Kenya and Tanzania on a world map or a globe. Then have students find out more about the two countries. Good place to start are the Kenya page and Tanzania page of the National Geographic Kids online. From the basics given there, students may further explore topics that interest them. Then have students make a chart comparing the two countries in the following areas: geography, nature, history, people, culture and traditions, and government.
2. Interested students might do research online and in the library to learn more about the Maasai and the Kikuyu, and the reasons for the traditional conflict between the two peoples in Kenya.
3. The children in First Come the Zebra provide an example of how conflicts can be resolved peacefully and show a way in which people with differing beliefs can coexist peacefully. You may wish to explore with students the topic of peaceful coexistence and how kids can make a difference toward whis goal. As a starting point, discuss the story presented in Sharing Our Homeland, which addresses the issues in the context of a summer camp in Israel.
Science
Have students research the great migration. Students may look for answers to questions such as the following. Where exactly does the migration take place? What territory is covered? What animals are involved? How many animals migrate? When during the year does the migration take place? What hazards do the animals encounter? Have students create a map showing the path of the migration, with notions of some of the most important facts they have discovered.
Music
Introduce students to some African music from the Maasai and the Kikuyu. You can download a free CD of traditional Maasai music at African Art Online. And several recordings of Kikuyu gospel songs can be found on Videosurf. You will want to preview any recordings before playing it to make sure the content and visuals are appropriate for your students. Additional information about Maasai and Kikuyu music and dance can be found online at Blue Gecko.
Discuss the sounds students hear and have them speculate about the types of instruments used to produce the sounds. Does the music from these two groups of people remind students of other music with which they are familiar? Students may enjoy making comparisons among the different types of music.
Art
Abaani and Haki play a game called mancala. Have students create their own mancala boards out of egg cartons. They can use paper clips, fried beans, pennies, or other small objects for the pieces. Instructions for making a simple mancala board and directions for playing the game can be found here.
Math/Cooking
If you have cooking facilities available, students may enjoy cooking and tasting the traditional Kenyan dish called kunde, black-eyes peas and tomatoes. A recipe can be found here. You can also try making crunchy bananas. A recipe can be found about halfway down this web page.
ABOUT THE AUTHOR/ILLUSTRATOR
Lynne Barasch has written and illustrated several award-winning books for children, including Knockin' on Wood, Hiromi's Hands, and First Come the Zebra, all published by Lee & Low Books. Barasch found inspiration for this story during a trip to Kenya in 2007. The warthogs, in particular, impressed her. Says Barasch, "One day I opted not to go out in the Land Rover with the guide. Instead I took my little field set of watercolors and went to a wild are beyond the tents where we were staying. Three warthogs were grazing there. Quietly I approached, unseen by the warthogs. I found a small wooden bench and set up there, keeping my feet well up on the bench in case the warthogs noticed me and decided I was a threat to their territory. Luckily, they didn't, and I spent a few very happy hours closely observing and painting them. These warthogs became part of my story. I had my sketches for reference, which were especially meaningful as I remembered that beautiful morning."
Barasch and her husband live in New York City. To find out more about Lynne Barasch, visit LynneBarasch.com.
Book Information
$18.95, HARDCOVER ISBN 978-1-60060-365-5
40 pages, 10 x 9-1/2
Interest Level: Grades 1-5
Reading Level: Grade 3
(Reading level based on the Spache Readability Formula)
Themes: Traditional Culture, Tribal Rivalry, Animals, Working Toward a Common Goal,
Conflict Resolution, Friendship, African/African American Interest
RESOURCES ON THE WEB
Learn more about First Come the Zebra at:
http://www.leeandlow.com/books/370/hc/first_come_the_zebra
BookTalk with Lynne Barasch:
http://www.leeandlow.com/p/zebra.mhtml
Order Information
On the Web:
http://www.leeandlow.com/p/ordering.mhtml (general order information) http://www.leeandlow.com/books/370/hc/first_come_the_zebra (secure on-line ordering)
By Phone:
212-779-4400 ext. 25 212-683-1894 fax
By Mail:
Lee & Low Books, 95 Madison Avenue, NY, NY 10016
Copyright © 1997-2011 The Active Learner Lee & Low Books, all rights reserved. For questions, comments and/or more information please contact us at email@example.com | <urn:uuid:bb0a3ebc-2aad-46bd-ba7c-db18af8a7f12> | CC-MAIN-2025-08 | https://www.leeandlow.com/wp-content/uploads/2025/01/First-Come-the-Zebra-Teachers-Guide.pdf | 2025-02-12T14:51:55+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951754.36/warc/CC-MAIN-20250212124130-20250212154130-00502.warc.gz | 805,859,387 | 3,654 | eng_Latn | eng_Latn | 0.975249 | eng_Latn | 0.998547 | [
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Welcome To Kibworth CE Primary School
Foundation Stage Induction Meeting
Tuesday 16 t h May 2023
Meet the Team
Mr Morgan
What does learning look like in EYFS?
-Provoking curiosity and developing a love of learning
- A child centered approach, using the child's interests
- A balance of whole class learning, guided groups and independent learning through play
- Activities that engage and challenge pupils of all abilities
A lot of teaching and learning for all areas, takes place outside.
10
A Typical Day in EYFS
Da
y
| 8:45- 9.15 | 9.15-9.35 | 9.35 - 10.10 | 10:10 - 10.30 | 10.30 – 10.50 | 10.50 – 11.25 | 11.4 5- 1.00 | 1:10 - 1:30 | 1.10 2.10 | 2.20 - 2.45 |
|---|---|---|---|---|---|---|---|---|---|
| Registration/morning activity | Maths Number | Maths guided groups Independent learning opportunities indoor/outdoor | Break | English | English guided groups Independent learning opportunities indoor/outdoor | Lunch | Phonics | Guided/individual reading activities Independent learning opportunities indoor/outdoor | Handwriting |
The 3 'Prime Areas'
Communication & Language –
focusing on speaking and listening and following instructions.
Physical Development
– focusing on gross and fine motor skills. PE sessions every week.
Personal, Social & Emotional Development
Focusing on following rules, taking turns and making friends. Being confident in their learning.
11
The 4 'Specific Areas'
Literacy –
Mathematics
Reading & Writing skills
Number Calculating Shape, Space & Measure
Understanding the World
People and Communities The Natural World Past and Present
Expressive Arts and Design
Exploring and Using Media & Materials Being Imaginative
Assessing your child
Reception Baseline assessment
We assess the children as they arrive into school in order to give us information about the children's knowledge of maths, phonics and their language and communication skills. All children starting Foundation Stage will be assessed using the National Reception Baseline Assessment.
This enables us to plan the next steps in their learning.
We also receive information from the pre-schools which we use to enable us to build up a picture of the children and their learning journey so far.
Foundation Stage Profile
We assess the children using The Foundation Stage Profile.
Assessment is ongoing throughout the year and we record what they have achieved during their Foundation Year. At the end of the year we have to report on whether children are 'emerging' or 'expected' in each Early Learning Goal.
How can you help prepare your child for school?
Self-Help Skills
*Put on and fasten their own coat.
* Attend to their own toilet and hand washing needs.
* Dress and undress themselves and change in and out of their PE kit.
Social Skills
* Encourage them to take turns.
* Help them to share with others.
* Talk to them about considering other peoples feelings.
Maths skills
* Involve them in everyday practical counting activities.
* Play simple counting games and games like snap and pairs.
Writing
-Encourage your child to join in activities where they will have to hold different tools such as pencils, crayons, paint brushes.
-Developing fine motor skills by using play dough, tweezers, scissors.
-Encourage your child to trace letters and hold a pencil correctly.
-Start working on writing the letters in their name.
Phonics
Developing phase 1 phonics skills
*Environmental sounds
*Instrumental sounds
*Body percussion (e.g. clapping and stamping)
*Rhythm and rhyme
*Alliteration/initial sounds
*Voice sounds
*Oral blending and segmenting (e.g. hearing that d-o-g makes 'dog')
(There is an electronic version of this booklet on the school website)
Reading
* Share books with your child and discuss what they can see in the pictures.
* Can they guess what might happen next?
* Can they tell you about their favourite part of the book?
* Can they retell the story to you in their own words?
We will also be having stay and play sessions on the following dates from 3:30pm- 4:00pm. You will be sent a link to sign up for one session. This is a great opportunity for you to visit the setting with your child and have a look around before they start.
Monday 19 th June Tuesday 20 th June Thursday 22nd June
'Staggered Entry Week'
| Tuesday 29th August | Surname A-K |
|---|---|
| Wednesday 30th August | Surname L-Z |
| | AM Time 9:15-12:15 |
| Thursday 31st August | Surname A-K (stay for lunch) |
All children will start school full-time from Monday 4 th September
These session's are organised by surname.
A-K and L-Z
Playtime
At playtime we have fruit and a drink.
Lunchtime
Lunchtime starts at 11.30am. Children eat their lunch in the school hall. Foundation staff stay with the children for the first 15 minutes then lunchtime supervisors take over and return the children to the Foundation playground when they have finished eating. The lunchtime supervisors then lead and supervise lunchtime play until 12:45pm.
* Applying for FSM
Home-time
The day ends at 3:15pm
When we see you we will send the children out. Please inform the class teacher of who will collect your child each day. The office must be contacted if this changes.
Uniform
- Black or grey trousers, shorts, skirt or pinafore
- White shirt or polo shirt
PE KIT – Indoor - black/blue shorts, coloured t-shirt, plimsoles
- Blue jumper or cardigan
- Summer dresses
- Black school shoes
-
Outdoor - tracksuit bottoms and a warm top, trainers,
(See more information in Induction packs)
Useful Resources- School Website
Useful documents:
- Prospectus
- Phonics booklet
- EYFS welcome video
- Useful phonics websites
- Story videos from all members of staff
- Transition Booklet
Induction Packs
1. Getting your children ready for school booklet
2. Key dates
3. Admission form and reply envelope
4. 2023/2024 term dates
5. Curriculum Information
6. School Nurse information
7. Sample lunch menu
8. Free School meals leaflet
9. Wraparound care leaflet
Parent Partnership
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Guidance Manual for the Project
Green School of Mauritius
Contents
The Manual Overview
Part - 1
The Green Schools Project
1.1 The need for Green Schools
1.1 Green Schools Progroject worldwide- a quick review
1.2 The Mauritius Green Schools Project
Part - 2
The Green Schools Project of NPCC
2.1 Green Productivity & Green Schools Project
2.2 Green Schools Project implementation
2.3 Green Schools Project Methodology
Part - 3
The Green Schools Project Tools and Techniques
3.1 Building Material
3.2 Use of renewable energy
3.3 Recycling of solids and waste water
3.4 Rainwater Harvesting
3.5 Energy Efficiency
Part - 4
The Green Schools KPIs
The Manual Overview
The manual has been designed to explain to the various stake holders the concept of Green Schools Project being proposed by the National Productivity and Competiveness Council (NPCC) of Mauritius. The Project based on the fundamentals of Green Productivity has been designed to develop a process in the schools participating which helps the student to learn to be environmentally sensitive through a structured Project.
The Project based on the premise of "practice what you preach" has incorporated an approach where the environmental innovativeness is reflected in the school structure as well. This has been envisaged not through the involvement of a hand few of teachers and students but through effective involvement of the school management, the teachers, the parents and the students.
This manual is divided into 3 parts.
* Part 1 introduces the concept of Green Schools elaborating on its need & benefits as well as the Mauritian context. This section also includes a review of some of the Green Schools Project worldwide.
* Part 2 introduces the NPCC's Green Schools Project for Mauritius. The incorporation of the Green Productivity approach for the Project is explained which has been used to explain the implementation approach as well as the methodology proposed to be adopted for the Project.
* Part 3 of the manual talks about various tools and techniques which could be used for the implementation of the Project. However, it should be noted that these are only meant to be examples
and it is expected that further elaboration of this section would happen based on the experiences gained
The Green Schools Project envisages self-assessment of the environmental practices of the school and promoting the use of environmental friendly technologies in the school. Full external support Projects often fail as there is no commitment and sense of ownership. Therefore this Project is expected to have participation from the school management as well as the parents.
The NPCC will be spearheading this Project. The role NPCC is envisaged to play is that of facilitator as well as the depository of information generated during the course of the Project. NPCC to start with would be publicising the Project and may conduct training Project for the interested schools based on this manual. NPCC would also supervise the Project progress in the participating schools. From time to time NPCC would organise interaction sessions for the participating schools for information sharing and dissemination. The NPCC, with the involvement of educationists ( from UoM and other institutions ) who have experience of GP as well of training and educating, school teachers, and concerned representatives from the Ministry could expand the Project content as well as the richness.
In order to facilitate the implementation of technological options related to the Green Schools Project the NPCC would identify local consultants and technology providers and update them on the requirements of the green schools Project.
At an opportune time NPCC may propose to institutionalise an award on the Green Schools Project.
The Green Schools Project
Mauritius, one of the most beautiful island nations, has in the past been an agricultural and fisheries based economy. However in the last couple of decades of the last century the economy of the country has been buoyant and this has reflected in the standard of living of the population. Mauritius is now classified as a middle income country. The change also has been reflected in the consumption pattern. Also the population growth rate has been high in this period. The corollary to this growth has been the increasing environmental stress both in terms of resource demand as well as in the form of waste disposed in the environment. The increased economic activity and the increased economic wellbeing are reflected most vividly as the increased quantum of waste generation and the associated disposal load. Overall the demands from the environment have increased.
1.1 The need for Green Schools
There is an immediate need to sensitize the citizens of the country. While several approaches have to be taken to spread the message of environmental consciousness and responsible behaviour, the need to address the issue through the children cannot be denied. After all "Today's children are tomorrow's citizens " – and grooming the next generation to be responsible towards the environment is probably the best way to achieve sustainable development. This generation has to realise the environmental impacts of their activity and has to be a generation who would be consciously act to improve the surroundings (and this surrounding extends to the global system). Also it can be expected that the children can even influence the present generation through their sphere of influence at home and community and thus move towards a sustainable future.
But to create this generation, today's children have to be sensitised on sustainability issues ( see Box 1.1 ). Sustainability is closely linked to the management of natural resources, and this includes the neighbourhood and the markets. The priority areas in the context of the children are therefore Sustainable Consumption with a view to adopt Green Productivity and Resource Optimization especially in the use of Energy and
Water.
Box 1.1: Sustainability
A widely-used and accepted international definition of sustainable development is:
'Development which meets the needs of the present without compromising the ability of future generations to meet their own needs'.
Unless we start to make real progress toward reconciling these contradictions, we all, wherever we live, face a future that is less certain and less secure than what we enjoyed over the past fifty years. We need to make a decisive move toward more sustainable development - because it is the right thing to do - and because it is in our own long-term best interests.
It offers the best hope for securing the future.
The classrooms have to become laboratories for encouraging the children to participate in learning and spreading the learning of protection and conservation of nature. The Green Schools Project could be the major contributor to this.
1.1 Green Schools Project worldwide- a quick review
There have been various efforts across the world to promote the concept of Green Schools. Each of them has a unique dimension in terms of mechanism to promote the concept. Across the world, a review indicates that the concept has been more popular in the developed countries with very few examples coming from the developing world. In the US, one of the most popular Projects is through the " The Green Schools Initiative ", a project of EarthWays Foundation, a non-profit organization. The focus of this Project has been on recycling, providing a toxic free surrounding and resource conservation ( see Box 1.2 ). Similar other initiatives from the US include the Oregon Green Schools Recognition Project, the Collaborative for High Performance Schools in California, etc. In Europe, the National Trust for Ireland has published a Green Schools Handbook incorporating implementation of the Project as well as an award scheme. One of the
biggest initiatives in the Europe is from the Foundation for Environmental Education (FEE). The initiatives under this have been recognised either as Eco-schools or Green Schools based on the country of implementation. It is reported that by the end of 2004 over 13,000 schools were participating in the Project across the world.
Box 1.2: The Green Schools Initiative of the US
Schools can provide a healthy environment for students and staff, while promoting ecological sustainability, by using alternatives to toxic chemicals, pursuing green building and maintenance practices, changing their resource consumption patterns, serving nutritious food, and teaching students to be stewards of their communities, the earth and its resources, thus states the opening section of the manual Thinking Big from the Green Schools initiative. The Project stresses on the following as the for building blocks to the Project:
* Pillar one: Strive to be toxics free
* Pillar two: Use resources sustainably
* Pillar three: Create a green and healthy space
* Pillar four: Teach, learn, engage!
Source :
http://www.greenschools.net/
Since there are various green schools initiatives, the obvious question that arises is does the green schools Project make a difference? The Green Schools Handbook of the National Trust for Ireland has documented a research which brings out that green schools Project does have significant effect on environmental behaviour and attitudes (see Box 1.3).
Box 1.3: Green Schools Research Project:
"Does Green Schools make a difference?"
Over 1,300 4 th and 5 th class students from awarded Green-Schools and schools that were not participating in the Project were surveyed across Ireland in 2001. The aim was to accurately record and measure the performance of the Green Schools Project. The results of this work are as follows:
* Awareness and knowledge levels of the environment were very similar among both types of student (i.e. Green-Schools and non-Green-Schools).
* Behaviour towards the environment was significantly different. Students from awarded Green-Schools drop less litter, take part in more local environmental projects, conserve more water and more electricity, and are more conscious of the environment when making a purchase than their non-Green-Schools counterparts.
* Green-Schools students are better "opinion leaders" for the environment, i.e. they discuss the environment with more people and in more settings, particularly the classroom, and provide more encouragement to their peers than their non-Green-Schools counterparts.
* Green-Schools students indicated that their teachers were their main source of information and motivation regarding environmental issues.
* Recycling levels of glass, paper, cardboard, and aluminium, as well as the levels of home composting were significantly higher within the homes of Green-Schools students.
* A total of 91% of students within non-Green-Schools felt they could do something about the state of the environment. However, this concern was even higher among Green-Schools students at a level of 96%.
* The main environmental concern indicated by both types of student was litter.
Source : Green Schools- Towards a sustainable lifestyle produced by the Green-Schools Office, Environmental Education Unit, Dublin
1.2 The Mauritius Green Schools Project
Green schools Project in Mauritius should not be a teaching-learning transaction alone. It has to be permeated as a way of life not only in the school but beyond it to the community as well. In order achieve such an impact approach should be reflected both in the physical environment of the school (e.g., water and sanitation facilities, garbage management, green school campuses, energy conservation, etc. ) and also in the attitudes and actions of all those who are part of the school education system - the teachers, the parents, the administrative staff and the management.
The Green Schools Project also envisages including self-assessment of the environmental practices of the school and improving upon it. Promoting the use of environmental friendly technologies in the school would be another important key step of demonstrating the applicability of such approaches.
A properly designed and promoted Green Schools Projects in Mauritius can be expected to build a generation of environmentally conscious citizens of the future. However, beyond this long term expectation, the Green Schools Project would have various immediate direct as well as indirect benefits. Following is a listing of few such benefits:
* The children are expected to learn better as the approach is learning by doing. Therefore the knowledge retention would be much higher.
* The confidence levels of the children are expected to be higher and in the long run would support better decision making power
* To link with other schools in Mauritius and may be in the future link internationally
* To reduce the resource usage (water, energy, paper, etc.) in the school
* Improvement in the school environment
* School saves financially.
Therefore, Green Schools in the Mauritian context would be such schools where environmental education would be imparted through demonstrations and field activities and the schools in itself would adopt and demonstrate eco-friendly techniques and technologies.
The Green Schools Project of NPCC
Every country has a distinct nature and Mauritius is no exception. Like else where in the World, the Mauritian population also realise the importance of being sustainable. To this end various Projects have been run. However a holistic and continual Project for the schools to convert them to Green Schools needs to be promoted. The needs are to look beyond the 'garbage can ' or 'a garden ' in the school. The need is to imbibe in the children a level of consciousness on ecological sustainability, which will get reflected in their attitude.
2.1 Green Productivity & Green Schools Project
National Productivity and Competitiveness Council's (NPCC) Green Productivity (GP) Programme can probably be the right tool in this direction (refer Box 2.1). Because of the intrinsic nature of GP which promotes productivity and environmental performance simultaneously for overall socio-economic development, the approach ideally is suited to guide the Green Schools Project. Besides NPCC's past efforts of promoting 1 the productivity tools for problem solving and other activities amongst school children also provides NPCC a platform well tested and tried to take up the concept of GP to mould a Green Schools Project.
The Green Schools Project of NPCC is designed to provide the various dimensions of environmental impact mitigation. The green schools Project has been identified as a GP intervention with multiple objectives in mind:
Box 2.1: NPCC's Green Productivity Programme
In line with the Vision and Mission of NPCC, productivity and competitiveness are the focus areas for Mauritius. Green Productivity or GP is a strategy that makes the productivity 'sustainable' by providing a
1 Civic Action Teams, CATs; Innovation for the Education Sector, InnovEd; etc. – refer http://www.npccmauritius.com/ for details of these Projects
framework to mainstream environment, economic and social considerations in business and community. GP transcends adopting clean technology (through technology development and transfer) and further encompasses altering the attitudes of all stakeholders, (both producers and consumers). This leads to 'sustainable consumption' and 'sustainable production'. This change has to be brought among the people involved in the chain mainly from decision-makers to workers, consumers and communities without which GP cannot be implemented. The consumer demand for responsible producer and eco-sensitive products will bring about a better change than what legislation can.
Given this context, it is evident that GP should be addressed by NPCC as the principal driver as a Programme to progress towards the goal of sustainability
* To bring together school management, teachers, educationists, students and the community at large on a common platform that could also facilitate participation and consensus in many other areas of governance and business
* To facilitate the conversion of schools and institutional structures to green buildings ( institutions that incorporate cleaner materials, practice green procurement, operate keeping energy and resource efficiency in mind and think of ways to minimize / recycle their wastes and thus follow GP principles )
* To also create a success story cases for new schools and institutions to design and plan their establishments using a GP approach
* Eventually, create a third party certification Project on Green Schools
* To develop in parallel, a practical and meaningful content based on Green Productivity ( in theory and in practice ) for the educational system and thus plant seeds for a more GP conscious professional community in the years to come. This will enable mainstreaming of environment into core business functions to achieve triple bottom line improvement in Mauritius
Green schools Project, therefore, aims at cognitive and effective behaviour modification amongst the children. This is an action-oriented, project-centred and participatory process leading to development of self-confidence, positive attitudes and personal commitment to environmental protection and its improvement. Furthermore, the process
needs to be implemented through an interdisciplinary approach.
The content of the Green Schools Project has been designed to bring out the concept of `man-nature interdependence'. The various interventions and activities which could be undertaken under this project is wide, however the basic focus of the activities should be to commensurate to students level of understanding based on their age groups. The plausible approaches for content development have done based on the following premise:
* Understanding of the local biodiversity
* Understanding environment and the impacts on it from various human actions
* Ability to assess the outcomes of environmental action and initiatives
* Skill development for environmental problem solving
The content developed is a dynamic process. While this manual includes some of the technologies and activities which could be used for the continuing learning, over time there has to be new additions. This would happen through continuous feedback from the students as well as the teachers, parents and the institutional heads.
Green schools are not about only teaching-learning transaction. It is about the process to make environmental sensitivity as a way of life for all the stakeholders in the school as well as the community. Therefore, the process needs to permeate the school system and be reflected both in the physical environment of the school (e.g., water and sanitation facilities, garbage management, green school campuses, energy conservation, etc. ).
But aren't green school design expensive? Well not necessarily, provided prioritisation is made based on the resources available and involving skilled designers. Green schools would be energy and resource efficient and thus would cost less to operate.
2.2 Green Schools Project implementation
In order to facilitate the Project in a smooth manner, and to allow the participating schools to choose from the various possible interventions, the approach has been made flexible. The participating school based on the level of interest, available resource and the expected benefits can choose the components.
The key requirement of Effective implementation of Green Schools Project
would require development of a comprehensive support system both within the school and outside the school system. This would include professional preparation of teachers, head masters and other functionaries; involvement of community, NGOs, media and institutions / organisations dealing with areas and elements of environment.
The school management will also have to be committed to the approach. In order to provide the atmosphere for a Green School, the management could implement some of the features of green building ( see next section ). By providing features of green building, the management will not only demonstrate their commitment but also would be benefited. This means direct involvement and supervision of the management is critical for the Project. Most important is the conviction. The seriousness has to be reflected in Projects and actions, not merely in words.
While the management's involvement in decision making and propelling Green Schools Project activities is essential, ultimately the implementation and field activities have to be carried out by the teachers and the students. It is therefore important that right from the stage of formulating and launching a Green Schools Project, the teachers should be actively involved. The involvement and innovativeness of the teachers is of great help in identifying and implementing activities for Green Schools.
For Green schools Project to be effective and sustaining, it is essential that an organised approach is formulated and adopted. Initially, it may be tempting to work on piecemeal basis. However, the interest soon drops if long-term sustainable benefits are not realised. If some time and effort is spent on this approach, it would be more than paid back. An organised approach in assigning responsibility, fixing targets, reviewing progress and timely implementation would enable to establish the Project as a continuous activity and develop a culture of doing better.
The requirements for implementing a green schools Project is presented in figure 3.1.
Figure 3.1: The ingredients for the Green Schools Project
2.3 Green Schools Project Methodology
For Green Schools Project to be effective and self-sustaining, it is essential to adopt structured approach. Working on piece-meal basis might produce short-term immediate gains but it may not sustain if long-term benefits are
not realised. The approach to be adopted for the exploitation of the maximum potential should be a systematic, step-by-step approach. The approach must be flexible enough to adapt to unexpected circumstances. The methodology is presented as figure and is explained below.
Figure 3.2: The Green Schools Project implementation methodology
Step – 1: Green Schools Team formation
A Green School Team is formed to co-ordinate the Project, get the various Green School technological measures implemented, conduct & continuously enhance the student activities and bear the overall responsibility.
A select group of teachers who have interest for environmental activities would have to be brought together to form a core team to run the Project. Besides, the involvement of the head of school and parents should also be encouraged. It will also be important to seek support from the neighbouring institutions to be the catalyst for the Project. A local authority representative or an environmentalist could also be co-opted in the team.
Another key component of the Green School team is the students. Students from the higher classes, where ever possible, should be encouraged to participate in the team.
The selection of all team members, be it teachers or students, should be voluntary so that the enthusiasm levels are high as well as ownership develops for the Project.
A Green School Project Champion should be identified based on the level of enthusiasm and dedication for the Project. The champion essentially provides leadership for the Project.
Step – 2: Walk Through Survey
The walk through survey is conducted to understand the environmental interactions of the school. This provides the school an opportunity to understand the current state of the school in terms of environmental interactions and performance. This approach would also help to draw out the positive activities or practices which the school might have already
implemented and might need to be reinforced.
The school walk through should be conducted with an open mind involving every team member. This exercise can be used to identify critical areas from the environmental angle like the points of water usage, the solid waste disposal points, etc. The information availability can also be assessed at this stage.
It is a good idea to have a briefing before the walk-through. The briefing should cover the scope, provide a basic description of school, points of emphasis and the time schedule.
A lay out of the school could be used to mark the following:
* Water usage points,
* solid waste generation point with types (and possibly sources),
* waste storage areas, water supply lines, drainage channels, etc.
During this process information should also be solicited regarding the waste management practices like those related to any segregation practices, solid waste disposal, waste water disposal, etc.
Also information related to the use of chemical fertilisers in the garden, any ozone depleting substances (ODS) in the school premises, the type of transportation used, etc. could also be reviewed.
Step 3: Resource Utilisation Assessment
At this stage, assessment of the resource utilised in the school should be conducted. The assessment is conducted for water usage and disposal, air pollution, paper usage, energy usage and waste generation from the school. The step is critical for the Project since they make it possible to identify and quantify previously unknown losses or emissions.
For water usage and disposal assessment, it is important to understand the total water consumption for the school. The source of water being used should also be noted. Based on the data regarding the number of students, teachers, staff, etc. and the hours of operation of the school the per capita water consumption can be ascertained and recorded.
If the school practices rainwater harvesting, the same should be noted. Important criteria to check for rainwater harvesting system is regarding the quantum of rainwater which could be collected in the existing system but most important criteria is to check the rain water utilisation post
collection.
All water recycling / reuse practices adopted needs to understood, reviewed and documented.
Air pollution in the school context arises from sources like the vehicle use. Though actual monitoring could be difficult, it could be interesting to assess the types of vehicles used and their fuel efficiencies (fuel efficiency is the distance travelled by the vehicle per unit of fuel used). Another measure could be evaluate the number of students travelling to and from the school by various modes of transport provided by the school and compare these with the fuel efficiencies. This will provide information regarding the optimum usage of vehicles. This indirect mechanism brings out the efficient usage of vehicle and therefore works as an indicator for the air pollution generated due to the burning of the fuel.
Paper is probably the most widely used resource for a school. Papers, such as stationery, book paper, photocopier paper, computer paper, old magazines, old newspaper, etc. are generated from the school. It is useful to record the waste generation sources and to attempt segregation and quantification of the various types old paper wastes. Using a simple weighing balance and recording the paper waste quantities is a good practice to adopt. Reflecting the paper usage with respect to the school strength could indicator to reflect the paper waste generation intensity of the school.
Energy consumption in a school would mostly be as electricity. Other forms of energy usage in school should also be explored. This may include usage of LPG in the school canteen, fuel used for running the school vehicle fleet, etc. The school electricity usage could be recorded from the electricity bills. Use this data to establish the energy intensity of the school as per capita usage. Any usage of nonconventional energy sources like solar applications or use of energy efficient lighting practices should also be recorded. A survey to observe and record the use of electrical lights during the day time would indicate areas where day light usage is inefficient.
Waste generation from school comprises of various types. It is advisable to have a brain storming amongst the GSP team members to identify all types of wastes being generated from the school. Remember to take into consideration wastes which are occasionally generated like those during school painting.
Note the level of segregation practiced in the school.
Use a waste audit form to be comprehensive in the assessment. An indicative waste audit form is given in figure 3.3.
The waste generated could be segregated as biodegradable and non-biodegradable waste and presented accordingly. Such approach also will facilitate to look at recovery options for the school at a latter stage.
Step – 4: Green Schools Opportunity Assessment
The data generated in the above steps should be compiled to represent the environmental performance of the school. For observations where there are substantial resource consumption or waste generation above the normal practices a 'cause analysis' should be conducted to locate and pinpoint the causes for these aberrations. These causes would subsequently become the tools for evolving the measures for Green School. There could be a wide variety of causes for disproportionate resource consumption and waste generation ranging from simple lapses of housekeeping to complex technological reasons.
Once the origin and causes are known, the assessment process enters the creative phase. The team, ready with data and causes should now start looking for possible methods of reducing waste. This is also the stage to device activities for students to practice green school. The measure and activities should be relevant to the school. Finding potential opportunities and devising activities depends on the knowledge and creativity of team members, much of which comes from their education and work experience. The process of finding green school opportunities and activities should take place in an environment, which stimulates creativity
and independent thinking. There should be no ambiguity or bias.
The opportunities and activities need to be planned with adequate resource allocation as well as with time schedules. Post implementation evaluation criteria should also be designed at this stage.
Step – 5: Sustaining Green Schools Project
Sustaining Green Schools Project is a challenge. The euphoria of a Green Schools Project may dies out very soon and the situation could returns to where it started. The zeal and tempo of the team may also wane off due to other routine work pressures. Backing out from commitment, predominance of teaching, absence of rewards and appreciation to performers, and shifting priorities could be some of the reasons encountered that should be checked and avoided. Involvement of as large a number of students and staff as possible, and rewarding the deserving ones, is a sure key to long-term sustenance. But probably the best way to succeed is to incorporate Green Schools Project in a way that is intertwined with the regular activities of the school.
The Green School Project Tools and Techniques
The societies in which the children of today are growing up do not bring out encouraging examples on environmental consciousness. Increasing use of plastics and other packaging materials and the resultant garbage generation are just examples. Then there are issues related to over usage of electrical energy or increasing vehicular usage and the resultant pollution. Children generally do not have examples to emulate, and if it's there, it is too few for them to notice.
School is a place in which the children spend a major part of their day. Probably school also is the place from where many of the habits are inculcated amongst the children. It is therefore appropriate to assume that school is the place from where the children would be moulded to act in environmentally friendly way in the future. The Green Schools Project is designed to cater to this expectation.
The Green Schools Project envisages " practice what you preach " approach to sensitise the children and in turn catalyse the transformation in the society. For this there is a need to demonstrate that alternatives for eco-friendly practices exist and being sensitive to nature does not mean compromising on the needs of the society.
As discussed in the previous section, the Project implementation is proposed through a rounded methodology, utilising a systematic approach. In order to sustain the Project, a selection of activities and opportunities for Green Schools Project implementation is explained in this section of the manual. The targeted technologies and practices includes, but not limited to, implementation in the schools - Rain water harvesting, Green Procurement, Waste composting, Using renewable energy, Energy efficient lighting, Waste minimization and recycling (paper, metal etc.) .
The above is presented in the following sections
The most environmentally sustainable buildings are the ones which have never been built! Buildings always mean a stress on the environment. The stress either is as the resource utilisation during the construction phase or
is exerted during the entire life time of the building or in the use phase. While the construction phase could be said to be one time stress, the use phase stress is very much exerted by the design of the building and arising due to use of energy, water, material and waste disposals. However, buildings and infrastructure of different kinds are highly needed, and to be able to build ecological and sustainable, knowledge in these matters and good planning are required.
This is true for the school buildings as well. The building construction can be looked at in two ways in the environmental perspective –
* Environmental adapted building
* Ecological building
The big difference in these two conceptions is that the 'environmental adapted building' uses well known techniques and is a step in the right direction to maximisation of the prevention of the environmental impacts, while 'ecological building' is a pioneer in the field and requires lots of engagement from the users, aiming actually at a state where the building in itself is good for the environment.
The logical approach therefore is to aim at having an environmental adapted building built on eco-friendly principles. Constructions based on eco-friendly principles are designed, built and used in an ecological and resource efficient way, from materials and construction techniques to renewable energy resources and water recycling. They also provide a healthy indoor environment.
School buildings built or adapted to this approach can be termed as "Green School Buildings" and will be available to the students as an example to emulate.
The components of a Green School Building could be woven around the following four basic approaches:
* Building Materials
* Use of Renewable Energy,
* Recycling of Solids and Wastewater,
* Rainwater Harvesting
* Energy Efficiency
The following sections elaborate the above approaches and their applications for the Green School.
3.1 Building Material
The building material used for construction includes wood, brick, Cement, Concrete, Steel, Aluminium, Plastic, Paint, Polished stones, Ceramic products, etc. The choice of material is very much dependent on their availability and the cost issues. It should be noted that the use of these material for an environmentally adapted building is driven by a judicious mix based on the local conditions. The factors of the kept in view include the embedded energy of the building material due to the production operation and even the actual construction.
The eco-friendly building material can include (but not limited to) the following approaches:
* Using Renewable resources
* Reusing of waste
* Low energy content while producing
* Locally available material
* Providing for better indoor and outdoor environment in use phase
* Easily disposable and degradable
* Less maintenance costs in the use phase
* Length of useful life
* Higher reusing potential
Using the building material with the above approaches in view would reduce the environmental stress of the overall construction. This will include designing the school building keeping these considerations and also to extract the maximum possible advantages from the local conditions.
3.2 Use of renewable energy
Techniques for harvesting renewable energy on-site for building operations should be closely investigated and implemented. Renewable energy is a naturally occurring and indepletable source of energy that encompasses but is not limited to solar, wind, tidal, hydropower, biomass etc. Each of these sources of renewable energy have their own set of intrinsic nature which has to be understood in order to effectively capture and incorporate them into the building designs. And the advantages are many.
The most common application of renewable energy resource is solar and wind based. These are more readily available to be harvested or captured and integrated with buildings. The solar energy harvested can be
categorized into two applications: electricity production and heating process.
Solar photovoltaic system can be used for generate electricity to supplement the building's current electricity supply. Solar water heating system can be used to provide hot water. Figure 3.1 presents some key facts on Solar applications.
Figure 3.1: Facts on Solar applications in Green Schools
Wind can be used in building application to power natural ventilation in the building or can be used to generate power to drive small appliances.
At the design stage itself, passive solar design can be used for achieving space cooling during the use phase of the building.
3.3 Recycling of solids and waste water
Recycling can be promoted by incorporating adequate facilities for recycling solids and wastewater. The biodegradable solid waste generated from the school building during its use phase should be facilitated for composting. The required facilities for composting should be incorporated during the construction stage itself.
For schools which already exist can also incorporate composting facility.
Organised composting can be developed for the organic waste generated in the school. Figure 3.2 presents some key facts on Composting.
Figure 3.2: Facts on composting
Recycling of wastewater can also be planned. This will require segregated collection of the wastewater to be incorporated in school plan to collect the washing area, kitchen and overflow from drinking area to be collected and used. This water can be used for purposes such as gardening, flushing of toilets and other cleaning activities.
The amount of wastewater generated depends on the total freshwater consumed. Typically 75% to 80% of the fresh water consumed is passed of as wastewater. Generally, a biological treatment process using specific type of micro-organisms (bacteria) is used for the removal of contaminants from the wastewater. This treated water then can be reused for domestic
purposes.
Box 3.1: Wastewater recycling from kitchen and overflow from drinking area
The wastewater from kitchen and overflow from drinking area is directed to a channelized flow that traps suspended food particles and other impurities by a sieve and allows relatively clear soap water to pass through. This water is then gradually passed through a biological filter. Biological filtration is nothing but passing of water through the roots of specific plant species (Root Zone technology). These species break down complex chemicals and other impurities in the water, making the water fit for purposes such as gardening. This type of system can be very easily installed in a school with a garden area.
3.4 Rainwater Harvesting
Good amount of water can be collected through rainwater harvesting. Rainwater harvesting is a system that collects rainwater falling on rooftops, land surfaces and rock catchments diverts it to a channelized system that stores, purifies and redistributes water for use. In its most simple form, rainwater harvesting is a simple system of rooftop rainwater collection using simple techniques such as pots, jars and drum. The basic steps to assess the potential for rainwater harvesting are explained in box.
Box 3.2: Basic steps to assess the potential for harvesting rainwater
* Check the terrace area, slopes of storm drainage, etc.
* Assess if you can divert the terrace /rooftop water into single channels that will lead down to the ground level. The collections system should ensure that impurities such as leaves and other dirt do not enter the rainwater harvesting system.
* Next check for options, either to store and use the water for purposes such as cleaning and gardening or recharging the groundwater through bore wells.
* All these are scientific assessments and respective consultants should be consulted before installation.
* Keep records of rainwater harvested every monsoon season.
Figure 3.3 presents some key facts on Rain water harvesting
Figure 3.3: Facts on rain water harvesting
3.5 Energy Efficiency
The importance of energy efficiency has probably never been so intensely felt as in the present times. While on one hand the availability of energy sources has been a concern, on the other energy usage has been identified as the major contributor to the global warming. In such situation being energy efficient is in the best interest of all.
Schools can be energy efficient by incorporating features promoting energy efficiency in the design and construction phase. Functioning schools also can benefit by retrofit certain energy efficiency features. Box incorporates some of the energy efficiency approaches which could be adopted by the schools.
Box 3.3: Energy efficiency measures for Schools
* Reduction of Solar Heat Gain through Glass Windows and Glass Doors by External Shading
* Coating the exposed glass with heat reflecting film for Windows and
Doors exposed to the sun
* Providing insulation and Lighter Colours for Roof and Walls
* Using high efficiency bulbs and by replacing incandescent light bulbs with fluorescent tubes (which would give more light for a given consumption of electricity and can last longer).
While such technologies and practices are implemented, there has to be a graded approach of using these as teaching aids around which the awareness building and sensitization can be done. Teachers should use the above applications to explain to the children about the environmentally useful applications mentioned above. However the grade of the recipient students should be considered. This could be a mix of classroom and field activity. Following box explains the use of composting practiced in the school to educate students in various age groups.
Box- 3.4: Composting as a teaching tool
Composting is the complex biological process of the decomposition of organic materials into a nutrient rich soil conditioner.
Students in the classes of 1 to 3 should be explained about the fact that composting occurs naturally and regularly in nature as a way of replenishing soil and recycling energy. Also children could be explained the benefit of composting by planting few similar saplings in pots with some having compost used as substrate and the others with out compost (only soil). With regular watering by the children to the children and over a period of time the better growth achieved with compost should be explained to the children.
Students in the classes of 4 to 6 should be asked to keep biodegradable waste in a closed container for couple of days. Subsequently, opening the container, the matter would have started petrifying emanating foul smell. Explain to the children about how large quantities of waste being generated from household are going to the landfill for disposal and how such a condition is getting created at the landfill. Also on emptying the container, children can be shown dark coloured liquate (lechate) coming out. Explain that at the landfill, this goes into the land and contaminates the ground water which we use. Children could be demonstrated the benefits of segregation by conducting composting of segregated organic wastes and the wastes in mix forms parallely. As the output quality varies substantially, the students can be explained the benefits of segregation. The students can carry home and to the community the message of waste segregation and composting, through posters or other forms of communications.
Students in the Secondary cycle can actually do the composting. They can be demonstrated the process by taking to a place where large scale composting is practiced. The students can then be divided in groups and each group assigned a composting pit. Here the children may be encouraged to put their organic waste for composting. In consultation with parents, students could bring small amounts of organic waste from their homes which could also be added to the compost pits. Explain to the children the composting techniques and harvesting over time. The key factors like moisture content or the temperature inside the compost pile could also be measured and recorded. Children can then prepare there own observation sheets. These children could also be take for a visit around the landfill site to
realise the mess created due to improper segregation and combined dumping. The official figures of waste generation and there disposal vis-à-vis the segregated waste collection with composting involved could be calculated to reflect the reduction in waste disposal possible at the landfill.
The Green Schools KPIs
The Green School Project has a tremendous opportunity for children to learn about ecological sustainability, environmental health, nutrition, personal responsibility, and leadership through their hands–on participation in making their own schools healthier, more efficient, sustainable, and pleasant centres for learning. The Project, a mix of demonstration through projects being implemented at school level and getting the students involved on a regular basis, supports in continual learning.
Due to the interface with Green Productivity, this Project is expected to grow through development of projects and activities. While the manual indicates the starting points to choose from for the Green Schools Project for the various participating schools, it is imperative there will be adaptations as well as new projects getting evolved.
As discussed in Part – II, the objectives of the Green Schools Project are many. It would be essential for NPCC to measure the achievement of these targets. The initial measures of success would be the increasing levels of involvement among the students, increasing awareness levels and reduction in the resource usage. On the long run the financial gains of the initiative will also have to be gauged. In order to assess the effectiveness of the Project it would therefore be important to establish the Key Performance Indicators (KPIs) for the Project.
The adoption of Green building approach by the schools will be at two levels. While the new schools or those which are undertaking modifications or building additional structures can incorporate cleaner materials for the construction or energy efficient electrical fittings, the existing schools may use Projectmatic approach to achieve energy and resource efficiency and minimize / recycle their wastes.
The NPCC as the nodal agency would continually improve the Project and will seek the support and involvement of school management, teachers, educationists, students and the community. A feedback mechanism for this can be incorporated. This will also give NPCC the opportunity to understand the impact of the Project in the neighbourhood or the society
at large.
It is expected that all schools participating in the Green Schools Project would be using a combination of tools and techniques or an adaptation of the same. These approaches needs to be documented as case studies based on the various models used. These would then be the resources for new schools and institutions to design and plan their approach.
Over time, the experience gained and the resource developed will become the database, which can be used to devise a certification scheme for Green Schools. Also the database could be used to develop content on Green Productivity for the educational system.
With the above in perspective, the KPIs for the Green Schools Project are being proposed for the NPCC to measure the success of the Project. The KPIs have been selected to return numbers, which can be measured over the years to assess the involvement in the Project.
The KPIs will be divided in two groups, the 1 st being a measure of spread being quantified through numbers and the other through qualitative measure of environmental impacts. The KPIs are presented under these groups in table 1.
Table 1: KPIs for the Green Schools Project
Sl. No.
KPI
Description
Appreciation of Green Schools Project
1
Number of schools participating in the Project
All schools who participate in the Project
2
Number of students being exposed to the Project
Based on the classes involved directly in projects and activities on Green School, the total number of students being exposed to the Project.
3
Projects incorporating use of green
Number of projects taken up by various
construction material schools incorporating
The information, diagrams and /or data in this manual is copyrighted to the National Productivity and Competitiveness Council (NPCC) and may not be distributed, modified, reproduced in whole or in part without the prior handwritten and signed consent of the National Productivity and Competitiveness Council (NPCC)
Green School Project Worksheet
Annex to the
NPCC Guidance Manual for the Green School Project
I: Green School Team Formation
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Name of school:
Name of Green school Team:
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Address of School:
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II. Walk-Through Survey Observations
II.a. List of Issues observed
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II.B. Green School Opportunity Assessment
[Categorise above issues in Themes and Identify issues which require further investigation and data collection]
Use separate sheets for recording data collected, including analysis made
Themes to
Explore
Specific Observati ons
Further Data Collection
Remarks
II.C. Prioritise Actions
[From above Themes and actions identified, apply criteria and decide on which actions to start with]
Setting Priorities (Rate from 1-5) 1=Strongly Agree 2= Agree 3= Not sure 4= Disagree 5= Strongly
Disagree
Apply score to criteria. Team can start with actions having Lowest score.
Theme:
Possible
Actions
Ease of Implementati on Readily Available Competencie s/Knowledge/ Stakeholders ready to cooperate Requires small funding Total
Expertise
III. Action Planning
Theme : ……………………..
What to do?
When to do?
Who will do?
Requireme nts Indicators Status
IV: Monitoring and Evaluation
Meeting held on:
Present:
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Decisions taken:
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V: Linking with Curriculum
[Increasing the knowledge base]
Actions Taken
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VI: Informing and Involving
[How does the Team involve others in the project, including students, parents, business operators, or any other stakeholders etc ]
Actions Taken
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VII: Standardise and sustain
[ What actions does the Team take to standardize actions that have given positive results and what further actions dies the Team take to sustain the project ?]
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VIII: Results Achieved
[ Give a brief summary of the results – tangible and intangible – achieved by the Green School Team ]
hievements
Remarks esults)
Glossary of terms
Green Productivity (GP)
a strategy for enhancing productivity and environmental performance for overall socio-economic development. It is the application of appropriate productivity and environmental management tools, techniques, technologies to reduce the environmental impact of organization’s activities, goods and services.
Cleaner Production
the continuous application of an integrated preventive environmental
Sustainable Consumption
SCP
Global Warming
Non-renewable resources
strategy applied to processes, products and services to increase overall efficiency, and reduce risks to humans and the environment.
the use of services and products which respond to basic needs and bring a better quality of life while minimizing the use of natural resources and toxic materials as well as the emissions of waste and pollutants over the life cycle of the service or product so as not to jeopardize the needs of Future Generations.
the production and use of services and products which respond to basic needs and bring a better quality of life while minimizing the use of natural resources and toxic materials as well as the emissions of waste and pollutants over the life cycle of the service or product so as to not jeopardize the needs of future generations.
an increase in the average near surface temperature of the Earth. Usually used to describe the predicted rise in this temperature due to the increase in emissions of greenhouse gases.
Natural resources that are not naturally replenished once they have been harvested. Non-renewable resources can be used up completely or else used up to such a degree that it is economically impractical to obtain any more of them. Fossil fuels and metal
ores are examples of non-renewable
Ecological footprint
Environmental Audit an indicator of sustainability as against the earth's carrying capacity, in terms if of population's consumption and waste generation. It measures the amount of biologically productive land and sea area needed to regenerate the resources a human population consumes and to absorb and render harmless the corresponding waste.
An independent assessment of the current status of a party's compliance with applicable environmental requirements or of a party's environmental compliance policies, practices and controls.
3Rs (Reduce, re-use, recycle)
These activities are the basis for reducing waste and process optimization. Reduce means using fewer inputs including raw materials and energy so that the pressure on environment will be less. This also leads to the production of less waste. Recycle means returning part of the waste stream to the system, either to be used for the same type of product for which it was originally manufactured, or to be remanufactured into something new. Reuse means returning a part of the waste stream of a product to be used repeatedly for the same purpose.
It could be interesting to get the water quality analysed of the water being supplied in the school.
Maintaining the school vehicles as per the emission norms of the country indicates efficient
vehicle condition.
Biodegradable waste is a type of waste, typically originating from plant or animal sources, which may be broken down by other living organisms. Wastes that cannot be broken down by other living organisms are called non-biodegradable.
Techniques like "brainstorming", "group discussions" etc. might be applied to boost Green School option generation.
External sources, such as teachers from other schools, equipment supplier & consulting engineers could also be involved.
1
2
3
4
National Productivity and Competitiveness Council
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Walking for Exercise: Care Instructions
Date: 9/16/2024 Patient: Ron Zzz
Walking for Exercise: Care Instructions Your Care Instructions
Walking is one of the easiest ways to get the exercise you need for good health. A brisk, 30-minute walk each day can help you feel better and have more energy. It can help you lower your risk of disease. Walking can help you keep your bones strong and your heart healthy.
Check with your doctor before you start a walking plan if you have heart problems, other health issues, or you have not been active in a long time. Follow your doctor's instructions for safe levels of exercise.
Follow-up care is a key part of your treatment and safety.
Be sure to make and go to all appointments, and call your doctor if
you are having problems. It's also a good idea to know your test results and keep a list of the medicines you take.
How can you care for yourself at home?
Getting started
Start slowly and set a short-term goal. For example, walk for 5 or 10 minutes every day.
Bit by bit, increase the amount you walk every day. Try for at least 30 minutes on most days of the week. You also may want to swim, bike, or do other activities.
If finding enough time is a problem, it is fine to be active in blocks of 10 minutes or more throughout your day and week.
To get the heart-healthy benefits of walking, you need to walk briskly enough to increase your heart rate and breathing, but not so fast that you cannot talk comfortably.
Wear comfortable shoes that fit well and provide good support for your feet and ankles.
Staying with your plan
After you've made walking a habit, set a longer-term goal. You may want to set a goal of walking briskly for longer or walking farther. Experts say to do 2½ hours of moderate activity a week. A faster heartbeat is what defines moderatelevel activity.
To stay motivated, walk with friends, coworkers, or pets.
Use a phone app or pedometer to track your steps each day. Set a goal to increase your steps. Once you get there, set a higher goal. Aim for 10,000 steps a day.
If the weather keeps you from walking outside, go for walks at the mall with a friend. Local schools and churches may have indoor gyms where you can walk.
Fitting a walk into your workday
file:///C:/Users/rwhite/AppData/Local/Temp/28/eec937a5-659a-46f6-8b19-9eb0968c64f8.... 9/16/2024
Park several blocks away from work, or get off the bus a few stops early.
Use the stairs instead of the elevator, at least for a few floors.
Suggest holding meetings with colleagues during a walk inside or outside the building.
Use the restroom that is the farthest from your desk or workstation.
Use your morning and afternoon breaks to take quick 15-minute walks.
Staying safe
Know your surroundings. Walk in a well-lighted, safe place. If it is dark, walk with a partner. Wear light-colored clothing. If you can, buy a vest or jacket that reflects light.
Carry a cell phone for emergencies.
Drink plenty of water. Take a water bottle with you when you walk. This is very important if it is hot out.
Be careful not to slip on wet or icy ground. You can buy "grippers" for your shoes to help keep you from slipping.
Pay attention to your walking surface. Use sidewalks and paths.
If you have breathing problems like asthma or COPD, ask your doctor when it is safe for you to walk outdoors. Cold, dry air, smog, pollen, or other things in the air could cause breathing problems.
Where can you learn more?
Go to
NextGen Knowledgebase.
Enter R159 in the search box to learn more about "Walking for Exercise: Care Instructions."
Current as of: May 5, 2019
Content Version: 12.4
© 2006-2020 Healthwise, Incorporated.
Care instructions adapted under license by your healthcare professional. If you have questions about a medical condition or this instruction, always ask your healthcare professional. Healthwise, Incorporated disclaims any warranty or liability for your use of this information.
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COMMENTARY
The Five Success Skills Every Student Should Master
The case for teaching human literacy
By Thomas R. Hoerr
December 11, 2018
Imagine education as a forest. We love to identify and categorize trees. We try to determine which kind will grow best in this kind of soil, which tree will provide the most shade, what kind of wood will be strongest, which tree will grow the most rapidly, and when a deciduous is preferable to an evergreen tree. Every week, it seems, there's a debate on why we should plant this kind of tree versus that kind of tree, and what trees will be most useful in the future. We focus so much on trees that we ignore the context, the forests, in which they grow and the regions in which they live.
Of course, trees aren't the issue, but there's a reason why this analogy is so apt. It's natural to give attention to discrete areas that we can seize and understand, but we ignore the larger and more complex issues when we do this.
We educators fall into this forest and trees trap when we focus incessantly on the scholastic skills that students will need in the future, and fail to consider the larger question of how problems are solved. I've been reading about digital literacy, workplace-oriented literacy, general literacy, and classical literacy (that would be the 3 R's). And how long will it be until there is a plea for citizenship literacy?
There's a good reason for these pronouncements. As the economic world becomes globalized, competition for many jobs transcends political boundaries and continents. We have to wonder whether tomorrow's technological advances will enhance our ability to solve problems or if they will render our human, carbon-
"We cannot let our efforts to teach human literacy be deterred by the fact that these skills are less amenable to measuring and counting than traditional areas."
based efforts superfluous. These questions have enormous implications for what schools include in their curriculum.
But if we step back and look at the big picture—if we consider what is essential in every situation, regardless of what technology or the workplace may require—it's the ability to know oneself and work with others, our human literacy, that is essential for success. Today and tomorrow, people with strong intrapersonal and interpersonal success skills will be better able to solve just about every problem.
On that rare occasion when a problem truly is best solved solo, a strong intrapersonal intelligence provides the self-control needed to focus and fuels the grit required to persevere through frustrations and failures.
If the problem is being addressed by a team, group, committee, or task force—all slightly different configurations that each require people to work together—the group will be more effective when people listen to one another, work to understand each other, and appreciate the differences we possess in background, status, and perspective. Character matters, too. We want to work with honorable people who are motivated to do the right thing because it's the right thing.
https://www.edweek.org/ew/articles/2018/12/12/the-five-success-skills-every-student-should.html?cmp=SOC-EDIT-LI&print=1
1/2
The qualities I call the "formative five"—empathy, self-control, integrity, embracing diversity, and grit— comprise these intrapersonal and interpersonal success skills and become human literacy.
These success skills must be consciously taught, included in the curriculum at every grade level and in every subject matter. The difference between empathy and sympathy—embracing the feelings held by others and seeing things the way they do versus simply mourning their condition—should be taught to elementary grade students, for example. High school students should investigate when protagonists in literature have exhibited honesty but not integrity. Self-control should be a focus in every class, as students work to improve by identifying and changing habits that are counterproductive to their learning.
Teachers and principals should look for opportunities to help children understand their backgrounds and biases as a first step in appreciating and celebrating others who are different than themselves. A school's halls and walls should highlight student growth and positive trajectory, not just displaying perfect papers or the art work of the top 20 percent of the students. And everyone appreciating the role of good failures in learning—working to make new mistakes—creates a learning organization.
Teachers and principals sometimes agree that these success skills should be taught, but they add that they don't have enough time to address them. It's true that we do a much better job of adding expectations than discarding responsibilities, but these success skills are too important not to be directly taught throughout the curriculum. When we teach empathy, self-control, integrity, embracing diversity, and grit, we are developing people who will make a positive contribution in every situation, whether solving a problem at work, coaching a 3rd grade sports team, or being a good friend.
MORE OPINION
Follow Commentary here.
Because we measure what we value, we need to find ways to assess and share students' progress in these success skills. That doesn't mean assigning letter grades or numerical scores; it means using rubrics, student reflections, and digital photographs of performances or group efforts to capture where students began and how far they have progressed. Classroom walls and bulletin boards can have photos of students learning about and exhibiting human literacy. The success skills should be taught with intentionality and transparency, so students should be involved in creating the rubrics then reflecting upon and monitoring their progress. We cannot let our efforts to teach human literacy be deterred by the fact that these skills are less amenable to measuring and counting than traditional areas.
When we think about the future and what skills and understandings our students will need to be successful, we must begin with the end in mind: We want to develop good people. By asking what kind of people we want on our team and in our neighborhood, we will appreciate the need to teach human literacy.
Thomas R. Hoerr is currently a scholar in residence at the University of Missouri-St. Louis, teaching in the Educational Leadership program. Previously, he led the New City School, an independent pre-K-6 school in St. Louis, for 34 years.
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Vol. 38, Issue 16, Page 24
Published in Print: December 12, 2018, as How We Can Develop Good People https://www.edweek.org/ew/articles/2018/12/12/the-five-success-skills-every-student-should.html?cmp=SOC-EDIT-LI&print=1
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Monitoring wildlife
Context
For his digital technology project, Finn has elected to design and build a system to help a local ecosanctuary monitor wildlife. The system needs a web-based interface so that staff and volunteers can remotely monitor the enclosures and a graphical function to make the best use of the data.
Insight 1: Research and end-user consultation
In order to understand the requirements and purpose of the project, I met with a range of end-users and stakeholders, including the primary manager of the site, the volunteers who help manage the wildlife, and an electronics expert who understands electronic systems in outdoor environments. I also needed to visit the site to understand the physical requirements and constraints.
From my research, I realised that my system had to be accessible for people such as the volunteers at the ecosanctuary, so it needed to have a user-friendly interface and be easy to maintain.
I could see I would need to integrate specialised knowledge from a range of digital technologies, including electronics, programming, databases, and web coding, in the development of my outcome. For example, I needed to develop a way to graph the data collected by the system. Graphing shows visible trends in data over time and would help the ecosanctuary staff to analyse the data collected.
I researched some existing graphing-interface solutions, using GitHub and YouTube, to see how they were designed. I decided to use HTML5 to create the graphs because it's up-to-date, fast, and secure. I wanted to build something based on current technology to future-proof the system as much as possible.
Insight 2: Key design decisions
I decided to use online project-management and code repositories to manage the project and version control.
When developing the hardware and software for the website's front and back ends, I considered:
* which devices and alert representations would best suit the volunteers
* how to develop a system that would suit a volunteer organisation with limited funding
* how to set up the system so that it could be maintained and developed in the future without incurring major costs.
I decided that my platform would be released as open source and that I would only use opensource software to develop the outcome. This was both an ethical and a cost-saving decision. I also decided that all of the components should have a modular structure to make it easy to add new alerts or monitoring in the future.
Insight 3: Building and testing the system
This system is for use in monitoring outdoor areas, so my solutions had to be weatherproof. I tested different casing options to find one that would be both inexpensive and watertight.
I had to work out how to transfer data from the sensors to the central system in an outdoor environment in which network wires are impractical because of the distances involved. I ran a series of tests for radio range and frequency propagation over terrain to determine the impact that weather or radio interference would have on reception.
I configured the software to trigger the alert system if a gate was triggered and had been open too long. Data was sent via Picaxe using a RADIUS (Remote Authentication Dial-In User Service) server that I also configured.
To determine if gates were open or closed, I first tried a Hall Effect Sensor. However, a pin broke off the HES I was using, which raised concerns over the delicacy of the device and how to secure it to a gate.
I decided that a more robust solution was a magnetic reed switch. I drilled the magnet and embedded it in the gate, and used the same poking-through-wood approach for the sensor. The Picaxe was protected in a plastic container attached to the side of the fence post, making it both decent looking and weather resistant.
I knew that the application needed to be user-friendly, so it was important to get the interface to work well on mobile devices to provide quick and easy access to data. After some research, I chose a system that uses two cascading style sheets (style.CSS and mobile.CSS) for the different screen sizes of computers and cellphones.
This was far easier than having two different websites and meant I could manage them both from one codebase. Also, the ability to download data makes it easier to analyse (for example, in custom programs). To allow this, I created a PHP script that automatically gets the relevant data from MySQL and puts it in a CSV file.
Downloaded from http://technology.tki.org.nz
or http://seniorsecondary.tki.org.nz/
Technology/Digital-technologies
Github® is an exclusive trademark registered in the United States by GitHub, Inc.
YouTube™ is a registered trademark of Google Inc., used with permission.
MySQL™ is a trademark of Oracle and/or its affiliates.
Copyright © Ministry of Education 2018, except for student work copyright © student
The programs used in this exemplar are not officially endorsed by the Ministry of Education.
ISBN: 978-1-77669-259-0
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Objects in Focus Number 10:
The Wind in the Willows Display
The Wind in the Willows by Kenneth Grahame was published in 1908.
After his mother died, Kenneth and his siblings were sent to live with their Granny Ingles and their uncle David, their mother's twin, in a spacious house called The Mount in Cookham Dean. There they learned to love the river, boating and the 'wild woods'. When grown up, Kenneth returned to live in Cookham and told his own son bedtime stories about the Wild Wood, which is certainly Quarry Wood across the river from Marlow. These stories were eventually published as The Wind in the Willows.
The Story - a summary
With the arrival of spring and fine weather outside, the good-natured Mole loses patience with spring cleaning. He flees his underground home, emerging to take in the air and ends up at the river, which he has never seen before. Here he meets Rat (a water vole), who at this time of year spends all his days in, on and close by the river. Rat takes Mole for a ride in his rowing boat. They get along well and spend many more days boating, with "Ratty" teaching Mole the ways of the river, with the two friends living together in Ratty's riverside home.
One summer day, Rat and Mole disembark near the grand Toad Hall and pay a visit to Toad. Toad is rich, jovial, friendly and kind-hearted, but aimless and conceited; he regularly becomes obsessed with current fads, only to abandon them abruptly. Having recently given up boating, Toad's current craze is his horse-drawn caravan. He persuades the reluctant Rat and willing Mole to join him on a trip.
Toad soon tires of the realities of camp life, and sleeps in the following day to avoid chores. Later that day, a passing motor car scares the horse, causing the caravan to overturn into a ditch. Rat threatens to have the law on the car driver, while Mole calms the horse, but Toad's craze for caravan travel is immediately replaced by an obsession with motorcars.
Mole wants to meet the respected but elusive Badger, who lives deep in the Wild Wood (Winter Hill), but Rat - knowing that Badger does not appreciate visits - tells Mole to be patient and wait for Badger to pay them a visit himself. Nevertheless, on a snowy winter's day, while the seasonally somnolent Rat dozes, Mole impulsively goes to the Wild Wood to explore, hoping to meet Badger. He gets lost in the woods and hides under a tree, trying to stay warm. Eventually, the three characters do meet and attempt to rescue Toad from himself - but not before further adventures along the way.
Can you name the four principal figures of the story as shown here?
Henley's River and Rowing Museum have an excellent exhibition on this subject and a visit is highly recommended.
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Different Types of Listening
This resource was produced by Indigo therapists with funding received from Telethon 2021
All bodies and brains learn and listen, not all in the same way.
"Whole Body Listening" is a common classroom strategy where children show they are listening by sitting, looking, and being still and quiet.
For many neurodivergent individuals, these skills are extremely difficult, may cause stress, or are simply not possible.
When asked to "sit still", "pay attention", or "look", these individuals are being asking to perform their listening to suit others.
What is Neurodiversity
Neurodiversity means that someone thinks, learns, attends, processes differently to the way the majority (neurotypical) of society does.
It is a term coined in the 1990s to describe a new social justice movement towards neurological diversity being recognised, accepted, and respected.
Aim
To improve recognition of neurodiversity in the classroom.
To reduce the extra pressures faced by neurodivergent students navigating a neurotypical world.
To teach children and adults that all bodies and brains learn and listen in different ways.
"If I'm asked not to fidget, it becomes hard for me to listen because I'm so focused on not fidgeting. I'm not moving, but I'm not listening either."
Adult with ADHD, reflecting on experiences in education
Recognising, accepting, and respecting neurodiversity in the classroom
Recognise:
* What does listening look like for different students
* Talk to the student
* Talk to families
* Talk to therapy teams
* Work together to look for signs the student is listening
Accept:
* Use visual tools to talk about listening looking different for everyone (toys, wall posters, sorting...
* Incorporate visuals into everyday discussions
* Talk explicitly about how different students are listening
* Reinforce with all adult visitors to the classroom
Respect:
* Use language that includes a diverse range of experiences
* Help incorporate accommodations into the classroom
* Help students advocate for themselves
* Help create individual visual tools
Plan to support different types of listening
It can be helpful to think about how different students listen in order to ensure their needs are met.
In the planning process, consider what the student might be doing when they are listening:
* What are their eyes doing
* What are their hands doing
* What sounds seem to help / hinder
* What are their bodies doing
* What are their mouths doing
For more information
For more information visit our website: Telethon: Country Kids Communicate (indigosolutions.org.au) 1
Download this as a PDF document: Different Types of Listening 2
📞Phone: 08 9381 0600
🔗Web: www.indigosolutions.org.au
📧 Email: email@example.com 3
1https://www.indigosolutions.org.au/our-services/services-for-schools/telethon-country-kids-communicate
2https://www.indigosolutions.org.au/docs/default-source/telethon-resource-
sheets/02_differenttypesoflistening. pdf
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| | Milestone 1 (Year 1 & 2) | Milestone 2 (Year 3 & 4) |
|---|---|---|
| Write with purpose This concept involves understanding the purpose or purposes of a piece of writing. | • Say first and then write to tell others about ideas. • Write for a variety of purposes. • Plan by talking about ideas and writing notes. • Use some of the characteristic features of the type of writing used. • Write, review and improve. | • Use the main features of a type of writing (identified in reading). • Use techniques used by authors to create characters and settings. • Compose and rehearse sentences orally. • Plan, write, edit and improve. |
| Use imaginative description This concept involves developing an appreciation of how best to convey ideas through description. | • Use well-chosen adjectives to add detail. • Use names of people, places and things. • Use well-chosen adjectives. • Use nouns and pronouns for variety. • Use adverbs for extra detail. | • Create characters, settings and plots. • Use alliteration effectively. • Use similes effectively. • Use a range of descriptive phrases including some collective nouns. |
| Organise writing appropriately This concept involves developing an appreciation of how best to convey ideas through description. | • Re-read writing to check it makes sense. • Use the correct tenses. • Organise writing in line with its purpose. | • Use organisational devices such as headings and sub headings. • Use the perfect form of verbs to mark relationships of time and cause. • Use connectives that signal time, shift attention, inject suspense and shift the setting. |
| Use paragraphs This concept involves understanding how to group ideas so as to guide the reader. | • Write about more than one idea. • Group related information. | • Organise paragraphs around a theme. • Sequence paragraphs. |
|---|---|---|
| Use sentences appropriately This concept involves using different types of sentences appropriately for both clarity and for effect. | • Write so that other people can understand the meaning of sentences. • Sequence sentences to form clear narratives. • Convey ideas sentence by sentence. • Join sentences with conjunctions and connectives. • Vary the way sentences begin | • Use a mixture of simple, compound and complex sentences. • Write sentences that include: • conjunctions • adverbs • direct speech, punctuated correctly • clauses • adverbial phrases. |
| Present neatly This concept involves developing an understanding of handwriting and clear presentation. | • Sit correctly and hold a pencil correctly. • Begin to form lower-case letters correctly. • Form capital letters. • Form digits 0-9. • Understand letters that are formed in similar ways. • Form lower-case letters of a consistent size. • Begin to join some letters. • Write capital letters and digits of consistent size. • Use spacing between words that reflects the size of the letters. | • Join letters, deciding which letters are best left un- joined. • Make handwriting legible by ensuring downstrokes of letters are parallel and letters are spaced appropriately. |
Spell correctly
This concept involves understanding the need for accuracy.
* Spell words containing 40+ learned phonemes.
* Spell common exception words (the, said, one, two and the days of the week).
* Name letters of the alphabet in order.
* Use letter names to describe spellings of words.
* Add prefixes and suffixes, learning the rule for adding s and es as a plural marker for nouns, and the third person singular marker for verbs (I drink he drinks).
* Use the prefix un.
* Use suffixes where no change to the spelling of the root word is needed: helping, helped, helper, eating, quicker, quickest.
* Use spelling rules.
* Write simple sentences dictated by the teacher.
* Spell by segmenting words into phonemes and represent them with the correct graphemes.
* Learn some new ways to represent phonemes.
* Spell common exception words correctly.
* Spell contraction words correctly (can't, don't).
* Add suffixes to spell longer words (-ment, -ness, -ful and less).
* Use prefixes and suffixes and understand how to add them.
* Spell homophones correctly.
* Spell correctly often misspelt words.
* Place the possessive apostrophe accurately in words with regular plurals (for example, girls', boys') and in words with irregular plurals (for example, children's).
* Use the first two or three letters of a word to check its spelling in a dictionary.
* Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.
* Use prefixes appropriately.
* Spell some words with silent letters (knight, psalm and solemn).
* Distinguish between homophones and other words that are often confused.
* Use knowledge of morphology and etymology in spelling and understand that some words need to be learned specifically.
* Use dictionaries to check spelling and meaning of words.
* Use the first three or four letters of a word to look up the meaning or spelling of words in a dictionary.
* Use a thesaurus.
* Spell the vast majority of words correctly.
Punctuate accurately This concept involves understanding that punctuation adds clarity to writing.
* Use the possessive apostrophe. (singular) (for example, the girl's book)
* Distinguish between homophones and nearhomophones.
* Leave spaces between words.
* Use the word 'and' to join words and sentences.
* Begin to punctuate using a capital letter for the name of people, places, the days of the week and I.
* Use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms.
* Use sentences with different forms: statement, question, exclamation and command.
* Use extended noun phrases to describe and specify (e.g. the blue butterfly).
* Use subordination (when, if, that or because).
* Use coordination (or, and, but).
* Use some features of standard written English.
* Use the present and past tenses correctly, including the progressive form.
* Develop understanding of writing concepts by:
* Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although.
* Using the present perfect form of verbs in contrast to the past tense.
* Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.
* Using conjunctions, adverbs and prepositions to express time and cause.
* Using fronted adverbials.
* Indicate grammatical and other features by:
* Using commas after fronted adverbials.
* Indicating possession by using the possessive apostrophe with plural nouns.
* Using and punctuating direct speech.
* Develop understanding of writing concepts by:
* Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.
* Using passive verbs to affect the presentation of information in a sentence.
* Using the perfect form of verbs to mark relationships of time and cause.
* Using expanded noun phrases to convey complicated information concisely.
* Using modal verbs or adverbs to indicate degrees of possibility.
* Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
* Indicate grammatical and other features by:
* Using commas to clarify meaning or avoid ambiguity in writing.
| Analyse writing This concept involves understanding how grammatical choices give effect and meaning to writing. | • Discuss writing with the teacher and other pupils. • Use and understand grammatical terminology in discussing writing: Year 1 • word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark. Year 2 • Use and understand grammatical terminology in discussing writing: • verb, tense (past, present), adjective, noun, suffix, apostrophe, comma. | • Use and understand grammatical terminology when discussing writing and reading: Year 3 • word family, conjunction, adverb, preposition, direct speech, inverted commas (or ‘speech marks’), prefix, consonant, vowel, clause, subordinate clause. Year 4 • pronoun, possessive pronoun, adverbial. |
|---|---|---|
| Present writing This concept involves learning to reflect upon writing and reading it aloud to others. | • Read aloud writing clearly enough to be heard by peers and the teacher. • Read aloud writing with some intonation. | • Read aloud writing to a group or whole class, using appropriate intonation. | | <urn:uuid:45d183c3-b259-4fa2-920d-a6fac3cd7948> | CC-MAIN-2025-08 | https://www.butterwick.lincs.sch.uk/attachments/download.asp?file=780&type=pdf | 2025-02-12T14:23:17+00:00 | crawl-data/CC-MAIN-2025-08/segments/1738831951754.36/warc/CC-MAIN-20250212124130-20250212154130-00516.warc.gz | 643,043,737 | 1,818 | eng_Latn | eng_Latn | 0.99747 | eng_Latn | 0.997751 | [
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Vanishing wilderness. . .
An assessment of the state of global wildernesses, using a human footprint index that included measures such as road, building, farm and population density, has found that wilderness now covers less than a quarter of the world's land area and is disappearing rapidly. Defined as ecologically intact landscapes that are mostly undisturbed by human activity, wilderness areas are vital refuges for threatened species, and also act as carbon sinks. The Amazon alone has lost % of its wilderness over the past decades. The failure to conserve wilderness areas may be attributable in part to the focus of conservation efforts on protecting and restoring degraded environments, and wilderness areas are not mentioned explicitly in the targets of the Convention on Biological Diversity. The researchers who carried out the assessment are calling for the inclusion of wilderness areas in the targets of the Convention, and measures to address existing threats, such as invasive species.
Source: Current Biology () dx.doi.org/ ./j.cub..., & New Scientist () newscientist.com/article/paradise-lost-weve-destroyed-most-of-theworlds-wilderness/
. . .and wildlife declines by 58% in 40 years
The Living Planet Report, published every years, assesses the state of the world's wildlife. The analysis looked at , species of birds, fish, mammals, amphibians and reptiles (c. % of the total number of vertebrate species). Data comes from peer-reviewed studies, government statistics and surveys collated by conservation groups and NGOs. Any species with data from , with two or more time points, was included. The report estimated that the world's wildlife populations had halved in years. The assessment suggests that this trend has continued, with populations having declined by an average of %. Some groups of vertebrates have fared worse than others, with strong declines in the freshwater environment. Vertebrate populations are declining by an average of % each year, and could fall to % of levels by the end of the decade.
Source: WWF & Zoological Society of London () assets.wwf.org.uk/custom/ lpr/, & BBC News () bbc.co.uk/ news/science-environment-
Human activity taking its toll on the North Sea
A -month survey in the North Sea by marine scientists has found that although hotspots of biodiversity remain, in general the region has been heavily affected by dredging and other human activities. There is an ongoing rapid decline in long-lived species such as sharks, rays and skates, and large molluscs, quahog and horse mussels are also becoming more difficult to find. The expedition visited sites covering a diverse range of habitats and ecosystems, including coastal areas, coral reefs, kelp forests and areas with a seabed of mud and clay. The findings will help to strengthen proposals for a network of marine protected areas across the North Sea, to preserve biodiversity and help to restore depleted fish stocks. Data will be shared with governments, scientists and conservation organizations to support broader efforts to protect the marine environment.
Source: New Scientist () newscientist. com/article/-human-activity-meanssharks-are-disappearing-from-the-north-sea/
Loss of sea ice opens up new habitat for baleen whales. . .
The dramatic transformation of the marine ecosystem of the Pacific Arctic region that has occurred with the unprecedented loss of sea ice over the past decades has opened up favourable habitat for subarctic species of baleen whales. Humpback, fin and minke whales are now regularly observed in the region, where none were encountered during surveys in the s. The lack of ice results in phytoplankton blooms as more light penetrates the surface water. This in turn creates favourable conditions for zooplankton, on which the whales feed. Changes are also apparent higher up the food chain, as toothed cetaceans such as orcas and sperm whales are also moving into the region in greater numbers to prey on the baleen whales. In the longer term, however, another result of the loss of sea ice—increased commercial activity—could have a negative impact on Arctic whale populations.
Source: Biology Letters () dx.doi.org/. /rsbl.., & New Scientist () newscientist.com/article/-boom-timefor-whales-in-the-arctic-driven-by-the-lossof-sea-ice/
. . .but is bad news for seabirds and caribou. . .
Data on sea ice and zooplankton, fish and seabirds in the south-east Bering Sea for – indicate that most seabirds and large zooplankton species were less abundant when sea ice melted early in spring. The loss of sea ice has also resulted in a decline in connectivity between islands, which is likely to have a significant impact on the Peary caribou. The caribou, which are culturally important for indigenous people, who hunt them for food and clothing, are an important part of the ecosystem of the Canadian Arctic Archipelago, which comprises more than , islands. The caribou travel between the islands by crossing the sea ice, in search of food and shelter, and to mate and raise their young. Plants are also likely to be affected, as they will need to move to colder places in response to the warming climate but their dispersal may be hampered by the loss of ice.
Source: Biology Letters () dx.doi.org/ ./rsbl.., dx.doi.org/./ rsbl.., dx.doi.org/./rsbl.. , & New Scientist () newscientist. com/article/-arctic-ice-melt-is-killingbirds-and-will-leave-caribou-stranded/
. . .as ivory gulls disappear along with the ice
Numbers of the distinctive ivory gull Pagophila eburnea are declining rapidly in parts of the species' range. Ivory gulls are migratory and spend their lives on or near pack ice throughout the Arctic, where the ice is crucial to their feeding and breeding patterns. Canadian populations have been known to be in decline for several decades, with numbers in the early s being % lower than those recorded in the s. Research conducted on board an icebreaker travelling between Greenland and Svalbard between and has revealed numbers of ivory gulls living near the Greenland Sea are also falling. Researchers counted six times more ivory gulls each year before than after that year. Whilst it remains unclear what caused such a drastic change, populations of ivory gulls remain under threat from anthropogenic pressures, including climate change, pollution and human intrusion into breeding areas.
Source: Polar Biology () dx.doi.org/. /s---, & New Scientist () newscientist.com/article/-whitegulls-dependent-on-ice-are-disappearing-fromthe-arctic/
DNA discovery: the giraffe is not a single species
DNA analysis has revealed there are four species of giraffes rather than one, as previously thought. Working with skin biopsies of giraffes, researchers tracked the distribution of seven genetic sequences in nuclear DNA. The findings exposed four distinct lineages of giraffe, which don't interbreed in the wild and have distinct species-level characteristics. The current species name Giraffa camelopardalis could be replaced with four new names to represent the southern giraffe Giraffa giraffa, the reticulated giraffe Giraffa reticulata, the Masai giraffe Giraffa tippelskirchi and the northern giraffe Giraffa camelopardalis. Global giraffe numbers are plummeting, with only c. , remaining, compared to c. , individuals in the late s. There are fewer than , northern giraffes remaining and it is hoped that this DNA discovery could help tailor conservation efforts to individual giraffe species.
Source: Nature () dx.doi.org/./ nature..
Protection for pangolins. . .
Following the th meeting of the Conference of the Parties to CITES (CoP), trade of all eight species of pangolin is now illegal. Pangolins are the world's most illegally trafficked mammal, and are believed to account for approximately % of all illegal trade in species. Found across Asia and Africa, pangolins are hunted as bushmeat and their scales are dried and roasted for use in traditional Chinese medicine. The scale of the pangolin trade is exceptional and multiple species are facing extinction as a result of widespread poaching. During January–September authorities seized more than , tonnes of pangolin scales from countries. It is estimated that a single kilogramme of scales requires the killing of three or four pangolins. It is hoped that the upgrade of all pangolin species to Appendix I, the highest level of protection under CITES, will be accompanied by more effective law enforcement and tougher penalties for criminals. Source: BBC News () bbc.co.uk/news/science-environment-, & The Guardian () theguardian.com/environment// sep//pangolins-thrown-a-lifeline-at-globalwildlife-summit-with-total-trade-ban
. . .rosewood. . .
Rosewood is the most trafficked wild product in the world, accounting for a third of all seizures by value, more than the combined value of pangolins, elephant ivory, rhinoceros horn, lions and tigers. The deep red centre of the tree is used for elite hongmu furniture in China, and the remaining – % of the tree is often discarded. China ' s demand for rosewood is growing rapidly and since there has been a -fold increase in the value of the rosewood trade, which is currently worth an estimated USD . billion annually. Traffickers target over countries across the tropics but west Africa and central America are currently bearing the brunt of China ' s burgeoning demand for rosewood. In the first half of China imported USD million of west African rosewood. CITES has now placed all species of rosewood under trade restrictions and, with appropriate enforcement, these are expected to deter criminals from passing illegal rosewood off as one of the previously unprotected species.
Source: The Guardian () theguardian. com/environment//sep//wildlife-summitcracks-down-on-illegal-rosewood-trade
. . .and sharks and rays
Four species of sharks and nine species of rays were added to CITES Appendix II at the CITES Congress of the Parties (CoP) in Johannesburg in October. Trade in the silky shark, three species of thresher sharks, and nine species of mobula rays will now be regulated by means of a system of permits. This follows the listing of seven species of sharks and rays at the last CITES CoP, in , in a significant move towards the listing of commercially fished marine species, and feedback at the latest meeting indicated that regulation of the trade in those species had been largely successful. Delegates also supported improved traceability measures for marine products. Prior to CoP, Red List assessments were completed for a number of mobula rays, also known as devil rays, and members of the IUCN Shark Specialist Group concluded that mobula rays were among the species of rays and sharks least resilient to fishing pressure.
Source: TRAFFIC () traffic.org/home/ ///traceability-key-to-successful-sharklisting-implementations.html, & IUCN () iucn.org/news/growing-support-regulatinginternational-trade-rays-and-sharks
Committing to sustainable futures for World Heritage sites
Funded by Norway, a new collaboration between IUCN and the International Centre for the Study of the Preservation and the Restoration of Cultural Property (ICCROM) aims to support the contribution of World Heritage sites to sustainable development. The World Heritage
Leadership project will improve nature– culture conservation practice by enhancing the skills of World Heritage Convention practitioners. The programme is designed to integrate nature and culture at all levels and will include training on impact assessments, resilience and the contribution of World Heritage sites to communities and sustainable development. The project will focus on areas where World Heritage has the most potential to address urgent threats such as climate change and impacts from development. IUCN and ICCROM aim to adopt a common objective, a series of shared results and a set of coordinated actions in each of their World Heritage related programmes.
Source: IUCN () iucn.org/news/new-iucniccrom-nature-culture-project-sustainabledevelopment-world-heritage
Conservation status of Mediterranean butterflies assessed
The Mediterranean region is home to native species of butterflies, and more than % of these are endemic to the region, most of which are concentrated in north Africa. A recent assessment of the conservation status of Mediterranean butterflies has found that species are threatened with extinction, and of these are endemic. Butterflies are declining in many parts of Mediterranean Europe as a result of conversion of grasslands for arable farming or forestry, and unsustainable levels of grazing. Other threats include climate change, tourism, and increased frequency and intensity of fires. The conservation status of Mediterranean butterflies could be improved by appropriate habitat management, and conservation measures need to be implemented, with full implementation of relevant national and international legislation and habitat action plans, and prioritization of data collection for species currently categorized as Data Deficient on the IUCN Red List.
Source: IUCN () iucn.org/news/firstassessment-conservation-status-butterfliesmediterranean
Assessing the effectiveness of lethal predator control methods
Recent research suggests that there is little evidence to demonstrate lethal methods are effective in controlling carnivores that prey on livestock. Evaluation of past studies of efforts to combat livestock predation by canine, feline and ursid carnivores in North America and Europe have indicated that non-lethal methods were generally more effective than lethal methods in preventing predation. Non-lethal methods
can include livestock-guarding animals, repellents, sterilization and diversionary feeding. The study highlighted that lethal practices, including culling and regulated hunting, had, in some cases, been followed by increases in predation on livestock. The research team has recommended the suspension of predator control programmes that do not have strong evidence to demonstrate their effectiveness, and instead advocates evidence-based, fully informed decision making.
Source: Mongabay () mongabay.com/ //based-on-available-evidence-nonlethal-predator-control-is-more-effective-thanlethal-means/
Forest restoration approaches at odds with historical ecology?
In the forests of Central Europe, oak and European beech are considered to be the natural dominant species at low and mid elevations, respectively, and current restoration practice is focused on the planting of broadleaf trees. However, historical and palaeoecological data for a study region in the central highlands of the Czech Republic indicate that the region was dominated by conifers throughout the entire Holocene, with broadleaved trees occupying a much smaller area than envisaged by the current natural vegetation. The study considered a vegetation and land-cover model based on pollen data, and a taxonomic survey conducted in the late th century, before the onset of modern forestry. The findings challenge established ideas about the natural distribution of tree species and highlight the importance of historical data in the development of forest restoration strategies.
Source: Conservation Biology () dx.doi. org/./cobi., & Nature () dx. doi.org/./e
EU Overseas achieve Aichi marine protection target
The EU Overseas, comprising the European Outermost Regions and Overseas Countries and Territories, have surpassed the target for marine protected areas outlined in the Aichi declaration. To meet target , at least % of coastal and marine areas must be effectively conserved by . Between all the EU Overseas islands, % of marine areas (. million km ) are currently under some form of protection. Despite this good news, only five EU Overseas entities have protected % or more of their marine area by establishing large-scale marine protected areas within their waters, accounting for nearly % of the total EU Overseas marine protected area. Although the network of protected areas needs to be improved — only % of the ocean is protected, compared to over % of the global land area — notable progress towards international sustainability targets is being made.
Source: IUCN () iucn.org/news/europeoverseas-have-bypassed-aichi-target--theirmarine-areas-under-protection
Sound warning system to deter whales from wind farm sites
Anthropogenic noise pollution in the oceans can cause temporary or permanent hearing loss in whales, which use sound to navigate, communicate and locate food. Excessive noise levels underwater can interrupt normal behaviour, driving whales away from important breeding and feeding areas and potentially resulting in injury or death. The use of acoustic deterrent devices to deter minke whales from wind farm construction sites is being tested in Iceland, where researchers are investigating how far and how fast the whales will travel away from the deterrent, and how quickly they will return to the site once construction has been completed. Minke whales are thought to be abundant in many areas where there are proposed wind farm developments, and it is hoped that the deterrents will discourage whales from entering certain areas while construction is underway, but that they will return when it is safe to do so.
Source: New Scientist () newscientist. com/article/-sound-blasts-could-keepwhales-away-from-wind-farm-construction/
Controversial plans to cull more than 66% of Norway's wolf population
Concentrated in the south-east of the country, an estimated wild wolves remain in Norway. Following the government's approved cull of up to wolves, more than two thirds of this population could disappear. The cull has been justified on the basis of damage to sheep flocks caused by wolves but conservationists say it is out of proportion and risks decimating family groups. Under the new plan wolves will be shot within a region specifically designated for wolf habit, and will be killed in neighbouring regions. Norway hasn't seen such a high legal hunting quota for wolves since . Hunting is a popular sport in the country, with more than , hunters applying for licences to shoot just wolves in . The planned cull has raised widespread opposition, however, as experts fear three out of six wolf family groups could be shot.
Source: The Guardian () theguardian. com/environment//sep//norwaywolf-cull-government-wwf-friends-earthenvironment-protest
Britain's dormice in a precarious situation
According to a report from the People's Trust for Endangered Species the population of Britain's native hazel dormouse Muscardinus avellanarius has decreased by more than a third since . The dormouse has never been recorded in Scotland or Northern Ireland and is no longer found in of the English counties where populations were thriving in . Habitat fragmentation, changes in weather, and loss of woodland and hedgerows are contributing to the decline of these tiny creatures. Reintroduction projects are underway, and more than individuals have been reintroduced at sites across Britain. The People's Trust for Endangered Species has been collecting data on the hazel dormouse since and continues to monitor sites and train both woodland managers and landowners to protect the species.
Source (): BBC News () bbc.co.uk/ news/science-environment-
Buying time for crayfish populations on the brink
Parts of Wales have lost between and % of their native white-clawed crayfish Austropotamobius pallipes as a result of competition from the invasive alien North American signal crayfish Pacifastacus leniusulus. Introduced to Britain in the s, this larger species spread widely and infected native populations with a deadly disease, as well as out-competing them for food resources. Since Natural Resources Wales has reared and released approximately , native white-clawed crayfish at specially selected sites. These so-called ark sites have natural barriers that protect them from invasion, and monitoring has shown that juveniles are surviving there for at least years after release. The project is currently focusing on the River Wye and its tributaries and it is hoped that this temporary solution can slow the large-scale and rapid decline of the white-clawed crayfish in Wales.
Source: BBC News () bbc.co.uk/news/ uk-walesAre UK butterfly numbers dropping?
A volunteer-run survey of UK butterflies recorded an average of . butterflies per count, compared to the high of . The fall in numbers, despite a warm summer and mild winter, is concerning conservationists. The count recorded more than , butterflies in but with many species experiencing declines. The common blue was down by % and five other species fell by % or more when compared to numbers. Butterflies in the UK are under increasing pressure from industrialized farming and it is feared that recovery from lows may be slow. The decline is not across all species, however, with red admirals up by % and the green-veined white by %. Although causes of the fluctuation in numbers are still unknown, it has been suggested that migratory species, such as the red admiral, have fared better than those that winter in the UK.
Source: BBC News () bbc.co.uk/news/ uk-england-
Numbers of common toad down twothirds
Toad numbers in the UK have fallen by more than two-thirds in years, according to a study using data from volunteer patrols that help the amphibians cross roads during migration to breeding ponds. Volunteers for Froglife's Toads on Roads scheme carry tens of thousands of toads across roads each year. Data on the number of toads transported across roads at sites has revealed a % decline in the past decades. The worst declines were in south-east England. In Wales, south-west and west England populations had also declined but have been stable for the past decade. In the east severe declines in previous decades were followed by a recovery since , but not enough to reverse overall falling numbers. The reasons for the declines are unclear, but likely causes are changing farming practices, a loss of ponds, urban sprawl and more deaths on roads as traffic increased and, potentially, climate change. Source: PLoS One () dx.doi.org/./ journal.pone., and The Guardian () theguardian.com/environment// oct//uk-common-toad-numbers-down-twothirds-in--years
Efforts to boost numbers of red squirrels in Wales
The arrival of grey squirrels from America in the th century, combined with the threats of habitat loss and persecution by people, almost decimated the native red squirrel population in the UK. Although there are a few strongholds of the red squirrel in Scotland and the border counties, grey squirrels now outnumber red squirrels to one. A programme to remove non-native grey squirrels from the island of Anglesey has been successful, and the initial colony of red squirrels on the island has increased to since . As this colony has flourished individuals have been crossing bridges and are finding niches in mainland Wales. Conservationists are transporting red squirrels from across the country to boost one such population in Ogwen valley. The area is surrounded by mountains and, at present, is isolated from grey squirrel populations.
Source: The Guardian () theguardian. com/environment//oct//red-squirrelswales-protected-military-style-strategyogwen-valley
Soaring success for Ireland's whitetailed sea eagles
has been the most successful year to date for a project seeking to reintroduce the white-tailed sea eagle Haliaeetus albicilla to Ireland. The project's goal is for at least chicks to fly from their nests each year, and in six Irish-born birds fledged successfully, including one in Glengarrif—the first white-tailed sea eagle chick to fledge in County Cork in years. Between and white-tailed sea eagles were brought from Norway to the Killarney National Park, where the reintroduction project is centred, and chicks have survived to date. The project has cost over EUR . million and has seen a high mortality rate. Despite the project's slow progress, it is on par with an earlier project on the Isle of Mull in Scotland that ultimately succeeded.
Source: The Irish Times () irishtimes.com/ news/environment/six-irish-born-white-tailedeagles-fly-nests-in--.
Romania bans trophy hunting of brown bears, wolves, lynx and wild cats
A hunting trophy from the Carpathian mountains can cost as much as EUR ,, and hunting quotas have been on the rise in Romania. saw the largest hunting quotas to date, with the shooting of bears, wolves and wild cats over months. Traditionally hunting associations have estimated the total population of each large carnivore species and the number of animals they believed were likely to cause damage. Following the collation of these data the government issued a quota for each species, which was divided between hunting companies and the public, who can
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purchase hunting rights. However, these data may have significantly overestimated populations, as roaming individuals can be counted multiple times by different hunting associations. In a surprise reversal, Romania has now banned all trophy hunting of brown bears, wolves, lynx and wild cats but conservationists warn that in rural areas where large carnivores pose a threat to livestock, hunting may be replaced by poaching.
Source: The Guardian () theguardian. com/environment//oct//romania-banstrophy-hunting-of-brown-bears-wolveslynx-and-wild-cats
Can Persian leopards make a comeback in Russia?
Currently fewer than , Persian leopards Panthera pardus saxicolor remain in the wild, with the majority of individuals found in Iran. The release of three captive-bred Persian leopards in the Caucasus Biosphere Reserve, Russia, marks the firstever attempt to reintroduce the species in the wild, into an area where it was once prolific. The mountainous Western Caucasus region is a UNESCO World Heritage site and one of the most biodiverse areas in Russia. Persian leopards once roamed throughout the region but hunting and human activities in the s drastically reduced populations. The reserve has steadily increased the abundance of prey animals such as deer and wild boars within the release area and has provided local communities with guidelines for living with leopards. Individual satellite collars, a mobile response unit and camera traps will monitor the progress of this initial attempt to create a sustainable, wild population of Persian leopards in Russia.
Source: WWF () wwf.panda.org/wwf_ news/?/Persian-leopards-set-to-makeroaring-comeback-in-Russias-WesternCaucasus
Signs of recovery for Russia's western grey whale population
The western grey whale Eschrichtius robustus population, which feeds in the waters of Russia's Far East, is categorized as Critically Endangered on the IUCN Red List. However, a joint report by IUCN, WWF and the International Fund for Animal Welfare points to early signs of recovery for this migratory species. There were an estimated individuals in but since then the population has increased by –
% annually, with c. individuals recorded in . Although these data are encouraging, recovery is slow and further progress will require best practice from all fisheries and oil and gas operators in the area. An independent panel of scientists will continue to work with Sakhalin Energy, one of the largest companies operating in the area, to minimize and mitigate their impacts on the whales' feeding grounds.
Source: IUCN () iucn.org/news/iucn-ledpanel-finds-critically-endangered-whalesrussia-recovering-warns-industry-still-poses
Discovery of a houbara bustard nest is good news for Jordan
The houbara bustard is categorized as Vulnerable on the IUCN Red List, with a natural range covering Asia, North Africa and the Arabian Peninsula. Abu Dhabi and Jordan are collaborating to re-establish a viable population of houbara bustards across Jordan, and the International Fund for Houbara Conservation released and of the birds in Jordan in and , respectively. For the first time since these releases under the Shaikh Khalifa Bin Zayed Houbara Reintroduction Project, field teams have identified a houbara bustard nest, which contained three eggs. It is hoped that this discovery could mark the beginning of a sustainable population in Jordan. Migration routes and the ability of captive birds to adapt to wild environments will be monitored using tracking devices. The initiative also aims to implement a national awareness-raising programme, develop legislation to protect release sites and establish community development projects near the release sites. Source: BirdLife International () bird life.org/middle-east/news/houbara-bustardnest-discovered-jordan
Bird migration bottlenecks in Israel
Twice per year an estimated million birds use Israel as a stopover point on their long migrations. The entire global populations of lesser spotted eagles and Levant sparrowhawks, the European populations of great white pelicans, and considerable numbers of white and black storks arrive on Israel en masse. However, the species are coming under increasing pressure as crucial salt-marshes and wetlands are being degraded, and habitat is lost to urbanization and agriculture. Wind turbines trap birds, cultivated fields are replacing saltmarshes and many wetlands and swamps have been converted to fish farms. Great white pelicans are the heaviest migratory bird to pass through Israel and require vast amounts of fish to fuel their flight across the Sahara to the Sudan marshes. Conflict has arisen as birds target fish farms and are caught in the nets erected by fish farmers. The Society for the Protection of Nature in Israel is working to restore sections of salt-marsh and stock areas with non-commercial fish to reduce pressure on neighbouring fish farms.
Source: BirdLife International () bird life.org/europe-and-central-asia/news/wingsover-israel-conservation-challenges-secondchances
Bleak future for slow-to-breed forest elephant
The forest elephant, a small elephant species that inhabits tropical forests, is being heavily poached for its ivory, with an estimated ,–, being killed every year. Across the Central African Republic numbers of forest elephants declined by c. % during –. If poaching continues at this rate the species will probably be extinct by . Unlike the more abundant female savannah elephants, which start breeding at years of age, female forests elephants only begin breeding at the age of , and give birth only once every – years. The slow rate of reproduction is exacerbated by the tendency of elephants to stop reproducing when they sense they are under threat. Even if poaching were to end immediately, the species could take up to years to recover from recent losses.
Source: New Scientist () newscientist.com/ article/-slow-to-breed-elephant-hurtlestowards-extinction/
Good news for Liberia's forests
The Guinean Forest in West Africa once stretched from Guinea to Togo, but now onlya few strongholds remain. The newly established Gola Forest National Park in Liberia will safeguard one of these remaining areas of rich evergreen and semi-deciduous rainforest. The park will connect with Sierra Leone's Gola Rainforest National Park and the resulting transboundary area will comprise , acres of protected land. The forest is home to the Endangered African bush elephant Loxodonta africana and the common chimpanzee Pan troglodytes as well as multiple Vulnerable bird species, including the yellow-casqued hornbill Ceratogymna elata and the white-necked picathartes Picathartes gymnocephalus. Several new species have also been discovered recently, including six dragonfly and damselfly species, one frog species and three butterfly species. Mining, quarrying and charcoal production have decimated areas of Liberia ' s forest and widespread hunting continues to threaten forest-dwelling species.
Source: BirdLife International () bird life.org/africa/news/threatened-african-rain forest-teeming-unique-life-declared-nationalpark
Elephant footprints create habitat for diverse aquatic communities
A study of elephant footprints in the swamp forests of Kibale National Park, Uganda, has shed light on the role of elephants as ecosystem engineers. Water-filled footprints constitute the majority of stagnant ponds in the dry season, and can hold up to litres of water with diverse aquatic invertebrate communities. A survey of such footprints recorded morphospecies, including beetles, spiders and worms, with species composition dominated by Hydrophilidae and Dytiscidae. The footprints form a network of connected ponds that act as stepping-stone habitats that facilitate the dispersal of these species. If the elephants were to disappear, these important aquatic habitats would also be lost and it is likely that some aquatic species would become extinct locally in the absence of suitable breeding habitats.
Source: African Journal of Ecology () dx. doi.org/./aje., & New Scientist () newscientist.com/article/elephants-footprints-leave-behind-tiny-oasesfor-aquatic-life/
Connecting Western Tanzania's forests
The newly approved boundaries of the proposed Tongwe West Local Authority Forest Reserve in western Tanzania encompass , km of forest and miombo woodland. This stretch of forest will connect government forest reserves and communityowned Village Land Forest Reserves, forming an integral part of the Greater Mahale Key Biodiversity Area. By connecting previously isolated forest areas it is hoped that species migration across the wider ecosystem, which includes Katavi National Park and Mahale Mountains National Park, will be encouraged. Protection of this swathe of forest will safeguard habitats for a significant proportion of Tanzania's chimpanzee population. Watersheds that provide lifelines for agriculture in Tanganyika District
will be protected and, although sustainable timber harvesting and ecotourism may be permitted, the area will be carefully monitored. Tongwe West Forest Reserve will be managed by the Tanganyika District Council in conjunction with village communities adjacent to the forest.
Source: BirdLife International () bird life.org/africa/news/chimpanzee-motorwayconnecting-forest-habitats-western-tanzania
Building resilience to climate change in Africa
The transboundary Lake Kivu and Rusizi River basins between Rwanda, Burundi and the Democratic Republic of Congo are under threat from poor catchment and land management. The basins cover parts of at least Key Biodiversity Areas, which in turn are home to at least species included on the IUCN Red List. These basins are crucial sources of freshwater, and they provide rich areas for agriculture and fishing, increase soil fertility and contribute to carbon sequestration. With climate change the state of these basins is predicted to deteriorate, as extreme weather events, changes in water levels and temperatures, accelerating rates of soil erosion and sedimentation and loss of biodiversity are all expected. To build resilience to climate change l'Association pour la Conservation de la Nature au Rwanda is undertaking sediment fingerprinting to identify erosion and sedimentation hotspots, and hosting workshops to share information across agencies.
Source: BirdLife International () bird life.org/africa/news/efforts-enhance-climatechange-resilience-lake-kivu-and-rusiziriver-basins
Great apes slide closer to extinction
The latest update of the IUCN Red List does not bear good news for great apes. Four of the great ape species—the eastern gorilla, the western gorilla, the Bornean orangutan and the Sumatran orang-utan—are now categorized as Critically Endangered, and the chimpanzee and the bonobo are under considerable threat of extinction. In years the eastern gorilla population has decreased by more than %, and there are estimated to be , , remaining. Grauer's gorilla, a subspecies of eastern gorilla, declined from , individuals in to , in . Despite experiencing a welcome population increase, the second subspecies of eastern gorilla—the mountain gorilla—is still in a precarious position, with an estimated individuals remaining. Although the killing and capturing of great apes is illegal, hunting has been identified as the primary threat to these populations.
Source: IUCN () iucn.org/news/four-outsix-great-apes-one-step-away-extinction-%E %%-iucn-red-list
Asia's illegal tiger trade still flourishing
Tiger trafficking persists, with parts equating to a minimum of , tigers seized across Asia during –. According to a joint report from TRAFFIC and WWF, at least % of the tigers seized during – were captive-sourced tigers. With only an estimated , tigers remaining in the wild, it is suspected that Asia's thriving tiger farms are contributing significantly to levels of illegal trade. Since there have been recorded seizures of tigers and tiger products in Asia, with the largest number of overall seizures reported in India. There is evidence that traffickers are using a trade route through Thailand, Laos PDR and Viet Nam, and the number of tiger farms has risen in all three countries. Laos PDR and Thailand are discussing phasing out tiger farms, and India is asking other governments to share photographs of seized tiger skins for comparison against camera trap images of wild tigers.
Source: TRAFFIC () traffic.org/home/ ///new-report-finds-no-slowdownin-tiger-trafficking.html
Fish changes colour to match coral bleaching
In early sea surface temperatures above °C resulted in outbreaks of coral bleaching in the Maldives. On a dive in North Ari Atoll in May a research team discovered a warty frogfish Antennarius maculatus camouflaging itself against the bleached corals. The individual was completely white and had several camouflage flaps and appendages that resembled the turf algae that colonizes dead parts of coral skeletons. The warty frogfish is a sedentary species that rarely changes location, and its typical coloration matches the orange or pink hues of a healthy coral reef. It appears that the fish had adapted to match the white coral following the bleaching event. With widespread coral bleaching expected to continue, the ability of the frogfish to adapt to changes in coral pigmentation may prove critical for its survival.
Source: New Scientist () newscientist.com/ article/-frogfish-turns-itself-white- to-blend-in-with-bleached-corals/ , & Coral Reefs dx.doi.org/ . /s - - -
Malaysia identified as major transit hub for illegal ivory trade
A report by the wildlife trade monitoring network TRAFFIC has identified Malaysia as a major transit hub for the flow of tonnes of illicit ivory between Africa and Asia. The country was linked with confiscations worldwide during January –May , amounting to . , kg of ivory, and of these seizures occurred outside Malaysia, mostly after shipments had passed undetected through Malaysian ports. The large-scale nature of many of the seizures suggests the potential involvement of organized criminal networks. More than % of all seizures originated in Kenya, Tanzania and Uganda, the three major gateway countries for the supply of illegal elephant ivory from Africa, and in July Malaysian authorities seized more than tonne of ivory that had originated in the Democratic Republic of Congo. Malaysia is required by CITES to implement a National Ivory Action Plan to tackle the problem effectively.
Source: TRAFFIC () traffic.org/home/ ///malaysia-key-conduit-in-globalillegal-ivory-trade.html
Red ivory trade decimates bird numbers
Helmeted hornbills are found predominantly in Indonesia, Borneo and Thailand and have long been poached for their tail feathers, and more recently for their distinctive red beaks. Chinese demand for carving ivory has led to extensive targeting of the birds, and so-called red ivory fetches several times the price of elephant ivory on the black market. Poaching to fuel the trade in casques has decimated helmeted hornbill numbers: in the species was categorized as Near Threatened on the IUCN Red List; years later it was recategorized as Critically Endangered. An estimated , are killed per year, and the bird's distinctive call and vast wingspan make it an easy target for poachers. Helmeted hornbills are slow to breed, mating for life and producing only one or two eggs per year. All helmeted hornbill trade is illegal under CITES but conservationists are calling for urgent international action to tackle the devastating red ivory trade.
Source: The Guardian () theguardian. com/environment//sep//rare-bird-beingdriven-to-extinction-by-poaching-for-its-redivory-bill
In search of the Javan fishing cat
A survey is under way to search for the elusive Javan fishing cat, which has not been recorded for more than decades and may be the world's rarest cat. Much of the cat's habitat in Java's wetlands and coastal mangroves has been destroyed, and this loss of habitat is one of the major threats it faces, along with poaching. Fishing cats are found across South and South-east Asia and are categorized as Endangered on the IUCN Red List, although the Javan subspecies may qualify for categorization as Critically Endangered. Local reports of sightings of the fishing cat have turned out to be cases of mistaken identity. The more common leopard cat is similar in appearance and shares a similar habitat. However, the fishing cat's tracks are quite distinctive because of its semi-retractable claw system. Unlike the tracks of other cats, claw marks are often visible in fishing cat tracks.
Source: New Scientist () newscientist. com/article/-the-mission-to-findthe-worlds-rarest-cat-in-jungles-of-java/
How sustainable is South-east Asia's trade in python skins?
Reports published by the Python Conservation Partnership assert that the wild harvesting and farming of pythons is ecologically sustainable and provides much needed socioeconomic benefits for lower income households in South-east Asia. The Python Conservation Partnership is a collaboration between Kering, the International Trade Centre and the Species Survival Commission Boa and Python Specialist Group of IUCN. The reports highlight that whether involving wild harvest or captive farming, the python trade gives poor households in Malaysia and Viet Nam the opportunity to increase and diversify their income. In Sumatra the wild harvest of pythons was found to be ecologically sustainable, and the Python Conservation Partnership has tested methods to verify the source of pythons and improve the traceability of skins. The reports recommend ongoing monitoring of harvested snakes and management of the trade through size limits to ensure the python skin trade remains sustainable.
Source: IUCN () iucn.org/news/keringitc-and-iucn-release-new-data-sustainabilityand-livelihood-benefits-python-trade
Launch of first sustainable conservation trust fund in the Philippines. . .
A conservation trust fund has been launched for the Mount Mantalingahan Protected Landscape on the island of
Palawan, in the Philippines, to ensure its protection in perpetuity. The fund was established by Conservation International's Global Conservation Fund, and is the first of its kind for a national protected area in the Philippines. The , ha landscape is Palawan's largest protected area and is home to more than , species, at least of which are globally threatened, including the Palawan pangolin Manis culionensis, the Palawan flying fox Acerodon leucotis, the Philippine cockatoo Cacatua haematuropygia, the Palawan peacock pheasant Polyplectron napoleonis and the Palawan hornbill Anthracoceros marchei. The fund will support the protection of biodiversity within the protected area in the face of constant pressure from timber-cutting and mining, as well as livelihood diversification for the local indigenous people to improve their well-being and ensure they have access to ecosystem services such as clean water. Source: Conservation International () conservation.org/NewsRoom/pressreleases/ Pages/First-Sustainable-Conservation-TrustFund-launched-in-Philippines.aspx
. . .and sanctuary ensures a safe haven in the Philippines for Critically Endangered bird
The Isabela oriole Oriolus isabellae is endemic to the lowland forests of the island of Luzon in the Philippines. In some areas of Luzon, forest cover has diminished by % since the s, and deforestation and fragmentation of habitat continue to threaten this Critically Endangered bird. Until its rediscovery in the secretive Isabela oriole was thought to be extinct, and now just – adults remain in five scattered sites on the island. Little is known about the bird's feeding and nesting habits, but with funding from the Conservation Leadership Programme, Project ORIS has been able to carry out extensive surveys of areas of suitable habitat. In August local officials in the municipality of Baggao announced the designation of , ha of forest as a wildlife sanctuary. The sanctuary will protect critical habitat of the Isabela oriole and other threatened endemic species, including the Philippine eagle Pithecophaga jefferyi, one of the largest raptors in the world.
Source: BirdLife International () bird life.org/worldwide/news/sanctuary-declaredelusive-oriole-once-believed-extinct
The plight of bleeding-heart doves
The isolation of the Philippine's , islands has resulted in exceptionally high levels of endemism. Of bird species (%) are endemic to the island nation, compared to avian endemism levels of just .% in the https:/www.cambridge.org/core/terms
. https://doi.org/10.1017/S003060531600137X
USA. All five species of the ground-dwelling bleeding-heart dove are endemic to the Philippines, with three species categorized as Critically Endangered. Bleeding-heart doves forage on the forest floor and are particularly vulnerable to forest disturbance, including slash-and-burn agriculture, mining, deforestation and human encroachment. The birds are also hunted for consumption, trapped accidentally alongside other target species and captured for sale in the pet trade despite threats of penalties, fines and imprisonment. The Negros bleeding-heart dove Gallicolumba keayi is the focus of a decade-long conservation initiative by the Bristol Zoological Society. Just – birds are left on the islands of Negros and Panay, but efforts are under way to reforest areas and establish programmes to ensure local people benefit from conservation.
Source: Mongabay () news.mongabay. com///philippine-bleeding-heart-dovesflutter-at-the-brink-but-ngos-respond/
From Endangered to Vulnerable: the new status of giant pandas
Results of range-wide national surveys suggest that the numbers of giant pandas have begun to increase after considerable efforts in China to restore bamboo forests. Latest estimates indicate the total number of giant pandas is now . ,, with c. , adults. Reflecting the population increase, the conservation status of the giant panda has been changed from Endangered to Vulnerable in the latest IUCN Red List update. As bamboo makes up % of a giant panda's diet, environmental degradation can have serious ramifications. Loss of habitat during the s reduced giant panda numbers to just over , individuals and IUCN warns that climate change is predicted to wipe out over one-third of the bamboo habitat in the next years. It is hoped that China can continue to build on this conservation success to ensure the future of its national animal.
Source: BBC News () bbc.co.uk/news/ world-asia-china-, & BBC News () bbc.co.uk/news/world-asia-china-
The world's longest-lived vertebrate
A Greenland shark Somniosus microcephalus has been found to be at least years old, beating the bowhead whale Balaena mysticetus to the title of world's longestlived vertebrate. The layers of calcified tissue
growing on a fish's fin scales or other bony structures are usually used to age sharks but in the case of the Greenland shark the vertebrae are too soft for countable layers to be deposited. Measurements of radioactive carbon- in the fibres of the shark's eye lens reflect the levels of radiocarbon in the ocean when the lens was first formed, and thus informed estimates of the shark's age can be made. Surveys of female Greenland sharks conducted during – suggested that the largest female, at . m in length, was between and years old. Greenland sharks are exceptionally slow growing and female sharks do not reach sexual maturity until they are c. years old. Source: Nature () nature.com/news/nearblind-shark-is-world-s-longest-lived-vertebrate- .
2016 record high for U.S. endangered species recovery. . .
saw a record number of species being removed from the U.S. Endangered Species Act, and species have recovered and been delisted in the past years. Among the delistings are three subspecies of fox Urocyon littoralis native to California's Channel Islands. Conservation efforts for the foxes have included a captive-breeding programme and vaccination against a canine virus, and have resulted in the fastest recovery to date of any mammal listed under the Endangered Species Act. Despite these successes the process of listing species for protection under the Act has been heavily criticized. A report estimated that rather than the years specified by the legislation, it takes an average of years for a species to be listed after the point of first consideration. Source: Nature () nature.com/news/usendangered-species-recovery-surges-to-recordhigh-.
. . .as most humpback whale populations come off the endangered species list
Nine of distinct humpback whale populations have recovered sufficientlyin the last years to be removed from the U.S. endangered species list. Four populations remain listed as endangered and one as threatened. An estimated , humpback whales breed in Hawaii's waters and, as one of the primary species targeted by whale watching excursions, they contribute significantly to local economies. Populations of humpback whales in California, the Pacific north-west, Mexico and Central America will continue to receive protection under the Endangered Species Act, however, as numbers remain low. The Mexican population is estimated to be ,, and the Central American population numbers only c. individuals. Whale populations have increased steadily since the international community banned commercial whaling nearly years ago. Source: The Guardian ( ) theguardian. com/environment/ /sep/ /humpbackwhales-endangered-species-list
Largest expansion of Yosemite National Park since 1949
A ha area previously used for logging and grazing cattle is the latest addition to Yosemite National Park, in its largest expansion in almost years. Ackerson Meadows, an area of wetlands and rolling hills on the park's western boundary, will be preserved as a habitat for wildlife, including North America's largest owl, the great grey owl, and bears. The area was purchased for the park for USD . million by the Trust for Public Land, with the help of funds from the Yosemite Conservancy and anonymous donors. Yosemite National Park, which covers c. , km , attracts millions of visitors each year. It marked its th anniversary in .
Source: BBC News () bbc.co.uk/news/ world-us-canada-
The first marine national monument in the Atlantic Ocean
Announced at the Our Ocean Conference in Washington, D.C., in September, the newly designated Northeast Canyons and Seamounts Marine National Monument is intended to protect , km of ocean. The national marine monument, the first in the Atlantic Ocean, will be managed jointly by the U.S. Department of Commerce and the Department of the Interior. The area is hometomultiplerareandthreatenedspecies, including Kemp's ridley turtles and sperm, fin and sei whales, and the underwater canyons are home to deep-sea corals. The area ispredicted towarm almost threetimes faster than the global average, threatening the future of these species. Situated c. km off the coast of New England, the new national monument will affect local fishing industries. Recreationalfishingwillstillbepermittedbut red crab and lobster fisheries must leave the area within years, and commercial fishing operators were given days to move from the protected area.
Source: Mongabay () news.mongabay. com///obama-creates-atlantic-oceansfirst-marine-national-monument/
Signs of recovery of the Sierra Nevada yellow-legged frog
The deadly chytrid fungus has been decimating amphibian populations around the world
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for several decades, and has taken its toll on the Sierra Nevada yellow-legged frog Rana sierrae, which has been in decline for over a century. However, an analysis of . , population surveys conducted in Yosemite National Park over the past years has revealed that the species is recovering, with numbers increasing by an average of % annually across hundreds of populations. This is despite ongoing exposure to multiple stressors, including the presence of non-native predatory trout, pesticides, and chytridiomycosis. Results from a laboratory experiment indicate that the species may have developed some resistance to chytridiomycosis, which offers some hope that with appropriate management of habitat and reduction of stressors, declines of some amphibians may be at least partially reversible.
Source: Proceedings of the National Academy of the United States of America () dx.doi.org/./pnas., & New Scientist () newscientist.com/article/ mg--endangered-frog-recoversthanks-to-resistance-to-deadly-fungus/
4-year study to combat deadly bat disease
A -year study, with an investment of USD . million, has been launched to help scientists understand white nose syndrome, a fungal disease that is causing widespread mortality in North American bats and threatening some species with extinction. The disease disrupts bats' energy balance during hibernation, causing them to use up precious fat stores during more frequent arousals. Scientists will test whether a bioenergetic model can predict which species will survive and which will succumb, based on detailed information, including precise measurements of body fat and energy utilization during hibernation. The disease was first identified in New York State in , and has since been found in eastern and mid-west states and five Canadian provinces. In March the first known occurrence of the disease in western North Americawas recorded in Washington State. Bats play a key role in biodiversity and provide a number of important ecosystem services, including pollination and insect control.
Source: Wildlife Conservation Society () newsroom.wcs.org/News-Releases/article Type/ArticleView/articleId//BATSIGNALS-M-Four-Year-Study-Launchedto-Fight-Bat-Decimating-Disease.aspx
First U.S. bees to be protected under the Endangered Species Act
The U.S. Fish and Wildlife Service has added seven species of yellow-faced bees
in Hawaii to the U.S. Endangered Species List. Hylaeus anthracinus, H. assimulans, H. facilis, H. hilaris, H. kuakea, H. longiceps and H. mana are the first bee species to be protected under the Act. Hawaii's yellowfaced bees are endemic to the state and are crucial to the pollination of many threatened plant species. The bees inhabit diverse habitats, such as coasts, dry forests and subalpine shrublands, but development along the coasts, fire, impacts of invasive plant species and grazing by feral ungulates are threatening these habitats. Populations of yellowfaced bees are vulnerable to the slightest changes in their habitats, and H. hilaris, once found on the islands of Lanai, Molokai and Maui, is now restricted to a single, small population. The listing is welcome progress; however, areas of critical habitat have not been designated for the species. Source: Mongabay () mongabay.com/ //for-the-first-time-bees-get-addedto-us-endangered-species-list/
Lonely tree snail a symbol of Hawaii's biodiversity loss
Only a single individual of the tree snail Achatinella apexfulva is known to exist, in a laboratory in the University of Hawaii. The snail was once abundant on the island of Oahu, and its fate is not unique. Hawaii was once home to thriving populations of c. species of terrestrial snails but now only c. remain, and all are threatened with extinction. Multiple factors have contributed to the loss of Hawaii's snails, including overexploitation by collectors, invasive species, habitat loss and climate change. Many of Hawaii's other species are also under threat, including the monk seal, the hoary bat, and many birds, and the limited funds available for conservation are largely targeted at these more charismatic species, while invertebrates are overlooked. This is despite the reverence among native Hawaiians for tree snails, which they regard as being the voice of the forest.
Source: New Scientist () newscientist. com/article/-worlds-loneliest-snaillives-in-hawaii-but-cant-get-a-date/
White-lipped peccary threatened with regional extinctions in Mesoamerica
The white-lipped peccary Tayassu pecari is undergoing rapid population declines in most Mesoamerican countries as a result of hunting, deforestation and cattle ranching. As the only large mammal that moves through forested environments in herds of up to individuals, the peccary plays a key role as an ecosystem engineer in the region ' s threatened forests. However, large herds are becoming increasingly rare as hunting diminishes populations and interferes with their social structure. In August regional experts convened at the th Mesoamerican Society for Conservation Biology Congress for an emergency assessment of the current conservation status of the species, and to propose conservation actions for its protection. The group of scientists and conservationists are calling for the species, which is currently categorized as Vulnerable on the IUCN Red List, to be recategorized as Endangered in Mesoamerica, and have committed to jointly proposing and implementing conservation actions to save the white-lipped peccary.
Source: WCS () newsroom.wcs.org/NewsReleases/articleType/ArticleView/articleId/ /Peccaries-of-Mesoamerica-Now-HighlyThreatened-Warn-Experts.aspx
The dilemma of Cuban crocodiles
The Cuban crocodile Crocodylus rhombifer is Critically Endangered, with just a few thousand remaining in the wild. Despite severe fines for killing the crocodiles, they continue to be hunted for their meat and highly sought after leather. Efforts to conserve the species began in under former president Fidel Castro but new genetic analyses are raising difficult questions for conservationists. A study revealed a high level of interbreeding between Cuban crocodiles and the more resilient American crocodile Crocodylus acutus; % of wild Cuban crocodiles surveyed were hybrids, compared with just % of captive individuals. This widespread interbreeding may be attributable to logging and agricultural practices reducing the habitats available to each species. An influx of genes from the hardy, saltwater-tolerant American crocodile could help Cuban crocodiles adapt as sea levels continue to rise, but should conservationists be focusing on preserving the genetic purity of the two species?
Source: Nature () nature.com/news/cubancrocodiles-pose-conservation-conundrum- .
Tropical Andes freshwater biodiversity at risk
An assessment by IUCN and partners has revealed almost % of the freshwater https:/www.cambridge.org/core/terms
. https://doi.org/10.1017/S003060531600137X
biodiversity endemic to the Tropical Andes region of Bolivia, Colombia, Ecuador and Peru is threatened with extinction. Threats to freshwater species are rife, and include pollution, dams, unsustainable logging and fishing industries, mining and agricultural activities. The assessment covered species, including freshwater molluscs, dragonflies, freshwater fishes and aquatic plants, and yielded a new freshwater dataset for the region. The basins with the highest concentration of threatened species were the Magdalena-Cauca and Dagua in Colombia. As well as identifying new freshwater Key Biodiversity Areas the assessment used IUCN climate change vulnerability methods to assess the vulnerability of species to climate change, based on their biological traits. This is the first time that this process has been applied in the freshwater biodiversity context, and it has identified key species and areas for continued monitoring and sustainable management in the region.
Source: IUCN () iucn.org/news/tropicalandes-freshwater-species-risk-%E%%first-iucn-red-list-assessment
New sleeping beauty frog described
Individuals of a new species of rain frog have been discovered at elevations of ,–, m in and near Tingo Maria National Park in Peru's central Andes. The distinctive red rear legs and groin of Pristimantis pulchridormientes identified it as a new species but it owes its name to the region's chain of small isolated mountains known as La Bella Durmiente, the sleeping beauty. Areas of the park were largely inaccessible during the s and s because of terrorism and drug trafficking, with the result that few biological surveys have been conducted there. Although data on the new species are still insufficient, it is thought that the best hope for the frog lies in the protected park area. Clearing land for agriculture is a major driver of deforestation in the region, and although the park lost only ha of tree cover during – , the surrounding area lost , ha. Source: Mongabay () news.mongabay.
com///new-sleeping-beauty-frogdiscovered-in-fragmented-peruvian-forest/
A fresh start for Brazil's black-fronted piping-guan
The black-fronted piping-guan Pipile jacutinga is endemic to the Atlantic Forest of South America. The bird plays an important ecological role as it consumes whole fruits and disperses the seeds, which is crucial for forest growth. The species is globally threatened, and has suffered severe population declines in Brazil as a result of habitat loss and poaching. A survey
in São Paulo's Sierra do Mar mountain range recorded only one individual, indicating that the species was on the brink of local extinction in the region. Since then the conservation organization SAVE Brasil has established adaptation and rehabilitation enclosures in São Paulo and Rio de Janeiro, where captive birds acclimatize to the forest environment and undergo predator recognition training prior to release. In June the first nine black-fronted piping-guans were released, and satellite monitoring and observations by local communities have confirmed the birds are adapting well to the natural environment.
Source: BirdLife International () bird life.org/americas/news/reintroducing-blackfronte d-piping-guan-brazil
Peru capitalizes on its REDD+ potential. . .
Approximately % of Peruvian territory is Amazon rainforest, with an estimated total of million ha of jungle. This vast expanse means that Peru's forests store more carbon than the USA emitted in , according to data from the Carnegie Airborne Observatory. Circa .% of Peru's forests in National Protected Areas are involved in REDD+ (Reduced Emissions from Deforestation and forest Degradation) programmes, and REDD+ conservation efforts generated nearly USD million for Peru during –. These projects create financial value for the carbon stored in forests, and field inspections and satellite imagery monitor the performance of programmes. The development of such projects involves community consultations but many note that a lack of indigenous land-titling and inadequate governance and forest management are hampering Peru's fulfilment of its carbon sequestration potential.
Source: Mongabay () mongabay.com/ //perus-redd-conservation-effortspaying-off/
. . .but illegal mining is still rampant
Deforestation from illegal gold mining in Tambopata National Reserve in the southeast of Peru now exceeds ha. These latest data are the result of research from the Monitoring of the Andean Amazon Project, which since has been using high-resolution satellite imagery to identify areas of mining-driven deforestation within the reserve. It is estimated that . , people are involved in illegal mining activity within the protected area. Tambopata is home to c. , species of butterflies, species of birds and species of mammals, including the jaguar Panthera onca and the Endangered giant river otter Pteronura brasiliensis. This rich biodiversity attracts thousands of tourists each year but mercury pollution and the deforestation of vast tracts of primary forest threaten the future of the reserve.
Source: Mongabay () news.mongabay. com///gold-mining-deforestation-inperuvian-reserve-surpasses--hectares/
Chile establishes new marine park
Covering , km , Chile's recently designated Nazca-Desventuradas Marine Park encompasses the islands of San Félix and San Ambrosio, covers % of Chile's sea surface area, and is one of the largest protected marine areas in the Americas. The marine park is a no-take zone, and mining and industrial activities are also prohibited. Research will continue to be permitted in the area, however, as % of species found in the Park are endemic to the region, with % of deep-sea fish and % of deep-sea invertebrates found nowhere else. Fish biomass is the highest of all the Pacific islands, with . tons per ha, and it is hoped that the Park will have a spillover effect that will foster the recovery of populations of overexploited species in the South Pacific Ocean, including mackerel.
Source: Mongabay () news.mongabay. com///chile-creates-largest-marinepark-in-southeast-pacific/
Bird flu threat to Antarctic penguins
Following the discovery of an unusual strain of avian influenza virus in penguins in Antarctica in scientists have continued to monitor the birds and have now discovered a second strain of the virus. The discovery is cause for concern because, although the birds are showing no signs of illness, bird flu can have devastating consequences. The fact that the viruses are reaching the continent, introduced by migratory birds, indicates the potential for other more deadly viruses to be introduced there in the future. Penguins are the second most threatened group of seabirds, after albatrosses, and this latest finding highlights the need for better protection of penguins through monitoring for diseases, and protecting their breeding and fishing grounds through proper enforcement in marine protected areas and appropriate fisheries management.
Source: BBC News () bbc.co.uk/news/ science-environment-
Could the smell of snails save the Great Barrier Reef?
Researchers in Australia are aiming to identify and synthesize a fear-inducing chemical compound released by the Pacific triton sea snail Charonia tritonis in the hope of saving Australia's coral reefs. These giant snails are natural predators of the crown-of-thorns starfish Acanthaster planci, the species responsible for % of all lost coral cover in Australia between and . A single crown-of-thorns starfish is capable of eating c. m of coral in year, and a population explosion of the starfish in resulted in an estimated million starfish feasting on the Great Barrier Reef. Currently population outbreaks are managed on a small, local scale by divers administering lethal injections to individual starfish, but this is an expensive task. Synthesizing the scent of the Pacific triton snail may offer an alternative solution however, as crown-of-thorns starfish flee when they sense the snails in the area.
Source: BBC News () bbc.co.uk/news/ world-australia-
All internet addresses were up to date at time of writing. Note that in the online version of this document (at cambridge. org/core/journals/oryx) all links are live and can thus be used to navigate directly to the cited sources. The Briefly section in this issue was written and compiled by Cella Carr, Jessica Haskell and Martin Fisher. Contributions from authoritative published sources (including web sites) are always welcome. Please send contributions by e-mail to firstname.lastname@example.org | <urn:uuid:2ba54ca8-14f4-4b1d-8b9c-a049f8976a64> | CC-MAIN-2017-22 | https://www.cambridge.org/core/services/aop-cambridge-core/content/view/3260C0D3FF343E650333DEC38BD58ADF/S003060531600137Xa.pdf/briefly.pdf | 2017-05-26T21:08:53Z | crawl-data/CC-MAIN-2017-22/segments/1495463608684.93/warc/CC-MAIN-20170526203511-20170526223511-00242.warc.gz | 1,048,305,279 | 17,866 | eng_Latn | eng_Latn | 0.9959 | eng_Latn | 0.996753 | [
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Lesson 1 HUMAN BIOLOGY & AEROBIC FITNESS
To completely understand how aerobic exercise is performed and fitness is achieved, we need to know what happens from the moment we start to exert ourselves.
When a movement in the human body occurs, energy must be released to cause that movement. This energy release occurs via a chemical reaction where adenosine triphosphate (ATP) is converted to adenosine diphosphate (ADP) plus free phosphorus, and large amounts of energy.
The energy produced is primarily motion (i.e. the movement of muscles), and heat (which is lost). The body's use of energy is not particularly efficient since a lot of energy is usually lost during any movement.
The small amount of available ATP in muscles is only sufficient to support a single explosive muscle contraction such as throwing a ball, or a golf swing. If a sport, or some other performance, demands repeated muscle contractions then the ATP required must be constantly replenished from other fuel sources in the muscle.
ADP can be reconstituted by adding energy to it - this converts it back to ATP.
ATP is stored in every cell of the body, and is able to be transported throughout the body.
page 9
SOURCES OF ATP
ATP can be supplied to the body by three different ways:
1) ATP-PC System
Here, the compound 'phosphocreatine' is broken down to produce ATP. When phosphocreatine breaks down it produces phosphorus, creatine and energy. The energy produced is then able to be used by ADP to create ATP. Phosphocreatine is then able to be reconstituted with the addition of energy (which comes from foodstuffs and not from stored ATP/ADP reactions). These sources of energy are quickly rebuilt after effort, to the extent that 50% of the energy source is available around 30 seconds later, and 80% of this energy is restored within 2 minutes.
2) Lactic Acid System
When a maximal effort is continued beyond the extent of the phosphate energy system, energy is provided from glycogen stored in the muscles. This system involves glucose (or glycogen) going through various chemical processes to produce ATP plus lactic acid. One glucose molecule is broken down into carbon dioxide and water in the presence of oxygen, and in turn, produces two ATP molecules.
The amount of ATP produced this way is small. This is a more complex procedure using only carbohydrates as its food fuel, and not requiring oxygen for the process.
This energy is used, for example, in 400 metre track races and 100 metre swimming events. Continuous activities which lead to exhaustion in 45-50 seconds result in maximal values for lactic acid accumulation. A problem with this process is that increased lactic acid levels can affect blood pH. Blood pH should be around 7.3, and never drop below 6.8. Nevertheless, the lactic acid system is self-limiting and so should not normally develop such problems. Generally, the result will be a feeling of fatigue which will cause an athlete (or someone doing heavy bursts of work) to slow down. Once lactic acid is produced, it requires 45 to 60 minutes to be removed, and for the athlete to recover.
3) Oxygen System
This process involves the formation of carbon dioxide, water and ATP - from fats, proteins and/or carbohydrates, in the presence of oxygen. This process can produce large amounts of ATP. One molecule of sugar can result in the production of 36 molecules of ATP.
This is more complex than the ATP-PC system. The only limiting factor for this system is usually the supply of oxygen.
The body will normally try to use this system, and only use other systems to produce ATP if oxygen is in short supply. The short supply of oxygen can occur when:
* ● Activity first starts.
page 10
* ● Activity is placing higher demands on oxygen than what can be supplied by breathing.
The Oxygen System is an AEROBIC system. The ATP-PC and Lactic Acid Systems are ANAEROBIC systems.
The body uses anaerobic systems for energy supply only when aerobic systems cannot meet the demand.
Example
If a person is running a marathon, breathing may not be supplying ample oxygen to produce ATP through this system. Hence, the lactic acid system may be used, resulting in a build-up of lactic acid - OR, the ATP-PC system may be used, resulting in a depletion of phosphocreatine in the muscles.
After completing exercise, there may be a lactic acid build-up, and if so, the body needs to remove this excess. This lactic acid removal requires energy which is supplied aerobically - hence extra oxygen may be required. This extra oxygen requirement (after exercise) is called the 'oxygen debt'.
Krebs Cycle
This is one particular series of reactions occurring in the oxygen system.
Two main chemical reactions occur in this cycle:
1. Production of carbon dioxide.
2. Oxidation (i.e. removal of electrons).
Carbon dioxide produced in this cycle is eliminated from the body by breathing out.
The Krebs cycle can be explained as follows:
* ● Aerobic glycolysis produces pyruvic acid from glucose.
* ● This pyruvic acid enters the cycle, giving off carbon dioxide which is transferred to the lungs and breathed out.
* ● Electrons are removed from hydrogen to produce H+ ions, and electrons. These electrons enter the electron transfer system for further chemical reactions.
* ● Eventually water is formed from hydrogen ions and electrons removed in the Krebs cycle.
* ● Energy is released as electrons are transported in the Electron Transfer System, and this energy is used in the formation of ATP from ADP and free phosphorus.
The urea or Krebs cycle can be described in simple terms as follows:
1. Carbon dioxide (CO 2 ) and Ammonia (NH 3 ) combine (along with ATP and orthinine) to produce citrulline.
2. Citrulline with ammonia produces arginine.
3. Arginine produces urea and orthinine.
page 11
4. The orthinine produced in stage three completes the cycle by being used again in stage one.
Summary of The Aerobic Energy System
C 6 H 12 O 6 + 6O 2 → 6CO 2 + 6H 2 O + energy
The above formula is a simplified version of what occurs when stored foods e.g. carbohydrates, fats, proteins or in this case the simple sugar molecule glucose, are oxidised to produce carbon dioxide (CO 2 - which is respired out of the body), water (H 2 O) and energy. The energy is used to convert ADP to ATP.
ENERGY DEFINITIONS
Energy is the capacity to do work.
Work is the transference of a force over a distance (i.e. work = force x distance).
Power is a measure of work carried out per unit of time.
Efficiency = Work Output x 100 Energy Input
THE NATURE OF ENERGY
* ● Energy cannot be created or destroyed - it simply changes form.
* ● All energy in a person's body is ultimately derived from solar energy.
* ● Chemical energy is an important form of energy for man.
Suggested Tasks:
▼
Throughout this course you will be provided with suggested tasks and reading to aid with your understanding. These will appear in the right hand column. Remember: these tasks are optional. The more you complete, the more you will learn, but in order to complete the course in 20 hours you will need to manage your time well. We suggest you spend about 10 minutes on each task you attempt, and no more than 20 minutes.
Learn More ›››
Suggested Tasks
We have covered a lot of complex information here. Try summarising this information in another way, such as -
Flash cards Mind Maps Spider diagrams Flow Charts etc.
UNITS OF MEASUREMENT
Work and power are measured as:
* ● Kilopond metre (i.e. kpm where 1 kilopond = 1 kilogram)
* ● Watts
Power is measured as work per unit of time (e.g. kilopond metres per minute)
Energy is expressed as:
* ● Kcal or calories (where 1 Kcal = 1000 calories)
* ● Kilojoules
* ● Litres of oxygen per minute (where 1l/O 2 /min = 5 k/cal, but it can vary though).
ENERGY PRODUCTION PATHWAYS FROM DIFFERENT FOODS
1) Fats (triglycerides in the body)
* ● Hydrolysis of triglycerides produces glycerol and FFA.
* ● Beta oxidation of glycerol produces acetyl CoA.
* ● Acetyl CoA enters the Krebs cycle.
2) Carbohydrates
* ● Carbohydrates break down to glucose (simple sugar).
* ● Glycolysis of simple sugars produces pyruvic acid.
page 12
* ● Pyruvic acid produces acetyl CoA which enters the Krebs cycle.
3) Proteins
* ● Proteins break down into amino acids.
* ● Deamination may occasionally occur to produce keto acid, which in turn can move into the krebs cycle.
RESPIRATORY QUOTIENT (i.e. RQ or Re)
This is a measure of the relationship between carbon dioxide produced and oxygen consumed.
* ● If you are metabolising fats, the respiratory quotient = 0.7
* ● If you are metabolising glucose, the respiratory quotient = 1.0
* ● If you are metabolising protein, the respiratory quotient = 0.8
Note: This means if you are metabolising fat, you need more oxygen than if metabolising glucose or carbohydrate.
RESTING QUOTIENT
When resting it is normal for the body to be metabolising a combination of both fat and glucose.
* ● If you are metabolising 66% fat and 33% glucose, the respiratory quotient = 0.8
AEROBIC CAPACITY
This is determined by measuring a person's ability to extract and utilise oxygen.
* ● This measurement is called 'O 2 uptake' (i.e. VO 2 max).
* ● People can utilise fat deposits when energy consumption is less than 50% of VO 2 max.
* ● Energy must come from anaerobic sources when intensity is high.
* ● Running in excess of approximately 1 mile tends to be dominated by aerobic metabolism.
* ● The energy required for activity is determined by not just duration of exercise, but also the intensity.
WHAT HAPPENS DURING EXERCISE
As exercise starts:
* ● Heart rate and respiration rate increase.
* ● VO 2 increases.
* ● Lactate initially increases.
* ● RQ drops at first, then increases.
As intensity of exercise increases, the use of fat decreases and at 50% VO 2 max, fat use can reach zero.
page 13
BREATHING
During aerobic exercise we need to optimise our oxygen supply, and to do this two things are important:
1. The way you breathe.
2. The quality of the air which you breathe in.
By optimising the oxygen supply, the following can be achieved:
* ● Lung elasticity increases.
* ● Blood volume increases.
* ● Heart performance improves.
* ● Circulation of blood becomes better.
* ● Cell metabolism improves, hence muscle performance is better and waste products are removed more efficiently from the cells.
* ● The likelihood of hyperventilation during exercise is lower.
Practical Applications of Breathing
Breathing techniques may be incorporated into the warm up phase prior to aerobic exercise. Raising oxygen levels in the body in preparation for exercise to follow, will aid muscle activity and endurance.
Breathing exercises after a fitness routine can also aid in refreshing the body and easing the heart beat down to a normal rate.
1) The Way You Breathe
Consider how you breathe and its impact on your health:
* ● Deep or shallow? Deep breathing is considered better for overall health.
* ● Slow or fast? Slow breathing is important when relaxed.
* ● Through the nose or mouth? Breathing through the nose utilises the natural filtration system humans have in the nasal passage.
2) The Quality Of The Air You Breathe In
Consider the purity of the air you breath and how this may affect health:
* ● Air conditioning - these units can spread air-borne sicknesses.
* ● Pollen, dust, allergens - allergies to these and other irritants may impede breathing in many people.
* ● Value of exercise around vegetation (where oxygen levels are higher) - fresh air is important to all, especially for those involved in activities where oxygen is crucial.
* ● High altitude training (how much oxygen is in the air) - although used as a pre-season training method for some sports, the oxygen level gets lower as altitude increases.
page 14
Resistance TRAINING
Resistance training increases muscle strength by pitting the muscles against a weight, such as a dumbbell or barbell. The muscle cells adapt to the extra workload by enlarging (hypertrophy) and recruiting greater numbers of nerve cells to aid contraction. Understanding the principles of muscle contraction can help you reach your fitness goals faster. It is important to pay attention to safety and good form to reduce the risk of injury. If you are overweight, over 40 years, have a pre-existing medical condition or haven't exercised in a long time it is important to consult with a doctor before starting any new exercise program.
The basic principles of resistance training include:
* ● Type of lift - you need to tailor your workout to address specific body areas. For example, if you want bigger and stronger arms, you need to use exercises that target those particular muscles.
* ● Intensity - the faster the lift, the greater the intensity.
* ● Volume - the greater the number of lifts, the more profound the increase in muscle size and strength. You can increase the volume by either training frequently (say, four times per week instead of two) or else training for longer per session (such as one hour instead of 30 minutes).
* ● Variety - switching around your workout routine, such as regularly introducing new exercises, challenges your muscles and forces them to adapt with increased size and strength.
* ● Progressive overload - gradually increasing your weights forces your muscles to grow stronger and larger.
* ● Rest - you need to rest between sets. If your goal is muscle size or endurance, rest for two minutes or so. If you want muscle strength, allow up to four minutes between sets.
* ● Recovery - muscle needs time to repair and grow after a workout. A good rule of thumb is to rest the muscle group for at least 24 hours to allow sufficient recovery time before working the same muscle groups again.
Principles of Exercise
FITT is an easy way to remember the variables of an exercise program that you can manipulate in order to constantly challenge yourself.
Frequency - how often you exercise Intensity - how hard you exercise Time - how long you exercise Type - the type of exercise you're doing (i.e. running, walking, etc.)
When you workout at sufficient intensity, time and frequency, your body will improve (also called the 'Training Effect') and you will start to see changes. When your body adjusts to your current FITT levels, it's time to manipulate one of more of them. For example, if you've been walking 3 times a week for 20 minutes and you've stopped seeing improvement, you can change the following:
page 15
Frequency - Add one more day of walking speed walking or hill training
Intensity - Add short bursts of jogging,
Time - Add 10-15 minutes to your usual
Type - Do a different activity such as workout time
cycling, swimming or aerobics
*Changing any of these variables every 4 to 6 weeks can help you keep that training effect going.
Progressive resistance (the Overload Principle)
In order to improve your strength, endurance and fitness, you have to progressively increase the frequency, intensity and time of your workouts. A simple way to stimulate your body is to try different activities. If you normally walk on the treadmill, try riding the bike which will use different muscles and allow you to burn more calories. If you've been doing biceps curls with dumbbells, change to a barbell.
Specificity
Your training should be specific to your goals. For example, if you're trying to improve your racing times, you should focus on speed workouts. If your main goal is simply health, fitness and weight loss, you should focus on total body strength, cardio and a healthy diet. Make sure your training matches your goals!
Warm up and cool down also needs to be addressed in exercise.
Benefits of Resistance Training
A few of the benefits of regular resistance training include:
* ● Increased muscle strength, power, endurance and size
* ● Increased bone density and strength
* ● Reduced body fat
* ● Increased muscle-to-fat ratio
* ● Boosted metabolism (burning more kilojoules when at rest)
* ● Lowered heart rate and blood pressure after exercise (thought to reduce the risk of heart disease)
* ● Improved balance and stability
TYPES OF RESISTANCE TRAINING
Progression/Progressive Resistance
This means that the individual must exercise at intensity greater than his or her existing capacity if they wish to improve. It involves gradually increasing the number of repetitions (reps) done in an exercise from a "lower guide number" to the "upper guide number". When the upper guide number is reached, more weight is added to the system, reps are reduced to the lower guide number, and the process is repeated. You are achieving overload by increasing resistance.
page 16
Example of progressive resistance:
You are required to do one set of 8-12 reps of a movement starting with 20kgs (or a safe weight for you - appropriate for your level of fitness). For example, bicep curls with a barbell.
Session days would be:
Day 1 20kg Barbell X 8 bicep curls
Once 12 repetitions are achieved, the weight can be increased to make the biceps work harder.
Day 11 25kgs X 8 (only 8 reps can be performed because the weight is now heavier)
Day 13 25kgs X 10
Day 15 25kgs X 12
This continues making sure the muscle group being worked can achieve a least 11 - 12 repetitions and then the resistance is increased.
Note: Weight training the same muscle group two days in a row will not allow that particular muscle group to rest. By not resting enough the muscles will not repair or adapt to the training performed (i.e.: grow in strength/size), overuse can also cause injuries. | <urn:uuid:f9872e5f-8fa8-4717-929e-b098cc3b7025> | CC-MAIN-2019-22 | http://dl.acsedu.com/ebook/Samples/Short_Course_Physical_Fitness_sample.pdf | 2019-05-20T22:36:02Z | crawl-data/CC-MAIN-2019-22/segments/1558232256163.40/warc/CC-MAIN-20190520222102-20190521004102-00341.warc.gz | 64,900,791 | 3,927 | eng_Latn | eng_Latn | 0.994859 | eng_Latn | 0.998335 | [
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Sea Buckthorn Production Guide
"The following guide has been compiled and cross-referenced to the horticultural experience of growers and research scientists in Russia, Sweden, Finland, Hungary, Germany, Mongolia, China and in most parameters has been verified by experience in the Provinces of Saskatchewan and British Columbia, Canada."
Dr. Thomas S.C. Li Pacific Agri-Food Research Centre Agriculture & Agri-Food Canada Summerland, BC V0H 1Z0
Colin McLoughlin Canada Seabuckthorn Enterprises Limited Peachland, BC V0H 1X5
TABLE OF CONTENTS
2
4
5
7
I. General Plant Information
Sea Buckthorn (Hippophae rhamnoides L.) is a unique and valuable multipurpose species currently being cultivated in various parts of the world, including Canada. It has considerable in vita economic potential; by definition, to the concept of food nutraceuticals in Canada, as being recognized as " a food or food ingredient which has health benefits, including the prevention and treatment of disease."
Quite remarkable and diverse growing conditions have been observed in wild and silviculture stands of sea buckthorn. However, from literature review and local experience gained in Saskatchewan and British Columbia, this production guide is presented to facilitate the growing and production capabilities for orchard management and the exploitation of the plants qualities.
Sea buckthorn is a hardy, fast growing deciduous tree-like shrub, between 2 to 4m tall, with yellow or orange berries. It has brown or black rough bark and a thick grayish-green crown. Leaves are alternate, narrow, and lanceolate with a silver-grey colour on the under side. It is an ideal plant for soil erosion control, land reclamation, wildlife habitat enhancement, and farm shelterbelt protection, with nodule rooting capability of fixing nitrogen from the atmosphere.
Comparison of Vitamin C
Content of Various Food Plants
Sea buckthorn needs a period of 4-5 years from the appearance of the first shoots from the seeds to the beginning of fruit and peaks at the 7-8th year of plant life, remaining productive for 30 years with intermittent pruning. An orchard planting can yield 10 tonnes of berries per hectare.
The leaves, berries and seeds of sea buckthorn have high nutritional and medicinal values, containing vitamins C, B1, B2, E, F, K, P, provitamin A, sugars and organic acids. An average protein content of 30%, with polyphenol activity, including such rare fatty acids and alkaloids as nervonic and serotonin, reputed to protect the human central nervous system from toxins such as radioactivity: with selenium included with 27 mineral elements.
Each berry contains one bony, ovoid seed. The fruit may be harvested on schedule of maturity defined to 25 days before the particular climate zones average first frost. The fruit is usually harvested by hand picking/stripping or flailed onto ground sheets from late fall to early spring.
The highly nutritional (vitamin C, etc.) leaves as a tea crop, should be harvested, from the male shrub only, during late June and mid July, so as not to interfere with the fruit set on the female shrub. The best nutritional time period is after fruit appearance ( a minute green berry on the female shrub).
The species is dioecious, the sex cannot be determined in the seed, or prior to 34 years of growth, on or during budding of both vegetative and mixed (vegetative–generative) buds when initiated along shoots. The vegetative buds form primarily on plants which are not bearing fruit. On fruiting plants, the mixed buds are formed. These in appearance, according to the gender, on male plants the buds are larger, more protruding and have 6-8 covering scales.
On female plants the buds are smaller, more elongated, sensile on the branch, and have only two covering scales. At appearance, transplanting may occur to facilitate the establishment of the correct ratio (male/female), required for optimum production in the orchard.
Very small yellowish pistolate flowers appear, usually before the leaves, late April to mid May. Cross-pollination is by windblown action only. The yellow-orange, drupelike, clustered berries, pea-sized, appear mostly on the previous years growth; they ripen in the fall and frequently cling on the shrub until the following March/April.
Cultivars, (seeds etc.) recommended, have been evaluated on the various (nine) species morphological, phenological and production characteristics. For example, the production characteristics used were the yield, ability for harvest, organoleptical test of fruit, chemical analysis of ingredients and disease resistance. Hence the two cultivars recommended for the present time in Canada as being economical for production, are — H. rhamnoides cv. indian-summer and H. rhamnoides spp. sinensis.
II. Ecosystem to Orchard Management
In natural conditions, sea buckthorn is found growing profusely on a wide range of soil types, but does better in soils with a light physical structure, rich in nutrient compounds, with a pH near neutral (pH 6.5-7.5). Best growth occurs in deep, well drained, sandy loam with ample organic matter.
Under cultivation, sea buckthorn has been grown on various types of soils: on chernozems, brown soils, grey forest soils, turf carbonates, turf-podzols, peaty loams and peaty-swampy soils with various physical structures such as sandy, semi-sandy, semi-clayey, and even clayey in all horizons. Keeping in mind conditions that best fulfil the needs of sea buckthorn root system regarding water and air relationships and soil pH near normal. Very light, sandy soils have low water carrying capacity and are also low in nutrient mineral elements; so without the previous addition of organic matter, are not appropriate. Similarly inappropriate are clayey soils, with high density and water retention characteristics.
Determining Soil Type
Draw a simple map of the area you intend to sample. This provides an important reference for soil preparation and planting.
*Special Features
Mark areas with special features on your soil sampling map and indicate the nature such as:
*Soil Texturing Guide
1. Take a small handful of soil
2. Add small amounts of water while kneading soil until clods are broken down and soil becomes pasty
3. Determine texture by rubbing soil paste between finger and thumb, using the guide below
*Texture Guide
Soils rarely consist of pure sand, silt or gravel. Usually the soil is a mixture of these components and is described as:
| CLAY LOAM | |
|---|---|
| silty clay loam, silty clay, clay | Heavy, or fine textured soil |
*1983 BC Ministry of AgricultureIrrigation Design Manual
III. Cultural Management
1. Drainage and Irrigation
Sea buckthorn can tolerate a little drought but it is a moisture sensitive plant especially in the spring when plants are flowering and young fruits are beginning to develop. Planting in arid or semi-arid areas, water must be supplied for establishment. For economic reasons, sea buckthorn orchard plantings should be restricted to areas receiving a minimum of
400mm of annual precipitation, unless irrigated. It cannot tolerate over the crown, high water table or long term inundation (two weeks), therefore situating plants on sandy loam soil on slight slopes with good drainage is best. The optimal soil moisture for mature, sea buckthorn, depending on soil type, is around 70%, inadequate soil moisture causes a reduction of leaf area and fruit set.
Sea buckthorn has high requirements for nutrient mineral element content of the soil. The micro-element consumed in the highest quantity is phosphorus. It is indispensable for the normal life process of the nodules on the roots. The plant requires little nitrogen, and potassium is negligible.
2. Fertilizers and Lime
Soil testing: Results from a soil analysis are the most accurate guide to fertilizer and lime requirements. It is important to determine soil fertility and pH levels before planting, so that necessary lime and fertilizer can be applied to the soil.
Fertilizer recommendations: Sea buckthorn, just like any other crop, requires adequate soil nutrients for a high yield of good quality fruits. Sea buckthorn responds well to phosphorus fertilizer, especially in soils low in phosphorus. Fertilizer recommendations should be based on the results of soil analysis.
Method of fertilizer application: There are various methods of fertilizer application. It can be broadcast on the soil surface and incorporated into the soil with tillage. Top dressing method can be used when sea buckthorn is growing. Fertigation is another effective alternative way to apply fertilizer.
Lime: Sea buckthorn can tolerate a wide range of soil pH, but a pH level between 5.5-7.0 is ideal. Soil acidity can be corrected by the application of lime. Use of some dolomitic limestone is recommended since it contains a significant quantity of magnesium which is an essential and often deficient plant nutrient. Quick lime, caustic lime, and burned lime are not recommended on agricultural land.
Manure or compost: Manure or compost supplies plant food over a period of time, cow and poultry manures are commonly used. Maximum application rates of dairy manure should be about 45 tonnes/ha and poultry manure should be applied at no more than 20 tonnes/ha on cropped land.
Cover crops: A cover crop before the land is to be planted with sea buckthorn is valuable in increasing organic matter in the soil and preventing nutrient losses and erosion by wind and water. Barley, oats or winter cereals such as winter wheat and fall rye at the rate of 80-150 kg/ha can be seeded in the fall and plowed under in the early spring to allow decomposition before sea buckthorn planting.
Nutrient deficiencies and corrective treatments: There is very limited information in the literature regarding the nutrient deficiencies on sea buckthorn. Some of the information is based on other crops, fertilizer recommendations are quoted from other countries research institutes publications as follows:
| | Symptom | | Deficiency | | Treatment |
|---|---|---|---|---|---|
| Foliage is pale green or yellowish and later leaf senescence and dehiscence are accelerated, plants are smaller than normal, leaf area is reduced | | Nitrogen and/or phosphorus deficiency | | Nitrogen and phosphorus fertilizer should be applied early in the spring in the forms of ammonium nitrate around 20g/m2 and phosphate fertilizer (superphosphate) should be added in the fall at a rate of 20- 30g/m2, the rates should be based on the results of soil analysis. | |
| Pale leaf colour, marginal chlorosis, scorch, shortening of stem internodes, death of the terminal bud | | Potassium deficiency | | Potassium fertilizer should be added with the phosphorus at 20-25g/m2 of potassium chloride. | |
| Terminal leaves normal, basal leaves marginal chlorosis with V pattern, this symptom occurs when potassium is high or soil is acid, especially in young, vigorous trees and defoliation begins from the base of shoots and progressively affects the leaves above | | Magnesium deficiency | | As required Custom blend | |
| Delayed opening of flower and leaf buds in the spring, small chlorotic leaves, shortened internodes and little leaves along the shoot, reduced growth and small fruits | | Zinc deficiency | | As required Custom blend | |
| Loss of chlorophyll and leaves become chlorotic, interveinal areas become yellow but the veins remain green, symptoms develop first on young leaves | | Iron deficiency Iron deficiency can result when there is insufficient iron in the soil, sufficient but unavailable iron or sufficient and available iron that is not properly utilized in the plant | | As required Custom blend | |
Other symptoms caused by physiological factors
| | Symptom | Factor |
|---|---|---|
| Smaller crowns and lower yields | | |
| Poor growth and beginning of rot at the root zone | | |
| Small leaf area and low fruit set | | |
| Die back of branches with late emerging small leaves | | |
| Breakage of branches | | |
| Leaves wilt, turn yellow and drop | | |
IV. Planting
1. Sterilization and Fumigation of Soil
Normally soil fumigation is not needed before sea buckthorn planting unless the field is known to be infested with disease in previous crops which may affect sea buckthorn, an example would be root type crops.
2. Land Preparation
Ideally, soil preparation should begin at least a year before planting. Planting site should be well cultivated, removing all the roots of perennial weeds. Depending on soil analyses, a good cover crop, such as rye or green vegetable, before planting is recommended to increase organic matter in the soil. Light sandy soil has low moisture retention capacity and may be improved by the addition of organic matter, manure or various composts. If the soil pH is too low, liming the entire surface is necessary, also clay and heavy loam without mineral improvements are unsuitable for sea buckthorn.
3. Propagated by Seeds
Propagation from seed is relatively simple and produces a large number of seedlings at fairly low cost compared with other propagation methods. Seeds can be stored up to 3 years before lost viability. (Figures I & II)
Manual of Woody Plants, 1927
A. Seed treatment before seeding
Hot water: Prior to sowing, the seeds should be soaked in water for 48 hours and at this time seeds that are floating should be discarded. Other reports indicated that soaking seeds at a temperature of 70 ?C and stirred intermittently until the temperature drops to 10-15 ?C then leave standing 48 hours may improve germination rate. The results from our experiment indicated that the water temperature did not show any significant differences for germination rates, but seed soaking before seeding shortened the days required to start and complete germination compared to non-soaking seeds.
Chemical: Experimentally, seeds were treated with GA3 and KNO3 (rooting hormone) for 48 hours before seeding which did not improve germination rate significantly among species tested.
Bleach Solution: to prevent fungal infection of cotyledon on emergenge, we recommend a 20 minute soaking in 10% bleach solution before planting. (Figure I & II) The ratio of 10 parts water to 1 part bleach is based on 5.25% sodium hypochlorite content, which is the normal concentration in household bleach.
B. Direct-seeding outdoors - Seed depth and germination
The results from our experiments indicated that seeding at soil surface has significantly higher emergence rates than the depth of 1 and 2 cm. Soil should be irrigated (mist) periodically to prevent seeds drying out. If seeding in late spring, seeds should be covered with a very light layer of soil. Seeds should start to germinate within 5-10 days based on the condition of the seeds and the species of sea buckthorn. A number of seeds per planting site is recommended at spacing of 1 m. within the row and 4 m. between the rows.
C. Seeding indoors and transplanting
Sea buckthorn seeds can be seeded indoors in pots, in sterilized soil, in January or early February, one seedling per pot is allowed to grow for 3 months before transplanting in early May. Manufactured tree seedling trays can be used for early greenhouse mass production. Size recommended is 2"-4" diameter - 12" deep.
Spring is the best time for planting sea buckthorn. On light sandy soil, the root is buried 6-8cm. deep to encourage the development of another tier of roots. They should be watered once every week after transplanting. In orchard planting, a spacing of 1m. within the row and 4m. between rows is recommended, although high density planting of 1X1m. is being considered in Europe. Rows should be oriented in a north–south direction to provide maximum light.
4. Propagation by cuttings
Cuttings produce rooted plants with the same genotype as the parent plant. The cuttings will bear fruit 1-2 years earlier than seed propagated trees.
Sea buckthorn can be propagated using either hardwood or softwood cuttings, layering and suckers.
Hardwood Cuttings
Hardwood cuttings should be chosen from healthy, well developed plants in fruiting stage. Cuttings (15-20cm. long) should be taken from the previous year's growth during dormancy in the late fall or in the early spring. One week before planting, bundles of cuttings are soaked in water (room temperature and change once a day) and covering 2/3 of their length until the beginning of root formation. Cuttings can be transplanted when the roots are 1-2cm. long. Rooted cuttings can be directly planted outdoors in the field, but planting in pots, under a controlled environment for 1 to 2 months before transplanting will give better results.
Softwood cuttings
The advantage of softwood cutting propagation is its high success rate. Softwood cuttings (15-20cm. long) are taken when shoots begin to become woody. Remove the lower leaves, leaving 2-4 leaves at the tip and dip into rooting hormone before rooting in media such as sand or perlite. Pay special attention to the moisture of the media [mist]. Rooted cuttings should be planted in pots for 1-2 months before transplanting to the field.
Root cuttings and suckers
Root cuttings also can be an effective propagation method for sea buckthorn. Root cuttings are planted in pots in a greenhouse for 6-8 weeks before transplanting to the field in spring. Sea buckthorn easily produces suckers within a few years of planting, which is a good source for propagation, but sometimes do not carry the good genetics of the mother plant.
5. Male/female ratio ? ?
For economic reasons, the ratio of male to female plants is important, as the number of female trees in each planting directly affects the total yield. If seedlings of unknown sex are planted, it may result in an uneven distribution of male and female plants within each planting. There are two approaches to avoid this problem, remove male plants and replace with female plants, or vegetative propagation from mature plants of known sex.
Recommendations for male and female ratio vary from 6 to 12%. A report from Siberian Institute of Horticulture in Russia indicated that one male:female mixed row for every two rows of female plants and in the mixed row every fifth plant is male. This design gave significantly higher total yield than other designs. (Figure: III)
Our estimate
of orchard
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Figure III disposition of Pollinisers
According to this disposition, between every two lines of female plants there is a mixed line. In this mixed line, after every four female plants there is a male plant. This means the pollinisers account for 6-7% of the total plants. Generally, the distance within which the female plant can be pollinated is about 100m. Investigations have shown that as the distance from the female plant to the male plant (polliniser) increases (64m or so), the yield of the female plant decreases. Therefore, for balanced pollination, the disposition of pollinisers illustrated above is suitable.
Lu Rongsen, 1992
planting with 4,000 trees per hectare and a 1:6 male and female ratio, should yield approximately 10 tonnes.
6. Pruning
The purpose of pruning sea buckthorn is to train branches, promote growth and facilitate harvesting. Moderate pruning will increase the yield and fruiting life of the plants. The crown should be pruned to remove overlapping branches, and long branches should be cut to encourage development of lateral shoots. Mature fruiting plants should be pruned to allow more light penetration. Pruning is also recommended to eliminate thorns on the mature wood to facilitate harvesting.
7. Mulches and row covers
In an orchard planting, it is ideal to have row covers such as grass between rows to reduce loss of soil moisture. Mulches between trees within the row will reduce the cost of weed control and keep soil moisture and temperature to
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promote better growth. The use of black plastic during first 3-4 years from seed is ideal for moisture conservation and weed control.
V. Temperature and Light Requirements
Irrespective of the plants' winter hardiness, sea buckthorn has high requirements to temperature. Vegetation begins at average daily air temperature of 5-7 ?C. It flowers at temperature10-15 ?C and requires total effective temperatures, spring to harvest time, of 1445 ?C to 1750 ?C, depending on latitude/elevation and species.
It is considered by biochemists that higher air temperatures facilitate the accumulation of carotenoids, while cool, rainy weather, favours ascorbic acid formation.
Frost hardiness, i.e., resistance of the plant tissues and organs to low negative temperatures, is the highest in deep dormancy NovemberDecember. At this time, negative temperatures of -50 ?C may be tolerated. However, warm spells may cause lessening of the frost resistance of buds, especially the male plants, due to their more advanced stage of development. Therefore, in the less dormant period of January to March, the critical temperature drops in air temperature for the male to -30 ?C to -35 ?C and for the female, -40 ?C to -45 ?C. However, in Saskatchewan, a period of 3 days in early March 1996, when the temperature was -70 ?C, including the wind-chill factor, no damage to the plant was observed. Wet heavy snow conditions should be avoided due to breakage of branches. South-east sloping terrain is recommended to facilitate the maximum sunlight exposure, with orchard row alignment North to South. With optimum pruning, spacing is 3m between rows and in rows at 1m. The heat availability during the growing period plays an important role in productivity. Indications are that higher air temperature during June and July facilitate the accumulation of fats and sugar in fruit, while cool, rainy weather favours ascorbic acid. Latitude and altitude also increases carotene content, within limits, the higher the better.
Sea buckthorn can only be grown in well-lit, unshaded areas. Starting from its very earliest stage of development, it cannot tolerate shade. If seedlings or rooted cuttings are shaded by weedy plants during the first year of growth, seedlings or cuttings will die out within a single vegetative period. Shaded mature plants produce smaller crowns and lower yield than plants
without shade.
VI. Pest Management
1. Insects, diseases and others
At present time, sea buckthorn has relatively few pests and diseases. In tea production (leaves) the most damaging of insects is the green aphid (Capithophorus hippophae), which can be controlled with an insecticide soap. The most serious diseases in sea buckthorn is verticillium wilt, scab, damping-off and fusarium wilt.
Mice and rats are other pests which can destroy and girdle the trunk or chew up roots. Game birds, such as pheasants or grouse eat berries during the winter months, ordinary birds do not touch. There are no insecticides and fungicides registered in Canada for sea buckthorn. Growers are advised to read Fruit Tree Production Guide or to consult with local horticulturist in the Saskatchewan or BC Ministry of Agriculture, Food and Forest.
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2. Weed control
Weed control or vegetation management is very important in sea buckthorn plantings. Proper weed control promotes growth of newly planted seedlings. Only low concentration of herbicides should be used. Several chemicals are registered in Canada for weed control. As stated, black plastic may be used to control weeds during orchard establishment, also to retain standards for organic production.
VII. Harvesting
1. Options to Harvesting
Fruit harvest is the most time consuming operation in growing sea buckthorn. The relatively small fruit size, short pedicel, force required to pull off each fruit, the density of fruit on the branch, and the thorniness of the plant, are the disadvantages during harvesting.
Time for harvesting varies with variety and planting area. Fruit should be harvested when it has attained the necessary ripeness. High ascorbic acid is common in unripe fruits when they are harvested too early. A good rule of thumb is 25 days before the orchard regions historical first recorded frost to commencement of harvesting.
There are many harvesting methods available, including mechanical harvesting and harvesting devices for sea buckthorn at the present time. An average harvester can hand pick, 7kg of berries in one hour.
Observations in the ripening process indicate the berry cluster ripens evenly, hence the decision to begin harvesting is to a large degree dependant on the grower and intended use of the farm gate product.
It can be expected that 15% of the berries burst during harvest, even by hand picking. However this loss is only the juice. The pulp and seed remain as a valuable product for oil producing market.
During the maturing, fresh fruit harvesting period, some of the active ingredients vary in quality and quantity within the juice, for example – ascorbic acid (Vc) could vary from 15mg/100g to 250mg/100g. Whereas in the pulp and seed, even over winter, very little variance in active ingredients is noted.
The option to harvest therefore as stated, depends on the grower and customers requirements. Methods of harvesting include U-pick, hired handpick, or mechanical, again a customer requirement.
Hand Harvesting
U-Pick: this method passes on to the customer all labour and costs associated with harvesting, cooling, storage and transportation. Small operations, especially close to population centres can best use U-pick. Growers can use U-pick at maturity, and what is left can be harvested, when frozen, over winter, to a processing plant. This method is good before yields are large enough for paid labour or cost of mechanical harvester.
Hired Pickers: the availability of labour to harvest could pose a problem. Growers should consider contracting out, experience has shown that three people are required to harvest one acre, at 5000kg. per acre over the 25 day period, giving careful instructions to ensure a clean, top quality product, for example, to the grocery shelf. If farmgate product is used for the processing plant then some leaf contamination may be acceptable. Picking shoulder harness trays may be utilized or stripping to ground sheet collection. Note that minimal damage to shrub is experienced by this method, ensuring a harvest the following year.
Mechanical Harvesting
Except when frozen on the shrub, fresh fruit mechanical harvesting is still in the development stage. Principally this is due to the difficulty in separating the stem(pedicel) from the berry (pericarp). The mechanical harvesting method usually eliminates the necessity for maintenance pruning, leaving a hedge that has been uniformly cut back. This method results in a two year harvesting cycle but increases harvesting productivity to 600 kg/hour in comparison to 7kg/hour by hand picking, with crop waste of 10%. This method is only justified on large acreages. A trunk clamp-on vibrator harvester may be used when the fruit is frozen on the shrub. Contamination is high, requiring berry cleaning equipment.
Note that with all above options, the removal of woody contaminants is the primary cleaning job. Leaves, depending on customer use, when included in the processing (jams, concentrate or oils), contain valuable active ingredients including up to a 24% protein content; enhancing the constituents of the fruit.
2. After Harvest Handling and Storage
After harvest the berries should be placed in shaded area in flats no more than 6 inches (15.24cm) deep. Pre-cooling for storage is advisable if high temperatures (+20 ?C) at harvest, especially if breakage occurs at harvest and before cleaning. Fresh market berries, after cleaning, should be delivered and sold within five days. After cleaning, residue (burst berry etc.) can be included in fruit shipment for processing (jams, oils, etc.), where quick frozen, remaining at -18 ? C until required in processing plant. Sea buckthorn does store very well. Respiration is very minimal in comparison to other berries such as saskatoons or raspberries. During storage at 20 ? C, the respiration rate comparison is — saskatoons 100, raspberries 200 and sea buckthorn 50.
If berries are to be shipped to a processing plant, growers should build a precooler on their property, relative in size to yield. A walk-in type cooler/wind tunnel is relatively inexpensive to construct. Maximum containment in cooler of ten days is recommended before shipment in cooler transport, to the processing plant. Shipment should be contained (once fruit is cooled) in plastic wrapping, and then placed in cold storage at the processing plant at a temperature below freezing (-1 to -2 ?C) if processed within 30 days. Fruit can be frozen to -18 ?C for long term storage (1 year) without further loss of ingredients.
VIII. Sea Buckthorn Products
The basic processed sea buckthorn products are juice, beer, wine, jam, preserves, compote and tea (from leaves). Essential oil from seeds and berry pulp are the most valuable product which has medicinal values. High contents of Vitamin C and carotenes are another valuable natural product.
Considerable research is currently being conducted into the pharmaceutical, cosmeceutical and nutraceutical applications of sea buckthorn. The following table outlines the major constituents of sea buckthorn.
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The Principal Biochemical Constituents in Sea Buckthorn
| Fruit juice extraction rate Oil in fruit pulp Oil in seeds V in fruit juice C V in fruit juice A Carotenoid in fruit juice Soluble solids in fruit juice Carotenoid in fruit pulp oil Carotenoid in fruit residue oil V in seed oil E V in fruit pulp oil E Total flavone in fruit juice Total flavone in fresh fruit Total flavone in leaves Protein in leaves Protein in seeds | 65%–75% 8.44% 10.37% 1161.1–1302.5mg/100g 0.75mg/100g 7.2–7.4mg/100g 15.92–17.66 764mg/100g 1570mg/100g 101.5–277.6mg/100g 255-435mg/100g 365-885mg/100g 354mg/100g 876mg/100g 17.43-24.13% 21.66% |
|---|---|
| Protein in berry | 34.6% |
International Sea buckthorn Conference, 1989
Note: All values calculated from analytic results in weight/weight component content.
Glossary
| | basal leaves |
|---|---|
| chlorosis | |
| | defoliation |
| dehisence | |
| | drupelike |
| fertigation | |
| | fumigant |
| GA 3 | |
| | hardwood cutting |
| interveinal | |
| | KNO 3 |
| morphological | |
| nervonic | |
| organoleptical | |
| | ovoid |
| pathogen | |
| | phenological |
| propagate | |
| | respiration rate |
| root cutting | |
| | senescence |
| sensile | |
| | serotonin |
| softwood cutting | |
| | stem internodes |
| sucker | |
| | terminal bud |
Sources of Information and Assistance
British Columbia
? ? Pacific Agri-Food Research Centre, Agriculture and Agri-Food Canada, Summerland British Columbia 250.494.6375 Tom Li <email@example.com>
? ? District Agricultural Offices, BC Ministry of Agriculture, Food and Fishery
Abbotsford
604.556.3029
Kelowna
Vernon
Kamloops
250.861.7211
250.260.3000
250.828.4552
Creston
250.428.3255
? ? Similkameen-Okanagan Organic Producers Association 250.498.2785
? ? BC Nursery Trades Association
604.574.7772
? ? Department of Plant Sciences, University of British Columbia 604.228.2430
? ? Soil Testing Laboratory
Griffin Laboratories Corp.
Kelowna, BC 250.765.3399
Canada Seabuckthorn Enterprises Ltd.
RR2 S33 C24, 4154 Ponderosa Drive
Peachland, BC V0H 1X0
250.767.9188 Fax: 250.767.9156
firstname.lastname@example.org Website: www.seabuckthorn.com
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Saskatchewan
? ? Shelterbelt Centre, Prairie Farm Rehabilitation Administration, Agriculture and Agri-Food Canada, Indian Head, Saskatchewan 306.695.2284
? ? Department of Crop Science, University of Saskatchewan 306.966.5855
? ? Saskatchewan Fruit Growers Association
306.771.2823
Fruit/Berry Specialist
Clarence Peters
306.787.4666
Marketing Specialist
Barbara Cox-Lloyd
306.787.5966
? ? Soils Specialist
Brandon Green
306.787.0556
? ? Horticulture Research Centre, Alberta Agriculture, Brooks, Alberta 403.362.3391
???????
? ?
? ?
? ?
Useful Publications
The following publications are generally available through the district offices of the British Columbia Ministry of Agriculture and Fisheries or from Agriculture Canada, Publications Branch, Ottawa, ON. However, some publications may be in short supply or may even be temporarily out of stock as they are currently being revised.
? Drainage and Irrigation
? 1. Farmland Drainage
? Production Guides
? 2. Drainage Through Ditches and Surface Grading A Checklist for the Maintenance of Irrigation Systems
? Economics and Marketing
? 1. Sources of Farm Credit in BC
? 3. Producers Consensus Costs and Returns (request list of publications) ? 4. Farm Business Management Factsheets
? 2. Taxation and the BC Farmer
(request to be on mailing list)
? 5. Vegetable Marketing Guide
? Horticulture
? 1. Horticultural Recommendations: (applies to different regions of BC)
? Soils and Fertilizers
? 1. Boron
? 3. Green Manuring Crops
? 2. Soil Testing Methods and Interpretations
? 4. Management and Nutrient Value of Manure (Engineering Notes)
? 6. Soil Sampling
? 5. Soil pH
? 7. Lime in Agriculture
? 9. Soil Management Handbook For the Fraser Valley
? 8. Soil Erosion by Water (Ag Canada #1083)
? Storage
? 1. Commercial Storage of Fruits & Vegetables (Ag Canada #1532)
? 2. Storage of Fruits and Vegetables
? 1. Berry Production Guide
? 3. Grape Spray Chart & Guides
? 2. Tree Fruit Production Guide
? 4. Nursery Production Guide
? 5. Field Crops Guide
? Plant Pests and Control
? 1. Major Insect and Allied Pests of Vegetables in BC
? 3. Description, Life History and Control of Leatherjackets
? 2. Clubroot of Crucifers in BC
? 4. Bird Damage Control for Agricultural Land in BC: Central and South Interior
? 6. Rodent Control on Agricultural Land in BC
? 5. Mole Control in British Columbia
? 7. Field Sprayers (Ag Canada # 1482)
? 9. Pesticide Notes:
? 8. Field Spraying Equipment (Engineering Notes)
? - Pesticide Spills on the Farm
- Emergency Procedures for Pesticide Poisoning
- Disposal of Unwanted Pesticides
- Disposal of Pesticide Containers
? 11. Weed Control Leaflets
? 10. Handbook for Pesticide Applicators and Pesticide Weed Dispensers? | <urn:uuid:1f0d14ae-1339-4c4d-801d-4083fe226cd1> | CC-MAIN-2019-22 | http://yukonag.ca/Blog/Uploads/Sea%20Buckthorn%20production%20guide.pdf | 2019-05-20T23:07:07Z | crawl-data/CC-MAIN-2019-22/segments/1558232256163.40/warc/CC-MAIN-20190520222102-20190521004102-00341.warc.gz | 382,702,159 | 7,946 | eng_Latn | eng_Latn | 0.942242 | eng_Latn | 0.995635 | [
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Beginning Bar Model Boot Camp: Getting Started with Model Drawing NCTM – April 2018
MATHCHAMPIONS.COM
Cassy Turner
email@example.com
Beth Curran firstname.lastname@example.org
BAR Model or TAPE DIAGRAM
A drawing that looks like a segment of tape, used to illustrate number relationships. Also known as a strip diagram, bar model, fraction strip, or length model.
Concrete - Pictorial - Abstract =
PROGRESSIONS DOCUMENTS FOR THE COMMON CORE MATH STANDARDS
http://ime.math.arizona.edu/progressions/
TECHNOLOGY – Drawing Models
* Thinking Blocks: MathPlayground.com and iPad
* Conceptua Math: ConceptuaMath.com/bar-models-tool
* The Singapore Maths Teacher: thesingaporemaths.com
* Ultimath Modeler: ultimath.com
* Houghton-Mifflin: Proprietary with curriculum and iPad
iPad Apps
* Xyla and Yabu:
* Visual Math Word Problems
Essential Discussions & Questions:
What is the word problem about? What is happening? Can you visualize the story? Can you restate the word problem without any numbers?
What will the answer look like? Can you make an estimate? (Units of measurement, multiple answers, level of accuracy, etc)
How can we draw a picture to solve this problem?
What do the bars represent?
What information do we know? What do we need to find?
Are we given the total? Parts?
How do you find a missing part?
Is the problem asking for the difference between two numbers or are we given the difference?
Are we comparing two amounts?
Is there a more efficient strategy to solve this problem? Are there other approaches that would work?
Can we check the answer?
Word Problems
There were ___ chocolates in a box. After eating some of them, Tara found that she had 5 8 of the chocolates left. How many chocolates did she eat?
A scooter costs _____. A bike costs _____ less than the scooter. Mr. Turner bought both the scooter and the bike. How much did he spend?
James bought a bag of jellybeans. 1 4 of the jellybeans were cherry, 1 8 were apple and 1 5 of the remainder were blueberry. If there were ___ blueberry jellybeans, how many jellybeans did he buy?
Running errands, Mr. Turner spends 1 3 of his money at the thrift store. He then spends 1 3 of the money he has left at the dollar store. Finally, he spends his remaining $40 on Powerball tickets. How much money did Mr. Turner have at first?
The sides of a triangle are in the ratio 4:5:6. If the perimeter of the triangle is 60 cm, find the length of the shortest side.
The difference between two numbers is 3146. If the larger number is three times the smaller number, find the sum of the two numbers.
A shopkeeper had 150 lb. of rice in his bag. He sold 2 5 of it and packed the remainder equally into 5 bags. Find the weight of rice in each bag.
ADD TO:
TAKE FROM:
PUT TOGETHER/TAKE APART
COMPARE
EQUAL GROUPS:
COMPARE: | <urn:uuid:7763c3a9-c55e-4f4c-91e5-c3c1d130699a> | CC-MAIN-2019-22 | https://singaporemathsource.com/wp-content/uploads/2018/04/615-Beginning-Bar-Model-Boot-Camp-Getting-Started-with-Model-Drawing-NCTM-2018-Cassy-Turner.pdf | 2019-05-20T23:03:52Z | crawl-data/CC-MAIN-2019-22/segments/1558232256163.40/warc/CC-MAIN-20190520222102-20190521004102-00345.warc.gz | 638,235,662 | 691 | eng_Latn | eng_Latn | 0.980429 | eng_Latn | 0.99815 | [
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Giant Garter Snake (Thamnophis gigas ) Status - Federal: Threatened; California: Threatened
The giant garter snake is considered the largest of the garter snakes, with some adults reaching a length of more than 5 feet. Since most individuals are smaller, size may not be the best means of identification.
The snake is usually dark brown to olive or tan; northern snakes are often darker-colored and have bolder stripes than San Joaquin Valley snakes. The snake has
three stripes that can be pale, yellow or even orange. Along its side it has rows of black dots that may appear as a checkered or blotched pattern. Snakes emerging from dormancy are often muddy and may appear to be a solid, dark color.
Habitat
The giant garter snake requires habitat that offers permanent or summer water with vegetative cover, dense populations of food organisms, and higher elevation uplands not subject to flooding. (over)
California Department of Pesticide Regulation
Endangered Species Project www.cdpr.ca.gov/docs/endspec/index.htm
Giant Garter Snake
During its active period (March 1 through October 31), the giant garter snake emerges in March or April and mates. It remains close to its denning habitat until May or June, then moves throughout the available aquatic habitat. It inhabits natural and artificial wetlands. It lives in rice fields, irrigation supply and drainage canals, freshwater marshes, sloughs, ponds, and other aquatic habitats.
The snake uses grasses, weeds, cattails, tules, and other vegetation for basking, foraging and cover. It might also be seen on roads or in drains, check dams, culverts, rocks, fallen logs, debris piles, and other structures.
Food
The snake feeds on tadpoles, frogs, small fish, and other small vertebrates, and may be drawn to receding wet areas where prey is concentrated.
Denning
During its dormant period (October 31 through March 1), it requires denning areas that remain above floodwaters. Snakes spend most of their dormant period in small mammal burrows located on elevated roads or in fields, railroad trestles, and riprapped ditch banks.
Range
Giant garter snakes can occur in suitable habitat, as described, throughout the Sacramento and San Joaquin Valleys, including the following counties: Butte, Colusa, Contra Costa, Fresno, Glenn, Madera, Merced, Sacramento, San Joaquin, Solano, Sutter and Yolo.
For more information contact: Sacramento Fish & Wildlife Office (916) 414-6600 | <urn:uuid:c9cbd275-f18a-4502-ade2-1445452366bb> | CC-MAIN-2019-22 | https://www.cdpr.ca.gov/docs/endspec/espdfs/giant_garter_snake.pdf | 2019-05-20T22:56:15Z | crawl-data/CC-MAIN-2019-22/segments/1558232256163.40/warc/CC-MAIN-20190520222102-20190521004102-00344.warc.gz | 732,946,585 | 548 | eng_Latn | eng_Latn | 0.991136 | eng_Latn | 0.991136 | [
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Grams And Kilograms Worksheet
2 / 6
B617C6BBA1B979798AD42EEF0FF826A6
Grams And Kilograms Worksheet
This is a good lesson to finish off when you have been looking at measuring weight using grams and kilograms, and converting between the two. The lesson begins by telling children they are packing a suitcase to go on holiday to Dublin. They must not excee...
Grams and kilograms- Challenge lesson. Presentation and ...
Help your students learn the difference between grams and kilograms with this measurement worksheet. These realistic word problems will help kids fully understand the estimated weight of each unit in a real-world context.
Measurement Word Problems: Grams and Kilograms | Worksheet ...
Measuring In Grams And Kilograms. Showing top 8 worksheets in the category - Measuring In Grams And Kilograms. Some of the worksheets displayed are Measuring units work, Chapter 13 54 1 measuring mass in grams and kilograms, Grams and kilograms, Metric units of mass kilograms and grams, Metric units of weight grams g and kilograms kg, Weight estimation, Estimating grams and kilograms, Maths ...
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Conversion Of Kilograms To Grams Ks2. Showing top 8 worksheets in the category - Conversion Of Kilograms To Grams Ks2. Some of the worksheets displayed are Metric unit conversion, Measuring units work, Metric unit conversion, Grams and kilograms, Grams and kilograms, Grams and kilograms, Unit 11 spring, Measurement conversions word problems.
Conversion Of Kilograms To Grams Ks2 Worksheets ...
These measurement worksheets will help students learn to: measure the mass or weight of objects in metric units (kilograms and grams), estimate the mass of given objects, convert mass from grams to kilograms and vice-versa.
Measuring Weight (Kilograms and Grams) Worksheets
Simple worksheet sent home to reinforce conversion of G - KG. This website and its content is subject to our Terms and Conditions.
Grams & kilograms by kimberley_lloyd | Teaching Resources
Measuring Weight Less Than or Greater Than Pound Worksheet 1 Measuring Weight Less Than or Greater Than Pound Worksheet 2 Measuring Weight Less Than or Greater Than ...
Weight Worksheets - Softschools.com
Use this worksheet to practice reading weights from digital scales up to 100g. Tags in this resource: rice.pngchocolate-bar.pngroast-egg.pngchocolate-cake-cherry.pngapple-fruit-new.pngcrisps-cheeseand-onion.png
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How many grams in a kilogram? The prefix kilo- is derived from the a Greek word meaning 'thousand'. Therefore, there are 1000 grams in a kilogram.
Grams To Kilograms Display Posters - Twinkl
In no time at all, your third grader will be a pro at changing units of measurement--like converting between meters, kilometers, and centimeters.
Measurement Mania #2: Track and Field | Worksheet ...
Create an unlimited supply of worksheets for conversion of metric measurement units or for metric system in general, for grades 2-7. The worksheets can be made in html or PDF format — both are easy to print. You can also customize them using the worksheet generator provided.
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Measurement Worksheets Metric Conversion Quiz Worksheets. This Measurement Worksheet is great for practicing converting between different metric units.
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Decimal Circles This worksheet includes 20 illustrations of decimal numbers represented by partially shaded circles (each divided into 10 sectors).
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To determine if a grain food product is creditable, Child Nutrition Program operators need to verify that the food product is made from enriched or whole grain meal and/or flour, bran, and/ or germ, or if it is a cereal, that it is whole grain, enriched, or fortified.
Food Buying Guide for Child Nutrition Programs
Free printable worksheets for conversions between measuring units: both metric and customary systems. Worksheets are customizable and randomly generated.
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These spectacular second grade worksheets include creative 2-digit and 3-digit addition and subtraction problems, along with fun multiplication and division, money, patterns, measurements, and fraction problems. Teachers take back your weekends with complete math workbooks to use in the second grade classroom. Not Boring!
Free Second Grade Math Worksheets | edHelper.com
Bran 1 is the seed husk or outer coating of cereal grains such as wheat, rye, and oats. The bran can be mechanically removed from the flour or meal by sifting or bolting. Please note that bran does not contribute toward the grains component in the NSLP and SBP.
Food Buying Guide for Child Nutrition Programs
This is a collection of worked general chemistry and introductory chemistry problems, listed in alphabetical order. I have included printable pdf chemistry worksheets so you can practice problems and then check your answers. You may also browse chemistry problems according to type of problem.
Worked Chemistry Problems and Worksheets - ThoughtCo
Primary Resources - free worksheets, lesson plans and teaching ideas for primary and elementary teachers.
Primary Resources: Maths: Measures, Shape & Space: Measures
Welcome to the measurement worksheets page at Math-Drills.com where you can measure up, measure down or measure all around! This page includes Measurement worksheets for length, area, angles, volume, capacity, mass, time and temperature in Metric, U.S. and Imperial units.
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inverse function worksheet with answers, what are all the microsoft programs, place value millions worksheet, square numbers worksheet ks2, grammar worksheets for second grade, math fact families worksheets, area of shapes worksheets, simplifying radical expressions worksheet algebra 2, guidelines for pulmonary rehabilitation programs, prepositional phrases as adjectives and adverbs worksheets, step 6 aa worksheet, cell structure worksheet answers, plate tectonics worksheets for kids, 88 c programs, prediction worksheets 3rd grade, gerund and infinitive worksheets, e worksheets for kindergarten, math addition and subtraction worksheet, spelling and vocabulary worksheets, plants and seeds worksheets, punnett square problems worksheet, fact family house worksheet, balancing chemical equations chapter 7 worksheet 1, esl listening comprehension worksheets, times tables questions worksheet, addition worksheet grade 2, equivalent fractions worksheet 3rd grade, writing and solving inequalities worksheet, the solar system for kids worksheets, mammal reptile amphibian bird fish worksheet, books of the bible worksheets | <urn:uuid:57d6255e-2042-4d78-8fb1-77f920cbd807> | CC-MAIN-2019-22 | http://valentine.uacs.ca/grams_and_kilograms_worksheet.pdf | 2019-05-20T22:25:10Z | crawl-data/CC-MAIN-2019-22/segments/1558232256163.40/warc/CC-MAIN-20190520222102-20190521004102-00347.warc.gz | 221,331,286 | 1,344 | eng_Latn | eng_Latn | 0.979703 | eng_Latn | 0.990208 | [
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Y3 Autumn
THEME: Chocolate
Spiritual, Moral, Social and Cultural Development:
Personal, Social, Health and Emotional Development:
[x] Class/school codes of conduct:
[x] Shropshire Respect Yourself Eat Better: Food groups; importance of food and nutrients; food plate and plan a meal; plan a packed lunch
[x] Say No to Bullying
[x] Shropshire Respect Yourself RSE: Healthy Choice challenge; who and what helps; celebrating
In our exploration of faith we will:
[x] Shropshire Respect Yourself RSE: Lifecycle – link to science
- RQ13: How does religious belief guide and influence. Y5 unit based on Sikhism – link to place of worship visit
PE:
- RQ14: Why Celebrate (y6 unit Diwali/Xmas) Incarnation (UC): What Jesus the Messiah? (2b.4)
Net Wall unit
Gymnastics.
Invasion unit: passing and controlling and receiving
As Historians:
We will focus on a non-European society that provides contrasts with British history –Mayan civilization c. AD 900;
- Answer our own questions about the origins of chocolate
- Aztec tribes – When? Who? What? Where? Why?
- Explorations of Christopher Columbus
As designers we will:
- design own snack bar with a healthy twist
- Use a graphic design program to design packaging suitable for supermarket shelves (google sketch)
As artists we will:
- Develop line drawing/cartoon skills
- Autumn in watercolour use
- Darwin sketches
- Study of South American Art
As musicians we will:
- Consider African work/slave songs and African rhythm
- Music for Christmas production
- We will compose our own African music
As experts in technology we will
- Be web developers, this will include: cyber safety, research and internet safety, recognise acceptable/unacceptable behaviour and identify a range of ways to report concerns about content and contact (5.4).
- Email and skype: Email communication development.
- Be marketers – we will produce marketing materials for a healthy snack. 6.6
As linguists we will explore the French language through:
- Focus on numbers 1 – 60 min
- Focus on colours
- Focus on alphabet
- Portraits Unit 4
- Giving instructions/directions Unit 15
As Scientists we will:
All Living Things (Plants):
[x] Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals
[x] Flowering plants, life cycles, parts and purpose, pollination, seed dispersal, photosynthesis (Investigate: what do seeds need to germinate?)
[x] Conditions that affect the life of a plant (Investigate: under what conditions do plants live the best?)
[x] Give reasons for classifying plants and animals based on specific characteristics.
As Geographers we will:
[x] Explore the climate for cocoa bean cultivation – where in world today – compare and contrast landscape, climate and lifestyle.
[x] Fair trade principles
[x] Locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.
[x] Understand geographical similarities and differences through the study of human and physical geography of a region within North or South America
Literacy: As appropriate for pupil progress – see expectations for year group.
[x] Explanation Writing – link to science
[x] Stories by Significant authors – Charlie and the Chocolate Factory (stories in historical settings).
[x] Persuasive writing – Educational reasons to go to Cadbury World. Debating fair trade issues.
[x] Playscripts – in Aztec world
[x] Recounts
[x] Poetry linked to Santa Maria focusing on similes, metaphors, personification and powerful images
Numeracy: As appropriate for pupil progress – see expectations for year group. Units as appropriate for pupil progress. Problem solving linked to trip to Cadbury's World. | <urn:uuid:5b0f7a82-f767-4122-82ed-6ddde2687a02> | CC-MAIN-2019-22 | http://fluencycontent2-schoolwebsite.netdna-ssl.com/FileCluster/ShropshireGateway/MainFolder/stottesdon/Curriculum-maps/Severncorve/Final-Chocolate-Y3-Autumn.pdf | 2019-05-20T22:50:09Z | crawl-data/CC-MAIN-2019-22/segments/1558232256163.40/warc/CC-MAIN-20190520222102-20190521004102-00350.warc.gz | 73,862,283 | 846 | eng_Latn | eng_Latn | 0.987416 | eng_Latn | 0.987416 | [
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Additional file 2: Full List of Codes and Sub-Codes used with descriptions
| | Codes | | Drivers (DRIVER) |
|---|---|---|---|
| NATURE | | Natural cycles (not El Nino) or Nature as force of its own | |
| DEFOREST | | Deforestation (both clear cutting and agricultural burns) | |
| GEO | | Geography (Atlantic/Pacific side of mountains) or Geology (soil types, earthquakes) | |
| POP | | Population growth (demand growth) within locality | |
| GOD | | God controls seasons, rains, etc. | |
| CCGW | | Global warming type climate change | |
| ELNINO | | El Niño/La Niña cycle | |
| OZONE | | Ozone hole | |
| TOURISM | | Tourism demand (pools, hotels, lawns, recreation) | |
| INDUSTRY | | Industry | |
| LGFARM | | Large farm demand for water and contamination releases | |
| CONTAM | | Contamination of water | |
| OTHERPOP | | Water demand from other municipalities | |
| MISUSE | | Using water for the incorrect purposes (washing cars, watering lawn, planting melon) or using water inefficiently | |
| ENERGY | | Water demand of hydropower facilities | |
| DAMAGE | | Damage to aqueduct system | |
| SLR | | Sea level rise | |
| RAIN | | Amount and timing of rainfall | |
| WIND | | Magnitude, direction, and timing of wind | |
| ENERGY | | Hydroelectric demand for water | |
| WETSEASON | | Timing and duration of the wet season | |
| DRYSEASON | | Timing and duration of the dry season | |
| | Codes | | States (the state of…) (STATE) |
| COSTS | | Economic costs of water or energy | |
| PESTS | | Agricultural pests | |
| HEALTH | | Human health | |
| RAIN | | Amount and timing of rainfall | |
| WIND | | Magnitude, direction, and timing of wind | |
| WETSEASON | | Timing and duration of the wet season | |
| DRYSEASON | | Timing and duration of the dry season | |
| TEMP | | Ambient temperature | |
| WATER | | The amount or quality of water (no specific water resource mentioned) | |
| GW | | Groundwater | |
| RIVER | | Rivers and streams | |
| LAKE | | Lakes and reservoirs | |
| AQUEDUCT | | Aqueduct distribution system | |
| FLOOD | | Floods | |
| DOWNPOUR | | Downpours, heavy rains | |
| STORM | | Tropical storms | |
| IRRIGATE | | Irrigation systems | |
| FIRE | | Wildfires | |
| CONFLICT | | Human conflict over water resources | |
| OCEAN | | Ocean and beaches | |
| HOUSEHOLD | | Domestic use | |
|---|---|---|---|
| ANIMALS | | Livestock | |
| ENERGY | | Hydroelectric power production | |
| TOURISM | | Tourism demand (pools, hotels, lawns, recreation) | |
| CROPS | | Small and large scale agriculture | |
| ENVIR | | Left for the environment, national parks, biodiversity | |
| | Codes | | Management Actions (ACTION) |
| CHANGEMIND | | Change people’s hearts and minds, increase conscientiousness | |
| REFOREST | | Reforestation efforts | |
| SAVE | | Storing water for future use | |
| PROTECT | | Protect watersheds and water sources | |
| NOCONTAM | | Stop contaminating water sources | |
| OMR | | Normal operations, maintenance, and repair of systems | |
| EFFICIENCY | | More efficient use of water | |
| TREAT | | Treating water to clean contamination | |
| MODPLAN | | Modifying long term planning operations such as development of new aqueducts, or crop switching or expansion of agricultural enterprises | |
| NOTHING | | Nothing can be done/what we do has no effect | |
| NEWSUPPLY | | Find/access new supply of water | |
| LAW | | Make laws or regulations about water | |
| IMPROVEDTECH | | New seeds, improved irrigation etc. | |
| INSURE | | Participate in crop insurance | |
| MEGA | | Either diverting water from government irrigation district for municipal use or taking water from Atlantic side of central mountains | |
| | Codes | | Information Sources (INFOSOURCE) |
| DEEC | | Direct experience and environmental cues | |
| TRADITION | | Traditional methods of forecasting: Las Pintas, the moon, birds, flowering | |
| LGOV | | Local government: ASADAs | |
| RGOV | | Regional government: AyA, MAG, MINAE, SENARA | |
| NGOV | | National government: IMN, AyA, ICE | |
| INTL | | International sources: NOAA | |
| PRIVATE | | Private sources: either Large Farms or Laboratories | |
| UNI | | Public Universities | |
| ORG | | Non-governmental organizations | |
| SMT | | Scientific measurement and testing | |
| | Codes | | Information Attributes (INFOATTRIBUTE) |
| UNCERTAIN | | The information is uncertain | |
| VARIABLE | | The phenomena is variable | |
| POSSIBLE/NOTPOSSIBLE | | It is possible/not possible to know about that phenomena (general) | |
| ONLYGOD | | Only God knows what will happen in the future | |
| EXPERTS | | Information is trusted because it is made/provided by experts | |
| USED/NOUSED | | The information is used/not used | |
| MATCH | | The information is accurate because it matches what I experience | |
| NOMATCH | | The information is not accurate because it does not match my experience | |
| NOCOMS | | The information is not trustworthy because there is bad communication | |
| FRAGMENT | | The information I want is fragmented and hard to access | |
| PUBLIC | | The information is trustworthy because it comes from a public source (university) | |
| RATING | | Indicates where an accuracy or trust rating was provided | |
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BİREYSEL ÇALIŞMA MERKEZİ
Material No: 4
SIMPLE PAST QUESTIONS
A. Write questions for the underlined words in the answers. When possible, use the same words as in the answer.
E.g.: Who did Ms. Webb call?
- Ms. Webb called the police.
1. ____________________________________________________?
She broke thebasementwindow.
2. ____________________________________________________?
She called themat 11:22 p.m.
3. ____________________________________________________?
She had to waitfor five minutes.
4. ____________________________________________________?
There weretwopolice officers.
5. ____________________________________________________?
Ms. Webb was waiting for themat the door.
6. ____________________________________________________?
Yes, she accompanied the police officers.
7. ____________________________________________________?
The dead body wason the floor.
8. ____________________________________________________?
The police officers calledthe homicide detectives.
9. ____________________________________________________?
No, the inspector was not alone.
10. ____________________________________________________?
A team of expertsaccompanied him.
11. ____________________________________________________?
She offered the inspectora cup of coffee.
12. ____________________________________________________?
When the light came in the study she wasdrinking a cup of cocoa.
13. ____________________________________________________?
When she saw what happened, she went to the house to see if she could help.
BİREYSEL ÇALIŞMA MERKEZİ
14. ____________________________________________________?
Yes, the front and back doors were locked.
15. ____________________________________________________?
She got into the houseby breakinga window.
16. ____________________________________________________?
She switched on the light in the basementbecause it was too dark to see.
18. ____________________________________________________?
She turned on the light in the studybecause it was too dark to see.
19. ____________________________________________________?
Yes, she left the front door open.
20. ____________________________________________________?
He wanted her to accompany him to the police station.
ANSWER KEY:
Question 1: Who called the police?
Question 2: When did she call them?
Question 3: How long did she have to wait?
Question 4: How many police officers were there?
Question 5: Where was Ms. Webb waiting for them?
Question 6: Did she accompany the police officers?
Question 7: Where was the dead body?
Question 8: Who did the police officers call?
Question 9: Was the inspector alone?
Question 10: Who accompanied him?
Question 11: What did she offer the inspector?
Question 12: What was she doing when the light came in the study?
Question 13: What did she do when she saw what happened?
Question 14: Were the front and back doors locked?
Question 15: How did she get into the house?
Question 16: Which window did she break?
Question 17: Why did she switch on the light in the basement?
Question 18: Why did she turn on the light in the study?
Question 19: Did she leave the front door open?
Question 20: What did he want her to do?
Source: http://www.collegeem.qc.ca/cemdept/anglais/mystdiv4.htm
Material No: 4 | <urn:uuid:93ee13d7-65c4-4e95-9631-28486206e7e2> | CC-MAIN-2018-47 | http://ydyo.uludag.edu.tr/Dokumanlar/PDF/PRE-INTERMEDIATE%20SIMPLE%20PAST%20QUESTIONS.pdf | 2018-11-19T14:19:29Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00546.warc.gz | 531,286,265 | 681 | eng_Latn | eng_Latn | 0.992743 | eng_Latn | 0.996553 | [
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AFRICA
Angola
Making a World of Difference
Your love is being put into action around the world by more than 34,000 Priests, Brothers and Sisters known as Salesians. Salesian Missions touched the lives of over three million poor young people in 2010 through the orphanages, shelters, hospitals, clinics, nurseries and schools it operates in more than 130 countries.
Your Gifts at Work in over 130 Countries
Ivory Coast Zambia
Belarus
Kenya
Benin
Lesotho
SOUTH AMERICA
Liberia
Burkina Faso
Burundi Libya
Cameroon
Madagascar
Malawi
Canary Islands
Cape Verde
Zimbabwe
MIDDLE EAST
Azerbaijan
Iran
Israel
Mali
Central African
Republic
Chad
Congo
(Brazzaville)
Congo
(Democratic
Republic)
Egypt
Equatorial
Guinea
Eritrea
Ethiopia
Gabon
Kuwait
Lebanon
Mauritius
Mongolia Myanmar Nepal Pakistan Philippines Sri Lanka Taiwan Thailand Vietnam
Morocco
Mozambique
Syria
Turkey
Namibia
Yemen
Nigeria
Rwanda
ASIA
Bangladesh
Senegal
Cambodia
Sierra Leone
South Africa
South Sudan
Sudan
Swaziland
Tanzania
Togo
Ghana
Tunisia
China,
People's
Republic
Hong Kong
India
Indonesia
Japan
Korea
Argentina Bolivia Brazil Chile Colombia Ecuador Paraguay Peru Uruguay Venezuela
CARIBBEAN
Cuba
Curaçao
Dominican
Republic
Belgium
Bosnia-
Herzegovina
Bulgaria
Croatia
Czech
Republic
England
France
Georgia
Germany
Hungary
Ireland
Italy
Lithuania
Madeira
Malta
Costa Rica El Salvador Guatemala Honduras Nicaragua Panama
Haiti
Puerto Rico
EUROPE
Albania
Andorra
Montenegro
Netherlands
Poland
Portugal
Romania
San Marino Scotland Serbia Sicily Slovakia Slovenia Spain Sweden Switzerland Ukraine Vatican
OCEANIA
Australia East Timor Fiji Guam New Zealand Papua New Guinea Samoa Solomon Islands
Uganda
Guinea Conakry
Macao
Austria
Russia
Salesian Missions Accountability and Good Stewardship Responsibility Pledge
Salesian Missions is committed to the highest standards of good stewardship and accountability. Salesian Missions is separately incorporated according to the not-for-profit laws of New York State with its own active Board of Trustees. An independent public accounting firm, reviewed by the Board of Trustees, conducts an annual audit of Salesian Missions' finances. Funds received by Salesian Missions are carefully monitored to ensure their use complies with donor intent. Funds are maintained in separate accounts and not commingled with those of any other Salesian entity. Salesian Missions is a founding member of the National Catholic Development Conference, whose members must adhere to strict codes of ethics. Salesian Missions complies with all applicable federal, state, and local laws regarding discrimination.
2 LEFEVRE LANE • NEW ROCHELLE NY 10801-5710
www.salesianmissions.org
NORTH AMERICA
Canada United States Mexico
CENTRAL AMERICA
2010 ANNUAL REPORT
SALESIAN MISSIONS, INC. Incorporated in the State of New York.
The Salesian Philosophy
In the tradition of their founder, Saint John Bosco, the Salesian objective is to teach young people various trades that will help them find decent jobs and become self-sufficient, contributing members of society.
The Salesians insist that the needy help themselves in whatever way they can, even minimally. They do not encourage dependence or paternalism but strive to live up to the working maxim, "helping others to help themselves."
Dear Friend of Salesian Missions,
While preparing this 2010 Annual Report, I was reminded once again of how grateful I am to you for being a true friend and supporter of Salesian Missions. Your generosity and sacrifices have made it possible for a multitude of Salesian works to influence the lives of millions of needy young people year after year.
St. John Bosco, our founder, used to say, "Without you I can do nothing," and his words still ring true today. Together we can break the terrible cycle of poverty and ignorance that destroys so many young lives. As an indispensable partner in this global effort, you help us live up to our maxim: "Helping others to help themselves." And alongside the over 34,000 Salesian Priests,
Brothers and Sisters worldwide, you brighten the lives of poor children who desperately need to know that someone cares.
We are working in over 130 countries, and the work continues to grow in size and need. With the assistance of your prayers and financial support, we are making a tremendous impact in the lives of the needy with our many life-saving programs and facilities, and especially our schools. Believing that poverty can only be eradicated through education, we take great pride in the accomplishments of our Elementary and High Schools, Colleges, and Vocational, Technical and Agricultural Schools.
I am extremely happy to report that 2010 was another successful year for Salesian Missions. It gives me such joy to know that we have helped to make the world a better place. While the picture today is hopeful, there are many challenges ahead.
This is especially true in Haiti, where our Salesians are still hard at work rebuilding broken lives and shattered communities after last year's horrific earthquake. Your tremendous outpouring of love and generosity in response to this tragedy was a true blessing for our missionaries and the devastated people of Haiti.
If the many people you have helped through Salesian Missions could speak to you now, they would say thank you for the chance to live a life of dignity. Because of your prayers and financial help, so many of God's children will know a kinder today and a happier tomorrow.
Let us pray that our good works continue and that all children, wherever they may be, are treated with respect and decency. To this, I add my own sincere thanks and assurance of my prayers.
Gratefully yours,
Father Mark Hyde, S.D.B.
Not just caring for the poor children of the world but also teaching them to care for themselves!
Distribution of Funds
How Salesian Missions allocates its financial resources
SOURCES OF SUPPORT
Private Support
The generous offerings of individual Americans account for most of the aid dispensed by Salesian Missions. They are received primarily through direct mail solicitations.
Statement of Activity
SUMMARY OF SUPPORT, REVENUE & EXPENDITURES FOR THE YEAR ENDED DECEMBER 31, 2010
Support & Revenue
* This excess is due to gains on investments held for future use. These funds have already been assigned for distribution in 2011.
Schools, community groups - both secular and religious - foundations, private agencies and companies which offer matching funds account for the remaining portion of private funding.
Support From Host Countries
In line with the Salesian policy of not creating a passive dependence on outside help, Salesian Missions has fostered an attitude of "helping people help themselves." Salesian Missions seeks and obtains local funds, as well as assistance for its social programs from individuals, businesses and governments of host countries. These funds are not reflected in the distribution chart above.
International and United States Agencies
Salesian Missions expresses its gratitude to the following agencies for partnering with us in our vital life-saving and life-changing mission around the globe: Cross International, Feed My Starving Children, Mission Relief Services, Order of Malta, USAID Excess Property Program, World Computer Exchange, World Vision and others.
Salesian Missions has also received grants from the U.S. Agency for International Development, the U.S. Department of Agriculture, the United States Department of State, the U.S. Department of Health and Human Services' Centers for Disease Control, the W.K. Kellogg Foundation and several other U.S. Foundations. Matching grants have also been received from the Belgian Government through COMIDE, a European NGO.
2010 Project highlight:
2010 Project highlight:
In 2010, the Don Bosco
Residential Technical Center opened in Metiyagane, Sri Lanka. The center is one of 16 Don Bosco institutions located in the country. Subjects taught at the trade school include aluminum construction, civil engineering, and printing technologies. During the grand opening, trees were planted to symbolize the birth of a new school and a new beginning for the students who will now have the opportunity to learn job skills they will need for a better future.
Trade and Agricultural Schools
A strikingly distinctive contribution of Salesian Missions is its 559 Trade/Technical schools and 91 Agricultural schools serving youth in developing countries. Through the teaching of job skills and agricultural science, poor youngsters are able to earn a decent living while contributing to the betterment of their own communities.
Trade schools feature regular four-year courses designed to result in qualified workers able to take their place in industry. Some skilled trades commonly taught are tool and die-making, printing, mechanics, electronics, welding, dressmaking, woodworking, computer and office skills.
In rural areas, knowing how to farm can make the difference between eating and going hungry. Since their beginning, the Salesians have made special efforts to help those in rural areas do a better job of feeding themselves and others in their communities. Agricultural schools have become centers for training people in modern farming methods and new marketing techniques.
Education
The Don Bosco Literacy School opened in Cambodia in 2010. The learning center's main goal is to provide quality education to every child who attends. The school has 12 classrooms and was constructed because many youngsters didn't have the necessary transportation to attend distant schools. Thanks to dedicated Salesians and generous friends like you, the opening of this school became a reality.
By far the most important contribution that Salesian Missions has made to the youth of the world is in the field of education. In 3,408 schools around the world, the Salesians help over two million young people develop their personalities to the fullest so as to attain intellectual, emotional and spiritual maturity.
No stronger and more effective means of breaking the cycle of poverty and underdevelopment exists than education. For well over a hundred years, the Salesians have
experienced how education gives the impoverished a sense of personal dignity and worth
Moral and Spiritual Direction
2010 Project highlight:
John Bosco was a zealous priest who believed that the only way to truly battle poverty, illiteracy, and hunger was with reason, religion, and kindness. His educational process was a pathway of prayer, liturgy, sacramental life, and spiritual direction. To this day, this is the foundation on which all our youth programs and school curriculums are built. The result, hopefully, is young people with good morals, a respect for life, and
a lasting faith. Also, our Seminaries around the world are shaping young men into future Salesian Fathers and Brothers who will be tomorrow's leaders of faith and morality. Currently, we are fortunate to have over 3,300 candidates in our Seminaries who have been called by God to serve His church.
Without the Salesian Chapel Program, many people in the most remote and rural areas would not have a proper place to worship. With the help of good people in the USA, Salesian missionaries around the world were given the funding to start construction on 17 new chapels in 2010.
Not just caring for the poor children of the world but also teaching them to care for themselves!
Salesian Lay Missioners
In the last 28 years, the Salesian Lay Missioner (SLM) program has sent over 350 lay men and women to work alongside Salesian missionaries in over 20 different countries, such as: Bolivia, China, Ethiopia, India, Myanmar, Rwanda, and Sudan. It is a unique opportunity to give one's talents, skills, and time in the hopes of giving new hope to some of the poorest children on earth. But as it is with all Salesian works, the ingredient most essential to having success is a caring and loving presence.
2010 Project highlight:
Last year the SLM program had over 30 lay missioners working in 29 communities in 9 different countries. At Misión San Carlos located in Yapacaní, Bolivia, 3 SLMs worked with Salesian priests and sisters in developing effective community outreach programs that assisted many children. The SLMs also helped with translations, writing reports, religious instruction, home visits, and advocating for the sick. The program director said of the SLMs, "I extend my heartfelt thanks for the wonderful opportunity we've had to have them as part of our family. They are exceptional individuals and we wish them God's Grace in everything they do."
Medical Assistance & Healthcare
The Salesians extend their work to the ill and disabled through 216 clinics and hospitals located mostly in rural areas. These facilities offer children and families a source for emergency medical care, routine check-ups and medications.
The Salesians also manage counseling, treatment and community outreach programs relating to HIV/AIDS, hygiene, mental illness and even Hansen's disease (leprosy) which is still present in South America, Asia, India and Africa.
2010 Project highlight:
In 2010, the Salesian community assisted flood victims in Pakistan. Entire communities were underwater, and rescue workers had difficulty reaching certain areas because roads and bridges were destroyed. Salesian missionaries arrived at refugee camps to provide a month's worth of food to each family, and students from one of the technical schools volunteered to construct new homes and deliver food and medicine to the hardest-hit areas.
Emergency Relief
One of the ever-growing activities of Salesian Missions is emergency relief. Time and again, the Salesians have become involved in emergency efforts wherever there are victims of natural disasters, tragic circumstances or civil strife. Some of the current activity includes relieving famine in Africa, assisting flood victims in India, offering refugee assistance in Europe, and feeding undernourished children in the Philippines and in the slums of Haiti.
2010 Project highlight:
In 2010, a humanitarian mission was organized by Don Bosco University in Soyapango, El Salvador, to help the thousands of victims of the devastating earthquake in Haiti. Four technical specialists assisted with rehabilitation of amputees and also provided more than 200 artificial limbs in addition to necessary orthopedic equipment.
Not just caring for the poor children of the world but also teaching them to care for themselves!
Family Assistance and Development of Women
Guidance, counseling, and assistance for troubled families are important features of the Salesian social outreach programs. This activity is centered in 850 nurseries and in the many Salesian parishes and youth clubs. A stable and happy family life is the foundation for a healthy society. That is why it is one of the main concerns of the Salesians.
Half of the Salesian Family is composed of dedicated women, the Salesian Sisters, who give their lives for the education and advancement of women. In a variety of programs from elementary schools through college, the Salesian Sisters provide excellent educational opportunities for girls and women. The outstanding quality of their training enables their alumnae to qualify for jobs on every level of production and management. In addition, the Salesian Sisters are active in many social programs directly geared to working women, their issues and their advancement.
2010 Project highlight:
In Vietnam, a Salesian project called Formation and Promotion of Women began offering young women computer training and instruction in dressmaking, crocheting, and knitting. Through this program, they not only receive acceptance and support, but skills that will give them independence, selfconfidence, and the means to support themselves.
2010 Project highlight:
In 2010, Salesians collaborated with the government in Karnataka, India, to launch a program aimed at protecting the rights of street children, as well as reuniting runaway children with their families. Although funding for the program has been limited so far, Salesian missionaries are hopeful that with continued support, they will be able to assist the numerous families who turn to them for help.
Youth Clubs
Youth clubs are a very important sector of Salesian service to the young. Generally, they function side by side with Salesian schools and serve all the youngsters of an area, whether or not they attend the schools.
Children of the Streets
One of the phenomena of modern times is the great increase of children living on the streets in the cities of underdeveloped countries around the world. The Salesians have addressed this problem by providing youth shelters and homes, which offer food, clothing, counseling and educational opportunities. Efforts are also made to reunite these children with their families if possible.
The Salesians are also active in communities with educational seminars and child-advocacy programs that promote and protect the well-being and the rights of these vulnerable boys and girls.
2010 Project highlight:
Their objective is to keep the young occupied in constructive activities during their leisure time and, through organized projects suited to age, to contribute to their growth and maturity. Several of the youth clubs have small medical clinics and, where needed, a lunch program to prevent children from malnutrition.
In 2010, the St. Francis de Sales Youth Centre in Guadalajara, Mexico, opened. Children who attend the center are anxious to participate in the educational and recreational activities which are offered. Before the opening of the youth center, many of these youngsters were living in the worst of conditions, but now are cared for by Salesians in a safe and caring environment.
Not just caring for the poor children of the world but also teaching them to care for themselves!
The Mission…
John Bosco was more than a priest from northern Italy. He was a priest who heard a special call to bring all young people to the awareness that God truly loves them. But John Bosco was not a man who was content only with words. By his actions he stood against an anti-religious age and reached out to the orphaned and abandoned children of the streets. He taught them working skills, restored their dignity, and gave them direction towards a positive and moral life.
John Bosco's philosophy was practical: Love what the young love! This sincere identification with the young effected a confidence and trust that would reach thousands of poor children in his lifetime, until his death on January 31, 1888, at age 72. Forty-six years later he was declared a saint. Saint John Bosco's legacy lives on today in a way that even he – a man of great vision – may have never imagined.
"It is not enough to love the young.They must know that they are loved." – St. John Bosco
The Beginning
It was the mid-1850s and times were bad for religion. The radical government in Italy was closing convents and monasteries and showing contempt for religion.
In the midst of this turmoil, a young priest wanted to begin a religious society of Brothers and Priests to help him care for poor youth. He knew that the government would never allow this. So with gospel shrewdness, he made friends with the Minister of Internal Affairs (who had written the anti-religion laws), and learned how he could get around the laws and establish a religious society.
Finally, on December 18, 1859, this young priest named John Bosco and eighteen young men – who were once poor street children he cared for – began a new society. John Bosco called them the "Salesians" after St. Francis de Sales, Bishop of Geneva, whom he had always admired for his kindness and apostolic zeal.
A new era in caring for young people had begun.
The Mission Today
With Priests, Brothers, and Sisters numbering more than 34,000, the Salesians serve almost three million youth in over 130 countries. The Salesians improve the lives of poor youngsters through the teaching of skilled trades and scientific agriculture. There are 225 Salesian orphanages and shelters, 216 hospitals and clinics, 850 nurseries and 3,408 schools. Of these, 559 are vocational and technical, 91 agricultural, 1,440 high schools, 23 colleges, and 1,295 elementary schools.
In all these various programs, the spirit and the memory of John Bosco live on. The men and women who have followed in his footsteps have dedicated their lives to be friends, counselors, and educators of poor young people.
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Safeguarding and Welfare Requirement: Special educational needs
Providers must have arrangements in place to support children with SEN or disabilities.
9.1 Valuing diversity and promoting inclusion and equality
Policy statement
We are committed to ensuring that our service is fully inclusive in meeting the needs of all children.
We recognise that children and their families come from a wide range of backgrounds with individual needs, beliefs and values. They may grow up in family structures that include one or two parents of the same or different sex. Children may have close links or live with extended families of grandparents, aunts, uncles and cousins; while other children may be more removed from close kin, or may live with other relatives or foster carers. Some children come from families who experience social exclusion, severe hardship; discrimination and prejudice because of their ethnicity, disability and/or ability, the languages they speak, their religious or personal beliefs, their sexual orientation and marital status. Some individuals face discrimination linked to their gender and some women are discriminated against because of their pregnancy and maternity status. We understand that all these factors can affect the well-being of children within these families and may adversely impact on children's learning, attainment and life outcomes.
We are committed to anti-discriminatory practice to promote equality of opportunity and valuing diversity for all children and families using our setting. We aim to:
- promote equality and value diversity within our service and foster good relations with the local community;
- actively include all families and value the positive contribution they make to our service;
- promote a positive non-stereotyping environment that promotes dignity, respect and understanding of difference in all forms;
- provide a secure and accessible environment in which every child feels safe and equally included;
- improve our knowledge and understanding of issues relating to anti-discriminatory practice,
- challenge and eliminate discriminatory actions on the basis of a protected characteristic as defined by the Equality Act (2010) namely:
o age;
o gender;
o gender reassignment;
o marital status;
o pregnancy and maternity;
o race;
o disability;
o sexual orientation; and
o religion or belief.
- where possible, take positive action to benefit groups or individuals with protected characteristics who are disadvantaged, have a disproportional representation within the service or need different things from the service.
Procedures
Admissions
our setting is open and accessible to all members of the community.
- We base our Admissions Policy on a fair system.
- We do not discriminate against a child or their family in our service provision, including preventing their entry to our setting based on a protected characteristic as defined by the Equality Act (2010).
- We advertise our service widely.
- We provide information in clear, concise language, whether in spoken or written form and provide information in other languages (where ever possible).
- We reflect the diversity of our community and wider society in our publicity and promotional materials.
- We provide information on our offer of provision for children with special educational needs and disabilities.
- We ensure that all parents are made aware of our Valuing Diversity and Promoting Inclusion and Equality Policy.
- We make reasonable adjustments to ensure that disabled children can participate successfully in the services and in the curriculum offered by the setting.
- We ensure, wherever possible, that we have a balanced intake of boys and girls in the setting.
- We take action against any discriminatory, prejudice, harassing or victimising behaviour by our staff, volunteers or parents whether by:
- direct discrimination – someone is treated less favourably because of a protected characteristic e.g. preventing families of a specific ethnic group from using the service;
- indirect discrimination – someone is affected unfavourably by a general policy e.g. children must only speak English in the setting;
- discrimination arising from a disability – someone is treated less favourably because of something connected with their disability e.g. a child with a visual impairment is excluded from an activity;
-
association – discriminating against someone who is associated with a person with a protected characteristic e.g. behaving unfavourably to someone who is married to a person from a different cultural background; or
- perception – discrimination on the basis that it is thought someone has a protected characteristic e.g. making assumptions about someone's sexual orientation.
- We will not tolerate behaviour from an adult who demonstrates dislike or prejudice towards individuals who are perceived to be from another country (xenophobia).
- Displaying of openly discriminatory xenophobic and possibly offensive or threatening materials, name calling, or threatening behaviour are unacceptable on, or around, our premises and will be dealt with immediately and discreetly by asking the adult to stop using the unacceptable behaviour and inviting them to read and to act in accordance with the relevant policy statement and procedure. Failure to comply may lead to the adult being excluded from the premises.
Employment
- We advertise posts and all applicants are judged against explicit and fair criteria.
- Applicants are welcome from all backgrounds and posts are open to all.
- We may use the exemption clauses in relevant legislation to enable the service to best meet the needs of the community.
- The applicant who best meets the criteria is offered the post, subject to references and suitability checks. This ensures fairness in the selection process.
- All our job descriptions include a commitment to promoting equality and recognising and respecting diversity as part of their specifications.
- We monitor our application process to ensure that it is fair and accessible.
Training
- We seek out training opportunities for our staff and volunteers to enable them to develop anti-discriminatory and inclusive practices.
- We ensure that our staff are confident and fully trained in administering relevant medicines and performing invasive care procedures on children when these are required.
- We review our practices to ensure that we are fully implementing our policy for Valuing Diversity and Promoting Equality.
Curriculum
The curriculum offered in our setting encourages children to develop positive attitudes about themselves as well as about people who are different from themselves. It encourages development of confidence and self esteem, empathy, critical thinking and reflection.
We ensure that our practice is fully inclusive by:
- creating an environment of mutual respect and tolerance;
- modelling desirable behaviour to children and helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
- positively reflecting the widest possible range of communities within resources;
- avoiding use of stereotypes or derogatory images within our books or any other visual materials;
- celebrating locally observed festivals and holy days;
- ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning;
- ensuring that disabled children with and without special educational needs are fully supported;
- ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages
We will ensure that our environment is as accessible as possible for all visitors and service users. We do this by:
- undertaking an access audit to establish if the setting is accessible to all disabled children and adults. If access to the setting is found to treat disabled children or adults less favourably, then We make reasonable adjustments to accommodate the needs of disabled children and adults.
- fully differentiating the environment, resources and curriculum to accommodate a wide range of learning, physical and sensory needs.
Valuing diversity in families
- We welcome the diversity of family lifestyles and work with all families.
- We encourage children to contribute stories of their everyday life to the setting.
- We encourage mothers, fathers and other carers to take part in the life of the setting and to contribute fully.
- For families who speak languages in addition to English, we will develop means to encourage their full inclusion.
- We offer a flexible payment system for families experiencing financial difficulties and offer information regarding sources of financial support.
- We take positive action to encourage disadvantaged and under-represented groups to use the setting.
Food
- We work in partnership with parents to ensure that dietary requirements of children that arise from their medical, religious or cultural needs are met where ever possible.
- We help children to learn about a range of food, and of cultural approaches to mealtimes and eating, and to respect the differences among them.
Meetings
- Meetings are arranged to ensure that all families who wish to may be involved in the running of the setting.
- We positively encourage fathers to be involved in the setting, especially those fathers who do not live with the child.
- Information about meetings is communicated in a variety of ways - written, verbal and where resources allow in translation – to ensure that all mothers and fathers have information about, and access to, the meetings.
Monitoring and reviewing
- So that our policies and procedures remain effective, we monitor and review them annually to ensure our strategies meet our overall aims to promote equality, inclusion and to value diversity.
- We provide a complaints procedure and a complaints summary record for parents to see. | <urn:uuid:7a643fcb-ef27-4454-b1e0-faa683f78393> | CC-MAIN-2018-47 | http://crowmarshpre-school.org.uk/blog/wp-content/uploads/2012/10/9_1_Valuing_Diversity_and_Promoting_Inclusion_and_Equality_August_2016.pdf | 2018-11-19T14:12:05Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00546.warc.gz | 73,883,785 | 1,769 | eng_Latn | eng_Latn | 0.995483 | eng_Latn | 0.996323 | [
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From CAAD Lab to Studio: Integration of CAAD with studio in a 'linear' based scheme of study
Andrew Roberts and Wayne Forster
Welsh School of Architecture
Abstract: This paper traces the relationship of CAAD with creative studio work within a 'year based' school of architecture where the curriculum is founded on a series of 'Core Projects'. These 'Core Projects' are structured so that undergraduates undertake a structured study of the essentials of architecture in an orderly progression. Within this pattern CAAD is not a stand-alone subject or module and as students do not work in units, it is difficult to run specialist CAAD options. The subject is regarded as another skill in communication and tuition in CAAD is provided as part of the acquisition of central architectural skills. CAAD, therefore is regarded as one of the components of skills and knowledge needed to support and the 'Core Projects' which account for about 70% of the course assessment. The paper will analyse the evolution of CAAD education within this kind of course in Architecture, reflecting on some of the tensions that have arisen through this and use student work to illustrate some of the lessons learnt over this period
Design Teaching in the Welsh School of Architecture
Project work at the Welsh School of Architecture is based around a year-based system, where the curriculum is founded on a series of 'Core Projects'. These 'Core Projects' are structured so that undergraduates undertake a structured study of the essentials of architecture in an orderly progression (figure1.) [Parry 1995].
CP1
CP2
CP3
CP4
CP5
CP6
CP7
Figure 1. The progression of core projects throughout the school
The 'Core Projects' consist of a series of design projects which progress from the relatively simple to the more complex. The linear course has many strengths - such as a comprehensive programme of study which provides progression for students and staff. These have been recognised during the regular teaching audits that the school has been involved in and these aspects have contributed to the 'Excellent' teaching rating that the school holds.
All students in each cohort undertake the series of 'Core Projects' simultaneously and all on the course receive CAAD tuition aimed at providing skills that support each project. Since the introduction of CAAD into the course, integration of the subject within the architectural design process in studio projects has been one of the school's main objectives
CAAD - The Early Years
Computer Aided Design was first introduced into the Welsh School of Architecture in 1989. It was initially decided that the school would adopt the PC platform using AutoCAD software. The PC platform was chosen largely because this was the technology being used by the department's Architectural Science Research Group who were principally responsible for the integration of this technology into the teaching program. It could be argued that this was a decision that hampered creative student use of computers for a number of years, and only as software originally only available for Apple Macintosh computers has become available for the PC platform has student work on the computers really blossomed.
The initial purchase of computers allowed a group of twelve students to peruse an option project using CAD. The project lasted for four weeks and followed the completion of the year's principal core projects for the B.Sc. in Architectural Studies Year 2. The brief was to design a selection of energy efficient houses which could then be replicated and arranged on a given site. It became apparent that time was a major constraint upon the development of the project as none of the students had any knowledge of CAD, and a vast portion of the project was spent learning how to use the technology at the expense of the design. Students quickly realized that the technology did not lend itself well to designing directly on the computer, and quickly reverted to traditional 2B pencil methods of design. However a number of successful examples of the use of CAAD were produced (figure 2).
CAAD as a professional skill
As computer use in practice became more prevalent, it was seen as essential that all students be CAD literate by the time they leave the school and go into practice; therefore an option project was no longer considered appropriate. Because of limited availability of computing facilities, the year was divided into four groups, and each group received approximately 2.5 days instruction on 2D and 3D AutoCAD. CAD was taught as a skill which was independent of general studio work, and little attempt was made to encourage students to think how they might use computers in a creative way, beyond what architectural practice was currently implementing.
In addition to the general CAD training it was possible to timetable a number of optional projects that involved CAD. Generally these took the form of vertical studio projects during the summer term. There was also an option in the third year of the B.Sc. course where students were given the opportunity to model a building designed as part of Core Project 6, a highly serviced commercial office building (Figure3). Unfortunately, with the advent of course modularization, and a consequent loss of teaching weeks it became increasingly impossible to run these option projects.
A number of students did take the initiative to produce project work on CAD, but work often appeared to have been limited by the features available in AutoCAD. With the introduction of 3D studio into the school, students were able to produce seductive, high quality renderings of buildings, which may be of little architectural merit. It was often those students with weak design skills who were perusing work on computer and therefore a number of members of staff made attempts to prevent students from using the technology.
Developing a creative approach to Architectural Computing
The advent of modularization, and the consequent loss of option projects lead the department to rethink its philosophy on how and when CAAD should be taught. It became necessary to integrate CAAD into the Core Projects to a much greater extent and thus a common thread of Architectural Computing was developed which would run through the entire course.
Computer Aided Design is widely used in architectural practice, principally as a means to document design, so that a building can be built. In architectural education there is a greater emphasis on the design process, the generation of ideas and the understanding of concepts and principles. During their education, students rarely produce the type of technical drawing that practice might demand. In many schools of architecture, it is generally considered that this type of drawing is best taught within the environment of practice.
It is believed by some that the purpose of teaching Computer-Aided Design in Architecture Schools is to provide the students with the necessary skills demanded by practice. This is a view that is commonly held by students as they see computer aided design skills as a means to later employment. The argument that students should be trained in CAD for Practice can be criticized in a number of ways:
* Undergraduates in first year are three years away from employment, and therefore developing the skills required for practice at this stage may be premature.
* If a skills training approach is taken, it would be necessary to teach students every single Computer Aided Design package that they are likely to utilize in practice.
* There is insufficient time within the curriculum to train students fully in the use of computer aided design
* There are certain key computer techniques that students are likely to use to a far greater extent during their education, than in practice. These need to be developed first.
* Students may develop new computer techniques which practice will subsequently find useful.
* Students learn a narrow set of techniques passively but find it difficult to reapply those techniques to new and unfamiliar circumstances.
The developments that have been introduced into the Welsh School of Architecture promote an active approach to architectural computing education [Bridges 1994]. Rather than presenting the students with a vast array of tools and expecting them to learn these by rote, the teaching concentrates on the understanding of a number of core concepts, which the students can reflect on and then apply to other circumstances - the emphasis being placed on problem solving. Students are made aware of the palette of tools that are available to them and are subsequently encouraged to explore the technology in terms of its capabilities in their own time, they can then assess which techniques are appropriate to the particular task that they have in hand.
In order to achieve these aims, the school has established a common thread of Architectural Computing which runs through each of the core projects. The basic concepts of Architectural computing are taught during four week long transferable skills course, known as the Quartet Project [Roberts 1998], which takes place soon after students enter the school. The cohort is divided into 4 groups and each group rotated around four different projects each designed to teach a particular transferable skill. Following the Quartet Project a number of studies that involve the use of computers form part of each of the core projects. These studies use Architectural Computing to investigate a particular architectural issue related to students design work. Thus students can begin to appreciate when the use of CAD might be appropriate. Students are also encouraged to use computers independently, beyond those areas specified in the common thread and apply the skills learned to their particular needs
The Architectural Computing section of the Quartet Project aims to equip students with the necessary understanding of the potential and limitations of using computers as part of their studies. The project does not aim to 'train' students in the detailed use of a particular CAD package as there is insufficient time. It is generally felt that the time would be better spent enforcing a number of basic concepts, which can be reapplied to any package at a later stage. Having completed the project students are expected to have developed the following key skills:
* Confidence and Competence in using information technology
* Spatial Awareness and understanding of three dimensional space within the frame of a 2D computer screen
* The ability to apply set of techniques to their own work
* An understanding of the relationship between a buildings form and its function
* A comparison of the benefits of computer modeling with physical modeling
During the week emphasis is placed on moving data between applications, and trying out different options - key skills which students will require in order to use computers in a creative manner. Students primarily use PhotoShop to manipulate and montage images and MiniCAD to build simple models. The decision to introduce MiniCAD was taken because it provided a simpler interface by which students could produce basic 3 dimensional models in a relatively short period of time.
Initially students are taught the basics of each package and are then set a series of exercises within which they need to explore the software and think laterally in order to succeed. An analogy is made between building a model on computer and building a physical model out of a series of pieces of cardboard, with holes cut for windows. The initial shapes for each elevation are drawn as a series of 2D shapes, extruded to the thickness of a piece of card and then assembled to form a three dimensional form. The students use these techniques to model a simple building which they design during one of the other quartet project weeks (figure 4). As the students also build the same model out of cardboard at some point during the project - this allows them to make a useful comparison between computer modeling and physical modeling. It is interesting to note the differences in the work produced by those students who come to the CAD classes with a completed cardboard model and those who build the cardboard model after the CAD model. It is generally seen that the former produce Computer models of a higher standard., whilst the latter group start to realize how CAD might influence their designs.
Following the completion of the Quartet Project students have the opportunity to apply the skills learned within the core design projects. A number of these projects have a compulsory IT aspect. These "studies" are selected because the use of computer is seen as an appropriate means of enhancing design understanding. Examples of such studies are: -
* An exercise in relating buildings to their immediate context: In the second semester of their first year, students use Computer Aided Design to investigate how their design proposals would relate to the context within which their project was located. This is done by the creation of block models of their proposals which can be placed within a model of the context. They can use these models to gain a rough approximation of the effects of daylight and shadows. This is an area which we hope to develop further with forthcoming cohorts, and students will use a number of different techniques, including photomontages, over a number of different design projects to understand the visual impact implications of their proposals.
* An exercise exploring the use of computers in the development of architectural design ideas It was initially intended that the principal computer based project in second year would be an elective allowing students to explore the use of computers in the development of design idea. This was piloted by a group of 12 students who used the technology to help with the analysis of case study buildings, which was then taken forward to the design of their own buildings. The project was largely successful, although a number of technical problems meant students were not able to use the technology to its full potential. This was borne out by student feedback.
There was also concern that this elective could only be taken by a select few and so it was decided that certain elements of the project would be made available to all students in the cohort. Students were asked to use the computer to prepare a detailed study of a particular part of their building, rather than to work on the building as a whole. The studies looked particularly at the internal visual aspects of their designs, including positioning of electric lighting - something that had been difficult to simulate by more traditional methods. This integrated well with a number of other studies that the students carried out on the environmental performance of their buildings, and students were able to make a contrast between a number of ways of modeling their buildings in environmental terms, in order to determine what would be the most appropriate technique for a particular task.
* An exercise in space planning Students in B.Sc. year 3 use CAD as part of a project to design a modern commercial building, Students used the software to experiment with a number of furniture layouts. In future years it is anticipated that this project will have a greater emphasis on the development of professional skills, and this will compliment well with a CAD Summer School, which the school has now been successfully running for a number of years.
* Elective in Digital Architecture: students in their B.Arch. final year have undertaken an elective in the use of multimedia techniques in the presentation of their designs. Students initially take part in a symposium discussing how computers may be used within the architectural design process. Then, using multimedia software students work with digital artists in developing a video or interactive presentation to capture the essence of their design projects
These studies have the joint aim of re-enforcing the skills developed in the initial Quartet Project but also suggest methods by which technology actively within the design studio. Thus students become equipped with a palette of tools and students are encouraged to u the computers are located within the design studios. However, creative use of this facility has been limited in recent years. It is possib an inspiration to use the technology, especially if there is no explicit element of assessment for using computers. It may also be possi design teachers tend not to regard Computer Aided Design as a creative media, but more of a tool for production of drawings and tha CAD teaching have little involvement with design studio teaching. Recently there has however been a trend years for a large proport the school to be carried out by architects from well established practices. These practices have tended to move away from the idea th production tool and have started exploring more creative aspects of Architectural Computing. Thus we are starting to see a number p staff encouraging students to use computers creatively. This is a positive move and has been seen to increase student use of the CAA
Figure 6. Tutors readily encourage the use of photomontages in student presentations
Conclusions
This paper has illustrated the development of CAAD within a school of architecture that adopts a linear curriculum, from one that was purely option based, to a facility which can be used universally by all students. It also shows that there has been a move away from the mechanical CAD training ethos towards a philosophy, which embraces the creative aspects of architectural computing. These changes have meant that we are now producing whole cohorts of students who have a reasonable understanding of Architectural Computing, rather than a small number of CAD virtuosos as had been the case in previous years. Whilst the integration of the subject within the architectural design process in studio projects has been one of the school's main objectives, tensions still exist between CAAD and studio and a number of fundamental challenges have been faced:-
* What are the key skills in CAAD and how can they are taught to large cohorts effectively?
* Who should be responsible for teaching CAAD?
* How much time should be allocated for students to learn CAAD skills?
* What resources are needed to support and develop CAAD as a studio based discipline?
Whilst it is still not possible to provide a conclusive answer to these questions, experience has shown that students tend to learn computing skills best when they actually need to use those particular skills. Spending vast proportions of time learning every single command within a CAD package for no apparent reason is not an appropriate use of student time. By limiting these skilling sessions to the bare minimum and encouraging students to experiment with the technology in their own time, ensures that whole cohorts can be taught in relatively short periods of time. The key skill in CAAD appears not to be an ability to use every single command, but an ability to think logically and apply and what has been taught to a particular circumstance, and the schools emphasis on application of skills to studies related to projects
enforces this.
A recent innovation has been the displacement of computing equipment from a specialist computing lab into the design studio. Unfortunately, for security reasons it has not been possible to locate the departments more powerful machines into the studios. Therefore these machines tend to be used for mundane purposes such as using the internet and word processing, and students continue to leave the studio to carry out CAD work. Students are also encouraged to bring their own computers into the design studio, but is an option that has generally not been taken up.
Within the school CAAD tends to be taught by specialist Computer Aided Design staff, who tend to be remote from the design studio. Therefore the subject is often regarded by students as a bolt-on extra, rather than an integral part of the design process. Having design tutors actively teaching CAAD, may help to blur this distinction, but specialist staff who are more likely to be researching the latest innovations in the technology serve to expand the students horizons about what is currently possible. The use of part time practicing staff who are actively using the technology within their practices can only be an advantage in encouraging integration of CAAD into studio.
Whilst we can not yet claim that our aim of fully integrating CAAD into the design studio has been achieved, positive moves outlined in the paper are clearly encouraging this integration to take place. Our policy of teaching CAAD as small studies which form part of core project may have its tensions with existing studio culture, but it does ensure that a maximum number of students gain an understanding of the technology within a limited period of time. As tutors and students start to realize the potential for Architectural Computing as part of studio projects the barriers between the Computing Studio and the Design studio will eventually be lifted.
References
[Parry 1995)] Parry, CM, and Silverman, HR, Linearity as a Comprehensible Structure for Architectural Education The Core Project Principle. CIB W89 Orlando Symposium 1995
[Bridges 1994] Bridges, AH, Architectural Computing Education in (eds) Maver T et al, the Virtual Studio Proceedings of the 1994 ECAADE conference, Strathclyde University, Glasgow, pp 226
[Roberts 1998] Roberts, Andrew, Transferable Skills in Architectural Education: The Quartet Project, in Porada M et al (editors) Computer Craftsmanship in Architectural Education - Proceedings of 1998 ECAADE Conference, University Val de Marne, Paris, pp 218-223. | <urn:uuid:7cf7d53f-8c40-420f-b293-bdf45906fb8f> | CC-MAIN-2018-47 | http://papers.cumincad.org/data/works/att/86d6.content.pdf | 2018-11-19T14:44:30Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00546.warc.gz | 255,738,706 | 4,071 | eng_Latn | eng_Latn | 0.998784 | eng_Latn | 0.999156 | [
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BİREYSEL ÇALIŞMA MERKEZİ
Material No: 1
PAST SIMPLE &PAST PROGRESSIVE
A. Complete these sentences by putting the verbs into the past simple or past continuous.
C. 1. was sitting 2. was cutting 3. went 4. went 5. put
1. Do you like this picture? My uncle___________ it. (paint)
2. We ___________ lunch when we heard the news. (have)
3. Who was that man you ___________ to when I came in? (speak)
4. ___________ the football match yesterday? (you see)
5. She was so tired that she ___________ for 12 hours. (sleep)
6. They ___________ on the door, then they went in. (knock)
7. Mark and Theresa ___________ in Poland for many years. (live)
8. We ___________ tea when they arrived. (have)
9. The police ___________ them lots of questions before they released them. (ask)
10. I ___________ in the queue when the robber came in.(wait)
11. I am sitting in class right now. I ___________ at this same time yesterday. (sit)
12. I don't want to go the zoo today because it is raining. The same thing happened yesterday. I (want, not)
___________ to go to the zoo because it (rain) ___________.
13. I (call) ___________ Roger at nine last night, but he (be, not) ___________ at home. He (study) ___________ at the library.
14. A: (you, hear) ___________ what she just said?
B: No, I (listen, not) ___________ I (think) ___________ about something else.
B. Combine the sentences into one sentence.
1. She drove home. She listened to her car radio.
While ____________________________________________________________.
2. It stopped snowing. She drove to the police station.
____________________________ while _______________________________.
C. Complete the paragraph by putting the verbs into the past simple or the past continuous.
I 1. __________________ (sit) in the big chair in Henry’s barber’s shop at the time. Henry 2. __________________ (cut) my hair with his big pair of scissors when we heard the sound of horses outside. The nose was so loud that we 3. __________________ (go) over to the window to look. Through the window we could see at least 20 gunmen riding into town. Henry immediately 4. __________________ (go) over to his desk and 5. __________________ (put) on his gun and Sheriff’s badge.
ANSWER KEY: A. 1. painted 2. were having 3. were speaking 4. Did you see 5. Slept 6. knocked 7. lived 8. were having 9. asked 10. was waiting 11. was sitting 12. did not want / was raining 13. called / was not / was studying 14. Did you hear / was not listening / was thinking B. 1. While she was driving home she was listening to her car radio.
2. It stopped snowing while she was driving to the police station
1
BİREYSEL ÇALIŞMA MERKEZİ
Material No: 1
D. Write T(true) or F(false) for the following statements.
When our friends arrived, we ate lunch.
_______ Our friends arrived before lunch.
While we were talking on the phone, I was driving to school.
_______ We finished the conversation. Then I drove to school.
Lori heard about the accident while she was driving to work.
_______ Lori knew about the accident before she got to work.
When Zoe got to school, her class was taking a test.
_______ Zoe was late to class.
E. Read the text complete the paragraph by putting the verbs into the past simple or the past continuous.
Henry Ford 1. __________________ (be born) in 1863. He 2 . __________________ (found) the Ford Motor Company in 1903 and 3. __________________ (rent) a brick shed where he 4. __________________ (make) his first cars. He 5. __________________ (look) for a strong, cheap metal, which he finally 6. __________________ (find) in an imported piece of vanadium steel. In 1909 he 7. __________________ (use) it on his first Model T Ford. He 8. __________________ (introduce) many of the methods for assembly–line production for a mass market. The model T 9. __________________ (be) cheaper and more reliable than any if its rivals and by the mid-1920s Ford 10. __________________ (produce) 10,000 cars a day. Ford was a generous employer. While in 1914 many companies 11. __________________ pay) their workers $2.40 a day, in the same period Ford’s workers 12. __________________ (earn) a minimum of $5.00 a day. He also 13. __________________ (want) to make money by producing thousands of cars at a reasonable price. His first touring model T 14. __________________ (cost) $850 but in 1926 the model T 15. __________________ (sell) for only $350 and 16. __________________ (have) a self – starter. By The 1920 s many Americans were 17. __________________ (drive) a model T and 18. __________________ (explore) parts of the country which before were inaccessible. Henry Ford 19. __________________ (believe) in standardization and once 20. __________________(say) about the model T: You can have any color you like as long as it’s black!
ANSWER KEY: D. 1.T 2.F 3.T 4.T E. 1. was born 2. founded 3. rented 4. made 5. was looking 6. found 7. used 8. introduced 9. was 10. produced 11. were paying 12. were earning 13. wanted 14. cost 15. was sold 16. had 17. driving 18. exploring 19. believed 20. said
Sources: Haines / Brewster, S. Challenge – Upper Intermediate. Nelson. 1992. Schrampfer Azar, Betty. Basic English Grammar. Prentice Hall/Regents.
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As the temperatures rise this summer, we are all finding ways to cope with the heat – a cool dip in the pool, ice filled beverages, retreating to the air conditioned indoors. It's important not to forget what it must feel like for our furry four legged friends. Not only do pets have to wear a thick fur coat all year round, but also they are limited in their abilities to escape the weather.
There is a lot of press coverage out there on the dangers of leaving a pet unattended in a vehicle in the heat. Even in more moderate weather, it can only be a matter of minutes before the inside of a car reaches deadly temperatures. However, with the onset of the summer heat there are a lot of other instances where the high temperatures can be deadly to pets.
Probably most important is to ensure adequate shade and shelter for your pet when outdoors. If your pet is kenneled outside, make sure that there is shade available throughout the entire day as well as access to plenty of water. Consider having multiple bowls available or tip-proof bowls so that the dog is not without water if it knocks its bowl over. Free roaming pets often don't have difficulties finding shade, but keep in mind that this can include under or behind vehicles, so be sure to look around your vehicle before driving. This also applies for pets going with you to work in the fields – stopped farm equipment is a good source of shade, but often results in severe injury.
Cats usually have enough sense to laze around on these hot days. Dogs tend to be a different story. Try to prevent heat stress and heat stroke by exercising in the cooler times of day. If you are leaving the house, carry plenty of water for the dog (and yourself). Know when it is time to take a break – there are a lot of dogs out there that just don't know when to quit. Dogs and cats have no sweat glands (except in their feet), so their main method of cooling off is panting. If your dog is panting heavily, it is time to offer water and stop the activity. To help cool off, some dogs enjoy chewing on ice cubes; you can try offering ice water, or hose the dog down with water. Some toys can be soaked in water then put in the freezer before play. Try activities that will keep the dog cooler, such as going to a pond or creek or playing fetch into a sprinkler. Access to a small kiddie pool in the yard is also a good way for a pet to cool off. If all else fails, don't forget to play indoor games with your pet to burn some energy. Training to do tricks is not only fun (and a good way to show off for your friends), but also helps keep your pet entertained when it is unable to play outside.
Whether you are exercising your pet or not, on hot days it is important to monitor for signs of heat stress – a life threatening rise in internal body temperature. Although this is mainly a problem in dogs, it can occur in cats (as mentioned earlier, most cats are not athletes and do not tend to overexert themselves). Plus, some animals are more susceptible to heat than others. In particular overweight pets, shorter nosed breeds (such as pugs, bulldogs, boxers and boston terriers), and pets with a history of respiratory problems such as asthma are high risk for heat stress; some may not even need to exercise to overheat.
The main signs of heat stress are vigorous panting, with the pet lying on its side, unable to rise. With milder forms of heat stress, the pet may still be standing, but very agitated and restless. The head may be extended, the legs may be rigid or stiff. If the body temperature stays high for too long, the pet may experience organ failure, may enter into shock, and/or can seizure. Any of these symptoms can ultimately lead to the death of the pet.
To treat heat stress, the goal is to bring the pet's body temperature down as soon as possible, but not too quickly. If you suspect your pet may have heat stress, begin cooling the body with cool water mostly over the belly, legs and head (not cold or ice water) and contact your veterinarian as soon as possible. The pet will likely need additional treatment (such as fluid therapy and medications for shock and potential organ damage) and monitoring, depending on the severity of heat stress.
Like many other health problems, heat stress is much easier to prevent than to treat. Remember that as owners and caregivers, it is our job to help pets have a safe, comfortable summer.
Dr. Cole is a local veterinarian and will begin seeing small animal patients at the O'Neill Veterinary Clinic this August. | <urn:uuid:7ef5995d-08c7-422d-9266-2acd7d927f92> | CC-MAIN-2018-47 | http://oneillvet.com/_storage/pagefiles/summer_heat.pdf | 2018-11-19T14:08:28Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00549.warc.gz | 231,756,769 | 989 | eng_Latn | eng_Latn | 0.99949 | eng_Latn | 0.999541 | [
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Restless Legs Syndrome
'Creepy-Crawly' Legs Causing Distress?
written by Harvard Medical School
www.patientedu.org
Although many of us take it for granted, sleep is very important for health. For some 12 million Americans, though, falling asleep can be difficult. Instead of snoozing off peacefully in bed, they are tormented by leg discomfort and an irresistible urge to move their legs. More often than not, that means hopping out of bed and pacing the floor. And the consequences go far beyond a night of misery. People with restless legs syndrome (RLS) also may suffer as the condition impacts their daytime activities.
For more information about restless legs syndrome from Harvard Health Publications, go to www.patientedu.org.
2
Do I Have Restless Legs Syndrome?
RLS is a recognized medical condition. An urge to move and leg discomfort are the hallmark symptoms of RLS, but it's not usually described as pain. Instead, the sensation is characterized as a tingling, bubbling, crawling, prickling, or burning sensation like "ants crawling up my legs" or "soda pop in my veins."
RLS affects people in many different ways, but certain patterns of discomfort do help doctors diagnose the condition. Some people only have symptoms of RLS every once in a while, like when they're under a lot of stress. Others have symptoms that become more frequent and severe, often upsetting how well they fall sleep. Severity may depend on when in life you develop symptoms.
3
Most types of leg pain are triggered by activity and relieved by rest—but in RLS, it's the reverse. The symptoms begin at rest and are more intense when the sufferer is—or should be—the most comfortable. RLS typically flares up at bedtime, but it can also develop when people settle down into a chair at the end of the day or for a long car or plane ride. But as RLS becomes more severe, the discomfort begins earlier in the day, although it frequently intensifies at bedtime.
The only way people with RLS can stop the ants from crawling through their legs is to move about. They fidget, move their legs, and toss and turn. The urge to move is irresistible. In RLS, patients have to get out of bed and pace the floor to get relief.
4
Who Gets RLS?
RLS is common. Most surveys peg the prevalence at about 10% of the population. The intensity of RLS ranges from mild to moderate to severe. RLS becomes more common as people get older, but it can begin early in life. In all age groups, RLS is more common in females than males.
What Causes RLS?
In most cases of primary RLS, the cause is unknown. About 40% of patients have a strong family history of RLS, and researchers have linked the disorder to specific genetic abnormalities. Primary RLS is not known to lead to other serious medical conditions. In most cases, RLS strikes without rhyme or reason.
However, some cases of RLS are tied to other medical problems. If another condition causes RLS, it's known as secondary RLS. Iron deficiency is the most common cause. Secondary RLS is also caused by other underlying medical conditions, including pregnancy, kidney failure, and diabetes.
5
Diagnosis: RLS
There are currently no specific tests for RLS. Diagnosis is primarily based on discussions between you and your doctor, the use of diagnostic screening questions, a review of your medical history, and a physical exam. The four key diagnostic criteria are:
1. A distressing sensation deep in the legs that produces a strong urge to move the legs that is ...
Your doctor may also order other laboratory tests to check for conditions such as diabetes, kidney disease, iron deficiency, and pregnancy—common causes of secondary RLS. If you have restless legs symptoms, it is important to see your doctor to understand what's causing them.
About 60% of people with RLS say someone in their family has the same symptoms. This is why it is important to share your full medical history with your doctor; you may want to discuss your symptoms with other family members. Also, remember to tell your doctor about all medicines you take, including over-the-counter and herbal supplements since some medications can cause RLS symptoms.
About 60% of people with RLS say someone in their family has the same symptoms.
2. Brought on or worsened by rest and ...
3. Starts or is worse at night or in the evening and ...
4. Is temporarily relieved by moving or walking.
A symptoms diary, such as the one on pages 12 and 13, can help your doctor determine the severity of your RLS. It can also help you and your doctor figure out what makes your RLS worse and how it is affecting your sleep and your daily activities.
Your doctor may order a sleep study, called polysomnography, if a more serious sleep disorder such as sleep apnea (periodic pauses in breathing during sleep) is suspected.
6
7
Treatment: Lifestyle
Once diagnosed with RLS, you should discuss with your doctor what changes to your lifestyle may help to reduce the effects of your RLS symptoms. Mild RLS can often be treated in this way.
Should your symptoms be more severe, however, your doctor may prescribe medication. Regardless of the severity of your symptoms, lifestyle changes may help you manage your RLS. Talk with your doctor before beginning any exercise program.
If you're low in iron, your doctor may recommend iron supplements—be sure your doctor diagnoses and treats the reason for your iron deficiency.
8
If you smoke, stop. It will surely help your health.
If you drink alcohol, try omitting it to see if it helps take the edge off your RLS.
The same goes for caffeine—and that means cola, energy drinks, and chocolate, as well as coffee and tea.
Getting moderate exercise during the day may help calm your legs at night; walking is a fine example.
Special leg-stretching exercises at bedtime may also help (see figures on pages 10 and 11).
Some people find cold showers to be beneficial, but others prefer heat.
Finally, some people with mild RLS may be able to get to sleep by simply massaging their calves or stretching their legs in bed. But many people with moderate-to-severe RLS need medication.
9
Stretches to Relieve Leg Discomfort
Here are a few stretches that might help to relieve your RLS symptoms. Remember to talk with your doctor before beginning any new exercise routine. Slowly ease into all stretches, and never bounce or jerk while stretching. If pain occurs, consult your physician.
Wall Lean
For your calves and Achilles tendons
Stand about three feet from a wall, with your feet pointing straight ahead. Step forward with one foot, but keep your back knee straight. Push your pelvis forward as far as comfortable, keeping your heels firmly on the floor. As you improve, start farther from the wall to give yourself a greater stretch; aim to bring your leg to a 45-degree angle with the floor. Relax and then repeat with your rear knee bent to move the stretch down to your Achilles tendon. Relax again and then switch to the other side.
10
Thigh Stretch For your quadriceps muscles
Stand facing a wall, close enough to touch it for balance if necessary. Keep one leg straight while you bend your other knee and grasp your ankle to pull your heel up toward your buttocks. Relax and then repeat before switching to the other side.
Hamstring Stretch For your hamstrings
Rest one heel on the second or third step of a staircase. Keep your knees straight as you lean forward to touch the foot on the steps. Keep your head down and your pelvis as far forward as possible.
Relax and then repeat before switching to the other side. As you improve, you'll be able to reach your toes instead of just your ankle. Then you can move up to a higher step.
11
Your Symptoms Diary
Reviewing your symptoms diary can help your doctor make an appropriate diagnosis. Fill out this daily symptoms diary each morning when
| | Day 1 | Day 2 |
|---|---|---|
| Date: | / | / |
| Hours of Sleep: | | |
| Symptoms: | | |
| Severity: (scale of 1 to 5; 5 being the worst) | | |
| What Time of Day Did You Have Symptoms? | : | : |
| What Were You Doing When They Started? | | |
| Did They Keep You From Sleeping? | ❑yes ❑no | ❑yes ❑no |
| Did You Consume Any: caffeine alcohol, tobacco, over-the-counter medications, other? | ❑yes ❑no | ❑yes ❑no |
| | list: | list: |
| Prescription Medications You Are Taking: | list: | list: |
| What Helped Ease Your Symptoms? | | |
12
you first wake up and each night before bed. Then, show it to your doctor so he or she can see how your symptoms impact your life.
| | Day 5 | Day 6 | Day 7 |
|---|---|---|---|
| Day 4 | | | |
| / | / | / | / |
| : | : | : | : |
| ❑yes ❑no | ❑yes ❑no | ❑yes ❑no | ❑yes ❑no |
| ❑yes ❑no | ❑yes ❑no | ❑yes ❑no | ❑yes ❑no |
| list: | list: | list: | list: |
| list: | list: | list: | list: |
Adapted from: Restless Legs Syndrome Foundation (www.rls.org/NetCommunity/Document.Doc?&id=8).
13
Treatment: Medication
The exact cause of primary RLS is unknown. However, experts believe that it's caused by a dysfunction in dopamine, a chemical that transmits signals between nerve cells. Ask your doctor about effective ways to relieve RLS symptoms, including prescription medications. And be sure to review all of your medications, prescription and over-thecounter, with your doctor before beginning any new medication.
Relaxing Restless Legs
Fortunately, lifestyle changes may help quiet mild RLS, and effective medications can do the same for moderate and severe cases of primary RLS. So talk with your doctor about ways to relax restless legs so you don't spend your nights fidgeting or pacing to relieve the "creepy-crawlies" in your legs at night.
14
For more information about RLS, visit these Web sites:
Restless Legs Syndrome Foundation www.rls.org 507.287.6465
National Heart, Lung, and Blood Institute www.nhlbi.nih.gov
301.592.8573
National Center on Sleep Disorder Research www.nhlbi.nih.gov/ about/ncsdr
301.435.0199
National Sleep Foundation www.sleepfoundation.org
202.347.3471
Worldwide Education & Awareness for Movement Disorders www.wemove.org
email
: firstname.lastname@example.org
15
To learn more about restless legs syndrome, visit the Pri-Med Patient Education Center at www.patientedu.org/rls.
Brought to you by:
HARVARD
MEDICAL SCHOOL
Pri-Med Patient Education Center 2127 2nd Ave North Fort Dodge, IA 50501 email@example.com
The editorial content for this brochure was developed and created by Harvard Medical School and the Pri-Med Patient Education Center. The content does not necessarily represent the opinions or views of our advertisers. Financial support for the printing and distribution of this brochure has been provided by GlaxoSmithKline.
Disclaimer: The Information provided in this brochure and on the PMPEC Web site is for information purposes only and is not intended to provide or be a substitute for professional medical advice, diagnosis or treatment. Neither PMPEC nor its affiliates or licensors guarantee the accuracy, adequacy, timeliness or completeness of any information and are not responsible for errors or omissions or any consequences arising from the use of the information. The use of the PMPEC Web site is at the user's own risk and all information contained therein is subject to change. Mention of a specific product, company, organization, Web site or URL address, treatment, therapy or any other topic does not imply a recommendation or endorsement by PMPEC, its affiliates or licensors. Harvard Medical School does not endorse any products.
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Light Listener
Guided Project Instructor Set
Figure 1 Example completed light listener
Learn It!
Your eyes and ears are two finely tuned inputs for analog information in your surroundings. Your eyes are able to process light as well as images flickering at lower frequencies of around 30Hz, while your ears can process sounds that span between 20 and 20,000Hz. After about 30Hz, your eyes no longer can decipher the flickering light and instead process it as a constant with varying intensity that follows the frequency of the flickering light. While your eyes may be limited in what they can see, what if you could hear light flickering?
In this activity, you will create a simple circuit to measure the voltage of a solar panel. By monitoring the variation in the voltage of the solar panel and sending that signal to a set of headphones, you can "listen" to changes in light. You will be able to hear the signal of infra-red flashes from a remote control without ever seeing those flashes!
Build It!
Task 1: Design a circuit that will read the differential signal from a solar panel with the analog input channels of your acquisition device. You can use the concepts gained from the Lights Out Core module to properly wire a differential signal. Figure 1 shows an example finished circuit.
Guiding Questions:
- What are some benefits of measuring a signal differentially?
- What range did you use to read your signal and what is its significance?
- Describe the noise you see on the signal, how can we remove that noise in hardware? How can we try to remove that noise in software?
"You will be able to hear the signal of infrared flashes from a remote control without ever seeing those flashes!"
Figure 2 Solar cell differential connection
Related Core Concepts:
Mini-mixer
Lights Out!
Task 2: Create in LabVIEW, code that will process the signal read into your acquisition hardware and output it on the audio output lines. Vary the amplitude of your output to find where the signal begins to distort. Include functions that will allow you to view the frequency spectrum of the signal you are acquiring.
Figure 3 Example code showing how to acquire data and pass it back out using analog input and output
Guiding Questions:
- Gather light data from several sources (at least 5, one being infrared) and describe the frequency content of each of them. What do you think is the reason for the different peaks in frequency you encountered?
- How strong is the sound signal you are hearing? Is there a way to make this stronger?
Expand it!
- Using a TV remote and your light listening system, devise a way to interpret the information coming from the remote. See if you can figure out the packet of data sent from a particular button press. Use this to characterize multiple buttons.
- Create a simulation to display a button press from your remote on the front panel.
Guiding Questions:
- How is the data being displayed back in the time domain? Is it repeating?
- Is there a constant amount of time between lows and highs in the signal you are seeing?
- Does this follow some sort of communication protocol?
- Does the sound change for each button press? What type of communication is this?
Caption describing picture or graphic.
Research it!
Include a list of sections of textbooks this project touches on. Include the title, chapter and section name as well as page numbers. This section can also contain a listing of sections that can be taught in parallel with or after this project. | <urn:uuid:ad5fe184-8fe7-4336-88c5-12ff1eb555eb> | CC-MAIN-2018-47 | http://npoints.com/sites/default/files/resources/Light%20Listener_Mockup.pdf | 2018-11-19T13:18:27Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00552.warc.gz | 242,687,622 | 708 | eng_Latn | eng_Latn | 0.998972 | eng_Latn | 0.99883 | [
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Initial Characterizations: The Fambly
Directions: In your group, you will be assigned a character or characters. Complete the chart in a detailed fashion. For each piece of TEXT EVIDENCE, label it with the appropriate page number. Under general conclusions, describe the character and their role based on your evidence. Be prepared to present your characters. While you may "…" your presentation should include a reading of the full quotation.
Character Methods of Characterization
Comments and Conclusions
Tom Joad
(Son of Ma and Pa; Brother of Noah, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Jim Casy (Family friend)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
What is said about the character either through narration or other characters?
Character Methods of Characterization
Comments and Conclusions
Noah Joad
(Son of Ma and Pa; Brother of Tom, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Pa Joad (Son of Grampa; Brother of John; Husband of Ma; Father
How is the character described physically?
of Noah, Tom, Al, Rose, Ruthie, and Winfield)
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Uncle John Joad
(Son of Grampa and Granma; Brother of Pa; Uncle of Noah, Tom, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
What is said about the character either through narration or other characters?
Uncle John Joad
(Son of Grampa and Granma; Brother of Pa; Uncle of Noah, Tom, Al, Rose, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Character Methods of Characterization
Comments and Conclusions
Ruthie and Winfield Joad
(Children of Ma and Pa; Siblings to Noah, Tom, Al, and Rose)
Where possible delineate
How is the character described physically?
What does the character say? What does the character do?
between the two.
What is said about the character either through narration or other characters?
Rose of Sharon Rivers (Daughter of Pa and Ma; Husband of Connie Rivers; Sister of Noah, Tom, Al, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Connie Rivers
(Husband of Rose of Sharon; Son-in-law of Ma and Pa; Brother- in-law of Noah, Tom, Al, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
Character Methods of Characterization
Comments and Conclusions
Al Jo ad
Ma;
How is the character described physically?
Granpa; Grandma of Noah, Tom, Al, Rose, Ruthie, and Winfield)
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
Ma Joad
(Daughter- in-law of Grampa and Granma; Wife of Pa; Mother of Noah, Tom, Rose, Al, Ruthie, and Winfield)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
Muley Graves
(Family friend)
How is the character described physically?
What does the character say? What does the character do?
What is said about the character either through narration or other characters?
E11 TR 3.7
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GCE English Literature 2015: AS and A level 'Other' Drama
AS Component 1B and A level Component 1B
Introduction
The scheme below reflects one half term block of teaching. This scheme is appropriate for the drama text in AS component 1: Poetry and Drama, as well as A level component 1: Drama (Section B 'other' drama) and so can be used for a co-taught group of AS and A level students in year 12, if desired.
The named drama texts are the same for AS and A level students.
For A level-only students, you may choose to follow this scheme of work, delaying the teaching of Shakespeare plus literary criticism until Year 2 of the course. Or you could, teach the 'other' drama and Shakespeare texts in parallel, with two teachers consecutively (please see the Shakespeare Scheme of Work).
'Other' Drama
| | Wk | | Teaching focus | | Learning outcomes | | Content | Exemplar resources |
|---|---|---|---|---|---|---|---|---|
| 1 | | ‘Ways into the text’ Introducing the playwright, key themes in their literary output and insights into the central issues of the set play. | | Students will understand: ● the setting and period of the text and relevant historical/geographical/ sociological details ● particular aspects of written style and dramatic method, as established in the opening scenes ● the playwright’s position in the literary canon, common thematic or literary aspects in their | | ● Issue pairs of students with two research questions on particular aspects of context: literary, historical, geographical, biblical or mythological, sociological, or the playwright’s biographical details, as relevant. Students should present their findings to the rest of the class. ● Consider a short text that is a source text linked to the set text, or the output of this writer or a contemporary, eg short story, letter, poem, artwork or essay that reflects some of the thematic or wider concerns addressed in the set drama text. | | |
| | Wk | | Teaching focus | | Learning outcomes | | Content | Exemplar resources |
|---|---|---|---|---|---|---|---|---|
| | | Reading the opening scene(s) | | literary output and central aspects addressed in the set text ● the nature of tragedy/comedy to enable students to consider their set text within these conventions as they read. | | ● Conduct a class reading of the opening scene. | | |
| 2–6 | | Reading the drama text | | Students will understand: ● the ways in which themes, characters and relationships develop as the drama progresses ● the dramatic structure and impact of the text on the audience ● the importance of context to inform understanding of the text. ● the writer’s style and language choices ● relevant literary terminology and the conventions of the literary essay ● how to form and express personal response to literary text ● the Assessment Objectives against which examination responses for Component 1 will be judged | | Students should read the entire text and consider the text as a drama. Some of the activities listed below might be useful in achieving a good understanding of the text. ● Keep a reading log/mindmap, completed at least at the end of every Act. Either might include a summary of events and quotations about characters plus notes on use of language, thematic development, dramatic effect, etc. ● Lead consideration of film/theatre versions of key moments in the play and comparison of more than one interpretation. ● Discuss the relevance of the historical, social, literary and cultural background in understanding specific aspects of the text. ● Remind the class that individual or pairs of students will deliver presentations on aspects of the play, requiring seminar-style discussion from all students, key questions and consideration of contrasting viewpoints. ● Help students consider play reviews on specific performances of the set text. ● Encourage further reading to enhance students’ independent study skills and understanding of the writer and relevant | | |
GCE English Literature 2015: AS and A level 'Other' Drama scheme of work
| | Wk | | Teaching focus | | Learning outcomes | | Content |
|---|---|---|---|---|---|---|---|
| | | | | | | contemporary literary texts. (This may also begin to support work on potential coursework texts if the centre is facilitating students making independent text choices.) ● Set short essays at key points in their reading, with focus on relevant literary aspects of the text, such as the opening of the play and relationships between characters. ● Teacher to assist students’ consideration of model essays/extracts on sample questions. Students complete paired writing. to enable them to consider effective written style, literary analysis and personal response. | |
| 7(+) | | Examination preparation, feedback and target setting | | Students will improve their competence in: ● meeting the Assessment Objectives against which examination responses for Component 1 ‘Other Drama’ will be judged (AO1, AO2 and AO3 for AS and A level, plus AO5 for AS level, accessed through responding to a given perspective or opinion – see Sample Assessment Materials) ● considering the play as a whole via literary essay writing: close analysis of the play alongside the wider methods and concerns of the playwright ● understanding their personal strengths and weaknesses in | | ● Students mark a model answer, then identify success criteria and targets. ● Students practise writing a timed response to a sample question on their set drama text. ● Students engage in re-creative writing, e.g. they write an additional scene for this play, plus an analytical commentary, in order to consider the playwright’s style and characterisation and enrich reading and analysis skills for essay writing. | |
GCE English Literature 2015: AS and A level 'Other' Drama scheme of work
| Wk | Teaching focus | | Learning outcomes | Content | Exemplar resources |
|---|---|---|---|---|---|
| | | skills and knowledge, in order to identify areas for improvement. | | | | | <urn:uuid:e92f0645-4ab0-474a-bd7d-f489e8170598> | CC-MAIN-2018-47 | https://qualifications.pearson.com/content/dam/pdf/A%20Level/English%20Literature/2015/teaching-and-learning-materials/English-Literature-SoW-Other-drama.pdf | 2018-11-19T13:06:10Z | crawl-data/CC-MAIN-2018-47/segments/1542039745762.76/warc/CC-MAIN-20181119130208-20181119152208-00548.warc.gz | 702,470,990 | 1,333 | eng_Latn | eng_Latn | 0.973429 | eng_Latn | 0.99491 | [
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Congress Reintroduces Bill to Protect Marine Life, End Drift
Bill Will Save Whales, Sea Turtles, Dolphins, Sharks and Other Animals from Drowning in Large-mesh Drift Gillnets and Encourages Shift to More Sustainable Fishing
Monday, February 8, 2021 Washington, DC
The bi-partisan Driftnet Modernization and Bycatch Reduction
Act was introduced in the Senate, led by Senators Dianne Feinstein (DCalif.) and Senator Shelley Moore Capito (R-W.V.) to end the destructive use of large-mesh drift gillnets in U.S. ocean waters and save countless whales, dolphins, sea turtles, and sharks as well as sportfish. These mile-long, nearly invisible nets drift overnight to catch swordfish off California, but entangle, injure and kill more than 70 other species of marine life. According to federal data, more dolphins are killed in the California drift gillnet fishery than all other observed U.S. West Coast and Alaska fisheries combined.
The federal legislation will prohibit the use of large mesh drift gillnets in United States federal waters (out to 200 miles from shore) in five years and promote the adoption of cleaner fishing gear that reduces the incidental catch of marine wildlife. California recently established a transition program where fishermen can receive funding for turning in their nets and permits. The federal legislation authorizes the federal government to provide additional funding to fishermen to facilitate this transition to cleaner methods, namely deep-set buoy gear. Deep-set buoy gear uses hooks set during the daytime that selectively catch swordfish and are actively checked by fishermen, as opposed to a large net left unattended for hours like a drift gillnet. The actively tended gear not only greatly reduces harm to wildlife but also leads to higher quality swordfish. The gear type has been successfully proven to be profitable and sustainable, resulting in its authorization in 2019 by the Pacific
Fishery Management Council. Drift gillnet fishermen who participate in the transition program will be first in line for new federal deep-set buoy gear permits.
In 2020, deep-set buoy gear caught four times more swordfish than drift gillnets and garnered a 62% higher price per pound due to the quality of the fish and sustainability of the gear. According to landing data from the Pacific Fisheries Information Network, drift gillnets caught 19.8 metric tons of swordfish in 2020 at an average ex vessel price of $3.62/lb worth a total of $157,728. Deep-set buoy gear caught 79.4 metric tons of swordfish at an average of $5.88/lb worth a total of $1,028,932. All deep-set buoy catch was caught with Exempted Fishing Permits.
Conversely, large mesh drift gillnets throw overboard more wildlife than what is kept and due to their wasteful nature, these nets are banned in many places around the world. Ocean waters off California and Oregon are the last places in the U.S. where large mesh drift gillnets are still allowed.
Congress passed similar legislation last year by unanimous consent of the Senate and a bi-partisan majority of the House of Representatives; however, President Trump vetoed the bill in the final hours of the Congressional session.
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April 15, 2008
In Weak Rivets, a Possible Key to Titanic's Doom
By WILLIAM J. BROAD
Researchers have discovered that the builder of the Titanic struggled for years to obtain enough good rivets and riveters and ultimately settled on faulty materials that doomed the ship, which sank 96 years ago Tuesday.
The builder's own archives, two scientists say, harbor evidence of a deadly mix of low quality rivets and lofty ambition as the builder labored to construct the three biggest ships in the world at once — the Titanic and two sisters, the Olympic and the Britannic.
For a decade, the scientists have argued that the storied liner went down fast after hitting an iceberg because the ship's builder used substandard rivets that popped their heads and let tons of icy seawater rush in. More than 1,500 people died.
When the safety of the rivets was first questioned 10 years ago, the builder ignored the accusation and said it did not have an archivist who could address the issue.
Now, historians say new evidence uncovered in the archive of the builder, Harland and Wolff, in Belfast, Northern Ireland, settles the argument and finally solves the riddle of one of the most famous sinkings of all time. The company says the findings are deeply flawed.
Each of the great ships under construction required three million rivets that acted like glue to hold everything together. In a new book, the scientists say the shortages peaked during the Titanic's construction.
"The board was in crisis mode," one of the authors, Jennifer Hooper McCarty, who studied the archives, said in an interview. "It was constant stress. Every meeting it was, 'There's problems with the rivets and we need to hire more people.' "
Apart from the archives, the team gleaned clues from 48 rivets recovered from the hulk of the Titanic, modern tests and computer simulations. They also compared metal from the Titanic with other metals from the same era, and looked at documentation about what engineers and shipbuilders of that era considered state of the art.
The scientists say the troubles began when its ambitious building plans forced Harland and Wolff to reach beyond its usual suppliers of rivet iron and include smaller forges, as disclosed in company and British government papers. Small forges tended to have less skill and experience.
Adding to the problem, in buying iron for the Titanic's rivets, the company ordered No. 3 bar, known as "best" — not No. 4, known as "best-best," the scientists found. Shipbuilders of the day typically used No. 4 iron for anchors, chains and rivets, they discovered.
So the liner, whose name was meant to be synonymous with opulence, in at least one instance relied on cheaper materials.
Many of the rivets studied by the scientists — recovered from the Titanic's resting place two miles down in the North Atlantic by divers over two decades — were found to be riddled with high concentrations of slag. A glassy residue of smelting, slag can make rivets brittle and prone to fracture.
"Some material the company bought was not rivet quality," said the other author of the book, Timothy Foecke of the National Institute of Standards and Technology, a federal agency in Gaithersburg, Md.
The company also faced shortages of skilled riveters, the archives showed. Dr. McCarty said that for a half year, from late 1911 to April 1912, when the Titanic set sail, the company's board discussed the problem at every meeting. For instance, on Oct. 28, 1911, Lord William Pirrie, the company's chairman, expressed concern over the lack of riveters and called for new hiring efforts.
In their research, the scientists, who are metallurgists, found that good riveting took great skill. The iron had to be heated to a precise cherry red color and beaten by the right combination of hammer blows. Mediocre work could hide problems.
"Hand riveting was tricky," said Dr. McCarty, whose doctoral thesis at Johns Hopkins University analyzed the Titanic's rivets.
Steel beckoned as a solution. Shipbuilders of the day were moving from iron to steel rivets, which were stronger. And machines could install them, improving workmanship.
The rival Cunard line, the scientists found, had switched to steel rivets years before, using them, for instance, throughout the Lusitania.
The scientists discovered that Harland and Wolff also used steel rivets — but only on the Titanic's central hull, where stresses were expected to be greatest. Iron rivets were chosen for the stern and bow.
And the bow, as fate would have it, is where the iceberg struck. Studies of the wreck show that six seams opened up in the ship's bow plates. And the damage, Dr. Foecke noted, "ends close to where the rivets transition from iron to steel."
The scientists argue that better rivets would have probably kept the Titanic afloat long enough for rescuers to arrive before the icy plunge, saving hundreds of lives.
The researchers make their case, and detail their archive findings, in "What Really Sank the Titanic" (Citadel Press).
Reactions run from anger to admiration. James Alexander Carlisle, whose grandfather was a Titanic riveter, has bluntly denounced the rivet theory on his Web site. "No way!" Mr. Carlisle writes.
For its part, Harland and Wolff, after its long silence, now rejects the charge. "There was nothing wrong with the materials," Joris Minne, a company spokesman, said last week. Mr. Minne noted that one of the sister ships, the Olympic, sailed without incident for 24 years, until retirement. (The Britannic sank in 1916 after hitting a mine.)
David Livingstone, a former Harland and Wolff official, called the book's main points misleading. Mr. Livingstone said big shipyards often had to scramble. On a recent job, he noted, Harland and Wolff had to look to Romania to find welders.
Mr. Livingstone also called the slag evidence painfully circumstantial, saying no real proof linked the hull opening to bad rivets. "It's only waffle," he said of the team's arguments.
But a naval historian praised the book as solving a mystery that has baffled investigators for nearly a century.
"It's fascinating," said Tim Trower, who reviews books for the Titanic Historical Society, a private group in Indian Orchard, Mass. "This puts in the final nail in the arguments and explains why the incident was so dramatically bad."
The Titanic had every conceivable luxury: cafes, squash courts, a swimming pool, Turkish baths, a barbershop and three libraries. Its owners also bragged about its safety. In a brochure, the White Star Line described the ship as "designed to be unsinkable."
On her inaugural voyage, on the night of April 14, 1912, the ship hit the iceberg around 11:40 p.m. and sank in a little more than two and a half hours. Most everyone assumed the iceberg had torn a huge gash in the starboard hull.
The discovery in 1985 of the Titanic wreck began many new inquiries. In 1996, an expedition found, beneath obscuring mud, not a large gash but six narrow slits where bow plates appeared to have parted. Naval experts suspected that rivets had popped along the seams, letting seawater rush in under high pressure.
A specialist in metal fracture, Dr. Foecke got involved in 1997, analyzing two salvaged rivets. He was astonished to find about three times more slag than occurs in modern wrought iron.
In early 1998, he and a team of marine forensic experts announced their rivet findings, calling them tentative.
Dr. Foecke, in addition to working at the National Institute of Standards and Technology, also taught and lectured part time at Johns Hopkins. There he met Dr. McCarty, who got hooked on the riddle, as did her thesis adviser.
The team acquired rivets from salvors who pulled up hundreds of artifacts from the sunken liner. The scientists also collected old iron of the era — including some from the Brooklyn Bridge — to make comparisons. The new work seemed only to bolster the bad-rivet theory.
In 2003, after graduating from Johns Hopkins, Dr. McCarty traveled to England and located the Harland and Wolff archives at the Public Record Office of Northern Ireland, in Belfast.
She also explored the archives of the British Board of Trade, which regulated shipping and set material standards, and of Lloyd's of London, which set shipbuilding standards. And she worked at Oxford University and obtained access to its libraries.
What emerged was a picture of a company stretched to the limit as it struggled to build the world's three biggest ships simultaneously. Dr. McCarty also found evidence of complacency. For instance, the Board of Trade gave up testing iron for shipbuilding in 1901 because it saw iron metallurgy as a mature field, unlike the burgeoning world of steel.
Dr. McCarty said she enjoyed telling middle and high school students about the decade of rivet forensics, as well as the revelations from the British archives.
"They get really excited," she said. "That's why I love the story. People see it and get mesmerized."
Copyright 2008 The New York Times Company
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Homework 7 (55pts)
1. (a) (5 points) Illustrate the execution of Dijkstra's algorithm on the following graph to construct a shortest path tree rooted at vertex a.
(b) (5 points) Give an example of a weighted directed graph G with negative-weight edges, but no negative-weight cycle, such that Dijkstra's algorithm incorrectly computes the shortest-path distances from some vertex v. Trace the execution of Dijkstra's algorithm to show where it goes awry.
(c) (5 points) Consider the following greedy strategy for finding a shortest path from vertex start to vertex goal in a given connected graph with positive edge weights.
1. Initialize path to start
2. Initialize visitedV ertices to {start}
3. If start = goal, return path and exit. Otherwise, continue.
4. Find the edge (start, v) of minimum weight such that v is adjacent to start and v is not in visitedV ertices.
5. Add v to path.
6. Add v to visitedV ertices.
7. Set start equal to v and go to step 3.
Does this greedy strategy always find a shortest path from start to goal? Either explain intuitively why it works, or give a counter-example.
2. (10 points) There are n trading posts along a river, numbered 1 to n as you travel downstream. At any trading post i you can rent a canoe to be returned at any of the downstream trading posts j, where j ≥ i. You are given a table R[i, j] defining the cost of a canoe which is picked up at post i and dropped offat post j for 1 ≤ i ≤ j ≤ n. Assume that R[i, i] = 0 and that you can't take a canoe upriver (so perhaps R[i, j] = ∞ when i > j). However, it can happen that the cost of renting from i to j is higher than the total cost of a series of shorter rentals. In this case, you can return the first canoe at some post k between i and j and continue your journey in a second (and maybe third, fourth ...) canoe. There is no extra charge for changing canoes this way.
Describe an efficient algorithm to determine the minimum cost of a trip by canoe from each possible departure point i to each possible arrival point j. Analyze the running time of your algorithm.
3. (10 points) Suppose you are given a diagram of a telephone network, which is a graph G whose vertices represent switching centers, and whose edges represent communications lines between two centers. The edges are marked by their bandwidth. The bandwidth of a path is the bandwidth of its lowest bandwidth edge. Give the pseudocode for an algorithm that, given a diagram and two switching centers a and b, will output the maximum bandwidth of a path between a and b. (Just report the maximum bandwidth; you do not have to give the actual path). Analyze the running time of your algorithm.
4. (10 points) NASA wants to link n stations spread over the country using communication channels. Each pair of stations has a different bandwidth available, which is known a priori. NASA wants to select n−1 channels (the minimum possible) in such a way that all the stations are linked by the channels and the total bandwidth (defined as the sum of the individual bandwidths of the channels) is maximum. Describe an efficient algorithm for this problem and determine its worst-case time complexity. Consider the weighted graph G = (V, E), where V is the set of stations and E is the set of channels between the stations. Define the weight w(e) of an edge e ∈ E as the bandwidth of the corresponding channel.
5. (10 points) In this problem, you will show the execution of the minimum spanning tree algorithms that you studied in class on the following graph:
(a) Trace the execution of Prim's algorithm to find the minimum spanning tree for this graph. At each step, you should show the vertex and the edge added to the tree and the resulting values of D after the relaxation operation. Use START vertex as the first vertex in your traversal.
(b) Trace the execution of Kruskal's algorithm to find the minimum spanning tree for this graph. Give a list of edges in the order in which they are added to the MST.
6. [WILL NOT BE GRADED] Trace the execution of the Edmonds-Karp maximum flow algorithm on the graph shown below. To break ties during BFS, visit the edges for each vertex in order. Show the augmenting path chosen in each step (and the flow of that path), as well as the final flow for each edge and the value of the maximum flow. | <urn:uuid:d5a34794-c3db-4a80-a374-612d0b22cc69> | CC-MAIN-2021-31 | http://hguarnera.com/daa-f19/hw/hw7.pdf | 2021-07-29T15:25:02+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00678.warc.gz | 20,014,393 | 1,012 | eng_Latn | eng_Latn | 0.998144 | eng_Latn | 0.998283 | [
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Research Article
Open Access
Interaction design and methodology of robot-assisted therapy for children with severe ASD and ADHD
Abstract: This paper presents a patient-centered interaction design of Robot-Assisted Therapy or Robot-Assisted Play (RAP) applications for children with a diverse form of Autism Spectrum Disorder (ASD) combined with Attention Deficit Hyperactivity Disorder (ADHD). Through our iterative evaluation process based on observations of fourteen children over several sessions and interviews with their parents, we continuously refined the behaviors of a humanoid robot NAO that are now ready to be used for research on Robot-Assisted Therapy. This paper also reports the design of RAP methodology that might be helpful in assimilating iterative input from stakeholders such as children, parents and therapists to customize technology for other populations with special needs.
Keywords: Robot-Assisted Therapy, Robot-Assisted Play, Robot-Enhanced Therapy, Robot-Mediated Therapy, Autism Spectrum Disorder (ASD), Attention Deficit Hyperactivity Disorder (ADHD)
1 Introduction
A number of recent large-scale interdisciplinary projects, such as DREAM [1], AuRoRa [2] and SAR [3], have explored
*Corresponding Author: Anara Sandygulova: Department of
Robotics, Nazarbayev University, Kabanbay Batyr Avenue, 53,
Nur-Sultan, Kazakhstan, Email: firstname.lastname@example.org
Zhanel Zhexenova, Bolat Tleubayev, Ilyas Assylgali, Yerzhan
Rzagaliyev: Department of Robotics, Nazarbayev University,
Kabanbay Batyr Avenue, 53, Nur-Sultan, Kazakhstan
Aidana Nurakhmetova, Dana Zhumabekova: Department of
Computer Science, Nazarbayev University, Kabanbay Batyr Avenue,
53, Nur-Sultan, Kazakhstan
Aliya Zhakenova: Republican Children's Rehabilitation Center,
University Medical Center, Turan Avenue, 36, Nur-Sultan,
Kazakhstan child-centered research by advancing social robots through development and experimentation to suit the needs and challenges of children with social and cognitive deficits.
A critical review by Diehl et al. [4] examined empirically based evidence on the clinical applications of robots in treatment of Autism Spectrum Disorders (ASD) and concluded that most studies are exploratory and have methodological limitations that make it difficult to draw firm conclusions about the clinical utility of robots, e.g. [5].
This research is motivated by the challenges of conducting generalizable research considering diverse forms of ASD and ADHD. Due to a large spectrum of individual nuances, heterogeneous behavioral issues and conditions present in ASD and ADHD children, this ongoing research aims to customize research processes for them. With a goal of a large-scale deployment of RAP as an additional kind of therapy, this research aims for autonomy and generalization at the same time. To this end, this paper reports two phases of our iterative interaction design that were conducted with a two-fold purpose: 1) to evaluate robotic applications, and, mainly, 2) to evaluate the proposed methodology for the RAP research. Once there is a clear and rigorous methodology with reliable and fastto-deploy robots, this methodology could then be used to investigate whether RAP is effective for ASD children with statistically supported evidences.
This paper presents the first outcome of this research project - robotic applications. First, we utilized an interaction design process conducted with the aim to design appropriate robot behaviors tailored for the diverse forms of ASD and ADHD in children. For this process, we conducted an iterative approach with fourteen children (via two complete phases) who met with the robot on several occasions for a 15-minute session. Qualitative data was collected via observations and semi-structured interviews with their parents. Both parents and therapists contributed with establishing requirements needed to address individual differences and provided feedback and suggestions for the improvement of the applications.
In addition, this paper reports two interaction design life cycles of the proposed RAP methodology that included various stakeholders within the process. The contributions of this paper are in detailed discussions of the technical and ethical issues encountered in the process. Giving the difficult nature of such research, this paper contributes with its guidelines, report of recruitment procedure, qualitative descriptions of how ASD children of diverse forms responded to the implemented robot's behaviors and suggestions for various ways different approaches/activities could be effective or ineffective with severe ASD children.
To this end, we surveyed the literature on RAP for ASD in order to find ideas for the behaviors, implemented new behaviors and utilized off-the-shelf applications that were fine-tuned from session to session. The data suggests that most children enjoyed interactions with the robot, and some even had noticeable improvements. The findings of whether RAP is effective for ASD children are still inconclusive due to a small sample size and a need for quantitative data. However, this paper contributes with its methodology on how to conduct such research, establishes background and sets the needed requirements and motivation for further research that will involve more participants.
Section II discusses related works. Section III describes our interaction design process. Section IV provides description of the first phase of the RAP research methodology that was improved and repeated in the second phase detailed in Section V. The paper concludes with Discussion and Conclusion sections in Sections VI and VIIrespectively.
2 Related work
Although Robot-Assisted Therapy intervention into treatment of ASD has demonstrated noticeable success [1, 2], practical deployment of these technologies tailored for the diverse form of autism combined with ADHD is still in its infancy.
The AuRoRA (Autonomous Robotic platform as a Remedial tool for children with Autism) project, one of the earliest works that incorporated a social robot into the therapy of autism in children, was introduced by Dautenhahn [2]. The concept of this project is to create an environment that allows the child to interpret repetitive actions by using a robot. It is hypothesized that a child feels more relaxed and motivated to interact with a robot due to its simplicity and repetitive actions. To this end, the KASPAR robot was designed and evaluated in various settings and scenarios ranging from one time encounters to long-term studies.
Wood et al. [6] presented a methodology to assist children with ASD to develop their Visual Perspective Taking (VPT) skills using the humanoid KASPAR robot. They contribute to the development of pre- and post- assessments to measure children's progress and also inclusion criteria to be used for participants' recruitment. Among 12 participating children aged 11-14 years old the VPT games with KASPAR were the most beneficial to children with the moderate and high level (ADOS >6 out 10) of autism.
Within the DREAM (Development of Robot-Enhanced therapy for children with AutisM spectrum disorders) project, the main objective was to develop a supervised autonomy of Robot-Enhanced Therapy (RET) in order to provide a consistent therapy experience and to lighten the burden on human therapists who otherwise have to remain in control of the robot and the therapy [7]. To this end, a robotic setup consisted of a robot, a 26-in capacitive touchscreen (optional), and an intervention table to capture sensory information by employing three RGB cameras and two Kinect sensors. As stated by the authors, the technical requirements were too complex to be beneficial for most end users [7]. Nevertheless, they conducted a study with 5 children with ASD who received 20 intervention sessions (8 RET sessions, 8 standard human sessions, and 4 sessions with the intervention that was more effective for each particular child). The results were statistically analyzed in single-subject experiment based on turn-taking performance and eye gaze. The findings were that the RET was as good as human-mediated therapy, but RET seemed to be more interesting as children looked more at the robot compared to the human partner. However, the reason for the increase in eye gaze time during RET sessions may be due to the novelty of the robot [8].
As the initial DREAM setup was too complex, a lighter version of the system was then proposed, Dream Lite, that only consisted of a tablet and a robot [9]. It included applications targeted at improving imitation, turn-taking and joint attention. Dream Lite was validated in 10 clinical institutions in Romania with a total of 67 children with an ASD diagnosis or ASD symptoms. The interventions consisted of five sessions: a behavioral assessment based on Autism Diagnostic Observational Schedule (ADOS-2) [10], three 30-minutes intervention sessions with the robot, and a final evaluation based on ADOS-2. The children were then compared to the control condition where children followed regular education activities for two weeks.
Kim et al. [11] conducted an experiment with 24 children (aged 4.6-12.8 years old) diagnosed with a highfunctioning autism who interacted with three partners (a
human, a social dinosaur robot and a touchscreen computer game) and a human facilitator in three 6-min sessions. As a result, children spoke more to the facilitator during interaction with the robot, while the computer game was less effective than two other conditions in eliciting speech.
The study conducted by Boccanfuso et al. [12] reported that although their only nonverbal participant (out of six participants) did not make any significant gains in communication or speech, some fundamental imitation and attention skills were improved throughout a 6-week robotassisted intervention with a low-cost kinematically simple Charlie robot.
Tapus et al. [13] investigated whether autistic children show more social engagement towards the NAO robot or to a human partner in a motor imitation task via conducting four single-subject experiments. Three children with a moderate level of autism and one child with a severe form aged from 2-6 years participated in a 4-week study with two intervention sessions per day (one dyadic with either a robot or a human and another triadic with either a robot or a human and the experimenter). Results were mixed and showed that the level of the autism affected the results, since the child with a severe form rejected participation in the sessions with the human. Overall, they suggest that interaction with the NAO robot is more attractive and useful for children with a low-functioning autism.
The main focus of the Srinivasan et al. [14] work was to analyze the effects and consequences of three types of intervention (rhythm, robotic and standard-of-care) on children with ASD (confirmed by ADOS-2). The experiment with 36 participants (5-12 years) had 32 sessions, four sessions per week. The participants' motor proficiency and skills were assessed when children from the rhythm and the robot groups were engaged in whole-body movement games, whereas the comparison group was playing a tabletop activities. Overall, children from the rhythm and the robot groups improved such skills like gross motor performance, imitation/praxis and interpersonal synchrony. In comparison, children from the control group did not show significant improvement in gross motor performance.
One of the most useful guides in developing game scenarios for robot-assisted play for children with ASD is suggested by IROMEC team in Robins et al. [15]. They proposed three game scenarios tailored for the needs of autistic children. The games are mostly collaborative developed through a series of field studies. The resulting scenarios include suggestions on robot configuration, game instructions and objectives. The scenarios were deployed in a 3-month study with either a group or an individual 40- minute sessions per week with 4 children aged 6-11 years old who had different cognitive and physical disabilities. As a result, children showed significant improvement in skills related to their disability. For example, a child with ADHD improved the skills such as maintaining attention and respecting the rules of game-play.
As Huijnen et al. [16] reported that robot developers tend to target specific skills (e.g. imitation, turn-taking, perspective taking) rather than exploring other ASD objectives such as children's emotional well-being. In contrast to related work, we co-created robotic behaviors by involving therapists and other stakeholders into the design process that were then accordingly evaluated via several iterations. Due to such patient-centered approach, the proposed methodology of robot-assisted play aims to improve children's imitation and turn-taking skills while maintaining an emotional well-being. In addition, with the utility of a commercially-available socially interactive robots (such as humanoid NAO robots), ensuring practical integration into real-world settings that are meaningful and appropriate for various forms of autism is the priority for this work.
3 Method
Any interaction design (ID) involves activities such as identifying needs, establishing requirements, developing a number of prototypes that meet those requirements, and evaluating these prototypes by users and other stakeholders. And this process is almost always iterative, which means that it might take a few of these cycles. Due to such iterative ID approach of the RAP methodology, we were able to improve it from cycle to cycle based on our experience and recommendations from other stakeholders (doctors and hospital management). In addition, due to such user-centered design approach, we evaluated prototypes of robot behaviors via observations of child-robot interactions and semi-structured interviews with therapists and parents.
3.1 Understanding users
The first step was to understand the needs of children with diverse form of ASD that is often is co-occurred with ADHD as we needed to take into account cognitive processes involved and cognitive limitations of the users.
We envision to involve the following cognitive processes into the RAP: attention, perception and recognition, memory, speaking and listening, decision-making,
and learning. The primary goal for the RAP is to capture and maintain children's attention, thus each application needs to:
– utilize robot's LEDs in its eyes to focus or divert user's attention,
– utilize robot's built-in functionality of head movement in response to face and/or sound tracking,
– use pointing gestures with arm and head movement,
– use of additional material such as printed pictures, musical instruments and others,
– avoid complex wording, compound sentences, aim for simple and crisp phrases,
– avoid the use of too many modalities,
– use familiar movements and sounds,
– facilitate learning of how to interact with a robot via experience e.g. be user-friendly and predictable.
These design principles were discussed with the therapists, who approved using them in the implementation of our RAP applications. They also suggested to implement a game with a ball but we decided to exclude it due to technical limitations of the robot. The goal for the RAP applications used in our methodology is to provide autonomy by avoiding Wizard-of-Oz techniques to simulate perceptual or other robot's limitations. Thus, we only focused on developing applications that are completely autonomous in order to avoid the need for a technical person. Future research and deployment of RAP on a large scale could then be performed without the need for engineers and developers to operate the robot. Thus, we utilized tactile sensors as much as possible. The complete autonomy for a 15min interaction was not desired though due to the need of customizing each individual session according to the observed preferences. Further details on hardware and software components are described in Section 3.3.
3.2 Requirements for the setup
In terms of the environment for the robot-assisted therapy, our requirements were met by establishing collaboration with Children's Rehabilitation Center, where children and their parents are hospitalized for a 21-day period to undergo therapy. On the first day of their stay, children undergo diagnostic checks by the doctors while therapists learn about each child's individual differences.
From the hospital management we asked for the small room for our research that had minimal furniture and distractions in it. For the first RAP cycle, we were provided with a small room that had a sofa and a table with a desktop computer, which is usually used by the doctors as an exam room of newcomers. It was made available for us during our first RAP ID life cycle.
And for the second RAP ID life cycle, we were provided with a room that was usually used as a sensory room two times a week only (Mondays and Fridays). We then asked if we could use this room during the remaining week days and it was the ideal room for the RAP. Figure 2 demonstrates our final setup: a child, a robot and one the researchers sit on the floor or sport mats.
Figure 2: Experimental setup during second interaction design
3.3 Hardware and software components
After careful thinking, we decided to have minimal equipment for quick and fast deployment on every day basis: a webcam connected to a laptop, a router for the local Wi-Fi network, two NAO robots, and two laptops to control the robot and to record the interactions. All this equipment was portable in a standard suitcase. We realized through experience that it is important to have a second NAO robot to be always available in a sleeping mode for unforeseen technical issues. These issues would usually happen after two-three hours of constant use of the NAO robot.
For the functional requirements of the robot-assisted therapy, we consulted with doctors and therapists about their requirements for their routine therapies tailored for such children. One of the music therapists suggested to make use of the same songs and sounds that are used in her lessons to learn about musical instruments. Physiotherapist suggested to include physical exercises such as bending, stretching and others to be repeated after the robot. Another therapist suggested implementing her lesson on learning about emotions using photos of real humans. There were also suggestions to include learning games on the topic of animals, various kinds of transport and pretend play furniture.
3.4 Ethical challenges
We solicited ethical approvals from the university's and hospital's separate ethical committees. All research members were required to complete Collaborative Institutional Training Institute (CITI) web-based training program on Social/Behavioral Research.
The review committee raised the following issues that we addressed in the following way:
– To describe the risks: As suggested by Riek and Howard [17], our response was: "There is a potential risk that participants might develop strong psychological and emotionally important bonds with the robot, the severing of which at the end of a project can have harmful effects on the subject, perhaps negating any therapeutic benefit the subject might have experienced or even leaving the subject in worse condition than before the research began."
– To minimize risks without compromising research objectives - "Verbal content of the robot will not include words such as "friend", "love", "miss", and other words that might cause emotional connection."
– To minimize the potential consequences to the subjects if the risks become realized - "While it is not anticipated, there is a chance that risks become realized. Parents will be advised by the Informed consent and reminded every session that they are free to decline to participate in any session or ask to cease their participation in the whole project. Parents will also have an opportunity to view and suggest amendments to robot behaviors and transcripts. Parents will be reminded of their right to withdraw unprocessed re-identifiable and individually identifiable data at any point during the project."
3.5 Recruitment
Since all families arrive to the Rehabilitation Center on the same day, we waited until families adjusted to the system at the hospital. After a few days, we asked the therapists and nurses to invite all parents with children to the common area of the hospital, so that children and parents can see the robot.
During this demonstration, the robot did not produce any sound but it was turned on in the alive mode. One of the researchers explained the purpose of the research,
data collection mechanisms, risks and benefits, the procedures and other useful information. The consent forms were distributed and parents had an opportunity to ask questions. All researchers were available to answer any specific questions from each parent. Parents were given opportunity to take a written consent form with them to read at their own pace, and they were given a phone number to call for any clarifications. We stayed around the common area for about two hours for further questions. Most parents signed consent forms within the two hours, but there were parents that returned a signed consent form the next day.
We asked for parents' phone numbers and their permission to be included in a group chat for scheduling purposes and communications of any changes in the timetable. It should be noted that all parents willingly agreed to join the group as they already knew each other before the study and were in friendly relationships due sharing the same common areas, eating meals five times a day together and so on.
3.6 Structure of the study
All participants met with the robot up to six times. Each session was approximately fifteen minutes, but it would stop earlier if a child showed disinterest or left the room. The reason for varying number of sessions for each participant was due to personal reasons (e.g. child was asleep or in the swimming pool). We had a number of robot behaviors that we added slowly depending on the child's individual performance and engagement with the robot. For example, on the first session the robot danced two songs, told a short fairy tale, and played "Touch Me" game. For the second session, we added an additional dance and an additional story. Throughout all sessions, it was decided to introduce new applications in each session to be able to understand the preferences and individual needs.
Thus, for the third and latter sessions, the order of applications and the type of applications were adapted to suit individual's engagement level and demonstrated preference. Some children disliked dances and music, others liked only dances and music, but did not like touching the robot. Following the same interaction flow for every child was not possible due to diverse forms of ASD and ADHD. We based our customization of the order and type of applications on our observations, therapist's and parent's feedback.
3.7 Measurements
Observations of the sessions were recorded using notes and a small web camera placed slightly behind the robot. We also interviewed parents two times: after the first session and after the last session. Semi-structured interviews were audio recorded upon the permission of the parents. Questions are presented in Sections 4.4 and 5.4.
4 ID phase 1
This section reports the first iteration of the proposed RAP methodology utilised in the hospital settings. Each child interacted with the robot on several occasions every other day for approximately 15 minutes. We implemented different applications on the robot that were fine-tuned from session to session. Each session was administered by the therapist. In addition to observational data, we conducted interviews with children's parents. Figure 1 demonstrates iterative evaluations of the robot behaviors and the implemented changes.
4.1 Participants
We recruited six participants (5 males, 1 female) aged 38 years old with diverse form of ASD and ADHD. Table 1 provides a summary of children's characteristics. Brief descriptions about the participants were provided to us by the doctors and therapists, some other specific information (favourite toys, colors, use of smartphones, etc.) was solicited from parents. All children were nonverbal. But P6 used short phrases but without a communicative orientation. There were mainly learned phrases from advertisements or TV shows. Five children had both ASD and ADHD. Many of them had aggression and anxiety.
4.2 Behaviors
This section reports the resulted robot's behaviors from our iterative interaction design process (Figure 1) and how children with varying forms of ASD and ADHD interacted with these behaviors.
All the robot applications were implemented using the "Choregraphe" software developed by Aldebaran Robotics for their robots. One of the games was downloaded from the Aldebaran Store, two were downloaded from the GitHub and remaining games were developed by us. Video
Table 1: Children's Characteristics.
demonstrations of robot applications can be found at the link: shorturl.at/bdfil.
4.2.1 "Follow Me" game
it required children to walk slowly despite their excessively hyperactive nature. This activity was downloaded from the Aldebaran Store. The robot asks to take its hand, rises its hand and waits for someone to hold and pull it in the direction of the walk. The robot stops when the hand is released.
This game was introduced to children first with a story behind the robot. It was explained that the robot was made recently and it needed to learn things slowly and practice a lot. It was explained that walking was the first thing the robot learned. Child's mission was to hold NAO's hand to keep the robot from falling so that the robot could practice its new skill. Due to the fact that the robot itself was already an exciting factor, we took advantage of the robot's size, appearance and its slow walking behavior to gradually introduce the robot to children. Since NAO is very slow,
Two participants (P1, P2) had negative experience with the game, since they had troubles with grasping the robot's hand and pulling it slowly. Participants lost their patience and became aggressive. Also, this negative first experience with the robot may be the reason of further aggression of P2 towards the robot. Other participants also encountered the problem of robot's hand slipping from their hand during the walk, since they couldn't understand how to hold it properly. Some of them tried to pull
robot's fragile fingers, others tried to hold its wrist. During one of the sessions, one child broke the robot's finger.
Due to these negative reactions, it was decided not to include this behavior in further sessions.
4.2.2 "Touch Me" game
This game is intended to develop skills of tactile contact through the interaction with the robot. Another aim was to learn the names of various body parts. NAO kindly asks to touch a particular body part. If a child touches the named tactile sensor, the robot congratulates the child and applauds. For the first session, the robot would count the number of correctly pressed parts. We realized that most children did not follow therapist's or robot's instructions. The body parts were pressed by either a researcher, a therapist or a parent. For these reasons, we had to change this functionality after seeing that children are not compliant and that counting number of correctly pressed sensors is too advanced for the severe ASD children.
We changed the behavior to be without logic and negative feedback and if a child touches the wrong body part, the robot will remain quiet until the correct sensor is touched. In addition, the difference was only between pressing its head, arms and feet. Right and left body parts were counted as the correct answers. To exit the game its head and hand tactile sensors had to be pressed simultaneously. We also changed the wording of the default game: apart from the verb "touch" we used additional verbs to express the same request: "scratch my head", "brush my head", "tap my blue toes on my right foot", "stroke a blue spot on my right hand", and others.
Most importantly, we added applause motion (clapping hands) and its corresponding sound in response to the pressed sensor. Three participants (P1, P3, P4) were fond of this application. They seemed enjoying that the robot was complementing and praising their compliance. At the first two sessions, most of them were helped on what to do, but started pressing the robot's parts themselves in the following sessions.
4.2.3 "Dance with me"
The main goal of this application is to listen to songs, dance and repeat movements of the robot. At first, we had only three dances: "Tai chi Chuan", "Ganghnam style" and "Macarena". After the first session with all six children, we realized that children respond positively to dances, but were unfamiliar with these songs. As suggested by the therapist, familiar music songs were necessary to be included. She provided us with music files that are used during music therapy sessions. She helped to design robot moves and then we implemented three dances using Choregraphe software. These new dances were implemented: "Clock" from the local cartoon, "Spider" song, and "Mothers". They varied in terms of tempo and pace in order to diversify the range of the movements and music.
After a few sessions, we decided to combine five dances (apart from "Tai chi Chuan" due to its complicated robot movements) to be started by pressing one of the sensors (head, left, right hands, left and right bumpers). This was an effective way to combine tactile interaction with dances for those children that did not like touching the robot. But they quickly learned which part to press to turn on their favourite dance. All participants but P1 seemed to pay attention during the robot dances. Three participants repeated the moves after the robot. P5 liked only this robot's behavior and was disinterested in other behaviors. P5 did not repeat after the robot and only observed closely. She liked when the robot accidentally touched her face when moved its arms, so she would bring her face very closely to the robot.
4.3 Observations
P1: From the view of the therapists, starting from the first test day, P1 showed an emotional reaction when played with the robot. He touched the head of the robot with care. Furthermore, starting from the second session, he interacted with the robot with less help from the therapists, which means he became familiar with the robot. In addition, he behaved very well on the second day. As the therapists noticed, if he would play with a human, he would not display such emotional reactions. Besides, it was also observed that the child liked pressing the chest button to get the robot's default response about its IP address. But when we did not let him press the chest button, he became aggressive.
P2: Less noticeable dynamics in behaviour were noted for P2. He was more interested in looking at the robot's dance than interacting and following the robot's instructions. The therapists highlighted aggressive behaviour of the participant towards the robot as he tried pushing it in order to make it fall. This could be explained by the robot's malfunctioning when it was pushed for the first time. It took a few minutes to start another application. Another explanation could be that he liked everyone's reaction when the robot fell, so he wanted to make it happen again.
P3: According to the therapists P3 demonstrated good progress. As his father said, the child does not like to play with toys. For example, at the first meeting, when the robot got up and gave tasks, he did not comply with the instructions. However, on another day, he remembered all body parts to press and repeated all dance movements. The therapists concluded that it was interesting for the child because it took time for him to accept the robot. At the beginning, he did not want to interact with it, and was crying in his room and showed disinterest.
P4: At the first visit, according to the therapists, P4's behavior was satisfactory: he danced and repeated moves a few times. However, he started playing the game "Touch Me" only after the second session.
P5: As for the P5, the therapists noted significant differences from session to session in the increased interest in interaction with the robot. They also noted significant improvement in establishing eye contact not only with the robot, but with her mother and other people too. This can be counted as a significant success, as the participant does not have any interest in toys, whereas the robot maintained her attention for the duration of all sessions. The therapists also noted improvement in the expression of emotions and tactile interactions. The participant was extremely attentive during the sessions. She was trying to touch the robot, to look into its eyes, and track its motions. Another significant result is that the participant's stereotyped movements were not exhibited during the sessions with the robot. She was highly focused and that showed an improvement in her ability to maintain concentration and pay attention for an extended period of time.
P6: P6 was afraid of the robot on the first day. However, after the second test day he touched the robot. He was emotional about the robot, tracking its motion and laughing at it, especially liked to touch the robot. Moreover, his interest evolved from session to session as he was exploring the robot. The most important observation is that the child did not want to leave on the third day and even said "I am here" meaning that he wants to stay and play with the robot. This was a very unusual behaviour for him because his speech is limited and without communicative meaning. His comprehension of tasks improved from being needing the assistance of the therapists to completing them independently. In addition, the subject started to copy the robot's movements in his daily life.
4.4 Parents' interviews
We also interviewed parents of our participants after the last session to get a better understanding of the impact of the interaction with robot on children in their daily life. Questions concerning personal preferences of children were omitted, only the most relevant questions are listed below:
– What do you think about RAP as a therapy for your child? All parents considered RAP helpful and interesting for children.
– What could you compare your child's reaction to a robot with? Was the reaction similar to a toy or, perhaps, seeing an animal? All but one (P3) parents came to the conclusion that the reaction of the child to the robot can not be comparable to the toy. Most of the parents report that the robot caught their attention, which is unusual, since their children are not interested in toys (P1, P2, P6). Two parents reported that their children perceived the robot as a friend.
– Have you noticed any changes in your child's behaviour after each session? Overall? The answers for this question varied, but overall feedback was positive. Parents noticed little details which were unusual for their children but noteworthy in the light of their diagnosis. Here are some of the parents' reports: "he started to speak a little bit", "significant improvement in the eye contact of the child", "child complied to robot's requests", "child started to dance all day long and copy the robotic movement while dancing which is unusual for him, since he did not like dancing during the dance therapy classes before".
– Could you describe your child's social abilities? Is he/she capable of distinguishing emotions? To what extent does your child maintain an eye contact, a tactile contact? Most of the parents affirmed that their children have difficulties with expressing their desires verbally. All parents noticed increased eye contact with the robot. Also, two parents reported increased eye contact with people after the interaction. One parent said that her child does not like tactile contact with other humans, but was not bothered by the tactile contact with the robot.
– To what extent does your child use technological gadgets such as tablets, phones, and computer? Most of the parents stated that their child frequently utilized this kind of devices. Especially, they liked to watch videos and cartoons. The mother of P5 noticed that her daughter started to show the interest in smartphones during the time spent in the centre.
– Do you have any recommendations for the improvement of the robot behaviors? Any ideas for potential applications? For this question we gathered different answers, but overall, all of them recommended to increase the number of games, to diversify them. Also, one parent insisted on adding songs in Kazakh language. Another
parent wished the robots would teach the alphabet or the names of domestic items.
5 ID phase 2
This section reports our second iteration of the methodology that was conducted in a few months. This time we made the following changes: 1) it was in a different room with a robot and a child positioned on the floor, 2) group recruitment of the participants in contrast to approaching them individually, 3) a set of newly developed applications that needed to be evaluated and fine-tuned.
5.1 Participants
For the second RAP life cycle, we recruited eight participants (7 male, 1 female) aged 3-8 years old with diverse form of ASD and ADHD. Table 1 provides a summary of children's characteristics. Brief descriptions about the participants were provided to us by the doctors and therapists, some other specific information (favourite toys, colors, use of smartphones, etc.) was solicited from parents. Six children were nonverbal (apart P7 and P8). One child had both ASD and ADHD. Many of them had aggression and anxiety.
5.2 Behaviors
Table 2 provides a list of all robot behaviors used for each child in each session. We also report the total time duration for each session and mean for each child. Group mean is 11 minutes.
5.2.1 "Dance with me"
Previous cycle had songs only in English and Russian languages. Due to the increased demand of Kazakh songs, we added two more songs in Kazakh: "Kaida" and "Mothers". P9 learned the words of the "Spider" song and would say/sign some words along with the robot, which she never did before according to her mother. That was a very good progress. P7 danced with the robot from the first session onward. Others only observed but did not start dancing themselves. P8 was the only child that did not like this application as he is extremely sensitive to sounds.
5.2.2 "Emotions"
This application targets joint attention by exercising child's ability to pay joint attention at the pictures placed on the left side and on the right side of the robot. In addition, the purpose of this application was also to learn and encourage the child to imitate emotions (such as happy, bored, sad, surprised, interested) that were displayed by the robot (with a sound) and children on the pictures. Each emotional state was accompanied with a photograph of a familiar situation so that the child could refer to his or her emotional state in a similar situation.
Each emotion had three phrases accompanied by the robot's movements such as:
– When I get presents like the one on the picture (looks at the picture of the present), I feel happy (demonstrates happiness).
– When I get presents like the one on the picture (looks and points at the picture of the present), I feel happy (demonstrates happiness).
– This child feels happy (looks and points at the picture of a child) when he gets a present (looks and points at the picture of the present). Could you repeat after me?
All emotions had the same stages but with different pictures and different situations such as a broken toy for the sad emotion, waiting for the bus - bored, a full rainbow surprised, a new book - interested, barking dog - fear, and others. It should be noted that we gradually introduced emotions from session to session (two emotions in each session).
This game was interesting to most participants. But only P7 and P8 repeated the emotions after the robot. P14 did not show the emotions but was empathetic when the robot was sad.
5.2.3 Storytelling
We animated two folk fairy tales "The Bun" and "The turnip" in two languages. Each story lasted around 3-4 minutes. Children's task was to listen to the stories while the robot demonstrated the animations.
This is the only application that was enjoyed by all children without extreme reactions like aggression or screaming.
5.2.4 "Transport"
We implemented a transport game as suggested by one of the parents. We included four different types of transports: a car, a motorcycle, an airplane, and a boat. Each transport had an animation and a sound. For example, a car animation had NAO imitating holding a steering wheel. During an airplane animation, the robot extended its arms to the sides. As the robot demonstrated one of the transports, it encouraged children to repeat the sound and the motion. The next demonstration was launched by pressing a tactile sensor on one of robot's arms or legs. The child was encouraged to repeat the demonstration, and each animation was repeated in a random order. The goal of this application was to improve children's ability to imitate.
Three participants played this game with the robot (P7, P8, P14). It was similarly enjoyed by the same people as the Emotions game.
5.2.5 "Animals"
This game is similar to "Transports" behaviour, but instead of transports, the robot demonstrated four animations of animals: a gorilla, a mouse, an elephant, and a horse with sounds. The robot asked children to guess what the animal is and to repeat the animation.
P14 likes animals and was very excited to see a horse animation as it is his favorite animal. He asked for this animation and we repeated it several times for him. P7 and P8 behaved similarly to "Transport" behavior.
5.3 Observations
P7: In the first session P7 was initially scared but quickly adjusted and actively participated in the session. He repeated dances and touched the robot. The session lasted longer than the average therapy time. On the following day, he greeted the robot and remembered its name. He reacted with sensitivity to all emotions demonstrated by the robot, and especially was impressed by the sad emotion and showed sympathy by patting the robot's head. Starting from the third session, the child enthusiastically repeated all dances and recalled emotions learnt the day before. At the end of the session, he gave the high five to the robot. Later, he matched all emotions with pictures of situations correctly and actively participated in all new games. He also was empathetic with the robot when the robot had fallen.
P8: At the first visit I did not like dances but was engaged in the "Touch Me" game. He put a lot of stickers on the robot while smiling and laughing. From the second day, he actively played "Touch Me," correctly recognizing all body parts. He recognized all emotions when the "Emotions" game was introduced but did not repeat them. He showed an unusual reaction to the sadness emotion by blowing on the robot. He demonstrated a negative reaction by screaming on the second attempt to start the dances but quickly calmed down when the robot started to tell a fairy tale. He listened attentively and laughed. The child remained patient when there was a delay due to a technical issue. In the following days, he started to match pictures with emotions, correctly grabbing them by himself and even helped to collect papers from the floor.
P9: According to the therapists, P9 showed the biggest progress during the sessions and her interest evolved. At first, she kept distance and was only interested in observing the robot dancing rather than interacting with it. From the second day, she started to repeat dances and spent more time in the experimental room even after her session. She smiled at the robot on the third day and called it by name. In addition, she said words in response to the robot's questions. For example, in response to: "Do you want to play again?" she said "Yes" and "Again". She did not want to play games such as "Emotions" and "Touch Me," but she liked the fairy tale "Turnip" and even repeated some words.
P10: Almost no positive dynamics for P10 were noted. He kept close to his mother. He did not repeat any dances and demonstrated an aggressive behavior toward the robot. During the third session, he watched the robot dance for 2 minutes but then again became distracted. In the last sessions, he did not interact with the robot at all, sometimes making aggressive actions, such as hitting the robot's head.
P11: P11 also did not demonstrate a significant progress and missed the half of the sessions. He did not interact with the robot on the first day. In other sessions he played the "Touch Me" game only with the mother's help. During the last session he was calm and listened the story but without paying much attention to other games.
P12: At the first visit, P12's behavior was active. He danced with the robot and walked with it. He played "Touch Me" with the prompt of the mother. On the second session, he touched the robot's eyes. In the following sessions, he did not pay much attention to the robot's actions and only did so with the parent's prompt. However, he smiled when the robot danced and appeared to like touching the robot.
Table 2 Applications used for each child in each section during ID Phase 2.
Table 2 (continued)
P13: P13 participated only two times and there were no changes or active interactions noted during the two sessions. He did not repeat dances and kept close to his mother. However, he looked at the robot's eyes, even though he has problems with maintaining eye contact with people. This suggests that the therapy could be beneficial for this child if he continued to attend.
P14: To begin with, P14 demonstrated an immediate interest to the robot by trying to show the cell phone to it. On the second day, he recognized the robot and showed an unusual behavior. He left the room to everyone's surprise and brought the consent form with the picture of the robot from his room. He did not repeat dances but seemed to like touching it. The third therapy was interrupted, because the child became distracted with the objects in the room. In the following days, he showed less interest towards the robot by keeping close to his mother, where he danced a little bit. Nevertheless, he seemed to like to investigate the robot as he touched its head, hands and back, and appeared trying to show something to the robot by bringing it very close to its eyes.
5.4 Parents' interviews
We also interviewed parents of our participants after the last session to get a better understanding of the impact of the interaction with the robot on children.
– What do you think about RAP as a therapy for your child? All of the interviewees responded that they would like to continue RAP in the future.
– What could you compare your child's reaction to a robot with? Was the reaction similar to a toy or, perhaps, seeing an animal? Three parents compared the way their child got emotional with the interaction with some animal like puppy or horse. Another parent responded that her child expressed such emotions during the drawing.
– Have you noticed any changes in your child's behaviour after each session? Overall? The mother of P9 reported that the robot helped her daughter to stay focused. Also, she and P8's mother noticed that during the interaction their child was sitting calmly, whereas outside they could not even walk with a medium pace. Parents of P7 and P12 noted that after several interactions with the robot their children started to dance with the robot.
– Could you describe your child's social abilities? Is he/she capable of distinguishing emotions? To what extent does your child maintain an eye contact, a tactile contact? Parents of three subjects reported that they can distinguish emotions. Two of them are not empathetic and one recently started to demonstrate empathy.
– To what extent does your child use technological gadgets such as tablets, phones, and computer? All parents stated that their children are familiar with the gadgets. As in the previous group, subjects tend to watch videos rather than playing games.
– Do you have any recommendations for the improvement of the robot behaviors? Any ideas for potential applications? Parents in this cycle were more specific in their recommendations. P8's and P12's mothers recommended to add more repetitions and commands in games. Regarding "Emotion recognition" game, P9's mother suggested including words for representing emotions because it was hard to understand the feelings of the robot by sounds and movements alone. P14's mother requested more familiar songs and dances, since her child did not recognize the "Macarena" dance.
6 Discussion
One of the goals was to design appropriate behaviors for children with severe form of both ASD and ADHD. We wanted to develop appropriate RAP applications to be both entertaining and educational. Throughout this experience, we highlight the following considerations for future research:
– Presence of parents. Initially, after researching related works, we decided that we will have classical triadic interaction between a child, a robot and a therapist. But after consulting with the therapists and getting more familiar with the severe form of autism and their needs and behavioral challenges, it was decided to invite parents to attend the sessions. It proved to be useful for the following reasons: 1) children felt relaxed due their parents' presence, 2) interviewing parents provides useful information on child-robot interaction, 3) robot might facilitate bonding with a parent through sharing this novel experience. While there were some parents who stopped attending the sessions after realising that their children are doing fine by themselves and wanted to take this time to rest (P9), there are some children that needed their parents next to them all the time. It is an interesting research question to understand whether children have to be separated from their parents to facilitate more effective RAP. But it seemed like many children would not stay as long as they did in the room without their parent, thus the whole RAP might be then less effective for them. Again, customization for each individual child's case might be needed to achieve the best results. In addition, apart from observations and other metrics, it is important to talk to children's caregivers as they are sometimes the most qualifying respondents who can spot and report even slight differences in their children's behaviors. However, asking appropriate questions at the right time is difficult, but researchers could consider administering a questionnaire to parents after every session. Our current interviews are not informative as the questions are too general, so future work should address this limitation.
– Portable setup. The initial plan was to make a triadic interaction with the setup similar to the DREAM's intervention table setup [18]. However, we realized that it is unpractical to have a complicated setup that needs to be assembled on daily basis. To this end, it was decided to avoid complex setup and to have one standard camera rather than a set of cameras. With the recent advancements of computer vision solutions, gaze tracking and facial expressions analysis could be extracted from RGB video feed without the need for the depth camera. In addition, many external cameras could easily make children and parents uncomfortable, thus we opted for having only one webcamera that was posited to capture children's front view.
Throughout this experience, the ideal setup included 2 NAO robots, two laptops, Wi-Fi router and printed pictures for the games. The second robot was used as a backup. Since we frequently encountered problems with the robot, we needed to be able to switch from one robot to another as fast as possible. As a consequence, presence of the researchers in the room was unavoidable.
– Presence of researchers. The presence of researchers in the room along with the therapist and parent is justified by the following reasons. First reason, as was mentioned above, is in the case of technical problems with the robot. Another reason is to hold the robot during expressive motions since it can lose its stability and fall which would lead to a delay in the interaction. Delays made children very unhappy and often caused them being aggressive towards the robot.
– Assistance. As reported in Wood et al. [6], providing assistants is quite normal as children might need help from their parents, therapists or researchers. Due to varying abilities, some children might need assistance to learn how to interact with the robot. But it is important to give children a few seconds before helping them, especially
during latter sessions, for an opportunity to do it by themselves.
– Comparison to other methods. To avoid limitations stated in the related work [6, 7, 13], the setup of our work aimed for portability, minimum requirements and fast deployment on daily basis. Our setup might be less effective than the Dream Lite [9], which avoided the need to have a robot operator and an assistant (therapist) by the child side at the same time as the robot control is performed through the tablet. However, we believe that a severe form of autism requires these two roles to be split between different people due to a more challenging nature of the therapy. Our experience in the wild settings suggests that the NAO robot is not yet ready to deliver plug and play capability for a non-technical specialist and thus, a collaboration between at least one technical specialist and at least one therapist is needed for a long-term robot-assisted therapy research. A possible disadvantage of the proposed method is due to a time limit of a 21-day period and a very busy schedule of the parents that made it difficult at times to create a timetable that would suit everyone. On the other hand, it is a very convenient environment to recruit large number of participants for an external validity of the studies. Another important advantage is that the same children return to the center to repeat the program every year which could allow us to conduct a long-term experiment. In this work, addressing the needs of a low-functioning autism in combination with ADHD was important due to a relative neglect of robot-assisted therapy efforts to address additional challenges facing individuals with low-functioning autism such as impairments of language and intellectual ability.
7 Conclusion
This paper contributes with a set of robot behaviors suitable for the Robot-Assisted Therapy for children with diverse forms of ASD and ADHD that were carefully designed and evaluated via several iterations and by involving therapists, doctors, and parents into the design process. From our observations and parents' interviews we can conclude that RAP had positive outcomes for most children. Some children had noticeable outcomes, such as P5 who started looking into her mother's eyes after around five sessions. P9 never expressed words with a meaning before, but she said "Again" a few times asking the robot to dance more. She also sang along during "Spider" song. This song and dance was her favourite, so she pressed only that particular body part. There was another participant who said his first word to the robot - "Bye". And, finally, one child, who usually avoids people, gave a high five gesture to all researchers after one of the sessions. All of these and other positive moments motivate us to continue this research. Future work will include utilising the implemented methodology on a new cohort of children and then perform video coding of their behaviors to extract quantitative data for each child.
Contrary to standard HRI practices to follow same interaction flow for each participant, we believe that children with a severe form of ASD need customized RAP session according to their preferences. Since the value provided by robot can only be gained if the child actually spends time interacting with it, our goal is to facilitate interaction to engage and attract children's attention. Thus, the type of robot's behaviors and the order of them should be tailored specifically for different cases to meet needs of a given participant. As suggested by the therapists, diverse needs and preferences of children need to be met with appropriate games and robot behaviors. As suggested by the parents, we will continue to expand the library of developed applications to allow for a more interactive and engaging RAP. This work sets the foundation adhering to rigorous ethical standards and contributes with its methodology of a potential utility of such off-the-shelf humanoid robots for research and practice by rehabilitation centers.
Acknowledgments: We would like to thank all families for their participation and medical staff of Children's Rehabilitation Center for their help and cooperation throughout this research.
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Building Vocabulary From Word Roots Level 9 Answers
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A Vocabulary Lesson for the Entire Family Using Word Roots! 5-Minute Latin and Greek Roots
English Vocabulary: Roots, Prefixes and Suffixes Latin and Greek roots and affixes | Reading | Khan Academy Word Smart Vocabulary Building - Part 1 10000 Common Root Words In English Vocabulary Word Roots: DIC/DICT and derived words illustrated (English Vocabulary Lesson) High Value Root Words - GRE Vocabulary Wednesday Exploring English Word Roots Build academic vocabulary in as little as 20 minutes a day! Learn English Vocabulary through Word Roots - ben, bene, bon | Learning with Friends Where did English come from? - Claire Bowern Discover the History of English
ROOT WORDS LESSON for First, Second, \u0026 Third GradeIs English Really a Germanic Language? How to Remember Vocabulary How To Learn And Use 1000 English Vocabulary Words Roots and Affixes Latin and Greek Root Words: Graph = Write How Did Greek Influence English? How to understand new English vocabulary by learning roots! ROOT WORDS - Vocabulary for KIDS Learn ENGLISH - COVID-19 - StayHome#WithMe (1st-3rd)
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2020 ? Mastering English Vocabulary using Root Words: Part - 1 | Govt Exams | SSC CGL | IBPS | RRB | SBI From the Roots Up: Building Vocabulary Knowledge Through Latin and Greek IELTS Building Vocabulary - Prefixes, Suffixes and Word Roots English Vocabulary Words with Meanings | 10 Greek Roots Book 1 Unit 2 R\u0026W Vocabulary Skill: Word Roots (lone,fac,nat...) Building
Vocabulary From Word Roots
Building vocabulary through root words One useful method for building vocabulary through root words is to first look at a base word and then look for familiar prefixes and suffixes that go with...
Grow Your Vocabulary by Learning Root Words
Start studying Building Vocabulary: Word Roots, Affixes, and Reference Materials. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Building Vocabulary: Word Roots, Affixes, and Reference ...
Vocabulary Building Through Root Words. Sep 25, 2020 • 55m . Sakshi Pahwa. 6M watch mins. In this class, Sakshi Pahwa will discuss the most important root words and their vocabulary. Watch Now. Share. Similar Classes. Hindi English Language. English Fillers | Class-6| Dent Create Karne Wali Class|3PM.
Vocabulary Building Through Root Words | Unacademy
What are word roots? As noted in the section on vocabulary building, word roots are the base of the word which gives the word its main meaning. Prefixes and suffixes can be added, respectively, to the beginning and end of the root. Many words in English are based on words from ancient Greek and Latin. For example, the root phon, from Greek, means sound, and can combine with prefixes tele- ( distant, from Greek) and micro- ( small, from Latin) to make the words telephone and microphone.
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File Type PDF Building Vocabulary From Word Roots Level 9 Answers
Roots (vocabulary building) - EAPFoundation.com
Understanding Root Words Circum– The root "circum" means "around" (like circumference). Here are some words that stem from the root... Loqui– As an offshoot from 'circumlocution', we could explore the root "loqui" which means "to talk". Some words of... Fallibilis– In Medieval Latin, this means ...
Build Your GRE Vocabulary Using Word Roots (Etymology)
Build academic vocabulary in as little as 20 minutes a day. Set students up for academic success across the content areas with this systematic approach to teaching vocabulary. This flexible series focuses on vocabulary acquisition using Greek and Latin prefixes, suffixes, and bases which account for 90% of English words with two or more syllables. Empower students with the tools and strategies they need to decode words independently across multiple content areas both inside and outside of ...
Building Vocabulary From Word Roots | Teacher Created ...
The following pages show a comprehensive listing of all word families, compounds, and roots explicitly taughtin each level of Building Vocabulary. Many other roots are introduced throughout the levels, but the word families and roots listed on the following pages are each the focus of a lesson.
Building Vocabulary—Word Families and Word Roots List
Start studying Building Vocabulary: Word Roots - Genetics. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Building Vocabulary: Word Roots - Genetics Flashcards ...
Grow your vocabulary by mastering the most common Greek and Latin word roots used in English. Our essential collection covers everything from amb ("walk") to tor ("twist").
Essential Word Roots : Vocabulary.com
Strategies for Building Your Vocabulary 1. Read and check.. Demonstrate how reading and checking for context can help students figure out the meaning of... 2. Use a dictionary.. Review the different types of information found in a dictionary. ... You can also point students... 3. Use a thesaurus.. ...
45 Building Vocabulary Skills | Thoughtful Learning K-12
Building Vocabulary from Word Roots Level 4 Rasinski Timothy, Padak Nancy. Teacher Created Materials, 2007. – 144 p. ISBN 978-1-4258-0654-5 It helps students unlock the meaning of over 60% of the words they encounter in the classroom and beyond with a systematic approach to teaching vocabulary using Greek and Latin prefixes, bases, and ...
Building Vocabulary from Word Roots Level 4 | Rasinski ...
This resource is based on the curriculum book "Building Vocabulary" for fifth grade. It contains word lists and activities for ALL of building vocabulary Unit 3, which includes the following root words: Aqua-/Hydro- Dent-/Odont- Ped-/Pod- Tempor-/Chrono- Sol-/Mono- For each set of root words, here
Building Vocabulary From Word Roots Worksheets & Teaching ...
Vocabulary forms a crucial part of every competitive exam. In order to build your word power, you need to learn some efficient ways to learn and retain new words. In this series of articles, you will come across different methods to improve your vocabulary and ace the verbal section of any entrance test.
Vocabulary Building Strategies - Hitbullseye
Building Vocabulary with Word Roots Builds Reading Comprehension – Part 1 . Alan Becker . My journey with using Greek and Latin roots as an educator began in 2011. I was a 5. th. grade Language
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File Type PDF Building Vocabulary From Word Roots Level 9 Answers
Arts and Social Studies teacher in a state designated "high needs" school. The
Building Vocabulary with Word Roots Builds Reading ...
Building Vocabulary with Word Roots Understand why word roots knowledge can build vocabulary and learn simple yet powerful ways to teach words through word roots.
Building Vocabulary with Word Roots by Timothy Rasinski
Building vocabulary from word roots level 1 pdf, Building Vocabulary from Word Roots Levels 3, 4 & 5 Students are introduced to one new root per lesson with daily activities to ensure that they learn the root and the many English PDF file, MB Image may contain: 1 person, text. The Building Vocabulary from Word Roots program for each level is ..
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Word Roots Learning: The Building Blocks of Spelling and Vocabulary Level A: Grades 4-6: Amazon.co.uk: Blanchard, Cher: Books
Word Roots Learning: The Building Blocks of Spelling and ...
A fun way for kids to build their repertoire of root words is by playing online root word games.
Teaching root words, prefixes and suffixes is often closely linked with teaching word origins, including teaching Greek and Latin root words.
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This program is intended to exhibit examples of the karst landscape on a walking tour of the park. Students will learn about different features of karst geography and how they form.
Grade Level: 4-5
NGSS: 4-ESS1-1, 4-ESS21, 5-ESS2-1, 5-ESS3-1, 5LS2-1, MS-LS1-5,6, MSLS2
Duration:
Activity: 1 hour
Setting:
Outdoors, along trail system.
Cooperative Approach:
This program works great with the Cave Boat Tour by providing the students a view of karst from both the surface and subsurface. This program can also work well with the Geology Rocks program as the hands-on experiments provide a basis for understanding the chemical erosion of limestone that creates karst features.
Vocabulary:
Bedrock
Groundwater
Aquifer
Karst
Objectives:
Alterations:
This program is designed to be a talk and hike. The goal is to encourage the students to observe the areas around them and ask questions. By the end of the program, they should have a better understanding of:
* What Karst is
* How Karst features form
* Hydrologic connections between Karst features
* Be able to recognize Karst features they see in their daily lives
Making Connections:
Most students have seen sinkholes and know there are caves in the area. They may have even been in a cave before, or have a sinkhole on their property. However, few children understand how sinkholes and caves form and how they are connected to the water under the ground. Hiking the Lost River Cave property and visiting various karst features will help them to identify features of a karst area as well as understand the sensitive connections of the surface and subsurface.
Cost:
Program: $3.00 / student
Program + Boat Tour: $8.00 / student
Grades K-3
Without changes, this program may be too intense for a k-2 audience. Therefore to provide a K-2 group with the Sinking into Karst program, several alterations would be required. Changes would include:
-Shortening the tour to only 30 minutes by reducing the interpretive stops to only 3 locations: The Sinkhole, The Wetland, and Blue Hole #3.
-Altering the content of the discussion at each stop to appeal to the K-2 knowledge base.
Grades 6-12
Without changes, this program may not reach the expectations of the 6-12 knowledge base. Therefore, to provide Grades 612 with the Sinking Into Karst program, Program Guides will incorporate more in-depth information pertaining to chemistry and biology. It is recommended that
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Languages Curriculum Framework
Intent:
Learning a foreign language is a liberation from insularity and provides an opening to other cultures. At the Futura Learning Partnership (FLP), we aim to foster pupils' curiosity and deepen their understanding of the world. We strongly believe that languages are a skill for life, and something that pupils should enjoy and find rewarding. Through learning foreign language, students also develop literacy and oracy in their own language as well as resilience and problem-solving skills.
Language learning should provide the foundation for learning further languages. We hope to expand students' cultural knowledge whilst developing their language skills.
Through language learning, pupils gain a sound understanding of the structure of their own language, leading to effective communication in the foreign language. Students of all abilities can benefit from learning a foreign language, supporting and enhancing their literacy learning across the curriculum.
The Languages curriculum caters for students with varied previous language learning. It enables students to build upon prior knowledge or language learning skills.
Students are well-prepared at the end of each key stage to tackle the next steps in language learning but equally, should they choose not to continue their formal language learning, they are equipped with the skills and knowledge to use in the workplace or for leisure or to further their learning.
Inclusion: Our curriculum is ambitious for all and strives to address inclusion and disadvantage in its intent and implementation
Aims: Underpinning the intent are key substantive concepts
Disciplinary concepts:
It becomes obvious that Languages is distinct from other subjects because it is not a discipline, there is nothing but 'substantive knowledge' to study and learn.
Year 3:
Substantive Knowledge:
| Speaking | Reading |
|---|---|
| Communicate with others using simple words, phrases and short sentences. Use simple greetings e.g. saying hello and goodbye, saying how you are and asking others how they are. Ask and answer simple questions about self, e.g. name and age, birthday. | Recognise and understand some familiar written words and phrases in short texts. Read short texts and understand familiar nouns e.g. parts of the body, animals, and simple adjectives e.g. size, colour and a few high frequency verbs e.g. I like, I play. Read aloud familiar words and phrases from |
Suggested key topics or suitable scheme to cover the skills outlined above e.g Salut Sophie:
Story: Le Radis Geant
| Greetings (Unit 1 Light bulb languages) How are you? Numbers (1-10) Age | Where do you live? Rooms in the house Story: Le roi tete en l’air Numbers (11-31) | Body parts: Head, shoulders, knees and toes. | Months of the year Writing the date Ice Creams and opinions |
|---|---|---|---|
4
Imperatives (listen for
Year 4: Substantive Knowledge:
| Speaking | Reading |
|---|---|
| Communicate by asking and answering a wider range of questions and presenting short pieces of information Use a wider range of familiar nouns and adjectives to talk about themselves, animals, story characters e.g. I have brown eyes. I have two sisters and I like dancing. Ask and answer questions using a wider range of question forms e.g. the time, the date, food, hobbies and to seek help in the classroom e.g. Can you say that again please, I don’t understand. Express preference about what they like e.g. food, animals, colours | Read and understand familiar written words, phrases and short texts made of simple sentences and pick out key words or phrases. Read a wider range of words, phrases and sentences aloud. Follow text while listening and reading at the same time. Understand key points in simple texts using familiar language e.g. How many animals are in the story? What colour is the dog? What is the weather like in Paris? Follow a text such as a song or poem whilst listening to it at the same time. With support, begin to link phrases to make a sentence e.g. When it rains, you need an umbrella. Use strategies to work out meaning of new words. |
Suggested key topics or suitable scheme to cover the skills outlined above:
French story: Le petit chaperon rouge (Little
| Seasons (Unit 3 Light bulb) Weather (including Mr Wolf’s week) Weather reports Christmas Story: Jonas et la Baleine | Family Brothers and Sisters (Masculine and Feminine) Pets | | Monsters and colours Recap of body parts Monster Story: A French story: Va-t’en-grand monstre vert | Growing things Vegetables Likes/dislikes Story: Jacques et les haricots verts | |
|---|---|---|---|---|---|
| Introduce concept ‘il fait’ for weather | | Recap gender Negatives | | | Recap opinions |
| | | (‘je n’ai pas de / il n’a pas | | | Recap adjectival position |
| | | de’) Plurals Recap | | | and agreement |
| | | adjectival agreements | | | |
| Les numéros 1-69 | Les animaux: Ma famille: |
|---|---|
| | un chien La mère |
| Les mois: | un poisson La grandmère |
| janvier,février, mars, avril, mai, juin, juillet, août, | un chat La sœur |
| septembre, octobre, novembre, décembre. | un cochon d’Inde La cousine |
| | un oiseau Le père |
| La météo: | un serpent Le grandpère |
| Quel temps fait-il? | un lapin Le frère |
| Il pleut Il fait chaud | une tortue Le cousin |
| Il fait froid Il y a du vent | une souris |
| Il fait beau Il y a du soleil | une araignée |
Jouer de la trompette
Year 5: Substantive Knowledge:
| Speaking | Reading |
|---|---|
| Take part in short conversations using familiar structures and vocabulary. Seek help and clarification e.g. I don’t understand, can you repeat that, how is that written? Give simple instructions and directions e.g. a recipe, directions to a place, the route to school ensuring comprehension of listeners. Begin to understand and express future intentions e.g. I am going swimming on Wednesday. Take part in conversations expressing likes, dislikes and preferences e.g. I like water but I prefer milk. With support refer to experiences or interests. | Read a variety of short simple texts in different formats and in different contexts Focus on correct pronunciation and intonation, using tone of voice and gesture to convey meaning when reading aloud. Begin to pick out a range of facts and/or opinions from a short text. Begin to use a dictionary or glossary to work out the meaning of unfamiliar vocabulary. Practise reading aloud a poem to perform in assembly demonstrating increased confidence. Read a variety of short simple texts e.g. stories, poems, texts from the Internet, non- fiction texts, emails from a partner school that contain familiar and new vocabulary. |
Suggested key topics or suitable scheme to cover the skills outlined above:
ordering food (Unit 11
| School and daily routines Travelling to school (Unit 5 Lightbulb) Revise classroom instructions Christmas vocabulary French Christmas songs Story: Eric a faim | Les animaux Unusual animals/ pets Plurals Colours Agreement of colours and adjectives J’aime / je déteste/ J’adore/ je n’aime pas A story in French: Les quatre amis Spring Traditions Revision of weather | Décris-toi Hair Eyes Tall/short/medium sized Describing personality | | Food revision. Story: La chenille qui fait de trous |
|---|---|---|---|---|
| Opinions with ‘parce que | Recap adjectival agreements | | Il y a / Il n’y a pas de | Je voudrais + du /de la/des |
| | | | Recap: Je suis / Je ne | |
| | | | suis pas J’ai / Je n’ai pas | |
| | | | de J’aime / Je n’aime pas | |
| Il / Elle a / Il / Elle n’a pas |
|---|
| de... Il / Elle est / Il / Elle |
| n'est pas... |
| Je |
Year 6: Substantive Knowledge:
| Speaking | Reading |
|---|---|
| Use spoken language to initiate and sustain simple conversations on familiar topics and to describe incidents or tell stories from own experience including some opinions. Understand and use numbers in context e.g. saying the year, 24- hour clock, quantities. Understand and use transactional language e.g. in a café. Give a description e.g. of a town, geographical features in a country Seek clarification of meaning How is that written in French/German/Spanish? I don’t understand. Can you repeat that? Can you speak more loudly/slowly? Talk about the past in simple terms e.g. I ate / drank … / drunk, the weather. Express and justify opinions e.g. I like netball because it’s fun. Be understood with little or no difficulty. | Read aloud from a text with good expression and with confidence. Read in groups, simple play scripts, poems, their own written work such as geographical features in a country, description of a town. Read and understand the main points and some detail from a short written passage e.g. extract from a story, weather report, poem, instructional texts or simple newspaper article. Use the context of a sentence or translation dictionary to work out the meaning of new words. |
Suggested key topics or suitable scheme that covers skills outlined above:
(French speaking Africa):
Recognition of cognates
| My Day (daily routine) in 1st person) Recap time Write acrostic poems on a Christmas theme, using a model. St. Nicholas & French Christmas traditions. | Mes Passions Likes and dislikes Giving opinions Sports and activities Free time and opinions French story: (to innovate) Antoine le paresseux | | Les histoires A French story: J’aime Understanding a story: Les trois cabris Understanding a song |
|---|---|---|---|
| -er verbs in 1st person | | Questioning (tu veux | |
| | | jouer au foot?) | |
| Responding (oui, je |
|---|
| veux... / non je ne veux |
| pas) |
Key Vocabulary
Use words and phrases such as: All of the vocabulary from previous years to revise in preparation for transition to KS3.
Les planètes: Mercure La Terre Venus Mars Saturne Pluton Le soleil La lune
Year 7: Substantive Knowledge:
| Speaking | Reading |
|---|---|
| Use familiar vocabulary Vary speaking frames or models. Respond with short phrases. Copy phrases. Reproduce pronunciation of letter strings and accents. Be aware of intonation and use it to distinguish between questions and responses. | Understand familiar words in short passages. Identify which words need to be checked in a dictionary. Use dictionary to find meaning of individual words. Understand familiar grammar |
Suggested key topics or suitable scheme that covers skills outlined above:
- definite article
- avoir
- adjectival agreement – m, f, pl
- possessives, mon, ma, mes
- plural nouns
- être
- present tense 'er' verbs
- il y a & c'est
- asking questions
- difference tu / vous
- opinions
- imperative via classroom commands
- intensifiers
- conjunctions
- faire
- finite verb + infinitive – combining verbs
- aller + infinitive for near future
- aimer + infinitive
Year 8:
Substantive Knowledge:
Suggested key topics or suitable scheme that covers skills outlined above:
- Food
- Cafe and Restaurant
Suggested grammar content by end of Yr 8
- reflexive verbs
- using –er verbs
- the negative
- masculine and feminine nouns
- Être and avoir
- depuis+ present tense
- aller
- faire
- complex sentences
- -ir verbs
- -re verbs
- perfect tense with avoir & être
- irregular past participles
- c’était
- à + place
- vouloir
- modal verbs
-
pouvoir
- devoir
- negative with modals
- adjectival position
- ce/cette/ces
- near future
- comparative & superlative
- using definite article after aimer
- using partitive article
- il faut + infinitive
- de with quantities
- dialogues
- prepositions à and en
- question words
- opinions
- asking open questions
- perfect tense practice
- comparative adjectives
- ne…. jamais
- varied adjectives
- near future
- conditional mood
Year 9:
Substantive Knowledge:
| Speaking | Reading |
|---|---|
| Maintain pronunciation of letter strings, accents and other characters in extended speaking. Use intonation to express meaning. Vary and extend speaking frames or models. Use wide range of linking words to extend sentences, give opinions and justified reasons. Use familiar vocabulary in a variety of contexts across a range of topics. Apply familiar grammatical rules in guided tasks. | Understand familiar words in new contexts and the gist of longer passages across a range of topics. Use knowledge of word families and affixes to deduce meaning of unfamiliar words using context. Use dictionary independently to find meaning of individual words. Understand familiar grammar. |
Suggested key topics or suitable scheme that covers skills outlined above:
- Work and future plans
- Holidays
- Me in the world
Suggested grammar content by end of Yr 9
- avoir and être
- present tense
- aller
- perfect tense;
- À + definite article
- il faut
- partitive article
- future tense
- two tenses together
- near future
- common irregular verbs
- masculine and feminine nouns
- modal verbs
- asking questions
- forming questions with question words
- using the conditional
- using reflexive verbs
- using perfect tense
- expressions with avoir
- possessive adjectives
- three tenses together
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Linear Law – Practice 3
1. The following table shows the corresponding values of two variables, x and y, that are related by the equation x y pk = , where p and k are constants.
(a) Plot log10 y against x . Hence, draw the line of best fit
(b) Use your graph in (a) to find the values of p and k.
| x | 1 | 4 | 9 | 16 | 25 | 36 |
|---|---|---|---|---|---|---|
| y | 1.8 | 2.7 | 4.05 | 6.08 | 9.11 | 13.67 |
We focus on Answering Exam Questions
[Ans : p=1.23, k=1.5]
Linear Law – Practice 3
2. The table below shows the corresponding values of two variables, x and y, that are related by the equation 2 5 k y hx x h = + , where h and k are constants.
(a) Using a scale of 2 cm to 1 unit on the x - axis and 2 cm to 0.2 units on the y x – axis, plot the graph of
(b) Use your graph in (a) to find the values of
y x against x . Hence, draw the line of best fit.
(i) h,
(iii) y when x = 6.
(ii) k,
We focus on Answering Exam Questions
[ h ≈ 0.05, k ≈ 0.15; y ≈ 26.88]
Linear Law – Practice 3
3. The table 7 below shows the values of two variables, x and y, obtained from an experiment. The variables x and y are related by the equation 1 = + a b y x , where k and p are constants.
| x | 1.5 | 2.0 | 3.0 | 4.0 | 5.0 |
|---|---|---|---|---|---|
| y | 5.004 | 1.54 | 0.93 | 0.77 | 0.702 |
Table 7
(a) Based on the table above, construct a table for the values of 1 x and 1 y . Plot 1 y against 1 x
using a scale of 2 cm to 0.1 unit on the 1 x -axis and 2 cm to 0.2 unit on the 1 y -axis. Hence, draw the line of best fit.
(i) a,
(b) Use the graph from (b) to find the value of
(ii) b.
We focus on Answering Exam Questions
[a=0.505,b=-1.356]
,
Linear Law – Practice 3
4. The table below shows the corresponding values of two variables, x and y, that are related by the
equation p y qx qx = + , where p and q are constants.
| x | 2.5 | 3.0 | 3.5 | 4.0 | 4.5 |
|---|---|---|---|---|---|
| y | 1 | 2.7 | 4.1 | 6.5 | 6.8 |
One of the values of y is incorrectly recorded.
(a) Using scale of 2 cm to 5 units on the both axis, plot the graph of xy against 2 x . Hence, draw the line of best fit
(i) State the values of y which is incorrectly recorded and determine its actual value.
(b) Use your graph in (a) to answer the following questions:
(ii) Find the value of p and of q.
We focus on Answering Exam Questions
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my-GCSEscience.com
The leading source of online video tutorials dedicated to the new 9-1 Science GCSEs
Tricky vocabulary in biology
By KATIE ROSS
Biology is a vocab-heavy subject. You need to learn lots of words (often based on tricky Latin or Greek terms). And so many biology terms are similar yet have very different meanings. Time and again, students get confused in the exams. This blog highlights some common confusions and explains the tricky vocabulary so that you get it right in the GCSE!
Much of the confusion occurs with the 'A' word and the 'G' words. Often students get mixed up with their acids, and confuse mitosis with meiosis. Below, we go through all of these in turn.
The 'A' Team
Let's start with the words beginning with 'A'; antigen, antibody, antibiotic. Not only do they look similar but they all belong in the topic associated with communicable or infectious diseases.
Antigens
The term antigen translates to antibody generating. All cells have surface proteins called antigens, which serve as unique identity markers. If pathogens (harmful cells with different antigens) are present, the body's own security guards (the white blood cells) will quickly seek out and destroy these cells using weapons called antibodies, which have specific shapes.
Antibodies
Antibodies are mass-generated in response to a specific antigen entering our bodies. Often our own immune system can generate the correct quantities of the antibody to help us recover from an infection.
Antibiotics
In cases where the infection is bacterial and it is stronger than our bodies can cope with, we can be prescribed antibiotics. These are drugs that destroy the bacteria or prevent the bacteria from replicating. In the latter case, this will buy some time for other white blood cells (the phagocytes) to go around and 'gobble up' or engulf the pathogens!
Don't Guess the 'G' words!
The words beginning with 'G' belong to different topics.
Glucose, Glycogen, Glucagon
If there is too much glucose in the blood, some of it is converted into glycogen and stored in the liver or in muscle cells. When glucose levels drop, such as during a spell of exercise, extra glucose can be released from glycogen but only when the signal is given. This signal comes in the form of a hormone called glucagon. Remember: when the glucose has gone, glucagon comes to the rescue!
Glycerol
The final 'G' is glycerol. This has nothing to do with glucose or carbohydrates. Instead, it's part of a lipid molecule, alongside fatty acids.
The acids
That brings us to our next source of confusion: acids.
* Lipids break down into fatty acids and glycerol.
* Hydrochloric acid is found in the stomach.
* Amino acids are the building blocks of proteins.
* Lactic acid is formed during anaerobic respiration – think about all those P.E. lessons when you got muscle fatigue after sprinting!
Mitosis and meiosis
Last but not least, it's easy to get mixed up between the two types of cell division.
Mitosis
Mitosis (pronounced my-toes-sies) is the formation of new cells that are identical to the parent cells. Toes are not sexy!
Meiosis
Meiosis is sexy. Well, it's not really. But it does lead to the formation of gametes (sex cells) and the word itself has the letter 'e' in it which (obviously) stands for 'egg'. That'll help you remember meiosis in its correct context.
Now it's one thing knowing the difference between these two words, but you're also expected to actually spell both of them correctly! So before the exam, write them both out repeatedly. Again and again and again… and while you write them picture cells dividing again and again and again! | <urn:uuid:d30ad2e0-3063-423f-a713-83a918347fb2> | CC-MAIN-2021-31 | https://mygcse-redwiredesignlim.netdna-ssl.com/content/uploads/2017/12/5.-Biology-Tricky-vocabulary-in-biology-5.12.17.pdf?v=202107220451 | 2021-07-29T15:18:08+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00682.warc.gz | 419,088,880 | 809 | eng_Latn | eng_Latn | 0.999071 | eng_Latn | 0.999102 | [
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The Benefits of Direct Instruction in Combination with Teacher Read Alouds
A Paper Presented to the Faculty of Viterbo University in Partial Fulfillment
of the Requirements for the Degree Master of
Arts in Education
by
Elizabeth Kust May 2009
Approved – Instructor
TABLE OF CONTENTS
1
CHAPTER ONE: INTRODUCTION
At Pulaski Community Middle School (PCMS), language arts scores on the eighth grade Wisconsin Knowledge Concepts Examination (WKCE) have been lower than the district's goal of 70% proficiency for the last two years (Wisconsin Department of Public Instruction, 2008). As a result, PCMS has come to realize that a focus on literacy is as important in the middle school as it is in the elementary school. Administration, literacy support staff, and several communication arts teachers at PCMS are currently working together to explore teaching strategies that will help more students become proficient. One of the strategies being examined is the teacher read aloud (oral reading of a novel, article, or short story by the teacher, with the intention of student enjoyment).
Read alouds are often used on a regular basis in middle school literature and language arts classrooms; some non-communication arts teachers use them in their classrooms, as well. This activity can be an enjoyable experience for both the teacher and the students, but is it actually beneficial for middle school students academically? Numerous studies have resulted in research that proves reading to young children is academically advantageous, but there is less information available about the academic significance of reading aloud to middle school students (Ariail & Albright, 2006).
Statement of the Problem
The purpose of this study was to investigate the effect of read alouds on reading achievement for eighth grade students.
Research Question
Do students benefit when direct instruction accompanies read aloud?
Sub-Question
What impact does direct instruction have on reading achievement?
Research Hypothesis
Reading aloud positively affects academic achievement of all students.
Null Hypothesis
Reading aloud has no effect on academic achievement of all students.
Definition of Terms
literacy – the ability to read and write proficiently read aloud
– oral reading of a novel, article, or short story by the teacher, with the intention of student enjoyment – while reading aloud, the teacher is
modeling strategies that good readers use
"think aloud" technique
– while reading aloud, the teacher orally expresses questions, comments, connections, etc.; it is a way to model the strategies that good
readers use
Limitations
Conclusions based upon data from this study are restricted to 8 th grade students and may not be applicable to all middle school students.
Students were not randomly selected but are the students of the researcher.
The students participating in the study were of varied academic ability level.
Students' responses to surveys may not be truthful and may not reflect their true attitudes.
Students' responses to surveys are based upon students' perceptions.
2
Introduction:
The purpose of this study was to investigate the effect of read alouds on academic achievement for eighth grade students. This chapter is in topical format. The first part of the review briefly looks at effective literacy instruction as a whole, the second part examines effective read aloud instruction and is divided into two parts: 1. effective methods/strategies that teachers use in combination with reading aloud, and 2. the impact of read alouds on students' attitudes toward reading. This chapter concludes with a summary of the findings.
The following is a summary of related professional research and a synthesis of its pertinence to this research.
Effective Literacy Instruction
An effective way to teach literacy is to use a balance of four components: read alouds, shared reading, independent reading, and guided reading (Brown & Fisher, 2006; Ivey, 1999; Rief, 2000). This is called the balanced literacy approach (Brown & Fisher, 2006).
During read alouds, the teacher reads a novel, article, short story, etc. orally to the students. Shared reading is a time where students follow along in their own copy while the teacher reads the passage aloud. For independent reading, students choose their own reading materials and are provided with class time to read (Brown & Fisher, 2006). The teacher monitors what each student is reading and uses positive, one-on-one discussions to motivate students (McCordle & Chhabra, 2004). For guided reading, teachers work with small groups of students who need improvement on the same skill. During this
time, students read sections silently; then the teacher asks questions and works with the students after each section (Brown & Fisher, 2006).
Effective Methods/Strategies Used in Combination with Read Alouds
Traditionally, assigning a novel for the whole class to read, both as a whole group and independently, has been a large part of the literature curriculum. Unfortunately, comprehension tools and literary devices don't jump out at the reader in difficult texts; students simply don't get good at reading comprehension, understanding literary devices, literary response, or writing by reading hard books. Students don't learn how to write a persuasive text or how omniscient point of view works from reading one difficult short story. (Fisher & Ivy, 2007, p. 497)
Students do, however, learn how to do these things by reading many texts and through modeling by the teacher – at first, very obvious modeling, then through more complex examples (Fisher & Ivy, 2007). A good way to model is by reading aloud.
Throughout literature for teachers, the following message is conveyed loud and clear: Teachers should read aloud to their students. According to Anderson, Hiebert, Scott, and Wilkinson (1985), reading aloud is "the single most important activity for building the knowledge required for eventual reading success" (p. 23).
The message is loud and clear; unfortunately, the method is not. Should teachers just open a book, read aloud for a few minutes, then close it and teach the lesson for the day? Or is there more to it?
Research shows that background knowledge, comprehension, and language skills can be built upon through teacher read alouds when the teacher uses specific activities to do so (Beck & McKeown, 2001; Fisher, Flood, Lapp, & Frey, 2004; Hickman, PollardDurodola, & Vaughn, 2004). In fact, read alouds should include before, during, and after teaching components, enhanced with comprehension strategies and text-based discussions, to positively impact student performance (Santoro, Chard, Howard, & Baker, 2008).
In their study, Fisher, Flood, Lapp, and Frey (2007) noted that expert literature teachers used the following seven components for an effective read aloud:
1. Books chosen were appropriate to students' interests and matched to their developmental, emotional, and social levels. 2. Selections had been previewed and practiced by the teacher. 3. A clear purpose for the read-aloud was established. 4. Teachers modeled fluent oral reading when they read the text. 5. Teachers were animated and used expression. 6. Teachers stopped periodically and thoughtfully questioned the students to focus them on specifics of the text. 7. Connections were made to independent reading and writing. (p.10)
Of the many studies that have been done, only a few gave specific methods for read aloud activities (particularly, methods that can be applied in a middle school classroom). The few that did, however, provided the following insight into some techniques used during teacher read alouds that had a positive effect on student achievement and/or attitude toward reading. Prior to the read aloud, teachers should set a purpose for reading (Lane & Wright, 2007; Santoro, Chard, Howard, & Baker, 2008; Wilhelm, 2001), as well as activate students' background information so students can make connections to text and engage in listening (Lane & Wright, 2007; Santoro, Chard, Howard, & Baker, 2008). Throughout the read aloud, teachers should help students visualize the "scenes" from the reading, continuously check for comprehension, and immediately address any issues with comprehension (Wilhelm, 2001). Both the teacher and the students should engage in think aloud activities during the activities listed above (Wilhelm, 2001). When the read aloud is finished, the teacher should have discussions
with students to allow them to connect what has been read to their own lives. These discussions give the teacher insight into the connections that the students are making and make the teacher aware of any concepts that may not have been obvious to the students (Peterson & Eeds, 1990; Smith, 1990; Wilhelm, 2001).
The Impact on Students' Attitudes Toward Reading
Middle school students have a reputation for their negative attitudes and their apathy, some even say they are resistant to reading (Anderson, Tollefson, & Gilbert, 1985; Ley, Schaer, & Dismukes, 1994; McKenna, Kear, & Ellsworth, 1995). It seems, though, that as with most other people, if students aren't engaged in what they are doing, they don't enjoy it. And, of course, students don't often want to waste their time doing things they don't enjoy – especially in this day and age of My Space, video games, and texting. This can be applied to reading. In order to instill a love of reading, and for students to find value in it, it is imperative that students are engaged – and teacher read alouds are "critical to their reading engagement (Ivey & Broaddus, 2001, p. 367)."
From elementary to college age, groups of students claim that their number one reading motivator is being read to by their teachers (Artley, 1975; Palmer, Codling, & Gambrell, 1994). In addition to motivation, teacher read alouds provide opportunities and experiences for students who might not have access to a variety of books because of ability level (Ivey & Broaddus, 2001; Rief, 2000). Ivey and Broaddus (2001) noted that the two literature and language arts classroom activities sixth grade students preferred the most were free reading time and teacher read alouds. In addition to enjoying teacher read alouds, students were able to provide specific reasons why they enjoyed the teacher read aloud and how they benefited from the readings (Ivey & Broaddus, 2001).
Summary
Research has certainly provided a solid foundation for the idea that "a systematic approach to reading aloud can yield important academic benefits for children (Lane & Wright, 2007, p. 673)," as well as enhance students' attitudes about reading. Students whose teacher effectively reads aloud to them become better readers. However, specific methods for the middle school classroom were limited, as far as availability and specificity.
CHAPTER THREE: PROCEDURES
Design
The purpose of this study was to investigate the effects of read alouds on academic achievement for eighth grade students. The design of this study was quasi-experimental, action research that produced both qualitative and quantitative data.
The treatment was applied on students in the researcher's eighth grade literature class, which was assigned to the researcher by the administration of Pulaski Community Middle School. The students were given a pre-treatment survey designed by the researcher to establish their perceived knowledge and usage of reading strategies. The researcher read aloud two or three times per week. During each read aloud, the researcher used direct instruction to focus on a specific reading strategy using pre, during, and post activities, along with activity sheets that the students used to help them practice the strategy.
Prior to the treatment, the researcher had finished reading a novel aloud and was going to start a new novel called Jude by Kate Morganroth (2006). Also, each student had just chosen their own Holocaust themed novel to read.
On the first day of the treatment, the researcher started by reviewing the strategies that good readers use, reminding students that the researcher had been modeling those strategies during read aloud since the beginning of the year, and sharing that the researcher will continue to model the strategies – with the addition of the following: the researcher will debrief with the students about what she is doing, the students will practice applying the strategy, and the students will show the researcher how they apply the strategy to their own
reading. Next, the researcher discussed that the predict strategy can be used in many different ways and "sections" of a book or passage. The researcher explained that the class would start a new read aloud novel by using the predict strategy in probably the most obvious way – by making some predictions before reading the new book. The researcher then modeled using the predict strategy while she introduced the new novel, Jude (Morganroth, 2006). Below is what the researcher said to the students:
The book I have selected for our next read aloud is called Jude, by Kate Morgenroth (2006). [While holding up the book for the students to look at…] The cover is very dark, all black and grey, with a picture of a teenage boy – a profile of his head. Across the cover, on both sides, words and phrases are written, but they blend in with the picture and background. The words seem to be related to the legal or court system – for example, here it says "on behalf of defendant and counterclaim," here it says "United States District Court," over here it says "Plaintiff," and here it says "Subpoena in a Criminal."
On the back cover, there is a review by the Washington Post, which is a prominent newspaper and trusted book reviewer, which reads… [The researcher read the review aloud to the students].
There is another review by Erika Holzer, author of the book Eye for an Eye that reads… [The researcher read the review aloud to the students]. Also on the back cover, there is an excerpt from the book. It says… [The researcher read the excerpt aloud to the students].
I love books that are dramatic and suspenseful so, it seems like it will be right up my alley! Of course, there are plenty of other reasons to choose a book. What are some reasons you and others select books? [Students responded to the question.]
Now that I know a little bit about the book, I am able to make some predictions.
[Prior to class, the researcher had written the sentence starter "I predict the book Jude is about..." on the whiteboard and had the words who, what, when, where, and why across the whiteboard starting above the blank space after the sentence starter.]
I think the book is about [writing under who on the board] a teenage boy whose mom has asked him to do something illegal.
[Writing under what on the board…] He gets caught and keeps his mom's involvement a secret.
The picture on the cover looks pretty current, and I don't have much else to go on, so I predict that this is happening in the [writing under when on the board] present time.
Most of the story takes place [writing under where on the board] in a courthouse and in prison.
[Writing under why on the board…] Jude's mom abused him growing up and Jude thinks it's because she doesn't love him, which he blames himself for. He committed the crime because he thought that would make her love him more.
Students were then given the ""Predict Graphic Organizer – A" (Appendix D) and directed to use it to make a prediction about the novels they had chosen to read (by filling out the top portion of the organizer). The students and the researcher hung their graphic organizers up in the room. Students were then given the opportunity to look at the predictions made by their classmates. They filled out the "check-up" sections at the middle and end of Jude (Morganroth, 2006).
The researcher used methods similar to the example above throughout the treatment, to provide direct instruction of the predict, visualize, connect, and identify reading strategies. The researcher read aloud from Jude, as well as from The Day the Women Got the Vote by George Sullivan (1994), Pink and Say by Patricia Polacco (1994), various science magazines, and Sharks by John Bonnett Wexo (2003). During the read aloud, the researcher modeled the focus strategy using the "think aloud" technique. After the read aloud, the researcher debriefed by asking the students questions about the researcher's "think aloud" comments and how students could connect the "think-aloud" to the focus strategy. Depending on which reading strategy was the focus, students practiced the strategies while reading novels of their choice or passages provided by the researcher. The students did activities that reinforced the strategies, as well as provided the researcher with evidence of their ability to apply the strategy while reading independently.
The breakdown for the focus on each of the strategies was as follows:
* predict strategy = four read alouds; "Predict Graphic Organizer – A" (Appendix D); "Powerful Predictions" graphic organizer (Appendix I)
* visualize strategy = three read alouds; "Are You Thinking What I'm Thinking?" bookmark – Activity 1, 2, and 3 (Appendix E)
* connect strategy = four read alouds; "Come to Think of It…" bookmark – Activity 1, 2, 3, and 4 (Appendix F)
* identify strategy = eight read alouds; "Think Big" bookmark – Activity 1, 2, 3, and 4 and Find the Main Idea (Appendix G); "Think Small" bookmark – Activity 1, 2, 3, and 4 (Appendix H)
The researcher used three methods to assess the academic impact of the treatment on the students: 1. The researcher used a rubric (Appendix J) to assess the graphic organizer and activities. 2. The researcher met with each student on a one-on-one basis about each of the focus strategies. First, students were asked to verbally explain the reading strategy to the researcher. Then, students were required to read aloud to the researcher to show the researcher whether or not the student could apply the strategy while reading independently. A rubric (Appendix C) was used to assess the student's ability to explain and apply the strategy. 3. During the one-on-one conferences, the researcher also had conversations with each student about whether the student felt the direct instruction of the strategy was beneficial. The researcher notated the students' comments.
Upon the conclusion of the treatment a post-treatment survey was given to the students, and the information from the rubrics, notes, and surveys was compiled.
Sample
The sample in this research study consisted of students in an eighth grade literature class at Pulaski Community Middle School in Pulaski,
Wisconsin. Overall, there were twenty-one students – nine boys and twelve girls. All of the students were aged thirteen or fourteen. All of the students were Caucasian, with the exception of one Hispanic.
Pulaski Community School District services three counties – Brown, Oconto, and Shawano – and includes five elementary schools, one middle school, and one high school, for a total of 3675 students enrolled. PCMS has a total of 885 students in grades six through eight.
The district consists of rural communities outside of Green Bay. This area has experienced significant growth recently and as a result, there is a diverse mix of farming, blue collar, middle class, upper middle class, and affluent community members.
Instruments
1. Pre- and Post Treatment Surveys were used to measure students' perceived knowledge about and use of the reading strategies (Appendices A and B)
2. Researcher-created rubrics (Appendices C and J)
3. Graphic organizers (Appendix D and I)
4. Bookmarks from Strategy-Building Bookmarks: To Use with Any Text by Bernadette Lambert (2007) (Appendices E, F, G and H)
5. One-on-one conferences between the researcher and students
Data Analysis:
Bar graphs and a t-test were used to express quantitative results.
Calendar
* 01/12/2009: Pre-Treatment Survey was administered
* 01/13/2009 – 03/11/2009: A focus on reading strategies was added to the read aloud routine in the researcher's literature class
* 01/28/2009 – 01/30/2009: One-on-one meetings between researcher and students
* 03/04/2009 – 03/06/2009: One-on-one meetings between researcher and students
* 03/13/2009: Post-Treatment Survey was administered
* 03/13/2009 – 03/16/2009: Researcher analyzed data
* 03/20/09: Researcher submitted first draft to advisor
* 05/08/09: Researcher submitted paper for final approval
Budget
The cost for the research was minimal.
14
Introduction
The purpose of this study was to investigate the effect of read alouds on reading achievement for eighth grade students. The study consisted of both qualitative and quantitative data from a sample of 21 students in a literature classroom taught by the researcher.
During the treatment, the researcher read aloud for 10-15 minutes two to three times per week. Before the read aloud, the researcher presented a reading strategy as the focus. During the read aloud, the researcher modeled the focus strategy using the "think aloud" technique. After the read aloud, the researcher debriefed with the students about the strategy the researcher modeled. Then the researcher either modeled how to complete the student activity (based on what was just read during the read aloud) and/or showed the students an example of the activity that had been completed previously by the researcher. Finally, students were given time to read independently and apply their knowledge of the strategy by completing the activity individually – based on books they had chosen to read or a passage the researcher provided.
Findings
Do students benefit when direct instruction accompanies read aloud?
The researcher gave the students a Pre-Treatment Survey (Appendix A) prior to the treatment and a Post Treatment Survey (Appendix B) after the treatment. The surveys were divided into two sections: 1. students' perceived understanding of how to use each of the reading strategies, and 2. how often students perceived that they actually used each of the strategies.
Table 4.1 compares the percentage of students who reported that they "completely understand" or "have a good understanding" on the Pre-Treatment Survey and Post Treatment Survey in response to the question "How well do you understand how to use each of the reading strategies?"
Table 4.2 compares the percentage of students who reported "every time" or "most of the time" on the Pre-Treatment Survey and Post Treatment Survey in response to the question "How often do you use each of the reading strategies?"
On Pre-Treatment Survey, a large percentage of the students (3/4 or more) reported that they completely understood or had a good understanding of how to use the predict, visualize, question, and connect reading strategies, while more than half of the students reported that they completely understood or had a good understanding of how to use the identify and evaluate reading strategies.
The Post Treatment Survey showed an increase in understanding in all of the strategies, with the exception of the visualize (the percentage remained the same) and question (the percentage decreased by 5%) strategies.
Although high numbers of students reported understanding most of the reading strategies prior to the treatment, the percentage of students who reported regularly (every time or most of the time they read) using the strategies was much lower. Prior to the treatment, the strategy that most students reported using was the predict strategy, with 62%. The percentages dropped dramatically for the other strategies, ranging from 38% of students who reported using the question strategy to 14% of students who reported using the identify strategy.
Even though in-depth direct instruction was not provided for all seven of the reading strategies during the treatment, the Post Treatment Survey showed a marked increase in student use of ALL the reading strategies. Almost 60% of students reported regularly using all seven of the strategies. The percentages ranged from 95% of students who reported regularly using the connect strategy to 57% of students who reported using the evaluate strategy. The strategies that the most students reported using regularly were the four strategies that the researcher focused on during the treatment (predict =90%, visualize = 86%, connect = 95%, and identify = 86%). High numbers of students also reported using the other three strategies (question = 67%, infer = 62%, and evaluate = 57%). While there was not a focus on these strategies during the treatment, the researcher often mentioned the strategies or modeled using them, in addition to briefly discussing them during the debriefing, when appropriate.
Another piece of evidence that supports that students benefit when direct instruction accompanies the teacher read aloud is the high evaluations that students received on their graphic organizers, activities, and one-on-one conferences with the researcher (Appendix L). Table 4.3 compares the average number of students who received a rubric score of advanced or proficient (four or three) with the students who received a rubric score of basic or minimal (two or one) on their graphic organizers and activities for each of the reading strategies.
During the one-on-one conferences between researcher and students, all of the students received a score of three or four for both the oral explanation and the application requirements, demonstrating proficiency (or better) for each of the focus reading strategies. Table 4.4 illustrates this.
In addition to surveys and scores, the students' own reflections/comments provide evidence that students benefit when direct instruction accompanies read aloud. Below are quotes from students that the researcher notated during the one-on-one conferences and classroom discussions.
* "I always thought I was a bad reader. Really, I just didn't know what it meant to be a good reader. It's pretty easy if you know what to do."
* "Watching you do the question one [meaning – the question strategy] made me realize it's something little, not some big, hard thing – but it makes a big difference."
* "I didn't realize making predictions could help with textbooks. Now I make a prediction before I read any textbook, and I always stop and make predictions about the next part. It's sort of like a little game – will I be right? It makes the stuff less boring and I actually learn something sometimes."
* "Connecting reminds me of six degrees of separation. It's weird how, if I think about it, I can make a connection to almost everything. I like that."
* "My mind wandered a lot more before. If I stop to ask questions enough, then my mind doesn't get a chance to wander."
* "I am a good reader and I did this already. But I guess talking about it and watching you do it lets me see what other people do and gives me ideas."
* "Before, when you just read to us, I didn't realize you were doing all of this stuff." [The researcher then asked, "Even though I always modeled a lot of the strategies before?"] "But I didn't realize that was what you were doing until you debriefed with us. That helps."
* "Reading strategies are just a way to talk about what people who are good at reading do. It's like a way to make it easy to understand and talk about. Now I know how to tell you what I am having trouble with."
* "The reading strategies are helpful."
* "Knowing about the reading strategies makes it easy to set goals and work on the goals."
What impact does direct instruction have on reading achievement?
Direct instruction about the reading strategies provided a common language for the students and the teacher to use in the classroom. This common language enabled the teacher and the students to make connections from day-today lessons to the reading strategies, making instruction more relevant. Also, a common language allowed for open communication between teacher and students about individual student deficiencies, goals, and growth. Because students had a clear understanding of the reading strategies, they were able to understand what they needed to do to become better readers.
Students took the Measures of Academic Progress (MAP) test in fall and again in April (after the treatment). A t-test was conducted utilizing the MAP test data for the 21 students, with a critical value of 2.086 (p=.05). The resulting t-value of 1.17 is not significant enough to reject the null hypothesis.
Summary
Much of the data supports gains in student achievement; however, the researcher could not reject the null hypothesis due to statistical data (t-test).
Prior to the treatment, a high percentage of students reported understanding how to use most of the reading strategies. However, most students reported that they did not use the strategies regularly. After the treatment, more students reported understanding and using the four strategies that were focused on during the treatment. In addition, an increased number of students reported using two of the three remaining strategies.
After direct instruction of each of the individual strategies, high percentages of students scored proficient or advanced on activities that accompanied the instruction. All students were able to explain the strategies to the researcher and demonstrate application of the strategies at advanced or proficient levels during one-on-one conferences with the researcher.
The common language that resulted from knowledge gained from the direct instruction allowed for students' ability to analyze and discuss personal deficiencies or areas that could be improved upon. Students were able to use this language to set goals for themselves, which led to an increase in scores on the MAP test for 52% of students.
The students own words are the last piece of data that supports gains in student achievement when direct instruction accompanies read aloud. Many students commented about their increased abilities as a result of the direct instruction.
CHAPTER FIVE: CONCLUSIONS
Introduction:
The purpose of this study was to investigate the effect of read alouds on reading achievement for eighth grade students. The study consisted of both qualitative and quantitative data from a sample of 21 students in one literature classroom, which was taught by the researcher. In this chapter, the researcher will examine the results and evaluate the information gathered from this study to determine what conclusions can be made and what recommendations can be given.
Discussion of the Findings:
On the Pre-Treatment Survey, a high percentage of the students reported that they completely understood or had a good understanding of how to use the predict, visualize, question, and connect reading strategies, while more than half of the students reported that they completely understood or had a good understanding of how to use the identify and evaluate reading strategies. In contrast, low percentages of students reported that they regularly used the reading strategies.
Two possibilities that might account for this are as follows. Students reported understanding the strategies because students knew the definitions, which they might have thought meant the same thing as actually understanding the strategies. (However, as teachers, we know that there is a big difference). This would cause an inflated percentage of students who reported that they completely understood or had a good understanding of the strategies. Or, prior to the treatment, students didn't realize just how often they actually used the strategies, resulting in a deflated percentage of students who regularly used the reading strategies. Based on interactions and conversations with the students, both in large groups and on an individual basis, I believe it was a combination of the reasons listed above, depending on the strategy and the student.
Even though in-depth direct instruction was not provided for all seven of the reading strategies during the treatment, the Post Treatment Survey showed an increase in understanding of all of the strategies, with the exception of the visualize (the percentage remained the same at 95%) and question (the percentage decreased by 5% from 86% to 81%) strategies. It also showed a marked increase in student use of all the reading strategies. Despite the fact that there was not a focus on the question, infer, and evaluate strategies during the treatment, the researcher often mentioned the strategies or modeled using them and briefly discussed them during the debriefing, when appropriate. This seems to be a reasonable explanation for the increase in understanding of the infer strategy, and the increase in use of the question, infer, and evaluate strategies reported on the Post Treatment Survey. Although there was an increase in the use of all of the strategies, more students reported using the strategies that were the focus of the direct instruction. This supports a conclusion that students benefit when direct instruction accompanies read aloud.
I can only speculate about why students did not report an increase in understanding of the visualize and question strategies on the Post Treatment Survey. Considering that 95% of students reported understanding the visualize strategy on the Pre-Treatment Survey, the margin for improvement includes only one student, thus leaving minimal opportunity for an increase. The
decrease in understanding of the question strategy is not as clear cut. My thoughts are that, during read aloud, I often stopped and asked questions, but did not always point out that I was using the question strategy. In fact, this is the strategy that probably received the least mention throughout the treatment.
Another piece of evidence that supports a conclusion that students benefit when direct instruction accompanies read aloud is the scores that students received on their graphic organizers and activities. The majority of students proved they understood the focus strategies and could apply them during independent reading time. Students could successfully take the information from the direct instruction, along with what they had seen me do while reading aloud, and put it to use while they read. I was impressed with what many of them wrote on their graphic organizers and activity sheets. During the one-on-one conferences between researcher and student, all of the students demonstrated proficiency (or better) for each of the focus reading strategies. I think it is important to take into consideration that one-on-one conferences with the researcher took place anywhere from a day or two to a week or two after the direct instruction (depending on the strategy). This provides evidence that not only could students apply what they learned, they retained the information. It also indicates that the increase in knowledge and use reported on the Pre- and Post Surveys is accurate.
This evidence is aligned with the third and seventh components of an effective read aloud, as noted by Fisher, Flood, Lap, and Frey (2007): a clear purpose should be established for read aloud, and connections to independent reading and writing should be made. During the treatment, I discovered that when direct instruction accompanies read aloud, setting a purpose and making
connections to independent reading and writing is already built in. The students' scores definitely indicate that the read alouds were effective.
During classroom and one-on-one discussions, students conveyed an overwhelmingly positive response to the direct instruction of the strategies, which was a bit of a surprise to me. In my experience, eighth grade students can often be apathetic (or worse) when teachers ask them to do work that requires thought and insight. Because this treatment involved numerous activities that do just that, I expected many students to be indifferent, at best. Instead, I found that most of the students found value in what we were doing and were eager to take part in the activities and discussions. They were willing to try new things and report about their struggles and successes. There was an inspiring give-and-take between students who had conquered specific strategies and those who struggled – students with confidence in using a strategy often gave meaningful advice to students who were struggling with it. I observed the formation of a community of learners who looked to each other for guidance. This open communication and sense of community played a significant part in building students' confidence and ability, as evidenced by the students' own comments and reflections. As stated in Chapter Two, in order to instill a love of reading, and for students to find value in it, it is imperative that students are engaged (Ivey & Broaddus, 2001). The activities and discussions that accompanied the read aloud provided opportunities for students to become engaged, which definitely contributed to a positive attitude about reading and
working to become a better reader.
About half of the students that participated in the treatment received an increased score on the reading portion of the MAP test. Because more students did not do better on their MAP test after the treatment, I am not able to reject the null hypothesis. Even though I would have liked to see an increase in more of the students' scores, I still think the direct instruction was a valuable contribution that played a part for those scores that did increase.
I believe there are a few factors that contributed to the rest of the scores. First of all, the treatment was only six weeks long. There was about four weeks between the treatment and the spring MAP test in which the infer strategy was the focus for about two weeks; the other time was spent on other curriculum items. Had this been something I had started at the beginning of the year and used as a foundation for everything else we had done in the classroom, using the strategies would be second nature to the majority of students by the second MAP test. As a result, I think I would have seen more students with elevated scores. Also, I had not yet covered two of the strategies. Some students may have already done well in the areas on the MAP test that the strategies we already focused on correspond with. Those students may not yet have gotten direct instruction on strategies that they needed to improve upon in order to score higher on the test. Lastly, my student teacher took over shortly after the treatment. Because of her inexperience and the adjustment period for her to get the routine down, there was a void of time in which the connections between the strategies and the curriculum were being enforced. Even when the infer strategy was the focus of the direct instruction that accompanied the read aloud, the student teacher's instruction and routine were obscure. The spring MAP test came during this time. With connections and reinforcement about how to apply the strategies lacking, the knowledge some students had gained was lost.
In my opinion, conclusions of this study support my research hypothesis. As their teacher, I observed changes in the students' confidence, attitudes, knowledge, and application of knowledge throughout the treatment.
Nevertheless, in the development of this research, there may have been some limitations. Pre- and Post Treatment Surveys were based on students' perceptions, conclusions based upon data from this study are restricted to 8 th grade students and may not be applicable to all middle school students, students were not randomly selected, but are the students of the researcher, and the students participating in the study were of varied academic ability level. Also, I did not explore the impact that the choice of genre for read aloud books may have had; especially related to boys verses girls (I did, however, try to use a variety of books and passages).
The validity and/or reliability of the instruments I used to collect data are also debatable. The Pre- and Post Treatment Survey results are based on students' perceptions, which may not accurately reflect their knowledge or use of the reading strategies. In addition, the students may not have been truthful on the surveys. Another possible concern with the instruments is that the scores students received for the graphic organizers, activity sheets, and one-on-one conferences were subject to the researcher's opinion. Rubrics, however, were used to limit the subjectivity.
After reviewing the data, there are still some unanswered questions and things I would have done differently. One thing I would have liked to have done is, on the Post Treatment Survey, asked questions about the students' opinions on the following: the connection between their abilities to effectively use reading strategies in connection with their own reading comprehension and enjoyment, a question about the students' opinions about their own growth while learning about the strategies, and a question about the students' opinions about whether direct instruction of the reading strategies made a difference. Also, since most students said they understood how to use the strategies on the Pre-Treatment Survey, I would have liked to have asked them something about whether their knowledge of the strategies prior to treatment was accurate, or if, in hindsight, they knew less than they thought they did or were actually using the strategies, but didn't realize it.
Based on the results of this study and my observations of and conversations with students during the treatment, some other questions have arisen. Question number one: How often should read alouds be done? Subquestion: Should direct instruction accompany all read alouds? Question number two: Should all content teachers be required to reinforce the use of reading strategies?
Summary and Future Implications
To summarize, students orally reported that they benefited from direct instruction in combination with read aloud, as well as demonstrated this during one-on-one conferences with the researcher, which reinforces their reports. The results of the Pre- and Post Surveys, the one-on-one conference demonstrations, the improved test scores, and the researcher's conversations with students all lead to the conclusion that students benefit when direct instruction accompanies read aloud.
Regardless of the possible limitations, questions, things I would have done differently, t-test results, and possible uncertainty about the reliability of the instruments used to collect data, I am now confident that students benefit when direct instruction accompanies read aloud. I am certain that student achievement, both in academics and confidence, is positively impacted by this. Because of the findings from this research, I feel good about spending so much class time on read aloud. I am convinced that students benefit from the read alouds, and I am now able to provide concrete reasons as to why read alouds are good for students.
I would recommend read alouds, with direct instruction, as a way to increase achievement for students. I will certainly continue using it in my classroom this year. In future school years, I will start the year by including direct instruction of the reading strategies. Once I have taught all of the reading strategies, I will continue using direct instruction along with read alouds to focus on other components of literacy.
REFERENCES
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: National Institute on Education.
Ariail, M. & Albright, L.K. (2006). A survey of teachers' read aloud practices in middle schools. Reading Research and Instruction. 45, 69-89.
Artley, S.A. (1975). Good teachers of reading: Who are they? The Reading Teacher. 29, 26-31
Beck, I.L. & McKeown, M.G. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher. 55, 10-20.
Brown, J. & Fisher, P. (2006). Balanced literacy: One middle school's experience. Principal Leadership. 7, 38-40.
Fisher, D., Flood, J., Lapp, D., & Frey, N. (2004). Interactive read-alouds: Is there a set of common implementation practices? The Reading Teacher. 58, 8-17.
Fisher, D. & Ivey, G. (2007). Farewell to a farewell to arms: Deemphasizing the wholeclass novel. Phi Delta Kappan. 88, 494-497.
Hickman, P., Pollard-Durodola, S., & Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension for English-language learners. The Reading Teacher. 57, 723-730.
Ivey, G. (1991). Reflections on teaching struggling middle school readers. Journal of Adolescent and Adult Literacy. 42, 372-381.
Ivey G., & Broaddus, K. (2001). "Just plain reading": A survey of what makes students want to read in middle school classrooms. Reading Research Quarterly. 36, 350377.
Lambert, B. (2007). Strategy-building bookmarks to use with any text: 15 bookmarks with companion mini-lessons to help students learn and apply (best practices in action) . New York, NY: Scholastic.
Lane, H.B., & Wright, T.L. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher. 60, 668-675.
Ley, T.C., Schaer, B.B., & Dismukes, B.W. (1994). Longitudinal study of the reading attitudes and behaviors of middle school students. Reading Psychology. 15, 11-38.
McCordle, P. & Chhabra, V. (2004). The voice of evidence in reading research. Baltimore, MD: Brookes Publishing Company.
McKenna, M.C., Kear, D.J., & Ellsworth, R.A. (1995) Children's attitudes towards reading: A national survey. Reading Research Quarterly. 30, 934-955.
Morganroth, K. (2006). Jude. New York, NY: Simon and Schuster Books for Young Readers.
Palmer, B.M., Codling, R.M., & Gambrell, L.B. (1994). In their own words: What elementary children say about their motivation to read. The Reading Teacher. 48, 176-179.
Peterson, R. & Eeds, M. (1990). Grand conversations: Literature groups in action. New York, NY: Scholastic.
Rief, L. (2000). The power of reading: Practices that work. Voices from the Middle. 8, 49-59.
Santoro, L.A., Chard, D.J., Howard, L., & Baker, S.K. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher. 61, 396-408.
Wilhelm, J.D. (2001). Improving comprehension with think-aloud strategies. New York, NY: Scholastic.
Wisconsin school performance report. (2008, February 26). Retrieved October 11, 2008, retrieved from Department of Public Instruction Web site: http://www2.dpi.state.wi.us/wsas/default.asp
APPENDICES
Appendix A
Pre-Treatment Survey
Appendix B
Post Treatment Survey
Appendix C
One-on-One Conference Rubric
Appendix D
Predict Graphic Organizer – A
Appendix E
Are You Thinking What I'm Thinking?
Appendix F
Come to Think of It…
Appendix G
Think Big
Appendix H
Think Small
Appendix I
Powerful Predictions
Appendix J
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Learning Theories Taught in EDFL 2240: Educational Psychology
Behavioral Learning Theories (Learning is defined as a change in behavior)
Pavlov & Watson's Classical (Reflexive) Conditioning
- Classic example: Every day at feeding time, Pavlov would ring a bell (neutral stimulus) and place food (unconditioned stimulus) in front of his dogs. The dogs would naturally start to salivate (unconditioned response) upon seeing the food. After pairing the bell and the food many times, the dogs began to respond to the sound of the bell (now a conditioned stimulus) by beginning to salivate (now a conditioned response).
- Definition: Classical conditioning is the gradual process of behavioral change (learning) brought on by the repetitive pairing of a neutral stimulus (which does not ordinarily generate a specific response) with an unconditioned stimulus that naturally and automatically generates an unconditioned response. As time passes the repetition causes the neutral stimulus to begin to generate that same response, turning the neutral stimulus into a conditioned stimulus that now generates a conditioned response.
- School-based example: During the first two weeks of school, Mrs. Johnson flickers the lights (neutral stimulus) and says "quiet down please" (unconditioned stimulus) at the start of each class, resulting in the students quieting down (unconditioned response). After a while she no longer has to say "quiet down please," she merely has to flicker the lights (now a conditioned stimulus) in order to get the students to quiet down (now a conditioned response).
Skinner's Operant (Instrumental) Conditioning
- Classic examples
- Definition: Operant conditioning is the gradual process of shaping behavioral change through reinforcing desirable behaviors and punishing undesirable behaviors. Reinforcers may be either "positive" (giving the person something they want) or "negative" (taking away something the person doesn't want). Punishments may also be either "positive (giving the person something they don't want) or "negative" (taking away something that the person wants).
:
- B.F. Skinner gave the rat some food every time it pulled the lever (positive reinforcement).
- Every time the dog barked, its collar would give the dog a light electric shock (positive punishment).
- Martin did all of his chores this week without having to be reminded, so his mother told him that he didn't have to clean the garage next week after all (negative reinforcement).
- Janice came home two hours after curfew, so her parents took away her cell phone for one whole month (negative punishment).
- School-based examples:
- Frank received a gold-star sticker on his homework for getting all the answers correct (positive reinforcement).
- Lucy was given after-school detention for falling asleep in class (positive punishment).
- Mr. Jacobs rewards students with perfect attendance by letting them skip the final exam if they so choose (negative reinforcement).
- Ms. Bennett would make any student who played too roughly in her physical education class sit on the sidelines for five minutes instead of being able to continue playing (negative punishment).
Social Learning Theories (Learning is defined as a change in behavior)
Bandura's Social Learning Theory
- Definition: Social learning is the process of changing one's behavior (learning) as a result of observing the behavior of peers and role models and either mimicking them or intentionally doing something different.
:
- Classic examples
- Bandura found that children who watched the video where the adult aggressively beat up the punching-bag "Bobo doll" toy were significantly more likely to act aggressively towards a similar doll themselves.
- Lenny's older brother got in a lot of trouble when he was arrested for underage drinking, so Lenny has decided to wait until he is 21 to drink.
- Francine doesn't actually like a certain style of clothes, but that look is really popular among her friends so she decides to dress that way anyway.
- School-based examples:
- Mr. Phillips doesn't correct Jimmy when Jimmy calls out in class without raising his hand. Soon, other children in class are also calling out without raising their hands.
- Mrs. Baker demonstrates the process of long division on the board first, while her students watch her closely, before asking them to try what she did on their own.
- While most of her first-graders are slowly putting away their notebooks, Ms. Jacobs says "I love how Leah is already packed and standing quietly at the door to go to lunch." The other first-graders quickly pack and rush over to get in line with Leah as well.
Cognitive Science Learning Theories (Learning is defined as a change in thought)
The Information Processing Model
- Major implications for teaching
- Definition: Modern cognitive psychology teaches that the thinking process involves three major components: The sensory memory, the short term (working) memory, and the long term memory. The sensory memory acts as a subconscious filter, becoming briefly aware of ALL information that your senses bring to the brain, and ultimately only allowing the tiny fraction of that information that it deems relevant to pass along to your short term memory. The short term (aka working) memory is the component of your memory that actively processes information on a conscious level, allowing you to make decisions and be aware of your thoughts. Only a tiny fraction of the information you think about with your short term memory gets passed along to the third stop, the long term memory. The long term memory is the mind's permanent storage facility for information that it deems relevant, important, emotional, or meaningful enough to preserve for future use. As one thinks, information is constantly being pulled up from the long term memory for processing by the short term memory, before being stored in the long term memory again when your thoughts have again turned to something else.
:
- Students should be encouraged to periodically pause during work to think about their thought processes and problem solving approaches in order to recognize when an approach is or isn't working.
- Teachers should continually demonstrate the relevance of their content to students' lives, as this will improve chances for long term recall.
- Teachers should always introduce new material by explaining how it ties in with previously taught content. Elaboration, the process of linking old and new information, greatly improves the chances that new information will be stored for long-term use.
- Teachers should always present information in an organized manner, with visual representations, diagrams, or models if possible.
- Students should be taught memory strategies to aid the short term memory (which is surprisingly bad in humans, actually) in learning new content, such as mnemonics, acronyms, rhymes or songs, etc.
The Dual Code Theory
- Definition: Human memories may be encoded in a variety of sensory methods. We can have memories of things we heard, memories of visuals we saw, or even memories of a smell, taste, touch, etc. Research has strongly shown that the likelihood of a student learning and remembering something increases greatly if they are allowed to create memories with more than one sensory method (the more the better).
-
- School-based example: Allan's teacher told him that pumice is a light, porous rock that forms when lava cools rapidly. Betsy's teacher passed around a piece of pumice for the students to look at and said "This is pumice." Carl's teacher explained that pumice is a light, porous rock that forms when lava cools rapidly and passed around a piece for the students to examine. Carl will be significantly more likely to remember this information on a test than Allan or Betsy.
Major implications for teaching:
- Teachers should use a variety of pedagogical methods, aimed at involving multiple senses.
- Effective instruction should include a blend of lecture, imagery such as photos or videos, tactile stimulation such as hands-on activities, emotional experiences such as games or simulations, and other such diverse methods.
- Teaching exclusively in one manner, such as lecture or video, is not recommended.
The Levels of Processing Theory
- Classic example: Researchers Craik and Tulving demonstrated that students are least likely to remember information about an item's structure or appearance ("Was that word written in capital letters or lower-case letters?"), more likely to remember information about an item's sound ("Did the word rhyme with cat?"), and most likely to remember information about an item's meaning and associations to other material ("Does the word you saw make sense if put into this sentence?")
- Definition: Experiments concerning thought and memory have shown that students are more likely to learn and remember information that is taught to them in a manner involving deep, complex processing rather than by using an easy, superficial task.
- School-based example: Mr. Roberts makes his students copy each spelling word 20 times each. Ms. Yang makes her students write each spelling word in a sentence only two times. Mr. Roberts can't figure out why Mrs. Yang's students always win the school spelling bee.
:
- Major implications for teaching
- Lessons should revolve around the usefulness and meaning of new concepts, skills, and information being learned.
- Rote memorization should be avoided, as should repetitionbased tasks that involve little thinking or attention.
- New information should be clearly connected to previously taught material, in order to maximize the formation of mental associations.
- Teachers should not shy away from teaching for depth rather than breadth.
- Assignments should ask students to complete cognitively complex tasks rather than simple ones.
- Teachers should encourage students to develop creative new ways to utilize the skills and information they are being taught. | <urn:uuid:fed78107-52f9-49c2-b48e-fbdfc97b0585> | CC-MAIN-2021-31 | https://dl.icdst.org/pdfs/files1/80ef67c8d9c818dc88add296b18ea9f6.pdf | 2021-07-29T14:21:35+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00688.warc.gz | 226,601,372 | 1,964 | eng_Latn | eng_Latn | 0.997942 | eng_Latn | 0.998401 | [
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DCP Outdoor Learning: Recommended Clothing
The following clothing is required to ensure your child is able to be comfortable and able to enjoy our outdoor learning experiences. A wet and/or cold child is a miserable child. Having the proper weather gear ensures that they can play and explore happily no matter what the weather.
ALL clothing/bags/food containers/drink cups must be labeled with your child's name!
One piece rain suits (Must Have this or rain pants):
These are very popular for children in preschool & kindergarten and are a great option for ensuring your child stays warm and dry. *They do not provide insulation during cold, winter days so be sure to dress your child warmly under their rain suit during the winter months* When choosing a size, make sure you think of what clothing your child will be wearing underneath as well as allow room for your child to grow into it. Many families find that choosing a size or two larger allows their child to use the suit in Kindergarten too. We recommend on rainy days to have a large plastic (or washable reusable bag) in your car. Children can step into the bag, peel off the rain suit and climb into the car dry & clean.
Highly Recommended Brands:
Oakiwear, Tuffo Muddy Buddy, Ducksday (Ollie and Stella Outfitters), Reima, Polarn O Pyret
Rain Pants (Must Have this or rain suit):
These are required if you don't have a rain suit. Children that get wet and stay wet are generally uncomfortable. Rain pants or a rain suit goes a long way in making children comfortable in exploring and playing at outdoor preschool.
Highly Recommended Brands:
Jan and Jul lined rain pants, Grundens, Columbia, Oakiwear, Ducksday (Ollie and Stella Outfitters), Lands End, Reima, Kuling, Celavi (Biddle & Bop), Polarn O Pyret Waterproof Suspender Shell Pants
Snow Pants (optional):
While we don't experience many snow days in North Carolina, gear that is made for winter weather is typically durable and warm. Your child will enjoy being outside if they are appropriately dressed for the weather! This is an option for your child to be snug during winter.
Footwear:
Well-fitted Shoes (Must Have's):
Your child must wear well fitted shoes that easily stay on your child's feet every day for outdoor preschool. Sandals with closed toes and heel straps are acceptable for warm weather. Flip flops, Crocs and dress-up shoes are not acceptable for safety reasons.
Rain boots (Must Have's):
These aren't just for rainy days. Often the grass is wet or the ground is muddy in the fall and spring, so wearing rain boots during our adventures will help ensure your child has dry, clean feet at the end of the morning.
Highly Recommended Brands:
Bogs - They have a style that can be used as rain boots AND winter boots. Make sure your child has enough room in the boot for wearing warm socks!
Winter Boots (optional):
Get a winter boot that is one size larger than your child's foot (this is with socks on). This creates a "dead-air space" to assist in insulating the foot. The best insulations for feet are wool socks with waterproof boots.
Highly Recommended Brands:
LONECONE neoprene boots, Boggs (Make sure it is the insulated style that can be use in Winter)
Baffin Boots, Kamik,
NOTE: Make sure your child has enough room in the boot for wearing warm socks!
A word on Socks:
Fall/Spring: Crew socks. Ankle height socks slip down off their foot when children are wearing boots.
Winter: Wool Socks
MYTH: If one pair keeps your feet warm, then two pairs should keep them even warmer. Boots are designed to hold your feet and one pair of socks, not two. The second pair compresses your foot, cutting off circulation and making your feet colder than they would be with a single pair.
Highly Recommended Brands:
SmartWool (you can often buy for discount at Sierra Trading Post http://www.sierratradingpost.com)
Gloves versus Mittens:
We recommend mittens vs gloves as mittens are easier for children to put on/take off independently. In addition, we highly recommend mittens with a zipper as it makes it easier to put them on and they are able to go over the child's coat sleeves, creating a barrier from the weather.
Buy at least two pairs of mittens/gloves to ensure your child has a dry pair each day.
On cold, wet winter days thin knit gloves/mittens will not be enough to keep your child's hands warm.
Highly Recommended Brands:
Head, Polarn O Pyret, Gordini, Outdoor Research, SnowStoppers, Stonz, Burton, Didrikson (from Alex and Alexa), Reima Ote, Kombi
Headgear:
Sun Hats (optional):
This is a great way to protect your child from the sun. Sun hats are different than baseball hats as they protect the back of the neck. Some examples:
https://www.sundayafternoons.com https://www.rei.com/c/kids-sun-hats
Neck Warmers (optional):
Scarves are not safe for the children when we are climbing and exploring in the woods.
Children might need a neck warmer that can go under their coat when zipped and add more warmth with their winter coat.
Other Information:
Dressing in layers is the key to ensuring your child stays warm. It also allows your child the option to remove layers if he/she becomes too warm. We will be very active outdoors but will also spend some time sitting for circle time and observation activities.
Base Layer: On wet and cold days, pay close attention to the layers close to their skin. Students should have a base layer that is made from materials such as poly-propylene or capilene, fleece or wool that takes moisture off of the body and transfers it to other layers, rather than soaking through. This is called "wicking." Cotton holds moisture close to the body and makes a person cold and damp.
Example Brands: Cuddleduds, SmartWool, Mamma Owl, Nui Organic
Regular Clothing:
Our activities outside require freedom from restrictive clothing. This includes tight clothing, fancy dresses and costumes that get in the way during active play. Children will likely get messy, so wearing clothing that can get dirty is essential!
Extra Clothing:
All students should have 1 bag of extra clothing that is kept in their backpack. It should contain the following: underwear, pants, shirt and at least 2 pairs of socks. This extra set of clothes should change with the seasons and be appropriate for the expected climate. When items are used the bag should be restocked.
-------------------------------------------------------------------------------------------------------------------------------------------
Where to Buy:
Gear does NOT have to be expensive! If you buy quality brands, you can buy it used and it will still be weather-proof.
Shop sales, garage sales and community social media pages (past families may likely be willing to sell you their gear for a discount!), used clothing stores (Goodwill, Once Upon a Child, Savers) and the following:
* Costco
* Beanstalk (Durham, local, used)
* Sierra Trading Post: http://sierratradingpost.com
- Carries many brands including Oakiwear at a discount!
* Mills Fleet Farm: https://www.f eetfarm.com
l
* www.Amazon.com
i
* Ollie and Stella Children's Outfitters ( http://www.ollieandstellaoutf tters.com ): Ducksday Line
* WeeWoollies https://www.weewoollies.com/collections/frontpage
* Resale kids online: Kidizen or Mercari or Poshmark
* Outlet Stores
* https://www.rei.com/rei-garage
How to Dress for the Weather Resources:
Article: How to dress your kids for the outdoors https://www.rei.com/learn/expert-advice/how-to-dress-your-kids-for-the-outdoors.html
Video - Getting Dressed for Winter: Active Kids
https://www.youtube.com/watch?v=McUKYXGLHfs&fbclid=IwAR30SO5VRhj4LVSrBqqVaEGxe i2xYqKhnsFxxz_pGMUA-xu0hXPYCFSGMtM | <urn:uuid:fb363948-3307-4581-bc00-e37e67dfd621> | CC-MAIN-2021-31 | https://durhamcommunitypreschool.org/wp-content/uploads/2021/07/DCP-Outdoor-Learning-Recommended-Clothing.pdf | 2021-07-29T15:42:16+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00683.warc.gz | 220,971,450 | 1,732 | eng_Latn | eng_Latn | 0.995109 | eng_Latn | 0.997623 | [
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A Christmas Sensory Story:
WAKE up santa!
If you want to add some props into this story you can use: a cup and teaspoon, a packet of porridge oats (or use a different kind of cereal if it is easier) and a dishcloth. Directions for actions are in the square brackets.
It was Christmas Eve in Santa's magic house. Santa had fallen asleep.
[Mime sleeping]
A little mouse came out of her mouse hole and ran up and down his sleeve.
[Use two fingers as 'paws' and 'run' up and down your arm, or your child's arm.]
'Santa, you've fallen asleep!
The children won't get any presents!' said the mouse.
But Santa went on sleeping!
[Mime sleeping]
On the table next to Santa was a cup and spoon.
[Show cup and spoon]
The cup on the table said:
'Mouse, mouse, why do you run up and down?'
'Santa has fallen asleep! The children won't get any presents!' said the mouse.
'In that case I will rattle,' said the cup.
And so the cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down.
[Two fingers running up and down your arm, or your child's arm]
But Santa went on sleeping.
[Mime sleeping]
On the shelf was a packet of porridge oats.
The oats on the shelf said:
'Cup, cup why do you rattle?' 'Santa has fallen asleep!
The children won't get any presents!' said the cup.
'In that case I will jump,' said the oats.
And so the oats jumped and jumped and jumped.
[Shake the box of oats]
A Christmas Sensory Story
WAKE up santa!
The cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down. [Two fingers running up and down your arm, or your child's arm]
But Santa went on sleeping.
[Mime sleeping]
In the corner was a dishcloth hanging on a hook.
The dishcloth said:
'Oats, oats, why do you jump?'
'Santa has fallen asleep. The children won't get any presents!' said the oats.
'In that case I will flip and flap,' said the dishcloth.
And so the dishcloth flipped and flapped.
[Shake the dishcloth]
The oats jumped. [Shake the box of oats]
The cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down.
[Two fingers running up and down your arm, or your child's arm]
But Santa went on sleeping. [Mime sleeping]
Outside were Santa's reindeer.
The reindeer looked in the window.
The reindeer said:
'Dishcloth, dishcloth why do you flip and flap?'
'Santa has fallen asleep. The children won't get any presents!'
said the dishcloth.
'In that case we will run!' said the reindeer.
And so the reindeer ran round and round and round Santa's house!
[Drum your hands on your knees and stamp your feet at the same time.
Or gently tap your child's knees rhythmically]
And the dishcloth flipped and flapped.
[Shake the dishcloth]
(continued)
A Christmas Sensory Story
WAKE up sant a! (continued)
The porridge jumped.
[Shake the box of oats]
The cup rattled.
[Rattle the spoon in the cup]
And the mouse ran up and down and up and down.
[Two fingers running up and down your arm, or your child's arm]
The reindeer ran faster.
[Stamp your feet faster]
The dishcloth flipped and flapped more!
[Shake the dishcloth vigorously]
The porridge jumped so high!
[Shake the box of oats vigorously]
The cup rattled and rattled.
[Rattle the spoon in the cup very noisily]
And lots and lots of mice came out of their mouse holes and ran up and down and up and down and up and down.
They even danced on Santa's head!
[Using all your fingers, make them run up and down your arms and then 'dance' on your head, or your child's arms and head]
And – at last – Santa woke up.
He got up.
He got on his sleigh.
He flew far away.
He was taking the presents to the children!
[Mime the sleigh flying away]
The reindeer disappeared into the clouds with Santa.
[Make running sounds by hitting knees – fade these away]
The dishcloth got back on its hook.
[Shake dishcloth and stop]
The porridge stopped jumping.
[Shake porridge and stop]
A Christmas Sensory Story
WAKE up sant a! (continued)
The cup stopped rattling.
[Rattle and stop]
All the little mice went back into their mouse holes.
[Hold up all your fingers, waggle them and then make them disappear behind your back.]
The first little mouse ran round and round and then fell asleep, in Santa's little house.
[Using your finger as a mouse make it run around and round your own palm or your child's palm and then mime falling asleep]
And everyone had a very happy Christmas!
Story by Ailie Finlay flotsamandjetsam.co.uk
Illustrated by Kate Leiper kateleiper.co.uk
more sensory ideas
Mouse's Squeak
Use the 'squeak' from an old baby toy to make the mouse's squeak. (You could cut this out of an old toy and put it in a little fabric bag to make it easier for a child to use.)
Reindeer Hooves
For the noise of the reindeer hooves you could bang together two coconut shells or the tops from two bottles of laundry detergent. Jingle some bells for Santa leaving on his sleigh.
Santa Hat or Snow
Add in a Santa hat! And maybe you could use a little bit of confetti or tissue paper 'snow' at the end of the story. | <urn:uuid:21496ec0-d47f-4c4b-ad4f-c4b7b7343e6e> | CC-MAIN-2021-31 | https://www.wigtownbookfestival.com/uploads/A-Sensory-Story-for-December-by-Ailie-Finlay-illustrated-by-Kate-Leiper.pdf | 2021-07-29T14:24:02+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00690.warc.gz | 1,121,453,646 | 1,253 | eng_Latn | eng_Latn | 0.999308 | eng_Latn | 0.999591 | [
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OSD Chromebook Expectations and Use Handbook
Thanks to the generosity of the voters in the Olympia community, the district's 2019-2023 Technology and Safety Replacement Levy increases student access to technology, preparing students for college and careers while helping students understand how to be safe, healthy, and responsible global digital citizens. Technology use will be routine, transparent and encourage innovative teaching methods to ensure students' success. However it does not in any way diminish the vital role of the classroom teacher. The district will provide ongoing professional development and tools for educators to support Olympia students in an evolving digital world.
OSD provides students and employees with extensive technology resources, including computing facilities, internet access and email addresses for students in grades 6-12. The extended use of district owned technology is a privilege which requires responsible use as follows. This privilege may be revoked for failure to abide by these guidelines. The information within this document applies to the individual assignment of Chromebooks to students in the Olympia School District, and includes any other device considered by the Administration to come under this program.
OSD Chromebook Expectations and Use Handbook
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Distribution and Return of Chromebooks
Receiving Your Chromebook
Chromebooks will be distributed in the fall to students. Devices and chargers will be checked out using the same or similar systems as textbook distribution. Students will complete OSD Chromebook orientation activities through their school. Families will be provided a digital copy of this handbook through Skyward Family Access and will acknowledge receipt of the information within that system. Families may request a print copy of the handbook from their school office staff.
Chromebook Return
Chromebooks will be examined for damage and serviceability during the final weeks of school. Students may be given the option to keep the Chromebook over the summer, provided that they will be returning to the same school in the fall. Students who will be moving from the middle school to the high school will return their Chromebooks to the middle school.
Student Transfers within District
If a student transfers within district during the school year, their Chromebook will be returned at that time. Students transferring to another school within the Olympia School District will be issued a Chromebook at their new school.
Extended absences
Students leaving OSD for more than 20 consecutive school days will be required to return the device prior to leaving. After the 20th day the Chromebook and associated student accounts will be deactivated and unusable.
Student Transfers out of District
Students who withdraw, complete graduation coursework early, or terminate enrollment at Olympia School District for any reason must return their Chromebook on the date of termination. The student must return the device and accessories in satisfactory condition. The student will be charged a fee for any needed repairs, not to exceed the replacement cost of the Chromebook. If a student fails to return the Chromebook, that student will be subject to fines (replacement cost of the Chromebook), criminal prosecution and/or civil liability. Failure to return the Chromebook will also result in a theft report being filed with the Olympia Police Department and may delay access to public school records.
Partial FTE Enrollment
Students who are enrolled at a District school on a less than full-time basis (reduced schedule, New Market, Running Start) will be assigned an OSD Chromebook at the request of the student and with the approval of the building administrator.
Chromebook Identification
Chromebooks are tagged and inventoried by the District. Any attempt to modify, hide and/or remove OSD identification tags will be subject to disciplinary action.
Taking Care of Your Chromebook
Students are responsible for the general care of the Chromebook they have been issued by the District. Chromebooks that are damaged, broken, or fail to work properly must be taken to the designated school location for equipment evaluation/review.
Carrying your Chromebook
You are responsible for protecting your Chromebook from damage. Use common sense. When carrying your Chromebook within the classroom, close the Chromebook and carry it with two hands. When not in use, the Chromebook should be stored in a protective case. Care must be taken when placing the Chromebook into your backpack to avoid placing pressure and/or weight on the Chromebook screen. Do not store papers, pencils, or other materials inside of the Chromebook. Keep food and liquids away from your Chromebook, including in your backpack.
Screen Care
The Chromebook screens may be damaged if treated roughly. The screens are particularly sensitive to excessive pressure.
* Do not lean on the top of the Chromebook when it is open or closed.
* No objects should be placed on the keyboard.
* Do not place anything in the carrying case that will press against the cover.
* Clean the screen with a soft, dry cloth or anti-static cloth. The cloth may be slightly moistened with plain water.
* Do not bump or drop the Chromebook as it could possibly break the screen.
Storing Your Chromebook
When students are not using their Chromebooks, they should be stored securely or kept with the student. Students are required to take their Chromebooks home every day after school, regardless of whether it is needed for homework. Chromebooks should never be visible in a vehicle due to the possibility of theft. Avoid extreme heat or cold (i.e. car in summer or winter) as it may damage the device.
Chromebooks Left in Unsecured Areas
Every effort should be made to secure your Chromebook at all times. Any Chromebook left unsecured is in danger of being stolen or damaged. If a Chromebook is found in an unsecured area at school, it will be taken to the office.
Chromebook Use During Extracurricular Activities
Students are responsible for their district devices both in and out of school, including extracurricular events. Costs associated with a lost, stolen or damaged device as stated in this Agreement also apply to extracurricular events. It is not the responsibility of the coach, bus driver, etc. to protect and/or store the device during extracurricular activities.
End of Year Chromebook Inspections
Individual student Chromebooks and accessories will be examined by the Olympia School District at the end of each school year, prior to summer checkout. Students who withdraw, or terminate enrollment at Olympia School District for any reason will return their individual school Chromebook on the date of termination.
Other Inspections
Teachers and administrators may ask students to provide their Chromebook for inspection at random or with cause. This may include an inspection of all materials saved on or accessed by the Chromebook as well as the physical condition of the Chromebook (i.e. ID tags, barcodes, and/or additional stickers/marks on the outside of the device).
Chromebook Damage, Theft, and Loss and Cost
The educational program for your student includes a Chromebook that will be issued for their use at school and home. While we are pleased to make these powerful tools available to students, we also understand that families are concerned about keeping these tools secure and in good working order.
Like textbooks, team uniforms, and other school property issued to students, there is a responsibility to take appropriate care of these valuable resources. The Chromebook is no different, but it does represent an increased cost to the District and liability to students and families.
District policies, regulations, and practices require a fine to be levied to cover the repair or replacement cost of District property. With computing devices, like Chromebooks, the cost of damage or loss can be significant. Accidental breakage or damage will be repaired and billed by the district according to the schedule below (exact amounts may vary). Responsibility for repair costs associated with intentional damage or gross negligence will be determined by the Olympia School District Technology Department.
Damage, Theft and Loss Cost Schedule
The Damage, Theft and Loss Cost Schedule renews on an annual basis.
Damage, Theft, and Loss Deductibles
| Deductibles | Damaged Chromebook | Stolen Chromebook | Lost Chromebook |
|---|---|---|---|
| 1st Incident | $0 | $25 | Replacement Cost |
| 2nd Incident | Cost of Repair | Replacement Cost | Replacement Cost |
Intentional Damage/Vandalism
Intentional damage by the student is not covered by this plan and is subject to the full cost of repair or replacement.
Stolen Device Procedures
If the Chromebook is stolen, the student or parent/guardian should contact the building administrator as soon as possible. The Olympia School District will require a police report be submitted. The student will be provided with a replacement device, and a deductible cost will be levied.
If a stolen Chromebook is recovered in working condition within 12 months of reporting, the deductible will be refunded.
Fraudulent reporting of theft will be turned over to the police for investigation. A student making a false report will also be subject to disciplinary action.
Lost Devices
Loss of device, charging components, and/or keys is not covered. Students will be charged for the cost of the replacement or repair.
If a lost Chromebook is recovered in working condition within 12 months of reporting, the deductible will be refunded.
In some cases, the school administrator may revoke take-home privileges and require the student to "check out" a Chromebook from the library or designated school area.
If a student leaves the district but does not return the Chromebook, the device will be considered lost. The student will be fined for the full replacement cost, and standard rules for the restriction of student records and transcripts apply.
Damage Due to Fire, Flood or Natural Disaster
Costs due to accidental damage and loss resulting from fire, flood, or natural disaster will be covered by the District.
Disabling of Lost and Stolen Devices
Lost or stolen Chromebooks will be disabled by the District technology department as soon as it is reported.
Examples of Repair/Replacement Costs ( (as of Sept 2019)
Using Your Chromebook at School
Chromebooks are intended for use at school each day. As such, students are responsible for bringing their Chromebook to all classes unless directed otherwise by the classroom teacher. STUDENTS MUST COME TO SCHOOL DAILY WITH A FULLY CHARGED CHROMEBOOK.
Chromebooks Left at Home
If students leave their Chromebook at home, they are responsible for getting course work completed as if they had their Chromebook present. If a loaner is available, they may be able to check one out from the library or designated school area. If a student repeatedly (two or more times as determined by any teacher) comes to class without their Chromebook, they may lose their take-home privileges and be required to "check out" a Chromebook from the library or designated school area. Violations will be handled by the classroom teacher or school administrators. Repeat violators may be subject to additional disciplinary action.
Chromebook Repair
Any mechanical or physical problems with the Chromebook should be immediately reported. Loaner Chromebooks may be issued to students when they leave their Chromebook for repair. Please note, loaner Chromebooks are subject to availability, but the district will make every attempt to reduce downtime for students.
Charging Your Chromebook's Battery
Chromebooks must be brought to school each day fully charged. If a student repeatedly brings their device uncharged, the school administrator may revoke their take-home privileges and require the student to "check out" a Chromebook from the library or designated school area. Only charge your Chromebook with the OSD provided or other compatible charger.
Screensavers and Backgrounds
Inappropriate media may not be used as a screensaver, background photo, or profile pic on district Chromebooks. Installed images of guns, weapons, pornographic materials, inappropriate language, alcohol, drugs, tobacco, gang-related symbols or other material deemed inappropriate will result in disciplinary action.
Sound, Music, Games or Programs
Use of apps/games, music and/or sound must be approved by the classroom teacher and be for educational purposes only. Taking pictures or recording (audio or visual) teachers and/or students without their explicit consent is strictly prohibited.
Printing
District Chromebooks may print to a home printer using a USB connecting cord. Some schools allow limited printing from student Chromebooks. If printing is required for an assignment students should make time to complete printing in a school printing kiosk, home, or other location.
Internet Access Off Campus
In compliance with district policies and the Children's Internet Protection Act (CIPA), internet access is filtered when using OSD Chromebooks off-campus. In addition, OSD Chromebooks may only be accessed with OSD login credentials. Students may connect their district Chromebook to their home or other wireless networks when they are off campus. Students without WIFI access at home may request to check out an OSD hotspot on a short or long-term basis. Students or parents/guardians should contact their building administrator to make arrangements for hotspot checkout.
Managing Your Files & Saving Your Work
Saving Your Work
It is recommended that students store their files in their OSD Google Drive which is available at any time from any web-connected device. It is the student's responsibility to ensure that work is not lost due to mechanical failure or accidental deletion. Chromebook malfunctions are not an acceptable excuse for late or incomplete assignments.
Network Connectivity
Olympia School District makes no guarantee that the network will be up and running 100% of the time. In the case that the network is down, the district will not be responsible for lost or missing data.
Apps and Operating Systems on Chromebooks
District Installation of Software
The OSD Technology Department installs educational and administrative apps and extensions on student accounts. These apps and extensions must remain activated at all times.
Additional Apps and Extensions
The use of the student's school provided Chromebook is for educational purposes only. Students may install additional classroom-appropriate apps and extensions from the Chrome Store or Google Play Store that have been pre-approved by the District. At no time are students to install apps for personal use (gaming, social media, messaging, etc.) and/or gain. If in doubt, do not install the application.
Updates to the Operating System (OS)
Updated versions of apps and the Chrome OS will be deployed by the OSD Technology Department. Updates to the Chrome OS require a system restart. Students should power off and restart their devices on a regular basis.
Responsible Use
The purpose of this document is to augment existing Electronic Resources Policy (2022) and to detail guidelines and expectations for the responsible use of technology for students at the OSD in order to provide a safe, appropriate and effective learning environment for all. As members of the OSD community, students are required to follow the District's policies, procedures and guidelines.
System Security
Students must protect access to their own devices through the use of passwords and privacy settings at all times.
Students will log on to the network only as themselves.
Students are responsible for their individual accounts and will take reasonable precautions to prevent others from being able to use their accounts. Students should never share account information with peers, but it is reasonable for parents/guardians to ask for and receive from their student access to their accounts.
Students will immediately notify a faculty or staff member if they have identified a possible security problem.
Students will refrain from using any device or software that attempts to circumvent the district filters and firewalls. This includes, but is not limited to, anonymizers, VPNs, and any application or hardware device that circumvents network security, logging or tracking procedures. Failure to comply will result in loss of computer/network privileges and possible disciplinary action.
Following federal, state and local laws, The Olympia School District will protect student and employee data. However, student use of any district technology (computer, network, internet, resources, etc.) will be monitored and is neither private nor confidential to district/authorized personnel. If students violate this agreement, the district's policies and procedures, or the student handbook, they may not be allowed to continue to use technology or they may receive other appropriate consequences.
Intellectual Property and Privacy
Students will not copy or transfer any copyrighted material(s) to or from computers on the Olympia School District network without permission.
Students will not plagiarize words, phrases, or ideas found in books, on the internet, or on other online resources.
Students will respect the rights of copyright owners, including those who have created music, images, video, software, etc.
If a student encounters an inappropriate image, site or video online, they will immediately minimize the screen and inform a teacher.
When using non-district online resources, students should check each site's privacy and security policies carefully before posting or adding content that may be viewed by others now or in the future.
Inappropriate Language and Harassment
Students will not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening or disrespectful language on any and all uses of devices at Olympia School District, whether in public or private messages.
Students will not post information that could cause danger or disruption or engage in personal attacks, including prejudicial or discriminatory attacks.
Students will be respectful and polite in all online communication when using the district network. This includes, but is not limited to, email, chat, instant-messaging, texting, gaming and social networking sites.
Students will not share, forward or post a message, image or video sent without the permission of the person who created the message.
Students will not post private, false or defamatory information about another person.
Summary of Student Expectations
Students represent the Olympia School District whenever and wherever they use district computing resources. Student actions reflect on the district in all online communication.
Students will be held responsible for any negative online behavior or content that connects them to the district or implicates the district in their behavior.
If students knowingly enable others to violate these rules, students may lose their access to OSD computer resources that include their device, district network, email, or internet access.
The district has software and systems in place that monitor and record all activities and traffic on the district computing resources. Students should expect only limited privacy in the contents of all personal files on the district network.
Tampering with the district technology tools or another person's work is unacceptable, and students may lose all rights to use computers and/or personal devices at school, including their user accounts and network access. Violations of the district policy and Responsible Use Policy are subject to disciplinary action ranging from loss of computing privileges up to and including suspension and/or expulsion.
Student Expectations
1. Students will follow teacher/building/district policies and instructions when using technology.
2. Students will be polite and considerate and use appropriate language.
3. Students will report and/or help prevent any bullying, abuse, or harm of others.
4. Students will tell an adult if they read, see, or access something inappropriate or if they witness inappropriate use of technology.
5. Students will comply with all district filters and security measures.
6. Students will use technology carefully and conserve district resources.
7. Students will not share passwords, except with their parents/guardians.
8. Students will use only their own Drive, files and data. They will not access another individual's Drive, files or data without their permission.
9. Students will not reveal or post personal information about themselves or another person (i.e., passwords, addresses, locations, or telephone numbers).
10. Students will follow copyright laws.
11. Students will return the Chromebook and power cord in good working condition.
12. Students will not loan their Chromebook to other individuals.
Olympia School District Chromebook Acknowledgement
Parents/Guardians, please use Skyward Family Access to acknowledge that you have read and understand the expectations of use for OSD Chromebooks.
Only print and sign this page if you do not use Skyward Family Access. Your student's school office can provide a printed copy, if desired.
Parent/Guardian Acknowledgement
❏ I have read the Olympia School District’s Chromebook Responsible Use Guidelines and Procedures
❏ I understand the procedures and requirements to which my student must comply
❏ I understand the potential responsibility for any damage or neglect that may result from my student while the Chromebook is in their possession or control, which may result in monetary charges.
❏ I understand that my student may lose their Chromebook privileges and/or incur financial fees as a result of inappropriate behavior, damage, neglect, or loss to any District Chromebook.
❏ I understand my student must return the Chromebook and power adapter when requested. I understand that I will be charged for any missing equipment and/or accessories.
Student(s) first and last name (all my students receiving OSD Chromebooks)
_________________________________________________
Parent/guardian first and last name _________________________________________________
Parent/guardian signature
_________________________________________________
Date
_________________________________________________ | <urn:uuid:7416ceca-cf82-4f2b-b0c9-cbe222f68f5a> | CC-MAIN-2021-31 | https://osd.wednet.edu/UserFiles/Servers/Server_61540/File/Departments/Departments/Technology/OSD%20Chromebook%20Expectations%20and%20Use%20Handbook.pdf | 2021-07-29T16:37:40+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00680.warc.gz | 437,215,962 | 4,246 | eng_Latn | eng_Latn | 0.997985 | eng_Latn | 0.998498 | [
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629 Commercial Street (Route1)
PO Box 374 Rockport, ME 04856
Tel 207-594-7754 Fax 207-594-8510 firstname.lastname@example.org
Forcing bulbs
Beautiful bowls of blooming bulbs make great Christmas gifts and decorations for your table. Tulip, daffodil (narcissus), hyacinth, crocus, scilla, grape hyacinth, snowdrop and lily of the valley can be forced to bloom in the Winter or early Spring by mimicking Winter in your home. The process should be started 6-13 weeks before the blooms are needed. Much of this advice was gathered from the University of Minnesota Extension service. Good charts of varieties of bulbs to force are available at the University of Missouri Extension service at http://extension.missouri.edu/p/G6550.
Preparation
Clean and sterilize shallow, decorative containers. Use a light, well-draining potting soil and plant bulbs loosely in soil about 1-2" deep with the noses exposed (much more shallowly than outdoor planting) in containers. Bulbs are also planted much more densely than outdoors, using around 6 tulip bulbs, 3 hyacinths, 6 daffodils or 15 crocuses per a 6" pot. Place the flat side of the bulb against the side of the container so the largest leaf, which emerges here, will grow over the edge and make a prettier pot.
Label the containers, water the bulbs thoroughly. Keep the soil moist, but not soggy and never dry. Containers won't require much watering.
The forcing process
Bulbs must get cold for the right period of time to bloom. Winter takes care of this outdoors. To imitate this process indoors, set containers of planted bulbs at 35–48°F (40°F is perfect) for a minimum of 6–13 weeks (paperwhites are the fastest) to get the chill they need. The refrigerator is perfect (cover containers with plastic and punch a few breathing holes in it). Do not allow the bulbs to freeze; keep an eye on any containers in a cold frame, an unheated attic or cellar.
Mark your calendar and watch for the signs of sprouts, which will need light to thrive.
When bringing sprouted containers into the home, place pots in a sunny location at about 50–60°F for the first week to permit shoots and leaves to expand. When flower buds are almost fully developed, move to warmer locations, but avoid direct sunlight.
Hyacinth flower heads may "stick" in the clasp of leaves and fail to produce a long stem. Placing these plants in the dark for a few days or place a paper cone over the plants to draw out the flower from the bulbs. Warmer temperatures will result in rapid growth. Once the bulbs are blooming, move the pots to a cool location each night to prolong the life of the flowers (again the refrigerator is perfect if you have the space).
Forcing in water
Hyacinth, crocus, and narcissus can be forced in water. Special hourglass-shaped hyacinth glasses are made for individual bulbs, with the bulb placed in the upper portion and the lower filled with water to touch the bulb. Place the vase in a cool, dark room (preferably under 50° F) for 4-8 weeks until the root system develops and the top elongates. At this point the vase should be placed in a bright window, where the plant soon will blossom.
Bunch-flowering narcissus, like paperwhites, can be grown in shallow pans of water filled with crushed rocks or pebbles. The bulbs should be secured in the pebbles deeply enough so that the basal plate is in contact with the water. Keep them in a cool, dark room for several weeks to ensure root growth, then place in a sunny location. Each bulb will send up several flower stems bearing many tiny blossoms.
Discard tulip, narcissus, crocus, and hyacinth bulbs after forcing. They will be spent and unlikely ever to flower satisfactorily again.
Forcing Amaryllis
Amaryllis is a tender bulb that, when new, will bloom without special treatment. It should be potted up in light, rich soil in a container that is only 1–2" larger in diameter than the bulb – often these come with the bulb. The upper half of the bulb should be exposed above the soil. After watering thoroughly, allow the soil to become quite dry. Water more frequently after the flower stalk appears, but never water when the soil is already moist. Put the plant in a warm, sunny spot until the flower buds show color, then move it out of direct sunlight.
Large blooms on tall stems may require staking.
After blooming, cut the flowers off to prevent seeds forming and treat the foliage like a sun-loving houseplant, placing it in the brightest possible indoor location until it is warm enough to sink the pot in soil outdoors where it will receive dappled sunlight at first. Gradually move it to a brighter location where eventually it has full sun for at least 5-6 hours daily. Fertilize with a balanced houseplant food at regular intervals to build up the nutrients needed for the next bloom.
Bring amaryllis indoors before the first frost in the Autumn to rest in a dark place for around 8 weeks, withholding all water and allowing the leaves to dry out. New growth may appear spontaneously. If necessary, repot in a slightly larger container. If the pot is still large enough, remove the upper 2" of soil and topdress with fresh potting soil. This completes the cycle, which can be repeated for years.
Amaryllis also can be kept growing actively year-round without the traditional rest and subsequent forcing. When handled this way, however, the bulbs probably will not bloom until Spring. They still require annual repotting or topdressing, along with adequate light and fertilizer, to ensure repeated blooms.
Often small plantlets will develop beside a well-grown amaryllis. These may be separated gently from the large bulb and repotted, or they may be left attached and allowed to grow to full size along with the original bulb, eventually resulting in a large pot containing several amaryllis, all blooming at once.
Just too leggy
If your forced bulbs are too tall and leggy, as they often are, try alcohol. According to research done by the Flower Bulb Research Program at Cornell University, paperwhites grown in a dilute solution of alcohol are stunted by up to ½ their normal height, but the flowers remain normal size and last just as long.
The trick is to pot up paperwhite bulbs as usual, but replace water with a solution of less than 10% alcohol (any stronger and the plants will be badly damaged) as soon as the roots show and the green shoot is 1-2" tall.
The simplest way to make a dilute alcohol solution is to take whatever hard alcohol will be used (vodka, tequila, whiskey or rubbing alcohol, but don't use beer or wine as these have too high in sugar) and find what proof it is. Since proof is not the same as percentage – 86 proof drink is 43% alcohol – it will need to be diluted with water to make the proper strength solution. The following chart will help get the solution right.
Converting alcohol to dilute solution for paperwhites
| Proof | Per cent alcohol | Parts alcohol |
|---|---|---|
| 20 proof | 10% alcohol | 1 |
| 30 proof | 15% alcohol | 1 |
| 40 proof | 20% alcohol | 1 |
| 50 proof | 25% alcohol | 1 |
| 60 proof | 30% alcohol | 1 |
| 70 proof | 35% alcohol | 1 |
| 80 proof | 40% alcohol | 1 |
So using 80 proof vodka, take ¼ cup vodka and 1 ¾ cups water to get your paperwhite solution. | <urn:uuid:a92c72b4-dfbf-4a4d-a134-6237ce7d833b> | CC-MAIN-2021-31 | http://www.plants-unlimited.com/wp-content/uploads/2019/03/forcing-bulbs.pdf | 2021-07-29T16:38:50+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00695.warc.gz | 73,518,806 | 1,691 | eng_Latn | eng_Latn | 0.998782 | eng_Latn | 0.998839 | [
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The Fishing School (TFS) is a nonprofit serving the Washington, DC communities most in need. Since 1990, our academic after-school, summer, and parent engagement programs have engaged more than 7,000 youth and their families. With 30 years of experience, TFS combines a deep understanding of industry research and best practices with an extensive understanding of the under-served communities in which we work.
If you give a man a fish, you will feed him for a day. Teach him how to fish, and he will feed himself for a lifetime. —Chinese Proverb
In 1990, Tom Lewis, a former Metropolitan Police Department officer, renovated a former crack house and opened TFS on Wylie Street, NE in one of the most crime-ridden neighborhoods in DC. Despite being a high school dropout, Mr. Lewis worked to educate himself and earn his GED while in the military. He eventually earned a degree in Administration of Justice from American University through evening classes, while working as an MPD officer during the day. As an MPD officer, Mr. Lewis met many students whose families had been affected by drug use, poverty, and incarceration. Having grown up as one of 16 children in abject poverty, Mr. Lewis understood the need for positive role models and parental figures in children's lives. He promised that once he retired, he would continue to work to bring about positive change for the youth of Washington, DC. He believed then, as we do today, that education is the key to breaking the cycle of poverty. Consequently, what started as a program serving five children with an annual budget of $2,100, has evolved into a research-based, highly effective out-of-school time program that has served over 7,000 youth and their families.
MISSION
GOALS
The Fishing School (TFS) is a nonprofit serving the Washington, DC communities most in need. Our mission is to prepare elementary and middle school youth for success in high school and life by improving their academic performance and life skills; and engaging them and their parents in intensive, multi-year, and research-based out-of-school time and parental engagement programs and activities.
THE COHORT MODEL
TFS utilizes the Cohort Model of education in its afterschool programs, a continuous commitment to children and their parents from 1 st through 5 th grades in which students are grouped into "cohorts" upon enrollment and progress through a multiyear program continuum together. Our programs follow each child through critical benchmarks in their elementary school years to help ensure a successful transition to middle school and high school. Students at TFS have a continuity of experience that may not otherwise be possible through other Out of School Time (OST) providers.
The goals of TFS' programs are to increase participants' math and reading performance, develop their life skills, and increase parents' engagement and ability to support student success.
Afterschool
SUMMER CAMP
Math and reading tutorials STEAM projects Life skills Clubs/recreation Technology infusion
Free full-day programming STEAM Life Skills College Readiness Clubs Technology Infusion
PARENTS
One-to-one meetings Workshops School events Progress reports Resource referrals Skill building
Advancing Students
TFS' proprietary, interdisciplinary curriculum is designed to support a student's academic, social, and emotional development. Aligned with Common Core Standards, our curriculum is broken out into units that span six to eight weeks in duration and include the following components:
Math & Reading
STEAM
LIFE SKILLS
Students engage in online reading and math tutorials which offer individualized academic support. On a daily basis, highly trained instructors provide homework help.
READ ALOUDS
Read alouds develop students' early language skills, reinforce their reading and comprehension skills, and build a stronger foundation for school success.
Weekly STEAM lessons ensure underrepresented minorities and those in underserved communities are exposed to science, technology, engineering, art and math at an early age.
College prep
College readiness activities educate students about historically black colleges and universities (HBCUs) and the college-going process.
Engaging Parents
TFS understands that parents play a pivotal role in student success. As such, engaging parents is an essential part of our work. Using Dr. Joyce Epstein's Framework for Six Types of Involvement, which covers parental engagement, TFS has created a model that is based on research and specifically designed to successfully engage the communities we serve.
Our work with parents begins by establishing trust and rapport. From there, we support parental and student educational goals, nurture the development of peer support groups, and engage parents in meaningful programming as we design activities tailored to parents' interests, needs and talents.
Supporting Schools
Since its inception, TFS has served more than 7,000 students and parents in the DC Metropolitan area. Year after year, we demonstrate consistent results with more than 40% of regular attendees showing improvement in reading and math. TFS has consistently been one of the District's Office of the State Superintendent of Education's (OSSE) largest grantees and has been touted by the organization as a best practice OST model.
Activities build basic school success and social/emotional skills. Students are more prepared to be productive and resilient members of society.
CLUBS
TFS-led clubs such as sports, DIY, fitness, and tech club boost selfconfidence and foster creativity, physical activity, and teambuilding.
Everyone [at The Fishing School] encourages me and tells me 'You do a wonderful, fabulous job with those boys,' and I say 'Yeah, but it takes a village,' and believe me, The Fishing School is a big part of that village.
– TFS Parent
"I remember I used to sit on the banks of the water and try to catch fish. Everybody could catch a fish but me. Every now and then I'd catch a small fish that I should have thrown back, but it was precious to me, and I kept it." —Tom Lewis, Founder | <urn:uuid:f7aeeccb-38f2-445f-9655-80f4e240a54c> | CC-MAIN-2021-31 | https://www.fishingschool.org/wp-content/uploads/About-TFS-2020-pdf.pdf | 2021-07-29T14:42:58+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153860.57/warc/CC-MAIN-20210729140649-20210729170649-00694.warc.gz | 795,427,052 | 1,214 | eng_Latn | eng_Latn | 0.998252 | eng_Latn | 0.998334 | [
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PARABLE of the Unforgiving Slave: MERCY and FORGIVENESS
PUPPET VOICES:
- Narrator – 5 parts
- Master – 1 part
- Slave – 2 parts
- Fellow Slave – 1 part
************************************************************************************************
Narrator:
Shalom!! There is a wonderful parable or short story, written in Matthew 18, verses 21-35 that Yahshua gave to teach us about mercy and forgiveness. He was with the disciples when Peter asked him how many times he should forgive his brother with him who is at fault. He asked Yahshua if he should forgive him up to seven times.
Yahshua said to Peter, "I do not say to you, until seven times, but rather until seventy times seventy seven".
Then Yahshua began telling him, the kingdom of Heaven has been compared to a man, a king, who desired to take account with his slaves.
He having begun to reckon, one debtor of ten thousand talents was brought near to him. But he not having any to repay, his master commanded him to be sold, also his wife and children, and all things, as much as he had, even to pay back.
Then having fallen down, the slave bowed the knee to him, saying…
Slave:
Master, have patience with me, and I will pay all to you.
Narrator:
Being filled with pity, the Master of that slave released him and forgave him the loan. But having gone out, that slave found one of his fellow slaves who owed him a hundred denarii.
Seizing him, he choked him, saying…
Slave:
PAY ME WHATEVER YOU OWE!!!
Narrator:
Then having fallen down at his feet, his fellow slave begged him, saying…
Fellow Slave:
Have patience with me, and I will pay all to you!
Narrator:
But he would not, having gone away he threw him into prison until he should pay back the amount owed. His fellow slaves, seeing the things happening, they were greatly grieved. They reported to their Master all the things happening. Then having called him near, his Master said to him…
Master:
Wicked slave! I forgave you all that debt, since you begged me. Ought you not also to have mercy on your fellow slave, as I also had mercy?
Narrator:
Being angry, his Master delivered him up to the tormentors until he pay back all that debt to him.
So, Yahshua told Peter, that My heavenly Father will do to you unless each of you from your hearts forgive his brother their offenses.
Do you understand the lesson Yahshua is teaching us? When somebody does something wrong to us and asks for our forgiveness, Yahshua wants us to have mercy and compassion on them and to forgive them with our whole heart. He doesn't want us to be angry or bitter against them.
He said to forgive seventy times seventy seven! Wow, that's a lot of times! Yahshua is telling us that we need to ALWAYS have a heart to forgive no matter how many times a wrong is done against us.
If we choose not to have mercy and don't forgive someone who did something wrong to us, the heavenly Father will not forgive us of our sins.
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Asian Youth Movements in the UK: History and Legacy
The Asian Youth Movements formed in the United Kingdom in the 1970s, as second generation South Asian people mobilised against racism. Following on from our articles on Black Lives Matter and the early UK Black Panther movement, we take a closer look at their membership, their aims and campaigns, and their legacy within the UK today.
Formation and History
The Asian Youth Movements (AYMs) of the 1970s were formed of secondgeneration South Asians who mobilised in response to racism within their communities. Inspired by the civil rights and Black Power movements, they campaigned against racism in Britain: from racist attacks on the street to racism in the police, within schools and in immigration and housing laws.
While AYMs and their aims were specific to their local environment, a closer look at two campaigns sheds light on their activities.
and the organisation of anti-racism movements in East London.
Altab Ali and the Newham Asian Youth Movement
Racism towards East London's Bangladeshi community was common. An activist at the time describes life in the 1970s:
On 4 May 1978, a Bangladeshi man named Altab Ali was murdered in Whitechapel. His death led to widespread campaigning against racism
We were scared to go out alone. Our movements were limited to three essential destinations: home, workplace
In Black Star: Britain's Asian Youth Movements, author Anandi Ramamurthy, Senior Lecturer at Sheffield Hallam University, gives a detailed picture of the AYMs and their history. The parents of AYM members had immigrated to the UK from countries on the Indian sub-continent but the members themselves were mostly born in the UK and expressed their desire to be accepted as equal citizens who belonged in Britain.
The AYMs were largely local movements and often formed in the wake of a specific incident. The Southall Youth Movement (SYM), for example, formed in 1976 after the murder of Gurdip Singh Chaggar, the victim of a racist attack. In the wake of this, SYM organised peaceful protests to demand justice for Chaggar and his family.
16
and shops. It was like living under curfew and no place was safe.
He goes on to describe how National Front members would pour petrol into letter boxes and break their windows with bricks. Bangladeshi residents in East London at the time recall businesses being vandalised, being abused at school and on the streets, and living in a culture of fear.
Altab Ali's death was racially motivated: the BBC reports that three teenagers attacked Ali due to his skin colour, one of whom was later convicted of Ali's manslaughter. Ali's death caused widespread anger and led to a march of thousands of people behind Ali's coffin to Downing Street.
In Black Star, Ramamurthy explains how demonstrations such as this cut across the depiction in Britain at the time of Asians as 'victims'. Rather, she argued that the campaigns and organisation of the AYMs were an expression of selfhelp and unity amongst South Asians and other minority ethnic groups.
Asian Youth Movements and the Anwar Ditta campaign
AYMs also campaigned against issues such as immigration policy, which they said unfairly discriminated against people from minority ethnic groups. Supporting the Anwar Ditta Defence Campaign is one example of how the AYMs organised in this way.
In an article for the Our Migration Story project, Dr Anandi Ramamurthy explains the story. Anwar Ditta was born in the United Kingdom but was sent to live with family in Pakistan as a child. While in Pakistan, she married and had three children. In 1975 she returned to the UK, leaving her children in Pakistan. As a British citizen Ditta had freedom of movement but her children, who were born in Pakistan, did not and had to apply to enter the country.
Over the years after the attack, far-right groups lost their influence in East London. In 1998, St Mary's Park, the scene of the murder, was renamed Altab Ali Park. Today, Tower Hamlets is an ethnically diverse area of London: in the 2011 census, 55% of the population described themselves as belonging to a group other than "white".
Ditta applied for her children to come to England in September 1976 and was interviewed by immigration authorities in February 1978. In May 1979, the Home Office declared it was not satisfied that the three children were related to her, despite photographs, birth certificates and other evidence. In an article in 1999, the Guardian reported that "because she had lied about her age when she had married at 15, and then later married again legally, the immigration authorities insisted the
Allies of the Anwar Ditta Defence Committee march in solidarity through the streets of Rochdale. Image courtesy of the Anwar Ditta collection.
children belonged to a different Anwar Ditta".
The Manchester and Bradford AYMs took up the cause of Anwar Ditta. While the two AYMs were distinct organisations, they often supported each other's activities and worked together on this occasion to organise the Anwar Ditta Defence Campaign. They teamed up with The Anwar Ditta Defence Committee and other groups such as the Indian Workers Association to organise demonstrations, lobby MPs and increase awareness of Ditta's situation. In 1981, after providing blood tests as proof, Anwar Ditta was finally reunited with her children. Coming In from the Cold, an archives project initiated by the Ahmed Iqbal Ullah Education Trust to increase diversity in archives, is now cataloguing the archive of Anwar Ditta.
Impact of the AYMs
Joining and forming the AYMs in the 1970s had a significant influence on present-day activists. For example, Suresh Grover, one of the Southall AYM's founding members in the 1970s, is now the director of The Monitoring Group, an anti-racist grassroots group which campaigns on behalf of families and communities. In a recent conversation with the UCL Centre for the Study of Racism and Racialisation, he tells how his experience as a member of the local AYM in his youth inspired his career.
To increase awareness of the AYMs and their history, an archiving project at the Department of Humanities, University of Central Lancashire, has digitised large amounts of historical AYM materials, including photographs, literature and contemporary newspaper articles. The aim of the project, named Tandana, is to allow as many people as possible to access the history and heritage of the movements.
Further reading
* Anandi Ramamurthy, Black Star: Britain's Asian Youth Movements, 2013
* Jasbir Singh, 'Recollections on the Asian Youth Movements that emerged in the 1970s', Institute for Race Relations, 31 October 2019
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Reducing Airborne Virus Exposure Using In-Vehicle Air Filtration
The AirBubbl® by AirLabs® can reduce exposure to airborne COVID-19 and is one of several measures that can be taken to help protect passengers and drivers inside a vehicle.
The AirBubbl by AirLabs is an in-vehicle air filtration unit designed to provide clean air to vehicle occupants, free of particles and toxic gases. It provides an extra layer of protection, in critical environments, by removing airborne virions and contaminated particulate matter that are known pathways of virus transmission.
It has been confirmed that one of the modes of transmission of COVID-19 is via fine airborne particles produced when an infected person coughs, talks or breathes. Research has shown that airborne virions can remain suspended and alive in air for hours, allowing transmission even after the departure of the host. This includes single virions, which have a diameter of 0.05 micrometers (μm) - 0.2 μm 1.
While the ability of a filter to remove airborne particles is critical, so too is the amount of clean air that the system can produce. The Clean Air Delivery Rate (CADR) combines both the filtration efficiency and the air flow rate. To be effective, an air filtration system needs to be able to produce enough clean air into the vehicle to outperform the sources of contamination.
The AirBubbl removes more than 95% of all particles less than 5 μm on a single pass through its filter. With a single person exhaling 500 litres of potentially contaminated air every hour and the AirBubbl producing over 30,000 litres of filtered clean air every hour, the airborne virus load in the vehicle is significantly reduced and as a result so too is the risk of exposure.
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The AirBubbl can be used in two ways in vehicles:
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The AirBubbl is a plug and play product that requires no changes to the vehicle's ventilation system or interior configuration. In a standard configuration (attachment to a seat headrest) it is installed easily within minutes and for non-standard installations there are multiple mounting options that can be easily deployed.
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1 AirLabs Whitepaper - Reducing Airborne Exposure of COVID-19 Using Air Filtration Systems
©2020 AirLabs www.airlabs.com
Institute of Energy and Environmental Technology Performance Certification
The AirBubbl has been independently tested by the Institute of Energy and Environmental Technology (IUTA). The testing carried out in their lab in Germany proves that the device removes more than 95% of particles, of the relevant size for the airborne coronavirus, and that it delivers 30m 3 /hr of clean air.
The testing was carried out using a wide range of aerosol particles which are all of interest when it comes to virus transmission. At the low end, particles with a diameter of 0.05 μm 0.2 μm correspond to the size of individual viruses. The CADR for 0.1 μm size particles represents removal of these individual viruses.
Larger particles, for example those up to 2.5 μm in diameter may be mostly water, and have a non-organic core, but are capable of carrying a large number of viruses in them. The PM2.5 removal on the certificate demonstrates removal of the total mass of particles 2.5 μm in diameter or less.
About AirLabs
AirLabs is a leading pioneer in clean air technology. With more than 90% of the world's population exposed to unsafe levels of air pollution, AirLabs' mission is to deliver measuring, monitoring and cleaning solutions that provide valuable insight, enable action and clean polluted air to make it safe for people to breathe.
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AirLabs is headquartered in London, has its R&D labs in Copenhagen and also operates from offices in Santa Monica, Boca Raton and Singapore.
Contact
For more information please contact: Mike Miles Product Marketing Manager email@example.com
Tel: +44 (0)7872 634042
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Art and Design
Intention
Our intent is for art and design to engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art and design. It fires their imagination and is a fundamental means of personal expression.
By the time our pupils leave our school, they will have:
- the skills, knowledge and imagination to create their own works of art;
- experience and confidence with using a range of art forms;
- the ability to express their responses to ideas and experiences in a visual or tactile way;
- experience of various artists, art forms and famous art works and the ability to critically reflect on these and their own pieces of work.
Implementation
At Stamford Bridge Primary School, these skills are embedded from the beginning of their school journey. While it is essentially a practical subject, art and design also provides wider opportunities to inspire children to explore their creative side and become passionate about the subject. Alongside our teaching in school, we provide broader curriculum opportunities, such as: educational visits from artists, sketching real objects/places on educational visits, cross-curricular art work, extra-curricular clubs, whole school learning days and mixed age and key stage events.
Underpinned by the aims of the National Curriculum, and through liaison with our secondary colleagues, we have ensured our art and design curriculum is dedicated to allowing the children to express their creativity and inspire their minds. Topics are devised following the National Curriculum and through consultation with children and staff of the school. As a staff team, we ensure learning is planned to take into account prior knowledge and understanding of skills by using this progressive skills document.
There is great pleasure to be derived from art and design and, through deeper understanding; pupils can gain access to cultural richness and diversity. The appreciation and enjoyment of the visual arts enriches all our lives.
Key Stage 1
Attainment targets (National Curriculum)
Key stage 1 Pupils should be taught:
- to use a range of materials creatively to design and make products
- to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
- to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
- about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.
Skills
With the attainment targets in mind, the following skills have been devised to ensure that the Art and Design curriculum is progressive and skills based.
Key Stage 1
| | Painting – Y1 | | Painting (Y2) |
|---|---|---|---|
| I can use thick and thin brushes. I can mix primary colours to make secondary. | | I can add white to colours to make tints and black to colours to make tones. I can create colour wheels. | |
| | Collage (Y1) | | Collage (Y2) |
| I can use a combination of materials that are cut, torn and glued. I can include lines and texture. | | I can sort and arrange materials. I can mix materials to create texture. | |
| | Sculpture (Y1) | | Sculpture (Y2) |
| I can use a combination of shapes to create a sculpture. I can begin to use rolled up paper, straws, paper, card and clay as materials. | | I can use rolled up paper, straws, paper, card and clay as materials. I can use techniques such as rolling, cutting, moulding and carving. | |
| I can begin to use techniques such as rolling, cutting, moulding and carving. | | | |
|---|---|---|---|
| | Drawing (Y1) | | Drawing (Y2) |
| I can colour (own work) neatly following the lines. I can draw lines of different sizes and thickness | | I can show different tones by using coloured pencils. I can show pattern and texture by adding dots and lines. | |
| | Print (Y1) | | Print (Y2) |
| I can use objects to create prints (e.g. fruit, vegetables or sponges). | | I can use repeating or overlapping shapes. I can mimic print from the environment (e.g. wallpapers). I can press, roll, rub and stamp to make prints. | |
| | Textiles (Y1) | | Textiles (Y2) |
| I can join materials using glue and/or a stitch. I can use weaving to create a pattern. | | I can use plaiting. I can use weaving to create an effect. | |
| | The Greats | | |
I can use some of the ideas of artists studied to create pieces.
Key Stage 2
Attainment targets (National Curriculum)
Pupils should be taught:
- to create sketch books to record their observations and use them to review and revisit ideas
- to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
- about great artists, architects and designers in history.
Lower Key Stage 2
| | Painting – Y3 | | Painting –Y4 |
|---|---|---|---|
| I can use a number of brush techniques using thick and thin brushes to produce shapes, textures, patterns and lines. I can mix colours effectively. | | I can use watercolour paint to produce washes for backgrounds then add detail. I can experiment with creating mood with colour. | |
| | Collage – Y3 | Collage –Y4 | |
| I can select and arrange materials for a striking effect. | | I can ensure work is precise. I can use coiling, overlapping, tessellation, mosaic and montage. | |
| | Sculpture – Y3 | | Sculpture –Y4 |
| I can use clay and other mouldable materials. I can add materials to provide interesting detail. | | I can create and combine shapes to create recognisable forms (e.g. shapes made from nets or solid materials). I can include texture that conveys feelings, expression or movement. | |
| | Drawing – Y3 | | Drawing –Y4 |
| I can use different hardness of pencils to show line, tone and texture. | | I can annotate sketches to explain and elaborate ideas. | |
| I can sketch lightly without using a rubber to correct mistakes. | | I can use hatching and cross hatching to show tone and texture. I can use shading to show light and shadow. | |
|---|---|---|---|
| | Print – Y3 | | Print –Y4 |
| I can use layers of two or more colours. I can make printing blocks (e.g. from coiled string glued to a block). | | I can replicate patterns observed in natural or built environments. I can make precise repeating patterns. | |
| | Textiles –Y3 | Textiles - Y4 | |
| I can use basic cross stitch and back stitch. I can shape and stitch materials. | | I can quilt, pad and gather fabric. I can create weavings. I can colour fabric. | |
The Greats
I can replicate some of the techniques used by notable artists, artisans and designers.
I can create original pieces that are influenced by studies of others.
Upper Key Stage 2
acrylic paints to create visually interesting
| | Collage – Y5 | Collage –Y6 | |
|---|---|---|---|
| I can mix textures (rough and smooth, plain and patterned). | | I can combine visual and tactile qualities. I can use ceramic mosaic materials and techniques. | |
| | Sculpture – Y5 | | Sculpture –Y6 |
| I can show life-like qualities and real-life proportions or, if more abstract, provoke different interpretations. I can use tools to carve and add shapes, texture and pattern. | | I can combine visual and tactile qualities. I can use frameworks (such as wire or moulds) to provide stability and form. | |
| | Drawing – Y5 | | Drawing –Y6 |
| I can use a variety of techniques to add interesting effects (e.g. reflections, shadows, direction of sunlight). I can use a choice of techniques to depict movement, perspective, shadows and reflection. | | I can choose a style of drawing suitable for the work (e.g. realistic or impressionistic). I can use lines to represent movement. | |
| | Print – Y5 | | Print –Y6 |
| I can build up layers of colours. | | I can create an accurate pattern, showing fine detail. I can use a range of visual elements to reflect the purpose of the work. | |
| | Textiles –Y5 | Textiles – Y6 | |
I can combine previously learned techniques to create pieces.
The Greats
I can give details (including own sketches) about the style of some notable artists, artisans and designers.
I can show how the work of those studied was influential in both society and to other artists
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The Importance of Detoxification
Your body produces toxins during normal body functions. It is also exposed to pollutants, or toxicants, in the air, drinking water, and food. In Functional Medicine, detoxification or "detox" refers to the body's process of making toxins, toxicants and hormones less harmful. This process is also referred to as "metabolic detoxification."
Studies on how drugs are broken down and cleared from the body have helped us to understand the detox processes. There are well-defined pathways in the body that are responsible for changing toxicants into chemical compounds that are easier for the body to eliminate. This happens primarily through the urine or stools.
Scientists estimate that the average adult carries within her or his body at least 700 toxins. A newborn's body can contain over 200 toxins.
Our society is becoming more and more toxic. The constant exposure is resulting in an ever-increasing body burden, or toxic load, of chemicals. One of the most common exposures is to toxic farm chemicals: pesticides, herbicides, and fertilizers. Other sources of toxicants include materials used in new construction, carpet chemicals that can off-gas into the air, paint, household cleaners, mixed metals used in dental repairs, synthetic materials found in dental products, and even personal hygiene products applied to face, skin, and hair. Air pollutants are found in regional or work industrial areas, primary or second-hand smoke exposure, and auto exhaust. On a daily basis, your liver, kidneys, large intestine, lymphatic system, and sweat glands work to reduce the body burden, or buildup, of these environmental contaminants.
Your toxic body burden is a result of three main factors:
§ § The amount of toxicant exposures from both internal and external sources.
§ § Your ability to produce detox enzymes for processing these compounds. This is based on your unique genetics and familial influence.
§ § The amount of detox supporting nutrients consumed in your diet. Specific foods support the processes of changing toxic chemicals and waste products to less harmful forms and assist in their elimination.
Toxic symptoms may occur when you reach your personal limit of accumulated toxins and are not able to clear them quickly or efficiently enough. Researchers are recognizing the following symptoms related to the buildup of toxins:
§ § Obesity
§ § Fatigue
§ § Type 2 diabetes
§ § Metabolic syndrome
§ § Infertility
§ § Allergies
§ § Neurological conditions such as tremors, headaches, and cognitive difficulties
§ § Cancer
§ § Behavior and mood disorders
§ § Parkinson's and Alzheimer's Diseases
The goal of a clinically-directed metabolic detox protocol is to provide nutritional support for the pathways involved in the processing and elimination of toxins. A detox program results in improved symptoms and an increased sense of wellbeing for most individuals. Many who participate in a personalized detox program describe improvement in pain and fatigue levels, enhanced cognitive function and moods, more effective and satisfying sleep cycles, and weight loss.
References
1. Sears ME, Genuis SJ. Environmental determinants of chronic disease and medical approaches: Recognition, avoidance, supportive therapy, and detoxification. J Environ Public Health. 2012;2012:356798. doi:10.1155/2012/356798.
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GENESIS
The Creation of the World
3And God said, c "Let there be light," and there was light. 4 And God saw that the light was good. And God sep arated the light from the darkness. 5God called the light Day, and the darkness he called Night. And there was evening and there was morning, the first day.
1In the a beginning, God created the heavens and the earth. 2 The earth was b without form and void, and dark ness was over the face of the deep. And the Spirit of God was hovering over the face of the waters.
6And God said, d "Let there be an expanse 1 in the midst of the waters, and let it separate the waters from the waters." 7 And God made 2 the expanse and e separated the waters that were under the expanse from the waters that were f above the expanse. And it was so. 8 And God called the expanse Heaven. 3 And there was evening and there was morning, the second day.
14And God said, "Let there be lights in the expanse of the heavens to sep arate the day from the night. And let them be for i signs and for j seasons, 6 and for days and years, 15 and let them be lights in the expanse of the heav ens to give light upon the earth." And it was so. 16 And God k made the two great lights—the greater light to rule the day and the lesser light to rule the night—and the stars. 17 And God set them in the expanse of the heavens to give light on the earth, 18 to l rule over the day and over the night, and to sep arate the light from the darkness. And God saw that it was good. 19 And there was evening and there was morning, the fourth day.
9 And God said, g "Let the waters under the heavens be gathered together into one place, and let the dry land appear." And it was so. 10 God called the dry land Earth, 4 and the waters that were gathered together he called Seas. And God saw that it was good.
11 And God said, h "Let the earth sprout vegetation, plants 5 yielding seed, and fruit trees bearing fruit in which is their seed, each according to its kind, on the earth." And it was so. 12The earth brought forth vegetation, plants yielding seed according to their own kinds, and trees bearing fruit in which is their seed, each according to its kind. And God saw that it was good. 13And there was evening and there was morning, the third day.
20 And God said, "Let the waters swarm with swarms of living crea tures, and let birds 7 fly above the earth across the expanse of the heav ens." 21 So m God created the great sea creatures and every living creature that moves, with which the waters swarm, according to their kinds, and every winged bird according to its kind. And God saw that it was good. 22 And God blessed them, saying, n"Be fruitful and multiply and fill the waters in the seas, and let birds multiply on the earth." 23 And there was evening and there was morning, the fifth day.
24And God said, "Let the earth bring forth living creatures according to their kinds—livestock and creep ing things and beasts of the earth according to their kinds." And it was
Chapter 1 1 a Job 38:4-7; Ps. 33:6; 136:5; Isa. 42:5; 45:18; John 1:1-3; Acts 14:15; 17:24; Col. 1:16, 17; Heb. 1:10; 11:3; Rev. 4:11 2 b Jer. 4:23 3 c 2 Cor. 4:6 6 d Job 37:18; Ps. 136:5; Jer. 10:12; 51:15 7 e Prov. 8:27-29 f Ps. 148:4 9 g Job 38:8-11; Ps. 33:7; 136:6; Jer. 5:22; 2 Pet. 3:5 11 h Ps. 104:14 14 i Jer. 10:2; Ezek. 32:7, 8; Joel 2:30, 31; 3:15; Matt. 24:29; Luke 21:25 j Ps. 104:19 16 k Deut. 4:19; Ps. 136:7-9 18 l Jer. 31:35 21 m Ps. 104:25, 26 22 n ch. 8:17; 9:1
so. 25 And God made the beasts of the earth according to their kinds and the livestock according to their kinds, and everything that creeps on the ground according to its kind. And God saw that it was good.
26 Then God said, o "Let us make man 1 in our image, p after our like ness. And q let them have dominion over the fish of the sea and over the birds of the heavens and over the live stock and over all the earth and over every creeping thing that creeps on the earth."
27
So God created man in his own image,
in the image of God he created him;
r male and female he created them.
28And God blessed them. And God said to them, s "Be fruitful and mul tiply and fill the earth and subdue it, and have dominion over the fish of the sea and over the birds of the heavens and over every living thing that moves on the earth." 29 And God said, "Behold, I have given you every plant yielding seed that is on the face of all the earth, and every tree with seed in its fruit. t You shall have them for food. 30 And u to every beast of the earth and to every bird of the heavens and to everything that creeps on the earth, everything that has the breath of life, I have given every green plant for food." And it was so. 31 v And God saw everything that he had made, and behold, it was very good. And there was evening and there was morning, the sixth day.
The Seventh Day, God Rests
The Creation of Man and Woman
4 y These are the generations of the heavens and the earth when they were created, in the day that the Lord God made the earth and the heavens.
5When no z bush of the field 2 was yet in the land 3 and no small plant of the field had yet sprung up—for the Lord God had not caused it to rain on the land, and there was no man a to work the ground, 6 and a mist 4 was going up from the land and was watering the whole face of the ground— 7 then the Lord God formed the man of b dust from the ground and c breathed into his d nostrils the breath of life, and e the man became a living creature. 8 And the Lord God planted a f garden in Eden, in the east, and there he put the man whom he had formed. 9 And out of the ground the Lord God made to spring up every tree that is pleasant to the sight and good for food. g The tree of life was in the midst of the gar den, h and the tree of the knowledge of good and evil.
15The Lord God took the man k and put him in the garden of Eden to work it and keep it. 16 And the Lord God commanded the man, saying, "You
26 o ch. 3:22; 11:7; Isa. 6:8 p ch. 5:1; 9:6; 1 Cor. 11:7; Eph. 4:24; Col. 3:10; James 3:9 q ch. 9:2; Ps. 8:6-8; James 3:7 27 r ch. 2:18, 21-23; 5:2; Mal. 2:15; Matt. 19:4; Mark 10:6 28 s ch. 9:1, 7 29 t ch. 9:3; Ps. 104:14, 15; 145:15, 16 30 u Ps. 147:9 31 v Eccles. 7:29; 1 Tim. 4:4 Chapter 2 1 w Deut. 4:19; Ps. 33:6 2 x Ex. 20:8-11; 31:17; Deut. 5:12-14; Heb. 4:4 4 y ch. 1:1 5 z [ch. 1:11, 12] a ch. 3:23 7 b ch. 3:19, 23; 18:27; Ps. 103:14; Eccles. 12:7; 1 Cor. 15:47 c ch. 7:22; Job 33:4; Isa. 2:22 d Job 27:3 e Cited 1 Cor. 15:45 8 f ver. 15; ch. 13:10; Isa. 51:3; Ezek. 28:13; 31:8; Joel 2:3 9 g ch. 3:22; Rev. 2:7; 22:2, 14 h ver. 17 11 i ch. 10:7, 29; 25:18; 1 Sam. 15:7 14 j Dan. 10:4 15 k ver. 8
2Thus the heavens and the earth were finished, and w all the host of them. 2 And x on the seventh day God finished his work that he had done, and he rested on the seventh day from all his work that he had done. 3 So God blessed the seventh day and made it holy, because on it God rested from all his work that he had done in creation.
1
2Oropen country 3Or earth; also verse 6 4Or spring
The Hebrew word for man (adam) is the generic term for mankind and becomes the proper name Adam
10 A river flowed out of Eden to water the garden, and there it divided and became four rivers. 11 The name of the first is the Pishon. It is the one that flowed around the whole land of iHavilah, where there is gold. 12And the gold of that land is good; bdellium and onyx stone are there. 13 The name of the second river is the Gihon. It is the one that flowed around the whole land of Cush. 14 And the name of the third river is the j Tigris, which flows east of Assyria. And the fourth river is the Euphrates.
may surely eat of every tree of the gar den, 17 but of the tree of the knowledge of good and evil l you shall not eat, for in the day that you eat 1 of it you m shall surely die."
18Then the Lord God said, "It is not good that the man should be alone; n I will make him a helper fit for 2 him." 19 o Now out of the ground the Lord God had formed 3 every beast of the field and every bird of the heavens and p brought them to the man to see what he would call them. And whatever the man called every living creature, that was its name. 20The man gave names to all live stock and to the birds of the heavens and to every beast of the field. But for Adam 4 there was not found a helper fit for him. 21 So the Lord God caused a q deep sleep to fall upon the man, and while he slept took one of his ribs and closed up its place with flesh. 22And the rib that the Lord God had taken from the man he made 5 into a woman and brought her to the man. 23Then the man said,
" This at last is r bone of my bones and flesh of my flesh;
she shall be called Woman, because she was s taken out of Man." 6
24 t Therefore a man shall leave his father and his mother and hold fast to his wife, and they shall become one flesh. 25 And the man and his wife were both naked and were not ashamed.
The Fall
3Now u the serpent was more crafty than any other beast of the field that the Lord God had made.
He said to the woman, "Did God actually say, 'You 7 shall not eat of any tree in the garden'?" 2 And the woman said to the serpent, "We may eat of the fruit of the trees in the garden, 3 but God said, v 'You shall not eat of the fruit of the tree that is in the midst of the garden, neither shall you touch it, lest you die.'" 4 w But the serpent said to the woman, "You will not surely
8And they heard the sound of the Lord God walking in the garden in the cool 9 of the day, and the man and his wife b hid themselves from the presence of the Lord God among the trees of the garden. 9 But the Lord God called to the man and said to him, "Where are you?" 10 10 And he said, "Iheard the sound of you in the garden, and I was afraid, c because I was naked, and I hid myself." 11 He said, "Who told you that you were naked? Have you eaten of the tree of which I commanded you not to eat?" 12The man said, d "The woman whom you gave to be with me, she gave me fruit of the tree, and I ate." 13 Then the Lord God said to the woman, "What is this that you have done?" The woman said, e "The serpent deceived me, and I ate."
die. 5 For God knows that when you eat of it your eyes will be opened, and you will be like God, knowing good and evil." 6 So when the woman saw that the tree was good for food, and that it was a delight to the eyes, and that the tree was to be desired to make one wise, 8 she took of its fruit x and ate, and she also gave some to her husband who was with her, yand he ate. 7zThen the eyes of both were opened, a and they knew that they were naked. And they sewed fig leaves together and made themselves loincloths.
14The Lord God said to the serpent, " Because you have done this, cursed are you above all live stock and above all beasts of the field; on your belly you shall go, and f dust you shall eat all the days of your life.
17 l ch. 3:1-3, 11, 17 m Rom. 6:23; James 1:15 18 n 1 Cor. 11:9; 1 Tim. 2:13 19 o ch. 1:20, 24 p Ps. 8:6 21 q ch. 15:12; 1 Sam. 26:12 23 r ch. 29:14; Judg. 9:2; 2 Sam. 5:1; 19:13; [Eph. 5:28-30] s 1 Cor. 11:8 24 t Cited Matt. 19:5; Mark 10:7; 1 Cor. 6:16; Eph. 5:31; [Ps. 45:10; 1 Cor. 7:10, 11] Chapter 3 1 u Matt. 10:16; 2 Cor. 11:3; Rev. 12:9; 20:2 3 v ch. 2:17 4 w ver. 13; John 8:44; [2 Cor. 11:3] 6 x 1 Tim. 2:14 y ver. 12, 17; Hos. 6:7 7 z ver. 5 a ch. 2:25 8 b [Ps. 139:1-12; Jer. 23:23, 24] 10 c ver. 7; ch. 2:25 12 d ch. 2:18; Job 31:33 13 e ver. 4; 2 Cor. 11:3; 1 Tim. 2:14 14 f Isa. 65:25; Mic. 7:17
1Or when you eat 2Or corresponding to; also verse 20 3Or And out of the ground the Lord God formed 4Or the man 5 Hebrew built 6 The Hebrew words for woman (ishshah) and man (ish) sound alike 7 In Hebrew you is plural in verses 1–5 8 Or to give insight 9 Hebrew wind 10 In Hebrew you is singular in verses 9 and 11
15 I will put enmity between you and the woman, and between your offspring 1 and g her offspring; h he shall bruise your head, and you shall bruise his heel."
16To the woman he said,
" I will surely multiply your pain in childbearing; i in pain you shall bring forth children. j Your desire shall be for 2 your husband, and he shall k rule over you."
17And to Adam he said,
" Because you have listened to the voice of your wife and have eaten of the tree l of which I commanded you, ' You shall not eat of it,' m cursed is the ground because of you; n in pain you shall eat of it all the days of your life; 18 thorns and thistles it shall bring forth for you; and you shall eat the plants of the field. 19 By the sweat of your face you shall eat bread, till you return to the ground, for out of it you were taken; o for you are dust, and p to dust you shall return."
20The man called his wife's name Eve, because she was the mother of all living. 3 21 And the Lord God made for Adam and for his wife garments of skins and clothed them.
placed the t cherubim and a flaming sword that turned every way to guard the way to the tree of life.
Cain and Abel
8Cain spoke to Abel his brother. 7 And when they were in the field, Cain rose up against his brother Abel and akilled him. 9Then the Lord said to Cain, "Where is Abel your brother?" He said, b "I do not know; am I my brother's keeper?" 10 And the Lord said, "What have you done? The voice of your brother's blood c is crying to me from the ground. 11 And now d you are cursed from the ground, which has opened its mouth to receive your brother's blood from your hand. 12When you work the ground, it shall no longer yield to you its strength. You shall be a fugitive and a wan derer on the earth." 13 Cain said to the
15 g Isa. 7:14; Mic. 5:3; Matt. 1:23, 25; Luke 1:34, 35; Gal. 4:4; 1 Tim. 2:15 h Rom. 16:20; Heb. 2:14; Rev. 20:1-3, 10 16 i [John 16:21] j ch. 4:7; Song 7:10 k 1 Cor. 11:3; 14:34; Eph. 5:22-24; Col. 3:18; 1 Tim. 2:11, 12; Titus 2:5; 1 Pet. 3:1, 5, 6 17 l ch. 2:17 m ch. 5:29; [Rom. 8:20-22] n Eccles. 2:22, 23 19 o ch. 2:7; Ps. 103:14 p Job 34:15; Ps. 104:29; Eccles. 3:20; 12:7; Rom. 5:12 22 q ver. 5 r ch. 2:9 23 s ch. 2:5 24 t Ps. 18:10; 104:4; Heb. 1:7; [Ex. 25:18-22; Ezek. 28:11-16] Chapter 4 3 u Lev. 2:12; Num. 18:12 4 v Ex. 13:12; Num. 18:17; Prov. 3:9 w Heb. 11:4 5 x [Prov. 21:27] 7 y Eccles. 8:12, 13; Isa. 3:10, 11; Rom. 2:6-11 z ch. 3:16 8 a Matt. 23:35; Heb. 12:24; 1 John 3:12; Jude 11 9 b John 8:44 10 c Heb. 12:24; [Rev. 6:10] 11 d Deut. 27:24; [Num. 35:33]
4Now Adam knew Eve his wife, and she conceived and bore Cain, saying, "I have gotten 4 a man with the help of the Lord." 2 And again, she bore his brother Abel. Now Abel was a keeper of sheep, and Cain a worker of the ground. 3 In the course of time Cain brought to the Lord an offering of u the fruit of the ground, 4and Abel also brought of v the first born of his flock and of their fat por tions. And the Lord w had regard for Abel and his offering, 5 but x for Cain and his offering he had no regard. So Cain was very angry, and his face fell. 6 The Lord said to Cain, "Why are you angry, and why has your face fallen? 7 y If you do well, will you not be accepted? 5 And if you do not do well, sin is crouching at the door. z Its desire is for 6 you, but you must rule over it."
22Then the Lord God said, q "Behold, the man has become like one of us in knowing good and evil. Now, lest he reach out his hand r and take also of the tree of life and eat, and live for ever—" 23 therefore the Lord God sent him out from the garden of Eden s to work the ground from which he was taken. 24 He drove out the man, and at the east of the garden of Eden he
1Hebrew seed; so throughout Genesis 2Or against 3Eve sounds like the Hebrew for life-giver and resembles the word for living 4 Cain sounds like the Hebrew for gotten 5 Hebrew will there not be a lifting up [of your face]? 6Oragainst 7Hebrew; Samaritan, Septuagint, Syriac, Vulgate add Let us go out to the field
Lord, "My e punishment is greater than I can bear. 1 14 Behold, f you have driven me today away from the ground, and g from your face I shall be hidden. I shall be a fugitive and a wanderer on the earth, h and who ever finds me will kill me." 15 Then the Lord said to him, "Not so! If anyone kills Cain, vengeance shall be taken on him i sevenfold." And the Lord jput a mark on Cain, lest any who found him should attack him. 16 Then Cain went away from the presence of the Lord and settled in the land of Nod, 2 east of Eden.
23Lamech said to his wives:
17 Cain knew his wife, and she conceived and bore Enoch. When he built a city, he called the name of the city after the name of his son, Enoch. 18To Enoch was born Irad, and Irad fathered Mehujael, and Mehujael fathered Methushael, and Methu shael fathered Lamech. 19 And Lamech took two wives. The name of the one was Adah, and the name of the other Zillah. 20 Adah bore Jabal; he was the father of those who dwell in tents and have livestock. 21 His brother's name was Jubal; he was the father of all those who play the lyre and pipe. 22 Zillah also bore Tubal-cain; he was the forger of all instruments of bronze and iron. The sister of Tubalcain was Naamah.
" Adah and Zillah, hear my voice;
you wives of Lamech, listen to what I say: I have killed a man for wound ing me, a young man for striking me. 24 k If Cain's revenge is sevenfold, then Lamech's is seventy- sevenfold."
25And Adam knew his wife again, and she bore a son and called his name Seth, for she said, "God has appointed 3 for me another offspring instead of Abel, for Cain killed him." 26 To l Seth also a son was born, and he called his name m Enosh. At that time people began n to call upon the name of the Lord.
Adam's Descendants to Noah
6When Seth had lived 105 years, she fathered Enosh. 7Seth lived after he fathered Enosh 807 years and had other sons and daughters. 8 Thus all the days of Seth were 912 years, and he died.
5This is the book of the generations of Adam. When God created man, ohe made him in the likeness of God. 2Male and female he created them, and he blessed them and named them Man 4 when they were created. 3 When Adam had lived 130 years, he fathered a son in his own likeness, after his image, and p named him Seth. 4 q The days of Adam after he fathered Seth were 800 years; and he had other sons and daughters. 5 Thus all the days that Adam lived were 930 years, r and he died.
9When Enosh had lived 90 years, he fathered Kenan. 10 Enosh lived after he fathered Kenan 815 years and had other sons and daughters. 11 Thus all the days of Enosh were 905 years, and he died.
15 When Mahalalel had lived 65 years, he fathered Jared. 16 Mahalalel lived after he fathered Jared 830 years and had other sons and daughters. 17Thus all the days of Mahalalel were 895 years, and he died.
12When Kenan had lived 70 years, he fathered Mahalalel. 13 Kenan lived after he fathered Mahalalel 840 years and had other sons and daughters. 14Thus all the days of Kenan were 910 years, and he died.
18When Jared had lived 162 years he fathered t Enoch. 19 Jared lived after he fathered Enoch 800 years and had other sons and daughters. 20 Thus all the days of Jared were 962 years, and he died.
21When Enoch had lived 65 years, he fathered Methuselah. 22 Enoch uwalked with God5 after he fathered Methuselah 300 years and had other sons and daughters. 23 Thus all the
13 e ch. 19:15 14 f Job 15:20-24 g 2 Kgs. 24:20; Ps. 51:11; 143:7; Jer. 52:3 h ch. 9:6; Num. 35:19 15 i Ps. 79:12 j [Ezek. 9:4, 6; Rev. 14:9, 11] 24 k ver. 15 26 l 1 Chr. 1:1; Luke 3:38 m ch. 5:6 n Ps. 116:17; Zeph. 3:9; Zech. 13:9 Chapter 5 1 o See ch. 1:26, 27 3 p ch. 4:25 4 q For ver. 4-32, see 1 Chr. 1:1-4; Luke 3:36-38 5 r ch. 3:19 6 s ch. 4:26 18 t Jude 14 22 u ver. 24; ch. 6:9; [Mic. 6:8; Mal. 2:6]
days of Enoch were 365 years. 24 Enoch uwalked with God, and he was not,1 vfor God took him.
28 When Lamech had lived 182 years, he fathered a son 29 and called his name Noah, saying, "Out of the ground w that the Lord has cursed, this one shall bring us relief 2 from our work and from the painful toil of our hands." 30 Lamech lived after he fathered Noah 595 years and had other sons and daughters. 31 Thus all the days of Lamech were 777 years, and he died.
25When Methuselah had lived 187 years, he fathered Lamech. 26 Methu selah lived after he fathered Lamech 782 years and had other sons and daughters. 27 Thus all the days of Methuselah were 969 years, and he died.
32 After Noah was 500 years old, Noah fathered x Shem, Ham, and yJapheth.
Increasing Corruption on Earth
5 b The Lord saw that the wickedness of man was great in the earth, and that every c intention of the thoughts of his heart was only evil continually. 6 And dthe Lord regretted that he had made man on the earth, and it e grieved him to his heart. 7 So the Lord said, "I will blot out man whom I have created from the face of the land, man and ani mals and creeping things and birds of the heavens, for I am sorry that I have made them." 8 But Noah f found favor in the eyes of the Lord.
6When man began to multiply on the face of the land and daughters were born to them, 2 the sons of God saw that the daughters of man were attractive. And they took as their wives any they chose. 3 Then the Lord said, z"My Spirit shall not abide in3 man forever, a for he is flesh: his days shall be 120 years." 4 The Nephilim 4 were on the earth in those days, and also afterward, when the sons of God came in to the daughters of man and they bore children to them. These were the mighty men who were of old, the men of renown.
Noah and the Flood
9These are the generations of Noah. gNoah was a righteous man, hblame less in his generation. Noah i walked with God. 10 And Noah had three sons, Shem, Ham, and Japheth.
11 Now the earth was corrupt in God's sight, and the earth was filled with violence. 12 And God j saw the earth, and behold, it was corrupt, k for all flesh had corrupted their way on the earth. 13 And God said to Noah, l"I have determined to make an end of all flesh, 5 for the earth is filled with violence through them. Behold, I will destroy them with the earth. 14 Make yourself an ark of gopher wood. 6 Make rooms in the ark, and cover it inside and out with pitch. 15 This is how you are to make it: the length of the ark 300 cubits, 7 its breadth 50 cubits, and its height 30 cubits. 16 Make a roof 8 for the ark, and finish it to a cubit above, and set the door of the ark in its side. Make it with lower, second, and third decks. 17 m For behold, I will bring a flood of waters upon the earth to destroy all flesh in which is the breath of life under heaven. Everything that is on the earth shall die. 18 But n I will establish my covenant with you, and you shall come into the ark, you, your sons, your wife, and your sons' wives with you. 19 And of every living thing of all flesh, you shall bring two of every sort into the ark to keep them alive with you. They shall be male and female. 20 Of the birds according to their kinds, and of the animals accord ing to their kinds, of every creeping thing of the ground, according to its kind, two of every sort shall come in to you to keep them alive. 21 Also take with you every sort of food that is eaten, and store it up. It shall serve as food for you and for them." 22 o Noah
24 u [See ver. 22 above] v Heb. 11:5; [2 Kgs. 2:11] 29 w ch. 3:17 32 x ch. 6:10 y ch. 10:21 Chapter 6 3 z 1 Pet. 3:19, 20; [Neh. 9:30; Gal. 5:16, 17] a Ps. 78:39 5 b Ps. 14:2, 3 c ch. 8:21; Job 14:4; 15:14; Ps. 51:5; Jer. 17:9; Matt. 15:19; Rom. 3:23 6 d 1 Sam. 15:11; 2 Sam. 24:16; Joel 2:13; [Num. 23:19; 1 Sam. 15:29] e Isa. 63:10; Eph. 4:30 8 f ch. 19:19; Ex. 33:12, 13, 16, 17 9 g ch. 7:1; Ezek. 14:14, 20; 2 Pet. 2:5 h Job 1:1, 8; Luke 1:6 i ch. 5:22, 24; [Heb. 11:7] 12 j Ps. 14:2, 3; 53:2, 3 k Job 22:15-17 13 l Ezek. 7:2, 3, 6 17 m ch. 7:4; 2 Pet. 2:5 18 n ch. 9:9, 11 22 o Heb. 11:7; [Ex. 40:16]
1Septuagint was not found 2Noah sounds like the Hebrew for rest 3Or My Spirit shall not contend with 4Or giants 5Hebrew The end of all flesh has come before me 6An unknown kind of tree; transliterated from Hebrew 7A cubit was about 18 inches or 45 centimeters 8 Or skylight
did this; he did all that God com manded him.
6Noah was six hundred years old when the flood of waters came upon the earth. 7 And Noah and his sons and his wife and his sons' wives with him went into the ark to escape the waters of the flood. 8 Of clean animals, and of animals that are not clean, and of birds, and of everything that creeps on the ground, 9 two and two, male and female, went into the ark with Noah, as God had commanded Noah. 10 And after seven days the waters of the flood came upon the earth.
7Then the Lord said to Noah, p "Go into the ark, you and all your household, for I have seen that q you are righteous before me in this gen eration. 2 Take with you seven pairs of all r clean animals, 1 the male and his mate, and a pair of the animals that are not clean, the male and his mate, 3 and seven pairs 2 of the birds of the heavens also, male and female, to keep their offspring alive on the face of all the earth. 4 For in seven days s I will send rain on the earth forty days and forty nights, t and every living thing 3 that I have made I will blot out from the face of the ground." 5 u And Noah did all that the Lord had commanded him.
17The flood z continued forty days on the earth. The waters increased and bore up the ark, and it rose high above the earth. 18 The waters prevailed and increased greatly on the earth, and the ark floated on the face of the waters. 19 And the waters prevailed so mightily on the earth that all the high mountains under the whole heaven were covered. 20 The waters prevailed above the mountains, covering them fifteen cubits 4 deep. 21 And a all flesh died that moved on the earth, birds, livestock, beasts, all swarming crea tures that swarm on the earth, and all mankind. 22 Everything on the dry land b in whose nostrils was the breath of life died. 23 He blotted out every liv ing thing that was on the face of the ground, man and animals and creep ing things and birds of the heavens. They were blotted out from the earth. Only c Noah was left, and those who were with him in the ark. 24 And the waters prevailed on the earth 150 days.
The Flood Subsides
11In the six hundredth year of Noah's life, in the second month, on the seven teenth day of the month, on that day all the v fountains of the great deep burst forth, and w the windows of the heav ens were opened. 12 And rain fell upon the earth forty days and forty nights. 13On the very same day Noah and his sons, Shem and Ham and Japheth, and Noah's wife and the three wives of his sons with them entered the ark, 14 they and every beast, according to its kind, and all the livestock according to their kinds, and every creeping thing that creeps on the earth, according to its kind, and every bird, according to its kind, every winged creature. 15 They xwent into the ark with Noah, two and two of all flesh in which there was the breath of life. 16 And those that entered, male and female of all flesh, went in yas God had commanded him. And the Lord shut him in.
8But God d remembered Noah and all the beasts and all the livestock that were with him in the ark. And eGod made a wind blow over the earth, and the waters subsided. 2 f The foun tains of the deep and f the windows of the heavens were closed, the rain from the heavens was restrained, 3 and the waters receded from the earth con tinually. At the end g of 150 days the waters had abated, 4 and in the sev enth month, on the seventeenth day of the month, the ark came to rest on the mountains of h Ararat. 5 And the waters continued to abate until the tenth month; in the tenth month, on the first day of the month, the tops of the mountains were seen.
6 At the end of forty days Noah opened the window of the ark that he had made 7 and sent forth a raven. It
Chapter 7 1 p Matt. 24:38, 39; Luke 17:26, 27; Heb. 11:7; 1 Pet. 3:20; 2 Pet. 2:5 q ch. 6:9 2 r ch. 8:20; [Lev. 11] 4 s ver. 12, 17; [Job 37:11-13] t ch. 6:17 5 u ch. 6:22 11 v ch. 8:2; Prov. 8:28; [Amos 9:6] wch. 8:2; 2 Kgs. 7:19; Isa. 24:18; Mal. 3:10; [Ps. 78:23] 15xch. 6:20 16 y ver. 2, 3 17 z ver. 4, 12 21 a ver. 4; ch. 6:13, 17; 2 Pet. 3:6 22 b ch. 2:7 23 c 2 Pet. 2:5 Chapter 8 1 d ch. 19:29; 30:22; Ex. 2:24; 1 Sam. 1:19 e Ex. 14:21 2 f ch. 7:11 3 g ch. 7:24 4 h 2 Kgs. 19:37; Isa. 37:38; Jer. 51:27
1Or seven of each kind of clean animal 2Or seven of each kind 3Hebrew all existence; also verse 23 4A cubit was about 18 inches or 45 centimeters
went to and fro until the waters were dried up from the earth. 8 Then he sent forth a dove from him, to see if the waters had subsided from the face of the ground. 9 But the dove found no place to set her foot, and she returned to him to the ark, for the waters were still on the face of the whole earth. So he put out his hand and took her and brought her into the ark with him. 10He waited another seven days, and again he sent forth the dove out of the ark. 11 And the dove came back to him in the evening, and behold, in her mouth was a freshly plucked olive leaf. So Noah knew that the waters had subsided from the earth. 12 Then he waited another seven days and sent forth the dove, and she did not return to him anymore.
13In the six hundred and first year, in the first month, the first day of the month, the waters were dried from off the earth. And Noah removed the covering of the ark and looked, and behold, the face of the ground was dry. 14 In the second month, on the twenty-seventh day of the month, the earth had dried out. 15 Then God said to Noah, 16 "Go out from the ark, i you and your wife, and your sons and your sons' wives with you. 17 Bring out with you every living thing that is with you of all flesh—birds and animals and every creeping thing that creeps on the earth—that they may swarm on the earth, and j be fruitful and mul tiply on the earth." 18 So Noah went out, and his sons and his wife and his sons' wives with him. 19 Every beast, every creeping thing, and every bird, everything that moves on the earth, went out by families from the ark.
God's Covenant with Noah
20Then Noah built an altar to the Lord and took some of every clean animal and some of every clean bird and offered burnt offerings on the altar. 21 And when the Lord smelled kthe pleasing aroma, the Lord said in his heart, "I will never again l curse 1 the ground because of man, for m the intention of man's heart is evil from his youth. n Neither will I ever again strike down every living creature as I have done. 22 o While the earth remains, seedtime and harvest, cold and heat, summer and winter, p day and night, shall not cease."
9And God blessed Noah and his sons and said to them, q "Be fruit ful and multiply and fill the earth. 2 r The fear of you and the dread of you shall be upon every beast of the earth and upon every bird of the heavens, upon everything that creeps on the ground and all the fish of the sea. Into your hand they are delivered. 3 s Every moving thing that lives shall be food for you. And t as I gave you the green plants, I give you everything. 4 But you shall not eat flesh with its u life, that is, its blood. 5 And for your lifeblood I will require a reckoning: v from every beast I will require it and w from man. From his fellow man I will require a reckoning for the life of man.
6 x " Whoever sheds the blood of man, by man shall his blood be shed, y for God made man in his own image.
7And you, 2 be fruitful and multiply, increase greatly on the earth and mul tiply in it."
8Then God said to Noah and to his sons with him, 9 "Behold, z I establish my covenant with you and your off spring after you, 10 and with every liv ing creature that is with you, the birds, the livestock, and every beast of the earth with you, as many as came out of the ark; it is for every beast of the earth. 11 a I establish my covenant with you, that never again shall all flesh be cut off by the waters of the flood, and never again shall there be a flood to destroy the earth." 12 And God said, b"This is the sign of the covenant that I make between me and you and every
16 i ch. 7:13 17 j ch. 1:22, 28; 9:1 21 k Ex. 29:18, 25, 41; Lev. 1:9, 13, 17; See Ezek. 16:19; 20:41; 2 Cor. 2:15; Eph. 5:2; Phil. 4:18 l ch. 3:17; 6:17 m ch. 6:5; Ps. 58:3; Rom. 1:21; [Matt. 15:19] n ch. 9:11, 15; Isa. 54:9 22 o Jer. 5:24 p Jer. 33:20, 25 Chapter 9 1 q ch. 1:22, 28; 8:17 2 r [Ps. 8:6-8; James 3:7] 3 s Deut. 12:15; 1 Tim. 4:3, 4 t ch. 1:29 4 u Lev. 17:10, 11, 14; Deut. 12:16, 23; 1 Sam. 14:33; Acts 15:20, 29 5 v Ex. 21:28 w ch. 4:10, 11 6 x Ex. 21:12, 14; Lev. 24:17; Num. 35:31, 33; [Matt. 26:52; Rev. 13:10] y ch. 1:27; 5:1; James 3:9 9 z ch. 6:18; 8:20-22 11 a Isa. 54:9, 10 12 b ch. 17:11
living creature that is with you, for all future generations: 13 I have set c my bow in the cloud, and it shall be a sign of the covenant between me and the earth. 14 When I bring clouds over the earth and the bow is seen in the clouds, 15 d I will remember my covenant that is between me and you and every living creature of all flesh. And the waters shall never again become a flood to destroy all flesh. 16 When the bow is in the clouds, I will see it and remem ber e the everlasting covenant between God and every living creature of all flesh that is on the earth." 17 God said to Noah, "This is the sign of the cov enant that I have established between me and all flesh that is on the earth."
Noah's Descendants
18 The sons of Noah who went forth from the ark were f Shem, Ham, and Japheth. (Ham was the father of Canaan.) 19 These three were the sons of Noah, and g from these the people of the whole earth were dispersed. 1
20Noah began to be a man of the soil, and he planted a vineyard. 2 21 He drank of the wine and became drunk and lay uncovered in his tent. 22 And Ham, the father of Canaan, saw the nakedness of his father and told his two broth ers outside. 23 Then Shem and Japheth took a garment, laid it on both their shoulders, and walked backward and covered the nakedness of their father. Their faces were turned backward, and they did not see their father's naked ness. 24 When Noah awoke from his wine h and knew what his youngest son had done to him, 25 he said,
i" Cursed be Canaan;
j a servant of servants shall he be to his brothers."
26He also said,
" Blessed be the Lord, the God of Shem; and let Canaan be his servant. 27 May God enlarge Japheth, 3 and let him dwell in the tents of Shem, and let Canaan be his servant."
28After the flood Noah lived 350 years. 29 All the days of Noah were 950 years, and he died.
Nations Descended from Noah
2 k The sons of Japheth: Gomer, Magog, Madai, Javan, Tubal, Meshech, and Tiras. 3 The sons of Gomer: Ashkenaz, Riphath, and Togarmah. 4The sons of Javan: Elishah, l Tarshish, mKittim, and Dodanim. 5From these nthe coastland peoples spread in their lands, each with his own language, by their clans, in their nations.
10These are the generations of the sons of Noah, Shem, Ham, and Japheth. Sons were born to them after the flood.
6 o The sons of Ham: Cush, Egypt, Put, and Canaan. 7 The sons of Cush: Seba, Havilah, Sabtah, Raamah, and Sabteca. The sons of Raamah: Sheba and Dedan. 8 Cush fathered Nimrod; he was the first on earth to be a mighty man. 4 9 He was a mighty hunter before the Lord. Therefore it is said, "Like Nimrod a mighty hunter before the Lord." 10 The beginning of his king dom was p Babel, Erech, Accad, and Calneh, in q the land of Shinar. 11 From that land he went into Assyria and built Nineveh, Rehoboth-Ir, Calah, and 12 Resen between Nineveh and Calah; that is the great city. 13 r Egypt fathered Ludim, Anamim, Lehabim, Naphtuhim, 14 Pathrusim, Casluhim (from whom 5 the Philistines came), and s Caphtorim.
15 t Canaan fathered Sidon his first born and Heth, 16 and the Jebusites, the Amorites, the Girgashites, 17 the Hivites, the Arkites, the Sinites, 18 the Arvadites, the Zemarites, and the Hamathites. Afterward the clans of the Canaanites dispersed. 19 And the territory of the Canaanites extended from Sidon in the direction of Gerar as far as Gaza, and in the direction
13 c Ezek. 1:28; [Rev. 4:3; 10:1] 15 d [Lev. 26:42, 45; 1 Kgs. 8:23; Ezek. 16:60] 16 e ch. 17:7, 13, 19 18 f ch. 5:32; 10:1 19 g ch. 10:32 24 h [Hab. 2:15] 25 i Deut. 27:16 j Josh. 9:23; Judg. 1:28; 1 Kgs. 9:20, 21 Chapter 10 2 k For ver. 1-5, see 1 Chr. 1:5-7; Ezek. 38:1-6 4 l Ps. 72:10; Ezek. 38:13 m Num. 24:24; Isa. 23:1, 12; Dan. 11:30 5 n Isa. 11:11; Jer. 2:10; 25:22; Ezek. 27:6; Zeph. 2:11 6 o For ver. 6-8, see 1 Chr. 1:8-10 10 p ch. 11:9 q ch. 11:2 13 r For ver. 13-18, see 1 Chr. 1:11-16 14 s Deut. 2:23; Jer. 47:4; Amos 9:7 15 t [ch. 15:18-21]
of Sodom, Gomorrah, Admah, and Zeboiim, as far as Lasha. 20 These are the sons of Ham, by their clans, their lan guages, their lands, and their nations.
32These are the clans of the sons of Noah, according to their genealogies, in their nations, y and from these the nations spread abroad on the earth after the flood.
21To Shem also, the father of all the children of Eber, the elder brother of Japheth, children were born. 22The u sons of Shem: Elam, Asshur, Arpachshad, Lud, and Aram. 23 The sons of Aram: Uz, Hul, Gether, and Mash. 24 Arpachshad fathered v Shelah; and Shelah fathered Eber. 25 w To Eber were born two sons: the name of the one was Peleg, 1 for in his days the earth was divided, and his brother's name was Joktan. 26 Joktan fathered Almodad, Sheleph, Hazarmaveth, Jerah, 27 Hadoram, Uzal, Diklah, 28 Obal, Abimael, Sheba, 29 x Ophir, Havilah, and Jobab; all these were the sons of Joktan. 30 The territory in which they lived extended from Mesha in the direction of Sephar to the hill country of the east. 31 These are the sons of Shem, by their clans, their lan guages, their lands, and their nations.
The Tower of Babel
11Now the whole earth had one language and the same words. 2And as people migrated from the east, they found a plain in z the land of Shinar and settled there. 3 And they said to one another, "Come, let us make bricks, and burn them thor oughly." And they had brick for stone, aand bitumen for mortar. 4Then they said, "Come, let us build ourselves a city and a tower b with its top in the heavens, and let us make a name for ourselves, lest we be dispersed over the face of the whole earth." 5 And cthe Lord came down to see the city and the tower, which the children of man had built. 6 And the Lord said, "Behold, they are one people, and they have all one language, and this is only the beginning of what they will do. And nothing that they propose to do will now be impossible for them.
7Come, d let us go down and there con fuse their language, so that they may not understand one another's speech." 8So e the Lord dispersed them from there over the face of all the earth, and they left off building the city. 9Therefore its name was called f Babel, because there the Lord confused 2 the language of all the earth. And from there the Lord dispersed them over the face of all the earth.
Shem's Descendants
10 g These are the generations of Shem. When Shem was 100 years old, he fathered Arpachshad two years after the flood. 11 And Shem lived after he fathered Arpachshad 500 years and had other sons and daughters.
14When Shelah had lived 30 years, he fathered Eber. 15 And Shelah lived after he fathered Eber 403 years and had other sons and daughters.
12 When Arpachshad had lived 35 years, he fathered Shelah. 13 And Arpachshad lived after he fathered Shelah 403 years and had other sons and daughters.
16When Eber had lived 34 years, he fathered Peleg. 17 And Eber lived after he fathered Peleg 430 years and had other sons and daughters.
20When Reu had lived 32 years, he fathered Serug. 21 And Reu lived after he fathered Serug 207 years and had other sons and daughters.
18When Peleg had lived 30 years, he fathered Reu. 19 And Peleg lived after he fathered Reu 209 years and had other sons and daughters.
22When Serug had lived 30 years, he fathered Nahor. 23 And Serug lived after he fathered Nahor 200 years and had other sons and daughters.
26When h Terah had lived 70 years, he fathered Abram, Nahor, and Haran.
24When h Nahor had lived 29 years, he fathered Terah. 25 And Nahor lived after he fathered Terah 119 years and had other sons and daughters.
22 u For ver. 22-29, see 1 Chr. 1:17-25 24 v ch. 11:12; Luke 3:35, 36 25 w 1 Chr. 1:19 29 x 1 Kgs. 9:28; 10:11 32 y ver. 1; ch. 9:19 Chapter 11 2 z ch. 10:10; 14:1, 9; Isa. 11:11; Dan. 1:2; Zech. 5:11 3 a ch. 14:10; Ex. 2:3 4 b Deut. 1:28 5 c ch. 18:21 7 d ch. 1:26; [Ps. 2:4] 8 e ch. 10:25, 32; Luke 1:51 9 f ch. 10:10 10 g [ch. 10:22]; For ver. 10-26, see 1 Chr. 1:17-27 24 h Josh. 24:2 26 h [See ver. 24 above] | <urn:uuid:bbe056e3-9fe2-4811-a26a-2a7aaaee8629> | CC-MAIN-2022-21 | https://content.wtsbooks.com/shopify/pdf_links/wide-margin-reference-bible.pdf | 2022-05-27T21:31:49+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00002.warc.gz | 237,023,893 | 12,830 | eng_Latn | eng_Latn | 0.998058 | eng_Latn | 0.998531 | [
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Linking Fukushima & Hiroshima Upsetting To Many
Yuri Kageyama, AP
"No more Hiroshimas!" ''No more Fukushimas!" Those slogans are chanted together at rallies by Japanese who want both an end to nuclear power in Japan and an end to nuclear weapons around the world. But many in this city are distressed by efforts to connect Hiroshima's history to the tsunami-triggered meltdowns at the Fukushima Dai-ichi nuclear plant. Like the bomb the United States dropped on Hiroshima August 6, 1945, the March 2011 Fukushima disaster unleashed radiation that will affect the region's health for decades. Hiroshima medical experts, the world's most renowned on radiationrelated sicknesses, are being called on for advice on how the meltdowns may have harmed people who lived near the power plant along the northeastern coast of Japan.
Some in the historical movement against nuclear non-proliferation have joined the protests that have popped up after Fukushima, calling for an end to nuclear power. Calls out of Hiroshima to do away with nuclear weapons carry great moral weight in Japan, and activists are asking the city to join forces and sign their petitions demanding the government ditch nuclear power. To opponents of this idea, the differences between Hiroshima and Fukushima dwarf the similarities. Only one of the two catastrophes was an act of war that unleashed death, fire and horror on a scale the world had never seen.
"Our position, and this is a position we can never compromise, is that nuclear weapons are an absolute evil," Hiroshima Mayor Kazumi Matsui said in an interview at city hall, his voice trembling. "I oppose connecting the two simply because they both involve radiation." The widespread sentiment in this southwestern city, he said, is that Hiroshima has endured something more terrible than the aftermath of a nuclear accident, and people resent getting lumped together. Matsui lost relatives in the attack, and his parents' home was destroyed.
The bombing killed some 140,000 people — some instantly, others within months. Three days later, the U.S. dropped a second atomic bomb on Nagasaki, killing an estimated 70,000 people shortly before the end of World War II. Those categorized by the government as sick from the Hiroshima bombing's radiation still number
Page 1 of 3
Linking Fukushima & Hiroshima Upsetting To Many
Published on Chem.Info (http://www.chem.info)
more than 200,000. No one is known to have died from the Fukushima radiation, but the plant's three nuclear meltdowns will take decades to clean up and it is impossible to know what the health toll will ultimately be. Only recently has the government acknowledged that much more radioactive water is leaking into the sea than it had previously believed.
The Japanese government has detected 44 confirmed and suspected cases of thyroid cancer among the 217,000 youngsters, 18 and under, checked in Fukushima. Thyroid cancer among children is generally rare, estimated at only one in a million. The link to radiation is still inconclusive, and extensive testing of Fukushima children could account for the higher numbers. But according to the World Health Organization, thyroid cancer struck thousands of people after the only nuclear-plant disaster worse than Fukushima, the 1986 Chernobyl meltdown in what is now Ukraine.
Robert Jacobs, professor at the Hiroshima Peace Institute, sees similarities between Hiroshima and Fukushima, calling the latter a "slow-motion nuclear war." He said the cumulative radiation dosage from Fukushima could be quite significant because the leaks are likely to continue for decades. Some medical experts are worried about sickness that may emerge in coming years, although the amount of deadly energy released at the moment of the atomic bombing was far greater than what spewed from Fukushima.Hiromichi Ugaya, a former journalist at the Asahi newspaper who has been documenting Fukushima, said it is "an irony of history" that Japan failed to prevent the world's second-worst nuclear plant disaster, even though it is the only country on Earth to have been attacked with nuclear weapons.
"Japan was the one country that should have been careful with nuclear technology," said Ugaya, who recently wrote a book called "Road From Hiroshima to Fukushima." He considers nuclear weapons and nuclear power to share a historical backdrop. "The atomic bomb and nuclear power are like twin siblings if you trace their history," he said. Some in Hiroshima are adamant about denying any ties. One reason is that they feel closer than ever to finally achieving their goal of nonproliferation, or at least winning an international commitment to that goal. Hopes are high that U.S. President Barack Obama will visit Hiroshima before his term ends. If realized, it would mark the first ever visit by an American president in office. And they fear that allying with Fukushima too much may derail that effort.
Another reason: Hiroshima was strategically used to promote nuclear power. It was seen as the perfect place to highlight the technology's peaceful uses. At the Hiroshima Peace Memorial Museum, it is bombs and not reactors that are the enemy. A digital clock ticks away the days since the nuclear attack. Another clock shows the days from the last nuclear test. People line up to pray before a nearby memorial. The sad skeletal remains of a dome have become an international symbol, a prayer for peace.
"Look at these pictures," said Kenji Shiga, chief of the museum, pointing to a photo of a corpse so blackened and deformed one must squint to make out a head. "And this is one of the less gruesome ones. Here, it all came with a bang," Shiga said, stressing the differences between Hiroshima and Fukushima. "This is not a place
Page 2 of 3
Linking Fukushima & Hiroshima Upsetting To Many
Published on Chem.Info (http://www.chem.info)
merely dripping radiation."
Sunao Tsuboi, 88, is a bomb victim, who survived miraculously. A part of his ear is gone, and his face is blotched with burn marks. When he emerged from unconsciousness 40 days after the bombing, the war was long over. He was so weak and scarred he had to start by practicing crawling on the floor. He pities Fukushima, but, like the others, stresses the differences. The people of Hiroshima are "hibakusha," which means "radiation victims," while the people of Fukushima are "hisaisha," which means "disaster victims," said Tsuboi. "They wanted to kill us — no mistake about that," he said. "Maybe there will be problems in Fukushima because of the radiation, and we don't know yet if some people may end up dying. But here it was about annihilation."
Shuntaro Hida, 96, was among the doctors who treated the people of Hiroshima within days of the bombing. He has been outspoken about the dangers of what scientists call internal radiation, the ingestion of radioactive material from the air, water and food. Hida said he witnessed the deaths of hundreds of people who entered Hiroshima after the bombing, victims of radiation exposure that led to diseases including cancer, strokes, organ failure and leukemia. "No one wanted the world to know that the bomb could continue to kill for so many years later," he said.
In Hida's view, that is at least one area in which the nuclear cataclysms are intertwined. He said Hiroshima never fully faced up to the effects of internal radiation, and that same mistake is being repeated in Fukushima.
Source URL (retrieved on 10/24/2014 - 11:32pm):
http://www.chem.info/news/2013/09/linking-fukushima-hiroshima-upsetting-many
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======================================================================
Language in India www.languageinindia.com ISSN 1930-2940 Vol. 18:11 November 2018 India's Higher Education Authority UGC Approved List of Journals Serial Number 49042
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Indian Model of Language Management
Prof. B. Mallikarjun, Ph.D.
==================================================================
Abstract
Today multilingualism is the order. Monolingualism is an exception. India is not only multilingual but also a multicultural, multiethnic and multi-religious nation. With its 121 languages and 1369 mother tongues (Census of India 2011), India is an excellent ground for testing language policies and their implementation in a pluralistic context. Since her independence it is managing multilingualism through policies of language use in administration, judiciary, education, mass media, literature and other domains in an effective manner as a role model for other multilingual countries in language policy and planning. The fluid and volatile linguistic situation that existed at the time independence in 1947, and framing of the Constitution has become calm and stable to a large extent. Once, multiple languages were considered as problems to be tackled. Now, they are considered as resources to be utilized effectively. This paper has two parts, the first part details the multilingual landscape of the country and the second part elucidates the 'inclusive model' of language management adopted by India.
Introduction
India is an abode of languages belonging to 5 language families: (1) Indo-European (a)IndoAryan: 21-78.05% (b) Iranian: 1-1677speakers only (c) Germanic: 1-0.02% (2) Dravidian: 17-19.64% (3) Austro-Asiatic: 14-1.11% (4) Tibeto-Burmese: 66-1.01% (5) Semito-Hamitic: 1-with 54,947 speakers only. This linguistic landscape of India is often described as melting pot or salad bowl to somehow explain the coexistence and correlation of 1369 rationalized mother tongues grouped in to into 121 languages in the subcontinent. In addition to this, 1474 names are grouped under 'other mother tongues. 1 Yet none of these terms capture the real texture of Indian multilingualism since it is unique and dynamic without a parallel anywhere in the world. Here is the nation in which a language is written in many scripts and many languages are written in one script. Though they belong to different language families they share many linguistic features.
Understanding the existence and pattern of use of languages in a country helps to infer its sociolinguistic position. Multilingualism may be defined as 'in or using several languages' or 'as the use of two or more languages, either by an individual speaker or by a community of speakers' 2 . As a matter of fact, "multilingual speakers outnumber monolingual speakers in the world's population". Today multilingualism is considered to be a norm and monolingualism as an exception. 3
The multilingual nature of the continent and the value of information on multilingualism was recognized even before Indian independence in 1947. Since 1931 the information on 'other language in common use' by the people is collected by the Census of India in its decennial operation. There is certainly some significant growth in multilingual patterns in India since independence. Formal education, entertainment media, and growing migration of population across the states for various reasons continue to make the multilingual patterns more dynamic than ever. Here it is intended to provide a picture of the linguistic landscape of India and the people's choice of language/s for 'other
language', its inductive and intuitive multilingual mosaic in terms of bi/trilingualism and its sweep across age, gender, urban and rural population etc. The information offered by the decennial census from 1931 till 2001 forms major source to understand the linguistic landscape of India.
The reorganization of the geographical boundaries within the country as linguistic states was a major empowering step in the management of multilingualism. Managing Indian multilingualism formally got underway with the country's acceptance of its Constitution. The Eighth Schedule of the Indian Constitution includes select languages, recognizes some as official language/s of the Union and provides for the States to have their official language/s. Further, it accepts languages for different levels of judiciary, use in parliament and state legislatures. It does not specify any particular language/s as medium of instruction for education but recognizes the rights of different kinds of linguistic minorities. In the past decades, the judiciary too has played an important role of language manager through interventions necessitated by the legislation. In India, seven decades ago multiplicity of languages was regarded as a problem to be solved or resolved and now due to its language management initiatives, languages are considered as a resource to be effectively utilized.
Indian Multilingualism
Modern Languages
Important concepts that are to be understood in the Indian multilingual context are 'mother tongue' and 'language'. Both are officially not same though sometimes they are used as synonyms. The official way of identifying mother tongue in the 1881 Census was '… the language ordinarily spoken in the parental home of each person'; in 1891 it was '…parent tongue'; in 1901 it was 'language which each person ordinarily uses in his own house'; in the year 1971 little elaboration of the concept was done, '… the language spoken in the individual's home during his childhood or a near equivalent such as the language which individual's parents spoke or which he first learnt to speak'; since 1991 and subsequent census in 2001 and 2011 have continuously used the definition:
"The language spoken in childhood by the person's mother to the person. If the mother died in infancy, the language mainly spoken in the person's home in childhood will be the mother tongue. In case of infants and deaf mutes the language usually spoken by the mother should be recorded. In case of doubt, the language mainly spoken in the household may be recorded". 5
According to the latest 2011 Census of India data, India has more than 1369 mother tongues spread over a vast geographic space. All these are spoken by 10,000 or more speakers. So, what is language in India? It is a composite entity, a bundle of mother tongues. The Census of India enumerates the mother tongues and before releasing the population tables relating to language, rationalizes or groups 'mother tongues' into groups called 'language'. For instance, in the Census data of 2011, Hindi language is a bundle of 56+ different mother tongues wherein Hindi is one among them. To illustrate this phenomenon further, Hindi language speakers amount to 43.63% of the population. Out of these only 60.99% speak Hindi as their mother tongue. The rest 39.01% of them speak a mother tongue subsumed under the language called Hindi. That is to say that Hindi is the mother tongue of 60.99 % of Hindi language speakers and the rest 38.88% speak some other mother tongue. In addition to this 1474 unclassified mother tongues are grouped under 'other mother tongue' category.
The rationalized mother tongues result in 121 languages. The Constitution of India includes 22 languages in its Eighth Schedule. They are known as Scheduled languages which constitute 93 mother tongues. The rest 99 languages which are not in the Schedule are given the nomenclature, Nonscheduled languages. This Schedule of the Constitution of India is treated as an open-ended list which
has got additions whenever the socio-political conditions favored inclusion of a specific language. When the Constitution came into existence, it had 14 languages: Assamese, Bengali, Gujarati, Hindi, Kannada, Kashmiri, Malayalam, Marathi, Oriya, Punjabi, Sanskrit, Tamil, Telugu and Urdu. Subsequently, in 1969 Sindhi was included, in 1992 Nepali, Manipuri and Konkani and in 2003 four languages Bodo, Dogri, Maithili and Santali were added through the constitutional amendments. Demands for inclusion from several other languages like Coorgi (Kodava), Tulu etc., are before the government for appropriate decision. The original intention of the Eighth Schedule was to have a list of languages in the Constitution to be developed for administration, for expression of science and technology. But the use of this list of languages is expanded beyond the original intention and used as a select list of languages to grant various benefits to languages and their users. Have many statutory privileges, and are the preferred languages for educational and administrative purposes. They are not ignored or left out in most of the language- related decision-making process. The list of languages prepared for the development and spread of Hindi is functioning as a list of languages used for formulating and implementing language related decisions. 6 The following is the graphical representation of the linguistic landscape of India.
Indian Languages:2011
The Census of India reports in 2011 that 96.71% of the population speaks Scheduled languages and the rest 3.29% speak the Non-scheduled languages.
Not only the country, but each state and union territory within it is multilingual. The chart given below illustrates the linguistic landscape of one of the states, Karnataka.
Karnataka Languages:2011
During the freedom struggle, the term 'National Language' was very widely used to refer to some language/s. But in 2011Gujarat High Court said that '…officially there is no national language in India'. 7
Sharing of Languages
The uniqueness of Indian multilingualism is in sharing various aspects of languages. This could be discussed in three parts of sharing of languages, scripts and linguistic features.
The nomenclature 'multilingualism' better used to refer to number of people speaking more than one language/s is very important and not the number of languages spoken in a landscape. In India there are many bilinguals and multilinguals. The census has been enumerating and registering information on bilingualism since 1901. Till the 1921 Census, information was collected only to know about the 'knowledge of English', since British India wanted to know about the spread of English in India for governance and education. Administration was mainly in English and it was essential to plan English language education at that time. Other languages were not so important. In 1931 and 1941 the information about 'other language in common use' was also collected by census. The census tried to know the name of language that a person knew in addition to his or her mother tongue. In the subsequent census in 1941 and 1951 the question was restricted to 'only Indian language' and in 1961 Census it was expanded to 'any language' and 'number of such languages' was also expanded to two languages. The 1971 Census information on 'other languages' was again collected from each individual.
Changes in information elicitation reflect the linguistic concerns of the nation at that point of time. This is an official recognition of India as a multilingual nation. Hence, in 1981 census, information on the number and names of languages known to the person other than his/her mother tongue was collected. It is recorded in
"… the order in which he/she speaks and understands them best and can use with understanding in communicating with others. He/she need not be able to read and write those languages. It is enough if
he/she has a working knowledge of those subsidiary languages to enable him/her to converse in that language with understanding." 8
During the year 1981 it is reported as 'persons speaking a language additional to the mother tongue', in 1991 as 'persons knowing three languages' and in 2001 'first subsidiary language, second subsidiary language'. Whatever be the terminology used, the information on spread of languages across the speakers of another language/s is available. It has to be carefully noted that Indian multilingualism is 'self-declared' by the language users and not a result of any evaluation of language competence against any set parameters. The present estimate is an under estimation of the ground reality. A large number of Indians know more than one language. Many times, they know two languages in addition to their mother tongue. Bilingualism is often taken as a given fact. The other language is acquired from the environment from childhood. There is no need to go to school to learn to use two or more languages.
So far, the multilingualism data for the 2011 Census are not available in the public domain, hence we have to rely on the Census of 2001data only for this purpose. It includes information on 'first subsidiary language' and 'second subsidiary language' known to the speakers which has to be understood as bilingualism and trilingualism. The following table gives the details of percentage of bilinguals and trilinguals to the total population speaking a particular scheduled language. 9
| SL. No. | Languages | % of Bilinguals | % of Trilinguals | SL. No. | Languages | % of Bilinguals |
|---|---|---|---|---|---|---|
| 1 | Assamese | 32.35 | 14.47 | 12 | Manipuri | 41.67 |
| 2 | Bengali | 20.4 | 6.52 | 13 | Marathi | 41.37 |
| 3 | Bodo | 57.38 | 18.64 | 14 | Nepali | 52.81 |
| 4 | Dogri | 59.44 | 26.49 | 15 | Oriya | 25.63 |
| 5 | Gujarati | 36.25 | 14.25 | 16 | Punjabi | 52.01 |
| 6 | Hindi | 11.25 | 2.13 | 17 | Santali | 51.43 |
| 7 | Kannada | 28.44 | 12.15 | 18 | Sanskrit | 73.6 |
| 8 | Kashimiri | 39.21 | 15.55 | 19 | Sindhi | 73.19 |
| 9 | Konkani | 74.38 | 47.18 | 20 | Tamil | 21.51 |
| 10 | Maithili | 33.03 | 9.25 | 21 | Telugu | 25.02 |
| 11 | Malayalam | 28.75 | 16.6 | 22 | Urdu | 51.03 |
It is important to note which language or languages other than their mother tongue people have reported that they know. Many speakers of the Scheduled languages report that they know Hindi and English. More bilinguals (74.38%) and trilinguals (47.18%) are from Konkani mother tongue and least bilinguals (11.25%) and trilinguals (2.13%) are from Hindi language. Similarly, Urdu speakers are more bilingual (51.03%) and trilingual (18.37%) since they are spread all over the country. Same is the case of another language Sindhi, which has 73.19% and 35.58% of bilinguals and trilinguals respectively. In the Indian context, English is learnt as second or third language at school, whereas Hindi is mainly learnt and partially acquired contextually since it is widely used in the media, as part of entertainment. Most of the other languages are learnt due to their coexistence. Speakers of Bengali, Kannada, Konkani, Malayalam, Manipuri, Oriya, Tamil and Telugu prefer English as the first subsidiary language. And speakers of Dogri, Gujarati, Maithili, Marathi, Nepali, Punjabi, Santali, Sindhi and Urdu prefer Hindi as the first subsidiary language. As second subsidiary language, Assamese, Bengali, Bodo, Kannada, Konkani, Malayalam, Manipuri, Oriya, Telugu speakers prefer
Hindi where as the speakers of Dogri, Gujarati, Kashmiri, Maithili, Marathi, Punjabi, Sindhi speakers prefer English as the second subsidiary language.
Apart from the need based, essential, compulsory multilingualism, it is very important to note that other than Hindi and English, it is the neighborhood languages that are learnt by different mother tongue speakers as their second and third languages. Languages in the neighborhood and the details of percentage of bilingual and trilingual are given below to illustrate this point. 10
| 1 | Assamese | Bengali | 9.54 | 0.99 |
|---|---|---|---|---|
| | | Nepali | 0.19 | 0.1 |
| 2 | Bengali | Assamese | 2.49 | 0.21 |
| 3 | Bodo | Assamese | 46.44 | 2.41 |
| | | Bengali | 3.92 | 2.33 |
| | | Nepali | 0.21 | 0.42 |
| 4 | Dogri | Urdu | 3.33 | 0.68 |
| 5 | Gujarati | Marathi | 0.7 | 0.91 |
| 6 | Hindi | Bengali | 0.5 | 0.09 |
| | | Gujarati | 0.24 | 0.03 |
| | | Marathi | 0.93 | 0.09 |
| | | Urdu | 0.9 | 0.11 |
| 7 | Kannada | Konkani | 0.15 | 0.04 |
| | | Tamil | 2.4 | 0.57 |
| | | Telugu | 6.66 | 0.69 |
| | | Malayalam | 0.13 | 0.07 |
| | | Marathi | 2.62 | 0.61 |
| 8 | Kashmiri | Urdu | 31.76 | 3.07 |
| 9 | Konkani | Gujarati | 3.89 | 0.14 |
| | | Kannada | 20.78 | 3.29 |
| | | Malayalam | 1.26 | 0.3 |
| | | Marathi | 16.79 | 5.83 |
| 10 | Maithili | Urdu | 0.22 | 0.09 |
| 11 | Malayalam | Kannada | 1.45 | 0.29 |
| | | Tamil | 1.59 | 0.56 |
| 12 | Manipuri | Bengali | 4.44 | 0.89 |
| 13 | Marathi | Gujarati | 0.36 | 0.28 |
| | | Kannada | 1.67 | 0.27 |
| | | Telugu | 0.56 | 0.14 |
| 14 | Nepali | Assamese | 11.35 | 2.07 |
| | | Bengali | 2.01 | 1.98 |
| 15 | Oriya | Bengali | 0.53 | 0.26 |
| | | Telugu | 0.85 | 0.07 |
| 16 | Punjabi | Urdu | 0.45 | 0.17 |
| 17 | Santali | Assamese | 1.22 | 0.09 |
| | | Bengali | 26.92 | 1.86 |
| 18 | Sindhi | Gujarati | 19.1 | 3.28 |
| | | Marathi | 1.6 |
|---|---|---|---|
| 19 | Tamil | Kannada | 2.11 |
| | | Malayalam | 0.54 |
| | | Telugu | 2.51 |
| 20 | Telugu | Kannada | 3.83 |
| | | Tamil | 3.53 |
| 21 | Urdu | Bengali | 0.5 |
| | | Gujarati | 0.47 |
| | | Kannada | 5.52 |
| | | Marathi | 1.94 |
| | | Tamil | 1.24 |
| | | Telugu | 5.64 |
Multilingualism is not specific to some geographic area but a pan Indian phenomenon. Correlation of multilingualism with age, gender, urban and rural spread shows its depth. The following facts illustrate the same:
Age: Multilinguals are found in all age groups. Maximum number of multilingual persons in both the categories of bilingual and trilingual are found in the age group of 30-49 years. They are born in independent India after 1947 and are products of the new education system.
Urban-Rural-Gender: More bilinguals are in rural areas with 53.59% than in urban areas with 46.40%. However, in the case of trilingual, it is reverse. More trilingual are in urban areas with 53.79% and less trilingual are in rural areas with 46.20%. When it comes to gender wise distribution of bilingual and trilingual speakers, it is found that, in general, men outnumber women in being multilingual. Among bilinguals, men amount to 59.40% and women to 40.60%. In trilingualism also, it is men who are 62.43% who outnumber women who are 37.56%.
Indian multilingualism demands redefining what bilingualism is. Actual use of two or more languages should come to guide us in defining such concepts. Mere knowledge or temporary and tentative seeking to learn and speak additional languages may not really reveal the underlying currents in a nation. As for India, one notices a continuing effort to cover more aspects of language identity for more than a century. There is some dynamism in this sense in understanding and appreciating the processes of bilingualism. There is certainly some significant growth in multilingual patterns in India since independence in 1947. Formal education, media entertainment explosion, and growing population dispersal across the states continue to make the multilingual patterns more dynamic than ever. Bilingualism is also used as a denominator of movement of various populations from one region to another. Naturally evolved multilingualism coupled with the multilingualism evolving through schooling has become a rich language resource and it is exploited mainly by the mass media for enhancing its reach across the population. Patterns of Indian multilingualism have been analyzed in a detailed fashion by Mallikarjun. 11
Sharing of Scripts
Scripts do not have language borders. Only languages have geographical boundaries due to creation of states on the basis of languages. Indian languages are written in more than 14 scripts. Normal convention regarding any script is that a language uses a single and specific script to render itself in the visual medium wherever it is spoken. However, the pluralistic tradition of India has broken this kind of tradition for many centuries, and introduced the practice of using different scripts to write
the same language and also using the same script to write different languages. This practice is not frowned upon, and it continues unabated.
The Devanagari script is used to write several languages like Hindi, Sanskrit, Nepali, Dogri, Marathi, Konkani, Rajasthani and many more tribal and minor languages. Kannada script is used to write Kannada, Kodagu, Tulu, Banjari, Konkani, Sanskrit, etc. Sanskrit is written using the Devanagari, Kannada, Telugu, Tamil, Malayalam and many other scripts. Similarly, Kashmiri is written using the Perso-Arabic, Sharada and Devanagari scripts. Sindhi in India is written both in the Perso-Arabic and Devanagari scripts. Santali is written in Ol Chiki, Assamese, Bangla, Oriya, Devanagari and Roman. Rabha uses Assamese in Assam and Roman in Meghalaya, Bangla in West Bengal. So, by tradition, script is not a boundary wall between Indian languages.
Sharing of Linguistic Features
One of the major linguistic discoveries of the previous century relating to Indian languages is the identification of common linguistic features across language families. Among others, we may cite Emeneau's monumental essay 'India as a Linguistic Area'. 12 This sharing of linguistic features by the languages across the language families was facilitated by their coexistence for centuries together, and also by the continuing interaction of the people who speak these languages on a day-to-day basis. While in 1786 Sir William Jones' declaration of the genetic relationship between Sanskrit and other Indo-European languages revolutionized philological studies, the fact that Indian languages, those of the Indo-Aryan and the Dravidian families, have some fundamental similarities was known to the Indian grammarians for centuries. A nineteenth century missionary to India, William Campbell formed his ideas on language planning and development for Indian vernaculars on this assumption:
Whatever may be the difference in the languages, they all belong to the same great family; similar laws regulate the idiom, construction, style and various kinds of composition, which prevail in the dialects of the north and the south; when you describe one art of India, you have, in many respects, described the whole; the manners, the customs, and the habits of the people, with trifling variations, correspond from Cape Comorin to the Himalayas; and their superstition, in all its great lineaments, is exactly the same. Whether, therefore, their present literature was originally written in Sanskrit, or in some other languages, the Vedas, the Shastras, the Puranas, and all their classical writings are to be found in all the principal tongues of India and are as well understood in the one as in the other. 13
Some of the shared linguistic features across language families are as follows: 14
a. Presence of a series of retroflex consonants that contrast with dentals sounds.
b. Two to three degrees of 'you' 'inclusive and exclusive' etc.
c. Widespread lexical borrowing.
d. Presence of echo word constructions and onomatopoeic forms.
e. Reduplication process of different grammatical categories such as nouns, verbs, adjectives, adverbs, etc.
f. Compound verb forms.
g. Conjunctive particle.
h. Sentence structure - flexibility of word order though finite verb usually comes in the last position.
Another interesting aspect of this scenario is that the people, who live in villages and towns that lie in the political boundaries of two or more linguistically re-organized states, continue to use the same grammar of their own language with different vocabularies drawn from another language of the border to communicate among themselves and with the groups across the border.
Inclusive Model of Managing Multilingualism
Indian Languages are managed through planning for their use in various domains by ascribing and providing space for each one or many of them appropriately. Language policy is all about choices. If one is bilingual or multilingual, he or she has to choose which language to use and when. Even if one speaks only one language, one faces choices of dialects and styles. Some of these choices are the result of management, reflecting conscious and explicit efforts by language planners to to regulate the choices. Language management starts with the individual, while organized language management ranges from the micro (family) to the macro (nation- state) level.
The leaders of the freedom struggle of India were very much aware of the pluralistic nature of the country and of issues that a country has to face in its governance. India's freedom struggle was not merely a struggle for independence, it also laid the groundwork for nation building even when the people were under foreign yoke. The leaders did not postpone nation-building processes until freedom was achieved. The resolutions passed in the various conferences conducted by the Indian National Congress reveal that the national leadership while waging their battle against the British rule thought well ahead of time and prepared the nation with advance steps not only in the fields of administration, education but also of language policies. One such step was the generously agreed upon principle to reorganize the British India provinces that were a product of the British tactics of accession for the administrative convenience of the rulers into somewhat linguistically cohesive states. Another resolution that was passed and partially implemented twenty-five years before independence was the policy on National Education that emphasized the use of the mother tongue as the medium of instruction in schools.
In the post-independence period the nation was reorganized into states on the basis of language that was predominant in a geographical area. Some of the principles that were kept in mind are interesting from the point of language management. They are (a) geographical contiguity (b) linguistic and cultural homogeneity (c) common language to promote the growth of regional consciousness (d) administration in a language which the people can understand (e) administrative convenience (f) preservation and strengthening of the unity and security of India (g) financial, economic and administrative considerations and (h) scope of positive expression of the collective personality of a people in a state or region. The 'limiting factors' because of the multilingual situation are (a) not all the language groups are so placed that they can be grouped into separate states (b) large number of bilingual belts between different linguistic zones and (c) existence of areas with a mixed population even within a unilingual area.
Administration
The official language is the language or languages used for conducting business of the government, legislature and judiciary. In the history of pre-independence India, though there are numerous instances wherein only one language was the official language, it is very difficult to find a point of time where only one language was used as the sole language of administration in any specific region. It seems that the official language was used for the purposes of rule and other interrelated activities and used within the setup of the Government to a large extent. However, languages of the people were used for all the necessary communicative purposes. After independence, terms like official language, language/s used in administration, regional languages attain significance. A distinction between the 'official language' and 'language used in administration' exists. Though the Official Language Act 1966 of Andhra Pradesh, one of the states in India, recognizes Telugu as the official language for use in its territory, it also permits the use of English, Urdu, Kannada, Tamil and Oriya in certain specified situations and regions for administrative activities. Hence, these languages are used
in administration in Andhra Pradesh though only Telugu is the official language.
The Constitution of India provides for the use of one or two or more languages in the administration of the Union and States, sees that the provisions for use of languages of all sections of people are made depending on the genuineness of the claim. Also, the interests of all the people of all the regions are in principle, accommodated in relevant ways. Thus Article 343 states that (1) the official language of the Union shall be Hindi in Devanagari script. For official purposes of the Union the international form of Indian numerals shall be used. (2) Notwithstanding anything in clause (i), for a period of fifteen years from the commencement of this Constitution, the English language shall continue to be used for all the official purposes of the Union for which it was being used immediately before such commencement. Even now English continues to be used. The duty and responsibility to promote the spread, development and enrichment of Hindi by assimilating the forms, style and expressions in Hindustani and other languages in the Eighth Schedule etc. is bestowed upon the Union government. At the level of the Union, English is serving as a neutral language for multiple language speakers of the country since her independence and may do so for many decades or centuries to come.
Like the country, as already illustrated every state and union territory, which is an administrative division of it, is also a multilingual, multicultural and multi-religious entity. The state legislatures were constitutionally empowered to adopt any one or more language/s used in the state or Hindi as the language/s used for official and other purposes in the states. Hence, most of the states have provisions for use of multiple languages in administration though they declare one language which is normally a language of majority of people as the official language in their Official Language Act. A very interesting case is that of the Sikkim state. This state has a unique distinction of having 11 languages in its Official Languages Act. The Sikkim Official Languages Bill, 1977 specifies that Nepali, Bhutia and Lepcha shall be the languages to be used for all official purposes of the state. In 1981 it was amended to include Limbu. In 1995 it was amended to include Newari, Rai, Gurung, Mangar, Sherpa and Tamang. It was further amended in 1996 to include Sunuwar. It has to be noted that it has not declared any one language as official language but identifies 11 languages which can be used for all official purposes true to inclusive multilingual model of language planning.
Parliament/Legislature
The parliament and the legislature are the places where representatives of the people debate and take decisions on the governance of the nation and states respectively. They have different mother tongues and they need not necessarily know or be conversant with the official language of the union or languages of administration. Hence, in parliament though the official business is transacted in Hindi and English, there is a provision under Article 120 that the parliament member shall be permitted by the Chairman / Speaker to address the house in his/her mother tongue. In the similar manner in the state legislature too if a member is unable to express in the official language of the state or Hindi or English, the Speaker will permit him/her to address the house in his or her mother tongue under Article 210.
Interstate Communication
Communication between the union and the states and vice versa and also between the states is a very important factor. The Article 346 makes provision for use of the official language of the union for communication between the union and states and also between two states. At the same time, if there is an agreement between two states, they can use Hindi for inter-state communication.
Redressal of Grievances
There is an inbuilt mechanism for redressing grievances of the citizens. For this purpose, under Article 350 the citizens of India have a provision to submit their representation to the union or the state in any language used in the state or the union.
All this clearly indicates that declaration of one or more languages as official languages and making provision for use of other languages and mother tongues in administration, parliament, legislatures, grievances' redressal are attempts to keep harmony among the population.
Judiciary
The judiciary has three important levels of structure: The lowest at the sub-divisional and/or at district level, the High Court at state level and the Supreme Court at the highest level. English is the language to be used for 'all proceedings in the Supreme Court, High Court, authoritative texts of all Bills to be introduced or amendments moved in either House of Parliament or in either House of the Legislature of a State Article 348(1) (i); all Acts passed by Parliament or the Legislature of a State Article 348(1) (ii); and all Ordinances promulgated by the President or the Governor of a State, and all orders, rules, regulations and bye-laws issued under the Constitution or under any law made by Parliament or the Legislature of a State' Article 348(1) (iii); In the instances where the 'State has prescribed any language other than the English language for use in Bills, Acts, Ordinances a translation of the same in the English language be published under the authority shall be deemed to be the authoritative text in English language. ' Article 348(3); Whereas the 'official language shall be the language of all Courts of Sessions, Judicial Magistrates, Civil Courts subordinate to the High Court in the State'. But English shall also continue to be the language of the said courts. Any presiding officer whose mother tongue is not the official language of the state may continue to record the evidence in English. One may make use of such English words and phrases as he/she may think necessary to exactly bring out the purport and meaning of any expression.
As far as the Judiciary is concerned though the official language of the state and the union have an important role, English text is used as authority since the legal system has heavily borrowed from the English system.
Education
A multiethnic and multilingual pluralistic nation needs to evolve education and language policies in such a way that all the segments that constitute that nation develop a sense of participation in the progress of governance and nation-building. In addition, the specific aspirations of the individual segments of the nation need to be met to the satisfaction of the various ethnic, religious and linguistic communities. It has to be noted that the makers of the Indian Constitution did not lay down elaborately the policy for the domain of education in independent India as they did for administration or judiciary. The constitutional law experts opine the same. "A difficult question arises regarding the medium of education at various levels. The Constitution prescribes no policy or principle, and makes no provision, in this regard. To begin with, the matter was left to the legislative power of the States as 'Education' was a State subject. The States enjoyed full right to prescribe the media of instruction at the primary and the High School levels." 15 Due to its sensitive nature and fluid language situation at that time, with broad guidelines they allowed the language policy to be evolved in the context of multilingual situation under various rights bestowed in the Constitution through the process of mutual accommodation, adjustment and adjudication.
The National Policy on Education of 1968 spoke about the regional languages and the Three Language Formula (TLF). The 1986 Policy reiterated the earlier stand. The States Reorganization Commission had asked the Union Government to elucidate a policy outline for education in mother
tongue at the Secondary stage. The All India Council for Education recommended the adoption of the Three Language Formula (TLF) in September 1956. The endorsement for this formula came from various directions. It was adopted by the Chief Ministers' conference. The National Policy on Education 1968 recommended the inclusion of the TLF 'which includes the study of a modern Indian language, preferably one of the Southern languages, apart from Hindi and English in the Hindi speaking states, and of Hindi along with the regional language and English in the non-Hindi speaking states' in at the Secondary stage. This was reiterated in the Education Policy 1986 and was adopted as the Programme of Action by the Parliament in 1992. These are major attempts to arrive at a language policy for education. Since education is in the concurrent list of the Seventh Schedule of the Constitution, the language policy formulation for education and its implementation is left to the State governments under the Constitutional safeguards and broad guidelines cited above.
The National Curriculum Framework for School Education: A Discussion Document released on January 1, 2000, while reviewing the Three Language Formula, states that: "In a number of states/organizations/ boards, however, the spirit of the formula has not been followed and the mother tongue of the people has been denied the status of the first language … because of the changed socioeconomic scenario, the difference between the second and the third languages has dwindled. Thus, in reality, there may be two second languages for all purposes and functions. Some states follow only a two-language formula whereas in some others classical languages like Sanskrit and Arabic are being studied in lieu of a modern Indian language. Some boards/institutions permit even European languages like French and German in place of Hindi." In this scenario, the three-language formula exists only in our curriculum documents and other policy statements. According to this document the three languages are: (i) the home language/the regional language, (ii) English, and (iii) Hindi in non-Hindi speaking states and any other modern Indian language in Hindi speaking states.
National Curriculum Framework 2005 records that: Home language(s) of children, should be the medium of instruction in schools. Where "…home language(s) or mother tongues are … the languages of home, larger kinship group, street and neighborhood, i.e., languages a child naturally acquires from her/ his home and societal environment". If school does not have provisions for teaching in the child's home language(s) at higher levels, the primary school education must still be covered through the home language(s)…Three Language Formula needs to be implemented in its sprit…In non-Hindi states, children learn Hindi. In the case of Hindi states, children learn a language not spoken in their area. Sanskrit may also be studied as a Modern Indian Language (MIL) in addition to these languages. At later stages, study of classical and foreign languages may be introduced. It is to be noted that earlier it was home language/ regional language, but it became home language or mother tongue. In multilingual India, language or language related issue invokes emotional, sentimental and legal responses among the people affected due to policy formulations, implementation, and envisaged minor or major policy changes. Since 1956, after adoption of the Constitution, Indian Courts have faced litigations of various types by the people affected in the natural process of language policy formulation and implementation. These litigations have questioned the abridgement or curtailment of various rights of the citizens. The courts have also examined them at length and delivered judgments. Sometimes, these judgments have made the Governments to look at their language policy afresh taking into consideration the aspirations of the aggrieved people and the ground realities.
Though there are states and union territories, education is imparted throughout the country where language plays two roles as a subject and as medium of instruction. Instead of going into the policy of every state, the policies adjudicated by the High Court as well as the Supreme Court and their gist are given here so that language education issues are better understood. They are:
a. The Three Language Formula, which was designated as a strategy with no direct constitutional status, totally dependent on the governmental and institutional support, has been given a legal sanction and status from the Apex court of the country for its implementation.
b. Teaching a regional language, the official language of the concerned state as a compulsory language in the schools, more specifically at the secondary stage, is recognized as legally acceptable. It may even be considered as a must. Earlier research had claimed that learning more languages is not a load. The same is reinforced by the judgment that teaching more languages as subjects from primary schools is not a burden imposed on the students.
c. A government need not wait up to 5 th standard to introduce a second language. It can be introduced from the 3 rd standard itself.
d. The Constitutional safeguard for the linguistic minorities to have education through their mother tongues in the primary schools is made obligatory for all the mother tongue groups, irrespective of their majority or minority status.
e. Regional language is recognized by the court as the 'second mother tongue' of the indigenous speakers of the minority languages in the concerned state.
f. English can be taught as a subject from the primary school itself.
g. Right to education is a fundamental right. It flows from Article 21, right to life.
h. Free and compulsory primary education is guaranteed to all the children in the age group of 6 to 14 years under Article 21 A as a fundamental right.
i. The mother-tongue will be the language declared by the parent or guardian to be the mothertongue.
j. The parents have the right to choose the kind of education that will be given to their children.
k. Right to education is a fundamental right, which also includes the right to choose the medium of instruction, and it can be exercised by the parents on behalf of their children, and they have absolute and exclusive right in this regard.
l. Citizens shall have the freedom of speech and expression, which would include the right to educate and to be educated.
m. The policy that mother tongue or regional language shall be the medium of instruction in primary schools is valid and legal for the schools run or aided by the State.
n. The Universal Declaration of Human Rights- is also applicable in the Indian context since India is a signatory to the document.
One major legal issue relating to medium of instruction recently adjudicated by the Supreme Court needs to be discussed since it has larger implications on education in India. The Supreme Court took up the petitions on the 2008 judgement of the High Court of Karnataka (State of Karnataka &Anr vs The Associated Management of (Government Recognized Unaided English Medium) Primary and Secondary Schools and Others) and on July 5, 2013 decided to refer the same to the Constitutional Bench with the five questions to be addressed by it. The bench after due deliberations and listening to both sides on May 6, 2014 passed the order. 16
The questions and the answers of the apex court for them are as follows:
1. What does Mother tongue mean? If it referred to as the language in which the child is comfortable with, then who will decide the same?
"Mother tongue in the context of the Constitution would, therefore, mean the language of the linguistic minority in a State and it is the parent or the guardian of the child who will decide what the mother tongue of child is. The Constitution nowhere provides that mother tongue is the language which the child is comfortable with, and while this meaning of "mother tongue" may be a possible meaning of the 'expression', this is not the meaning of mother tongue in Article 350A of the Constitution or in any
other provision of the Constitution and hence we cannot either expand the power of the State or restrict a fundamental right by saying that mother tongue is the language which the child is comfortable with".
2. Whether a student or a parent or a citizen has a right to choose a medium of instruction at primary stage?
"… a child or on his behalf his parent or guardian, has a right to freedom of choice with regard to the medium of instruction in which he would like to be educated at the primary stage in school."
3. Does the imposition of mother tongue in any way affects the fundamental rights under Article 14, 19, 29 and 30 of the Constitution?
"…imposition of mother tongue affects the fundamental rights under Articles 19, 29 and 30 of the Constitution."
4. Whether the Government recognized schools are inclusive of both government-aided schools and private and unaided schools?
"…Government recognized schools will not only include government aided schools but also unaided schools which have been granted recognition."
5. Whether the state can by virtue of Article 350-A of the Constitution compel the linguistic minorities to choose their mother tongue only as medium of instruction in primary schools?
"…State has no power under Article 350 A of the Constitution to compel the linguistic minorities to choose their mother tongue only as a medium of instruction in primary schools."
The judiciary views mother tongue in the context of the Constitutional provisions and the Census views the same in the societal / cognitive context.
Minorities
The Constitution of India recognizes two kinds of minorities-linguistic and religious and provides certain specific safeguards to them. The religious minorities are products of more than 2000 years of history, culture and society. In the post-independence India, in the historical process of national development, as we already saw the regional languages formed basis for the reorganization of the geographic boundaries of administrative territories. Linguistic minorities are mainly products of this reorganization. Hence in order to protect their interests' certain rights have been guaranteed to them. The linguistic minorities have the following rights: (1) Citizens residing in the territory of India or any part of it having a distinct language, script or culture has the right to conserve the same. [Article 29] (2) Admission will not be denied into any educational institution maintained by the State or receiving aid out of State funds on grounds only of religion, race, caste, language or any of them. [Article 29] (3) All minorities, whether based on religion or language, shall have the right to establish and administer educational institutions of their choice. [Article 30] (4) Discrimination will not be made in granting aid to educational institutions, on the ground that it is under the management of a minority, whether based on religion or language. [Article 30]
While adjudicating, as we already saw the judiciary has said that the Right to freedom of speech and expression includes the right to choose a medium of instruction. Right to establish and administer an educational institution of one's choice, one's choice includes choice of medium of instruction and
also, every citizen, every linguistic and religious minority have right to establish and administer educational institution. It also includes right to choose the medium of instruction which is the fundamental right of the management concerned. Article 350A - "It shall be the endeavor of every State and of every local authority within the State to provide adequate facilities for instruction in the mother tongue at the primary stage of education to children belonging to linguistic minority groups; and the President may issue such directions to any State as he considers necessary or proper for securing the provision of such facilities."
Mass Media
India has a vibrant print, audio and television mass media. They are very active. Though television and radio are latest entries, the print media got initiated in 1780 CE itself. There is no bar on starting any newspaper in any language, mother tongue or dialect. Also, there is no bar on any script to be used for writing a language. It is left to the choice of the media. In 2017, There are 187 languages and dialects in which newspapers and periodicals are published in India. The list given below speaks for itself. 17
| 1 | Adi | 27 |
|---|---|---|
| 2 | Afrikan | 28 |
| 3 | Ahirani | 29 |
| 4 | Anal | 30 |
| 5 | Angami naga | 31 |
| 6 | Angika | 32 |
| 7 | Anglo | 33 |
| 8 | Ao naga | 34 |
| 9 | Apatani | 35 |
| 10 | Arabic | 36 |
| 11 | Arebhashe | 37 |
| 12 | Assamese | 38 |
| 13 | Asur | 39 |
| 14 | Avadhi | 40 |
| 15 | Bahawalpuri | 41 |
| 16 | Baite | 42 |
| 17 | Bajjika | 43 |
| 18 | Banda | 44 |
| 19 | Banjara | 45 |
| 20 | Bathudi | 46 |
| 21 | Beary | 47 |
| 22 | Bengali | 48 |
| 23 | Bhilori | 49 |
| 24 | Bhojpuri | 50 |
| 25 | Bhunjia | 51 |
| 26 | Bihari | 52 |
| 53 | Gaundi | 82 |
| 54 | German | 83 |
| 55 | Goani | 84 |
| 56 | Gojri | 85 |
| 57 | Gorkhali | 86 |
| 59 | Greek | 88 |
|---|---|---|
| 60 | Gujarati | 89 |
| 61 | Halam | 90 |
| 62 | Halbi | 91 |
| 63 | Haruti | 92 |
| 64 | Haryanvi | 93 |
| 65 | Himachali | 94 |
| 66 | Hindi | 95 |
| 67 | Hindustani-Persian | 96 |
| 68 | Hmar | 97 |
| 69 | Ho | 98 |
| 70 | Indonesian | 99 |
| 71 | Italian | 100 |
| 72 | Jaintal | 101 |
| 73 | Japanese | 102 |
| 74 | Jaunsari | 103 |
| 75 | Jhadi | 104 |
| 76 | Kabur | 105 |
| 77 | Kamar | 106 |
| 78 | Kanarese | 107 |
| 79 | Kangri | 108 |
| 80 | Kannada | 109 |
| 81 | Karbi | 110 |
| 82 | Kashmiri | 111 |
| 112 | Malvani | 143 |
| 113 | Malwai | 144 |
| 114 | Mandiyali | 145 |
| 115 | Manipuri | 146 |
| 116 | Marathi | 147 |
| 117 | Marwari | 148 |
| 118 | Mau | 149 |
| 119 | Meeteilon | 150 |
| 120 | Mikir | 151 |
| 121 | Mising | 152 |
| 122 | Mizo | 153 |
| 123 | Multilingual | 154 |
| 124 | Mundari | 155 |
| 125 | Muridari | 156 |
| 126 | Nagamese | 157 |
| 127 | Nagpuri | 158 |
| 128 | Nepali | 159 |
| 129 | Newari | 160 |
| 130 | Nicobari | 161 |
| 131 | Odia | 162 |
| 132 | Olchiki | 163 |
| 134 | Pahari | 165 | Sora |
|---|---|---|---|
| 135 | Paite | 166 | Spanish |
| 136 | Pali | 167 | Sumi |
| 137 | Panchpargonia | 168 | Swahili |
| 138 | Persian | 169 | Syrian |
| 139 | Piate-pau | 170 | Tamil |
| 140 | Pitalri | 171 | Telugu |
| 141 | Pnar(jaintia) | 172 | Tenyidie |
| 142 | Portuguese | 173 | Thadoukuki |
| 174 | Thandon | 181 | Vaiphei |
| 175 | Thangkhul | 182 | Warhadi |
| 176 | Tibetan | 183 | Yugoslavian |
| 177 | Tiddinchin | 184 | Zeliangrong |
| 178 | Tripuri | 185 | Zemi |
| 179 | Tulu | 186 | Zokan |
| 180 | Urdu | 187 | Zou |
Total registered publications -1,14,820 as on March 31, 2017.
Newspapers: 16,993; Periodicals: 97,827.
Largest number of publications registered in any Indian language is- Hindi: 46,587
Second largest number of newspapers and periodicals registered in any language is-English:
14,365
Total circulation of Hindi publications: 23,89,75,773
Total circulation of English publications: 5,65,77,000
It needs to be noted that though English has only 2,59,678 mother tongue speakers in the country and it has second largest number of newspapers, periodicals and their circulation.
Literature
As I said in the earlier sections, India has a very liberal, pluralistic and inclusive language policy. It is open ended and accommodative of real aspirations of the people speaking different languages. The makers of the Constitution of India and Institutions have kept the door open for entry of languages into a formal status. The field of Indian literature is not an exception. The Sahitya Akademi (The National Akademy of Letters) is the premier institution in the country that deals with the Indian literature. The resolution of the Government of India of Dec 15, 1952 had '… provided for representation on the Akademi of the languages enumerated in the Constitution of India' 18 . It was inaugurated on March 12, 1954 and registered on Jan 7, 1956 under the Societies Registration Act of 1860.
The language policy of the Sahitya Akademi can be summarized in one sentence of Jawaharlal Nehru, the first President of the Akademi. In the parliament debate, on the Report of the States Reorganization Commission, he had said that in the Sahitya Akademi '…we deal with all languages of India and try to encourage them.' 19 The General Council of the Akademi in its meeting on March 13, 1954 declared its language policy-'The Akademi will be concerned not only with the languages mentioned in the Indian Constitution but also with other Indian languages, as well as with literary
productions in English by Indian nationals.' 20 Thus the scope of the Akademi literally got expanded and English got included in 1954; in the year 1957 Sindhi too got included.
Due to demands from Maithili and other languages for their inclusion, a committee of experts with Prof. Suniti Kumar Chatterji was constituted to 'examine and recommend the criteria for recognition of languages by the Sahitya Akademi.' 21 The following are the criteria recommended by the Committee in 1965.
1. Whether structurally a language is an independent language or is part of a system of a given language;
2. Whether it has had a continuous literary tradition and history for at least the last three centuries;
3. Whether a sufficiently large number of people use it today as a vehicle of literary and cultural expression;
4. Whether it is recognized by the State concerned and/or by some Universities as a medium of instruction and/or as a separate subject of study;
5. The number of people using the speech, the current literature that is being produced in it (fiction, essays, other literature, journals, etc.) may also be considered.
Maithili language was recommended by the committee and it was recognized as a 'major modern literary language, by the Akademi in 1965. During the same year Dogri too was given the same recognition. Later, in 1971, Manipuri and Rajasthani were recognized.
In order to reconsider the language policy in the context of more and more languages seeking recognition, a special meeting of the General Council was held and it recommended to consult the concerned state government to elicit their view and also, to '…encourage literary activities and publication of books in languages irrespective of their formal recognition by the Akademi.' 22 After much debate, Nepali and Konkani were recognized in 1992. Still, the requests were pending for recognition from Bhojpuri, Maghahi, Khasi, Awadhi, Tripuri, Pahari, Tulu, Lepcha, and Ladakhi languages.
Issues of recognition of a language by the Akademi and development of language were examined by the committee under the chairmanship of Vinayak Krishna Gokak. 23 The guidelines revised in the year 1984 for the recognition of languages are:
I. Socio-linguistic Aspect
Under this, the following should be considered:
1. Whether structurally a language is an independent language or is part of a system of a given language;
2. Whether it has a standardised from, to distinguish it from a dialect;
3. Whether it has had a continuous literary tradition and history;
4. Whether a sufficiently large number of people use it today as a vehicle of literary and cultural expression.
II. Literary Aspect
Under this, the following should be considered:
1. Whether the language has attained the stage of literary development, which entitles it to recognition. The stage of literary development can be ascertained from the literature under various genres such as fiction, poetry, drama, biography, literary criticism, history of literature, journal, etc., which have developed a tradition of their own and in which literature gets
produced currently in an adequate manner. On an average how many books in the language have been produced during the last three years?
2. Literary institutions, if any, working actively in the field of literature for the language concerned.
III. Educational, Administrative and Political Aspect.
Under this, the following should be considered:
1. Whether it is recognised by the State concerned and by some Universities as medium of instruction and as a separate subject of study;
2. The administrative aspects of granting recognition to a new language, including availability of adequate resources.
The focus got shifted from the recognition of languages to development of language and literature, providing fellowships (in the title Bhasha Samman) in the hitherto un-recognised languages. A project office was setup at Boroda in 1996 to deal with Tulu, Magahi, Khasi, Bhojpuri, Lepcha, Pahari (HP), Santhali, Munda, Kurukh, Bodo, Duhan, Bundeli, Sadni, Sara, Kondh, Paite, Mizo and Gondi etc. It was entrusted with the task of documenting oral traditions, translations, bringing out journal etc. This establishment was closed and an office at Guwahati was opened in 2003 'to focus on tribal and oral literature in the North-Eastern languages and was not meant for translation of contemporary literature in these languages' but 'for preservation of oral through collection and editing, and their introduction into the mainstream through thorough translation into modern languages, especially English. Initially this office was to deal with Bodo, Kokborok, Koch, Rajavanshi, Jaintia, Adi and Tenyidie languages. From the year 1996, the Bhasha Samman are given to un-recognized languages. As far as and so far un-recognized languages are concerned the Akademi helps 'the languages to grow: as dialects evolve or aspire to be, or consider themselves as good as, languages, it is far more practical to do solid work in these bhashas than to be lost in theoretical disputations.'
In summary, the language policy of the Sahitya Akademi is (i) if a language is or becomes part of the Eighth Schedule of the Constitution of India, it gets automatic recognition like Santhali, Bodo (ii) other languages can get recognized with due process of consideration by the Akademi (iii) none of the Indian language is left out by Akademi for language and literature development activities.
Antiquity of Language
In a country with thousands of years of language history, recognizing, protecting and promoting ancient languages helps in preserving the intangible linguistic heritage. The Government of India created a new class/category of languages called 'Classical Languages' in 2004 through the official notification. In the context of Common Minimum Programme of the then UPA Government to accord classical language status to Tamil, the Ministry of Culture, Government of India requested the Central Sahitya Academi to look into the question of according classical language status to some languages like Tamil. The Central Sahitya Academi suggested to the government while according classical language status, the following criteria be applied:
a. High antiquity of its early texts/recorded history (may be 1500-2000 years).
b. A body of ancient literature/texts, which is considered a valuable heritage by generations of speakers.
c. The literary tradition be original and not borrowed from another speech community.
d. The classical language and literature being distinct from modern, there may also be a discontinuity between the classical language and its later forms or its offshoots (like Latin vs. Romance, Sanskrit-Pali vs. Prakrits and Modern Indo Aryan).
The Government of India issued a Notification to create a new category of languages as classical languages and also notified that Tamil be classified hen as classical language because it has(a)High antiquity of its early texts/recorded history over a thousand years. (b)A body of ancient literature/texts, which is considered a valuable heritage by generations of speakers. (c)The literary tradition is original and not borrowed from another speech community. 24 Further the Government of India modified the criteria and added one more parameter 25 (d)The classical language and literature being distinct from modern there may also be a discontinuity between the classical language and its later forms or its offshoots.
A Committee of Language Experts was setup to consider future demands for categorization of languages as classical languages and also the Government codified the criteria to declare a language as one of the classical languages. 26 They are (a)High antiquity of its early texts/recorded history over a thousand years. (b) A body of ancient literature/texts, which is considered a valuable heritage by generations of speakers. (c)The literary tradition has to be original and not borrowed from another speech community. (d)The classical language and literature could be distinct from its current form or could be discontinuous with its later forms or its offshoots (like Latin Vs. Roman, Sanskrit – Pali Vs. Prakrit and Modern Indo Aryan). The Government of India vide its Notification No.IV-14014/7/2004NI-II of November 25, 2005 decided to amend para 2 of the Notification of October 12, 2004 to be read as "High antiquity of its early texts/record history over a period of 1500-2000 years". 27 Also the same Notification said that "Sanskrit language satisfies the above criteria and will be classified as a classical language".
Subsequently, Telugu in 2008, Kannada also in2008, Malayalam in 2013 and Odia in2014 were declared as classical languages. It is the recognition of the language based on its antiquity of it, where literature was one of the criteria. These languages are both Scheduled and at the same time Classical languages. The benefits that accrue to such classical languages include annual international awards for scholars of eminence, centers for studies in classical languages, Chairs in the Universities etc.
Conclusion
The concerns of the Indian languages during the 21st century is different from those of postindependence 20th century. The analyses of Indian multilingualism during the 19th and 20th centuries looked at it as a 'problem' and tried to overcome this 'problem' .But, in the present century, because of the systematic language policy initiatives of the past half a century that we saw in the previous sections, we have begun to look at multilingualism as an asset, consider it as a 'resource' and try to make use of this 'resource' for language and social development. This shift in the paradigm is due to a number of inter-connected factors which are socio-political, economic and even psychological not only for language but also for social development. With the above overview one can say that language management in India through policy, implementation and adjudication by the judiciary has made a paradigm shift in looking at the coexistence of multiple languages. During the 1950s multiplicity of languages in India was considered as problem to be resolved. But now multiplicity of languages is considered as resource to be utilized. Management of languages at macro level is upbeat.
But, at the micro level, there are concerns to be looked into. I would like to be cautious on the role of English. It was not in the limelight when the Rights were decided and responsibilities listed. It was envisaged that English would be replaced by other Indian languages. However, English has not gone out of administration as envisaged. It still remains and is going to remain firm in the judiciary. However, today it occupies a major role in decision making regarding language choice in education, a
major domain of language use. In due course it may replace the mother tongue and the regional language.
As we earlier saw, today Hindi language is a composite of more than 50 mother tongues included to make it a statistically majority language among Indian languages. During the 1971census tabulation of language data Hindi speakers number got reduced to 29.56% which was 30.39% in the Census of 1961. This was genetic classification of Hindi mother tongues. But in order to project Hindi as the majority language, other mother tongues got classified under Hindi and it became 38.04 %. So, today Hindi language is a result of functional classification of mother tongues and not a result of genetic classification. 28 Among the Indian languages, Hindi is the highly empowered language which constitutionally/legally has multiple status – an official language of the Union; official language of more than 13 states and union territories; the major regional language in more than 9 states where it is a majority language, and an important minority language in 18 states and union territories. It is a language of deliberations of the Parliament of India and state legislatures in the states in which it is recognized as an official language. It is the majority language of the country and also a Scheduled Language since it is in the VIIIth Schedule of the Constitution. It is the only language about whose development the Constitution has given direction, and hence it has the constitutional right for development. The 8 th All India Education Survey indicates reduction in the number of schools teaching in mother tongue at primary stage to 86.62% which was 92.07% during the 7 th survey 29 .
On one hand Hindi and English medium schools are increasing while other regional language medium schools are enrolling less and a smaller number of students year to year for education in their mother tongue. An example from the State of Karnataka which has Kannada as the major as well as official language has a damaging result. The following statistics of distribution of students by medium of instruction from 1 to 10 th standard for some sample of years speak for themselves. In Karnataka Kannada is losing its ground and English is making inroads. 30
When language policy was debated in India decades ago, threat to mother tongue was perceived from Hindi or from the regional language. At that time there were violent protests, today we see total submission and acceptance of English and Hindi by everyone. English which entered the Indian scenario as an additional language, slowly became an alternative language. Hindi due to its artificial
statistical majority, empowerment through macro management has become threat to other languages. If caution is not taken, they may become substitute languages - substitutes for mother tongues of India.
28. Mahapatra B.P. 1986. "Language Planning and Census in India". In: Annamalai E. et al (eds)1986. Language Planning. Central Institute of Indian Languages, Mysore and Institute of Culture and Communication, Hawaii
29. Eighth All India School Education Survey. 2016. National Council of Educational Research and Training. Delhi
30.DISE Reports. 2007 to 2013.Department of School Education. Government of Karnataka. Bangalore.
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Notes
1. Census of India 2011, Part 1 of 2018, Language: India, States and Union Territories (Table C-6)
2. Pearsall, Judy and Trumble, Bill (ed.) 2 2008: Oxford English Reference Dictionary, Indian Edition, revised, New York: Oxford University Press, 950
3. http://en.wikipedia.org/wiki/Multilingualism [28.01.2013]
4. Peter Auer & Li Wei (eds.) 2008: "Introduction: Multilingualism as a Problem? Monolingualism as a Problem?". in: Peter Auer & Li Wei (eds.) 2008: Handbook of Multilingualism and Multilingual Communities, Berlin/New York: Mouton de Gruyter, 1-12
5. Census of India 1991. Registrar General and Census Commissioner, India. New Delhi . 1997. Introduction. Page 7. Q.6 Mother- tongue.
6. Mallikarjun 1995: "The Eighth Schedule Languages - A Critical appraisal" in: Gupta, R S (ed.) Language and the State: Perspectives in the Eighth Schedule. New Delhi: Creative Books: 6183.
7. The order of the bench headed by the Chief Justice S.J. Mukhopadyaya. The Times of India: April 4, 2011.
8. Instruction to enumerators, Census of India 1981.
9. Mallikarjun B. Patterns of Indian Multilingualism in Language in India an online journal. Vol.10. No.6. Page 7 and 8.
10. Mallikarjun B. Patterns of Indian Multilingualism in Language in India an online journal. Vol.10. No.6. Page 12 and 13.
11. Mallikarjun B. 2010: "Patterns of Indian Multilingualism", in: Language in India. E-Journal, Vol 10. No. 6. June, 1-18
12. Emeneau, M.B. 1956: "India as a Linguistic Area", in: Language 32. (1956): 3-16
13. Campbell, William 1839: British India. John Snow, at Paternoster Row. London.
14. Mallikarjun B. 2004: "Indian Multilingualism, Language Policy and the Digital Divide.". Proceedings of the SCALLA 2004 Working Conference: Crossing the Digital Divide Shaping Technologies to Meet Human Needs. http://www.languageinindia.com/april2004/kathmandupaper1.html
15. Jain, M.P. 5 2003: Indian Constitutional Law, Nagpur: Wadhwa and Company Law Publishers.
16. Judgement of May 6, 2014 by the SUPREME COURT OF INDIA, CIVIL APPELLATE JURISDICTION, CIVIL APPEAL Nos.5166-5190 OF 2013-State of Karnataka & Anr. …
Appellants Versus Associated Management of (Government Recognized – Unaided – English Medium) Primary & Secondary Schools & Ors. …Respondents WITH WRIT PETITION (C) No.290 of 2009 Nallur Prasad & Ors. … Appellants Versus State of Karnataka & Ors. …Respondents CIVIL APPEAL Nos.5191-5199 OF 2013 R.G. Nadadur & Ors. … Appellants Versus Shubodaya Vidya Samasthe & Anr. …Respondents AND CIVIL APPEAL No. 5090 OF 2014(Arising out of S.L.P. (C) No.32858 of 2013) State of Karnataka & Ors. … Appellants2 Versus Mohamed Hussain Jucka … Respondent.
17. The Press in India 2016-17. Registrar of Newspapers for India.
18. Rao D S 2004 A Short History of Sahitya Akademi -Five Decades, Sahitya Akademi, Ravindra Bhavan, New Delhi. Page 49.
19. Ibid page 12
20. Ibid page 50
21. Ibid page 51
22. Ibid page 52
23. Ibid page56
24. Government of India vide their Notification No. IV-14014/7/2004-NI-II, dated October 12, 2004
25. Government of India corrigendum to Notification on October 29, 2004.
26. Government of India Notification No.2-16/2004-US (Akademies), of November 1, 2004.
27. Government of India vide Notification No. IV-14014/7/2004-NI-II of November 25, 2005.
NOTE: I had presented a paper on 'Managing Indian Multilingualism' in the Conference on Multilingualism: Concepts and Contexts held from 12th to 15th October 2011 at the University of Mumbai. I have revised and updated the same with additional developments and data. The revised paper is 'Indian Model of Language Management'.
==================================================================
Prof. B. Mallikarjun
Former Professor and Director
Centre for Classical Kannada
Central University of Karnataka, Kadaganchi, Kalaburagi District – 585 311, Karnataka. India
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Active Learning Activities and What They Can Do? Changing Attitudes and Behaviour of Villagers living in Elephant Conflict Areas in Tamil Nadu B.A. Daniel *
Background:
In 2007 US Fish and Wildlife Service (USFWS) sponsored a series of workshops on Human Elephant Coexistence (HECx) in India, Bangladesh, Bhutan and Nepal. The focus of the project was reduction of death and injury by the simplest thing … teaching and convincing the local people that they must be careful! As part of the project a survey was conducted in Human Elephant Conflict areas nearby Coimbatore, T.N., e.g., (Varapalayam, Jammukandi, Thoomanoor, Sembukarai, Anaikatti, and Aalanthurai). The survey was intended to understand human attitudes towards the issues of Human Elephant Conflict. (Box 1: short report). Interviews of villagers indicated that many of the encounters with elephants which turned into conflict, death and injury, could be avoided entirely with the application of a bit of discipline and common sense. The interview also revealed that HEC in Coimbatore areas was increasing with the intensity of the problem varying from place to place. Utilizing information gathered through interviews and information, a teaching guide was developed. The interviews were conducted by partners of the project that understood the vernacular.
Procession - a method to convery conservation message
International Elephant Foundation, IEF, sponsored a series of three training programmes in Coimbatore. Three educators skills training programmes were conducted in July 2011 in areas covered by the survey. The workshops were organized at Thoovaipathy Village covering several nearby villages also. Local organizations and NGOs, Nilgiri Biosphere Nature Park (NBNP), Anaikatty, The Tulsi Trust, and South Indian Consumer & Human Rights Protection Council, Kalampalayam Branch, and Iyarkkai Pathukappu Nala Sangam, Madathur, Coimbatore collaborated to conduct the programme. The teaching guide and supplementary materials for the programme such as education packets and drama kits were developed exclusively for this audience and translated into local language.
The objectives of all the training series were:
- to educate people living in elephant habitat to change their attitudes and behaviour towards elephants to avoid confrontation and conflict;
- to deliver innovative educational tools for this purpose;
- use the tools to train interns,
educators, forest wardens, biologists, etc. to bring about better understanding of the conflict and its impact;
- to train participants to use information for education more effectively; and
- to create a momentum which would continue long after the workshops.
activity on historical and current distribution of Asian elephants, information about forests in Tamil Nadu and elephant habitat, understanding the history of Asian elephants through drawings, role of elephants in Asian culture, etc. Participants bring valuable experience and ideas to workshops. The structured mechanism of this training for sharing experiences
The goal is to provide opportunity for participants to learn a variety of techniques, such as know each other, assessment tools, elephant facts, drama on elephant ecology, map
*Scientist/Education Coordinator, Zoo Outreach Organisation, Coimbatore. email@example.com
and expertise is an integral part of this programme. The education tools are easily reproducible without much expense and hence the participants after the training can organize programmes with minimum or no budget. Ultimately the programme encourages the development of networks among that persists beyond the event.
Active learning methods and what they do?
The training begins with a 'know each other' activity. These activities are designed for about 35 participants to break down social, get people to let go of self-importance, and relax by humor. This also helps participants to identify others of their interest and form a bond to help with future programmes in the locality.
Assessment tools are the most important activity in the training. The tool assess whether teaching is effective and measure acquisition of facts, comprehension, feelings and impact on behaviour. Three assessment tools viz., brain/concept map, attitude assessment and content survey are used because they work well with literate as well as non-literate people of all ages. The attitude
Colouring activity helps participants identify with the problem and to change their attitude towards elephants
assessment helps the organisers to understand individual and group opinions about HEC. Attitude assessment tools help the group share their thoughts and experience on HEC without any barrier. Participants clearly understand how people's attitudes differ from one another based on their experience and knowledge. At the end the group can easily identify the person who has negative attitude. This way of sharing their experience on the issue of HEC help the organizers to establish a platform and to introduce the objectives of the workshop. The Brain map help the participants to record and compare their knowledge before and after the workshop thereby this help to develop confidence among them about the subject that they will be sharing with their audience after the training.
Most of the participants know that there are two kinds of elephants in the world ie., Asian and African. But during the Elephant facts session they are amazed to know the morphological difference in the head, ears, trunk, skin, tusks, foot and height. It is known from the feedback that good number of the participants learn the difference between these two species at the time of programme and it is an eye opening for them. This activity can be easily used to introduce and teach high scientific facts such as taxonomy and species. This session attract many questions from the participants and hence they get a sense of participating in the workshop. Illustrations of animal body parts help them to understand the basic difference between these two kinds.
Drama is a powerful education tool used during this training. It has an emotional and intellectual impact on both the participants and audience members. A group will enter in to a workshop mood during Drama time. Drama, being a group activity, help them to get close to each other and also help them discuss more about the details of the issue or the theme that they perform. The dramas give them a chance to visualize the real situation and enact. These help them understand the subject in detail and to look for creative ways to convey the message effectively. A minimum of three dramas are played in a workshop. The main idea behind drama is to make them understand certain scientific facts and practical species issues such as poaching, life history, species ecology and causes of human elephant conflict. Some of the titles performed during these workshops are: Human elephant Conflict, Poaching and hunting, why does my village attract elephants! and
rescuing elephants-avoid dangers. It takes a minimum of 30 minutes to rehearse and practice and about five minutes to perform. This also help them to identify the hidden skills since they bring in creativity to make props such as masks, trees, and any other properties that they use in the drama. At the end they learn how to create their own dramas in a simple way. The participants, after the performance, are very much satisfied about their involvement since they receive appreciation from rest of the groups.
Another group activity, which attracts much attention from the participants, is the Map. This activity helps the participants to learn about the past and present distribution of Asian elephants and to understand the dramatic decrease in the Asian elephant in its home-range. This activity is related to 100 years of elephant history. They discusses in groups to list out the past and present elephant range countries. The process helps them to assess their level of knowledge in geography and political boundaries where elephants lived historically. At the end they learn and understand terminology such as extinct, fragmentation, population, threats, decline rate etc. A thought process is initiated among the participants, which at most of the time lead them through discussion on ecology and survival status of the elephants. Depending on the interest of the participants further discussion is done to understand the threats and causes of decline of Asian elephants. The cause of Human-elephant conflict is also discussed.
The teaching guide has a set of activities under ' elephant characteristics' that aid to understand some of the adaptive characteristics of Asian elephant. People learn easily when they compare a subject with a fact familiar to them. For example, when we demonstrate how many men equals weight of an elephant by way of simple mathematical calculations, it is easy for them to remember and appreciate elephant size. It is always a surprise when the group calculates and find out about 75 men with an average weight of 60kg will make an elephant weight!
Comparing running and walking speed of elephant with that of human being is another way to teach them about the ability of elephants. In real elephants can walk and run faster than human but it is hard for us to believe that it can walk at a speed of 20km/hour and run at a speed of 30 km/hour.
Elephants can run as fast as a sprinter.
This understanding helps them not to compete with elephants when they are in trouble or to challenge an elephant. CASE STUDY: VISIT TO HEC AREAS IN AND AROUND COIMBATORE DISTRICT, INDIA
Similarly senses, trunk and communication games are certain activities enable better understanding about elephants. The most colourful activity of this programme is 'Illustrated history of An exploratory visit by Dr. B.A. Daniel and R. Marimuthu to three different nearby HEC localities in Coimbatore District in February 2008 revealed a very wide variation in attitudes, experience and mitigation methods. The areas were Varapalayam, Thoomanoor/Sembukarai and Aalanthurai. Although this visit was not intended as a genuine survey, it is still very much indicative of the need to take care NOT to lump together HEC or HECx instances, individuals (neither people or animals), or localities. A summary of the Report, highlighting this variety in HEC / HECx may give an inkling of how far we are or ever will be from a model solution.
Area 1. Varapalayam
Asian Elephants'
. The objective of this activity is for the people to understand the relationship that human being had with elephants since time immemorial and to understand the status of the elephants. This is the The village Varapalayam comes under Periyanayakanpalayam forest range and has a population of about 2000 persons, with the primary occupation, agriculture. There is a temple called Ponnuthamman at which as many as 20,000 people gather and celebrate the harvest and other festivals. The temple has a permanent water source which attracts elephants, particularly during dry months until Monsoon showers. About 28 elephants are roaming in a hilly area about 2 km away from the Temple.
best indoor activity that any teacher can use in a classroom set up. An advantage is that the illustrations can be displayed for any number of days. The data from elephant history that we provide to a participant allow him/her The Varapalayam village has experienced elephant visits for the past two years and this year in particular the visits have increased with daily visitation also in several adjoining villages. The villages around Varapalayam have fertile cultivable land owned by the villagers and some of the lands are electric fenced. Only big land owners who can afford to put fencing can protect their crops which are maize, samai, sugarcane and ragi.
to visualize the situation and to make it in to an illustration. Participants find it very interesting even if they draw for the first time. Whey they display all their illustrations, they try to understand where and when Asian The villagers experiencing this situation for the past two years were interviewed, informally. As a whole they are sympathetic towards the elephants, especially as a living creature which needs food and water for its survival. A villager named Selvakumar said, "... we understand the sufferings of human beings to fill one foot long stomach, and so we could understand and accept the problems of the elephants which has a huge stomach."
Mitigating efforts by the villagers:
elephants might have affected during their history, causes of decline of elephants, how elephant lost their habitats, some threats affect elephant According to villagers, elephants are entering this area mainly for water and in the process of entry they damage and also eat some crops. The government is giving compensation of 10-15 thousand rupees per patta land but the scheme may be being misused by large landowners.
population and hopes for the survival individually during the training allows participants to reflect and to make progress on adapting workshop content So far no death of a human being has been reported from these villages but there is a farmer who had his land taken away by the government due to the death of a tusker due to electrocution. There is no time frame for the elephant's visitation.
of elephants etc. This activity take about 60 minutes to trace back 4000year-old history. Time to work In Varapalayam, villagers initially used to shout at the elephants in groups to drive them away, then began using crackers. Currently the elephants do not react either to crackers or shouting, nor torches (flashlights).
Area 2. Thoomanoor and Sembukari
to their own needs.
social impact of conflict issues, and
Role play and debate are two different tools used in the teaching guide to understand the elephant, the Thoomanoor and Sembukarai are two small tribal settlements with a population of 477 people in 134 families. The huts at Thoomanoor are clustered but the huts at Sembukari are scattered. Each family owns their own land of about 10 to 12 acres to cultivate. Their main occupations are agriculture and cattle rearing. Their family size is very small.
conflict management practices. In general people have different views about elephants. Views about elephants very from person to person Interviews with these villagers about elephant visits indicate that they do not take it as a serious issue. They said that elephants are lured to their huts by their pet dogs. Their dogs bark when the elephants pass their settlement areas. The elephants become irritated by the barking sound and get angry and charge the dogs. The dogs run to the settlement for shelter and thus the elephants enter their area.
and their perceptions vary based on objective of these activities is to utilize this difference in perspectives of people and use them effectively to 1. The tribal people believe that the elephants can understand their language. It is believed that abusive words against elephants should not be used. Even if we use abusive words at low voice it can be heard by the elephants and they may harm people. So they do not use any abusive words toward the elephants.
their experience with elephants. The Some beliefs/behaviour towards elephants by the settlement people:
educate and involve them in resolving elephant issues. Understanding their perspectives will also help us sympathize with their attitude. In role play participants take different characters of different stakeholders and express their perception and view 2. They believe that the elephants do not harm them and one of the observers explained how one lady responded to an elephant's visit. Once an elephant visited the settlement area and stood in front of a small hut where an old lady was resting inside. She could just see the elephant's trunk and legs inside the hut. When she realized the presence of an elephant in front of her hut she took a thin stick and gently touched the trunk and told the elephant without fear "Poo samy, Poo samy…' (Poo = go; Samy – God or title to call an elderly person with respect) repeatedly. The observer said that after a few minutes the elephant left the hut without disturbing it.
about elephants. Through role play participants understand how elephants influence human culture in art, music, songs, products, politics, religion etc while debate models a conflictresolution process. Examples of how the training can be applied in a classroom or in HEC areas 3. Another old lady who was around 80 years was interviewed. She confidently told that elephants in no way disturb them. According to her, elephants are considered as Gods and they are allowed to eat that which the villagers cultivate. The leftover crops can be taken by them. She explained one interesting event that happened at her hut. Once a mother elephant with its baby visited her hut. The hut which is very small has a very narrow entry. The baby elephant which was standing next to its mother suddenly tried to enter the hut which was barely big enough for its body. Noticing this, the mother elephant suddenly pulled away the calf using her trunk and prevented it from entering, which would have destroyed the hut! The mischievous calf tried repeatedly but the mother did not allow it to enter the hut. While this was happening
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Elephants can run as fast as a sprinter. This understanding helps them not to compete with elephants when they are in trouble or to challenge an elephant. Similarly senses, trunk and communication games are certain activities enable better understanding about elephants.
The most colourful activity of this programme is 'Illustrated history of Asian Elephants'. The objective of this activity is for the people to understand the relationship that human being had with elephants since time immemorial and to understand the status of the elephants. This is the best indoor activity that any teacher can use in a classroom set up. An advantage is that the illustrations can be displayed for any number of days. The data from elephant history that we provide to a participant allow him/her to visualize the situation and to make it in to an illustration. Participants find it very interesting even if they draw for the first time. Whey they display all their illustrations, they try to understand where and when Asian elephants might have affected during their history, causes of decline of elephants, how elephant lost their habitats, some threats affect elephant population and hopes for the survival of elephants etc. This activity take about 60 minutes to trace back 4000year-old history. Time to work individually during the training allows participants to reflect and to make progress on adapting workshop content to their own needs.
Role play and debate are two different tools used in the teaching guide to understand the elephant, the social impact of conflict issues, and conflict management practices. In general people have different views about elephants. Views about elephants very from person to person and their perceptions vary based on their experience with elephants. The objective of these activities is to utilize this difference in perspectives of people and use them effectively to educate and involve them in resolving elephant issues. Understanding their perspectives will also help us sympathize with their attitude. In role play participants take different characters of different stakeholders and express their perception and view about elephants. Through role play participants understand how elephants influence human culture in art, music, songs, products, politics, religion etc while debate models a conflictresolution process.
Examples of how the training can be applied in a classroom or in HEC areas have been practically valuable the lady was just watching from the side of the hut. She was so happy to praise the good manners of the mother elephant and explained the whole incidence with much enthusiasm.
She said that they are seeing elephants at their vicinity only for the past 15 years. She does not remember seeing elephants around their living area during her childhood. Another family told us "we used to see the elephants at a distance of about 500 mts and they do not harm us. When we see them at a distance we worship the elephants."
4. The settlement reports two human deaths caused by elephants. The first death was about 10 years ago where a lady was killed in the forest while she was collecting some produce. The incidence took place in the forested area and they do not know the reason for the death. The second incidence took place at the Sembukarai settlement about 5 years ago. A lady who was sitting in the hut saw elephants eating the crops and so she ran towards them shouting aloud to drive them away. The elephants did not expect this, they charged and killed her on the spot.
Coexistence with the animals:
The settlement people on experiencing their crops being eaten by the elephants have now changed their crops and now mostly beans are cultivated. They used to cultivate maize, ragi, samai etc.
Area 3. Aalanthurai
We went to another village Valayan Kuttai, Alanthurai. We interviewed the villagers and met the Deputy President of the Town Panchayat. We learned that the elephants are visiting their village only for the past four years. On the day of our visit many elephants paid a visit to the village. A total of 30-35 elephants visit their land everyday throughout the year. The villagers consider this as a nuisance since they damage all the crops. Crops like sugarcane, maize, paddy, ragi and groundnut are cultivated in this area.
Since the villagers are small farmers they take a loan or borrow money from some other source to cultivate. The elephants damage all the crops in a day or two. This leads to frustration among the people. They said that two subsequent crop damage in a year will lead to poverty of the family. The villagers send their children for education and some of their children are settled in cities. If this problem continues for a long time they may sell out the land and settle in city. They feel that fencing entire forest area can prevent the entry of elephants.
Behavioural changes among the villagers:
The people who live in this area used to move freely even during midnight by foot. Nowadays, due to prevalence of elephants in the cultivated lands they have almost stopped coming out of their houses at night. Since the crops on both the sides of the road are tall, the presence of elephants inside the cultivated land cannot be noticed, but so far no human death has been reported from this area.
Mitigating measures:
A few years ago people used torch lights to drive the elephants then later used fire lamps. The elephants are used to these things and they do not bother. Now crackers are used to drive the elephants. The small farmers cannot spend 100 Rupees daily to keep off the elephants from their land and in any case, the elephants are accustomed this kind of noise and it is not so effective. The forest department has allotted guards to keep off the elephants from the cultivable land.
Beliefs:
The villagers believe that the elephant population has increased, and this trend is the cause for the entry of elephants into human habitations.
resources for participants. Trainings may produce a wide variety of results ranging from changes in teaching practice and development of new learning resources to school-level planning and community-wide action. In all cases, training time devoted to planning next steps is critical. During the training considerable amount of time is spent to give ideas about planning an education programme. We cannot expect the participants to practice all the contents of the teaching guide. We emphasize not to get in to trouble by planning three days programme instead suggest them to split the contents of the teaching guide and to cover in different times of an academic year. We encourage them to choose activities so as to plan one or two hours programme or half a day programme or one day programme on special occasions like Wildlife week or
to cover all activities over a period of six months at different intervals during an academic year. The ele-kit packets and drama kits supplied to them are always a boon and encouragement for them to plan an education programme before they forget the training.
At the end of all training programmes, individual commitments are solicited. A commitment card is given to all the participants and they are requested to write any two immediate action that they can do with in six months from the date of the training. This is to ensure that participants leave the workshop with specific plans for immediate action after the training
Workshop evaluations tell us that our most successful training sessions are those taught with good method and practice of teaching. | <urn:uuid:f42546f9-0b8a-4d05-9ca3-abe4248242c2> | CC-MAIN-2022-21 | https://zoosprint.zooreach.org/index.php/zp/article/view/1715/1586 | 2022-05-27T22:48:25+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00006.warc.gz | 1,263,844,142 | 4,969 | eng_Latn | eng_Latn | 0.996982 | eng_Latn | 0.998686 | [
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3 Festive Fine Motor Activities for Thanksgiving
What are the 3 Festive Fine Motor Activities for Thanksgiving?
The Hungry Turkey Challenge upcycles an empty plastic bottle and turns it into a turkey. With just paint, wiggly eyes, and construction paper, you can create a game that asks children to use their fine motor skills to pick up pompoms with tweezers or their fingers and put them in the decorated bottle to "feed" the turkey.
Children can further practice their fine motor skills with the Trace and Lace Turkey. Simply cut out a turkey shape from the flap of a cardboard box, decorate it, and add holes around the edge for children to lace.
The Turkey Feathers Game is the third activity and requires a few simple supplies, such as a cardboard box, paint, glue, and construction paper. It challenges children to use their fine motor skills to pick up feathers and place them in the appropriate holes on top of the decorated turkey box.
Required Materials:
* Construction Paper (Item #46047)
* Wiggly Eyes (Item #47372)
* Scissors
* Glue (Item #22958)
* Cardboard Box
* Empty Plastic Bottle
* Acrylic Paint (red, orange, yellow, and brown) (Item #30446)
* Pompoms (Item #31594)
* Paint Sponge
* Easy-Grip Tweezers (Item #91081) or Squeezy Tweezers™(Item #31224)
* Marker
* Box Cutter (adults only)
* Tape
* Hole Punch (Item #47601)
* Laces (Item #87055)
* 6" Cork Circles
* Feathers (Item #88907)
* Pencil
1. Hungry Turkey Challenge
Cut out four feathers, a nose, and a wattle from fall-colored construction paper. Glue two wiggly eyes, the nose, and the wattle on the front of a recycled plastic bottle. Glue the turkey feathers together, and then glue the group of feathers onto the back of the bottle to make the turkey. Take a paint sponge and dab brown acrylic paint around the outside of the bottle. Let dry. Set out a variety of pompoms, and give children pairs of tweezers to use to pick up the pompoms and "feed" the hungry turkey. If children have a hard time with the tweezers, encourage them to use their hands to pick up the pompoms and put them in the turkey bottle.
2. Trace and Lace Turkey
Use a box cutter to cut off the two shorter flaps of a cardboard box. Use a marker to draw or trace a turkey shape onto both flaps of cardboard. Cut out the two cardboard turkeys, and then glue wiggly eyes, a paper nose, and a paper wattle on the front of the turkey. Once that's done, use a hole punch to go around the edges of the cardboard turkeys and make holes for children to lace. Tape one end of a lace to the back of the turkeys, and then encourage children to practice their lacing skills.
3. Turkey Feathers Game
Tape the top of the cardboard box you used for the Trace and Lace Turkey activity together, and then turn it over to where the bottom of the box is now the top. Next, glue wiggly eyes, a paper nose, and a paper wattle onto a Cork Circle and glue the circle onto the front side of the box (should be one of the shorter sides). Use a pencil to punch numerous holes in the top of the box. Cut out seven large feathers from fall-colored construction paper, glue the feathers together, and then glue the group of feathers on the back of the turkey box (the other short side of the box). Take a paint sponge and blend red, yellow, orange, and brown acrylic paint all around the cardboard box. Let dry. Give children feathers to stick into the holes to fill in the turkey's feathers.
Scan this QR Code to view this activity on our website and to check out more of our Insights and Inspirations articles! | <urn:uuid:c99b76af-8304-446e-a869-45bafa83faa2> | CC-MAIN-2022-21 | https://images.kaplanco.com/images/content/InsightsAndInspirations/thanksgiving-fine-motor_2_a.pdf | 2022-05-27T22:57:48+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00005.warc.gz | 371,391,659 | 838 | eng_Latn | eng_Latn | 0.988586 | eng_Latn | 0.995155 | [
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W/C 29.06.20 -Around the world/ Class - Reception
Weekly Reading Tasks
Weekly Phonics Tasks
| Monday- Share the book “Emma Jane’s Aeroplane” which can be found here https://safeYouTube.net/w/wgQL Afterwards, have a chat about which places you both enjoyed visiting. Think about why you liked the look of them. | | |
|---|---|---|
| Tuesday- Which place did you like the most from yesterday’s story? Could you do some research about this place with your adult? Think about all the landmarks you would like to visit there. | | |
| Wednesday- Have a look through your stories at home, what sort of places are in your stories? Can you find a cold place? A hot place? A place with tall buildings? A place with lots of animals? | | |
| Thursday- Use at atlas or a globe to find different places in the world. Can you find where we live? Can you find a country close by? Can you find a country far away? Can you find somewhere hot? Can you find somewhere cold? | | |
| Friday- Follow the story “When I Coloured in the World”, you can find it here https://safeyoutube.net/w/Rxi6 What would your child change about the world? Ask them to draw a picture of their ideal world. | | |
| | Weekly Writing Tasks | Weekly Maths Tasks |
| Monday-Draw a picture of a landmark from this week’s book “Emily Jane’s Aeroplane”. Can you label it? Can you write a sentence about why you would like to visit? | | |
| Tuesday- Ask you child about a place they have visited that they like. Can they write about why they liked the day? What did they do? Can they draw a picture to go with it! | | |
TOPIC TASKS – To be completed through the week
Our learning this week is based around the theme of 'Around the world'. Here are some tasks to try.
Research
Encourage your child to look at the food in your kitchen and find out what countries some of it comes from. You could search on a map for those countries. You might even want to have some of the food you have found for dinner – ask your child to create a menu for the meal like at a restaurant!
Create
Look at flags from around the world. Click here flags from around the world Discuss which are your child's favourites and why? Ask your child to design and make their own flag. They might use craft materials, or objects from around the house.
Build
A bridge helps people move over obstacles like a river, a valley or a busy road. The world's longest bridge is in China and is 164.8km long. It would take more than two days to walk the length of this bridge. Do you have any bridges near your home? What do they look like?
Try building a bridge out of paper, Lego or any other building materials you might have at home. Your bridge needs to be big enough for a toy car or small toy to travel over.
Where in the World?
Discuss with your child where your family comes from in the world. If you have them available, show your child photographs of where you, or their grandparents, grew up. This might be similar to where they live now or completely different. Encourage your child to think about the differences between the places.
RE
There are many different religions followed and celebrated all over the world. Use the websites below to explore some of the teachings and traditions of these religions.
https://www.bbc.co.uk/teach/class-clips-video/religions-of-the-world/zfxwpg8
On Monday 29 th June it is the feast day of St Peter and St Paul. You may want to use this resource with your family to celebrate these important saints and to learn about how they travelled all around the world to spread the Good News of Jesus.
Additional learning resources parents may wish to engage with
The below are websites which are free or are offering free subscriptions during the period of school closures. Please use these when looking for additional learning opportunities. Don't forget to share your learning with us on Twitter @StTeresasRCP.
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Phonics play – There are lots of free phonics games and activities available here.
Phonics hero - Go to www.phonicshero.com and enter the log in details
Number bots – Go to https://play.numbots.com/#/account/school-login/7451 and enter log in details
Oxford owl free eBook library – Lots of books to read together, with activities to do afterwards.
www.imoves.com/the-imovement - This website is full of quick blast and brain break activities. | <urn:uuid:710a1e63-97f9-4779-97ee-a76544cde829> | CC-MAIN-2022-21 | https://www.st-teresas.salford.sch.uk/wp-content/uploads/2020/06/29.06.20-Rec-Home-Learning.pdf | 2022-05-27T21:10:51+00:00 | crawl-data/CC-MAIN-2022-21/segments/1652663006341.98/warc/CC-MAIN-20220527205437-20220527235437-00006.warc.gz | 1,152,730,878 | 1,038 | eng_Latn | eng_Latn | 0.981716 | eng_Latn | 0.999247 | [
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A Transition Roadmap For Families Journey to 3!
Transition Planning Conference
Shareinformationaboutyour child. Ask questions about next steps and educationalprogram options.Stafffrom perspectiveeducational programs may attend.
Review Information
Birth to 3 Programrecordsare shared,if parents/guardians consented. The evaluationteam asks parents/guardiansfor additionalinput.Appropriate assessment measuresare determined.
Evaluation Meeting
This meeting is to determine yourchild'seligibility for special educationandrelated services ANDthe educational needs of your child. You are an important partofthe evaluation/IEP team!
Notice of Placement
Parents/guardianswillreceive an offerof placement from theschooldistrict. Specialeducation servicesmay begin after aparent/guardian provideswritten consent.
IEP Review
A meeting mustbeheld annually,orwhen requested bya team member(including parents/guardians), to review/revise the IEPas necessary.
Referral
When the schooldistrict receives a written referral for your child, you will be notified in writing.
Additional Assessment
If additional assessment is needed, parents/guardians will be notified in writing. Assessments require written consent froma parent/guardian before they are administered.
IEP Meeting
The meeting occurs at a mutually agreeable time and date. The team will work together to design an Individualized Education Program (IEP) when a child is found eligible. Birth to 3 Program staff may attend with parent/guardian consent.
Services Begin
The servicesprovidedby the Birth to 3 Program conclude prior to your child receiving services from the schooldistrict.
Re-Evaluation
Your child's eligibility for special education services will be re-evaluatedevery three years, unless otherwise determined by the IEP team.
Resources to Explore
Special Education in Plain Language. A user-friendly handbook on Special Education laws, policies and practices in Wisconsin.
WI Special Education Procedural Safeguards. Rights for parents and children, including information for key contacts.
WSPEI Student Snapshot. A form to fill out by the family to help school staff get to know the child better.
Wisconsin DPI Special Education Acronyms. A list of frequently used acronyms/terms in special education.
Wisconsin DPI IEP Discussion Tool. Guiding questions to help identify a student's present levels of academic and functional performance and develop annual IEP goals and special education services to address the student's disability-related needs.
Wisconsin Model Early Learning Standards. A framework that specifies developmental expectations for children from birth through entrance to firstgrade.
Learn the Signs. Act Early. Developmental milestones from Birth-5 from the Centers for Disease Control and Prevention.
Wisconsin Statewide Parent Educator Initiative (WSPEI). Helps families and school districts build positive working relationships that lead to shared decision making and children's learning.
Parent to Parent of Wisconsin. Offers parent support to parents of children with special needs through a one-to-one connection with another parent who has similar experience.
WI Department of Public Instruction. Provides information about things happening in Wisconsin schools, as well as information about how our system of public education works.
Feeling Lost? Reach Out!
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