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When present in water,
microbial cysts can result
in gastrointestinal illness
Reference 7
Sediment or other
particulates such as
sand, soil, and rust
Most people can taste and/or smell
chlorine or chloramines at concentrations
below five mg per liter and some at levels
as low as 0.3 mg per liter
Reference 8
The average American family uses over 300 gallons of water per day. But how often do you think about what's in that water? Water makes a long journey to our faucets and becomes the centerpiece of so much of what we do in our homes—from our morning coffee cup to our baby's bottle. Families can choose to install home water filtration systems for the home, which can reduce multiple contaminants that may be found in water—including some systems that reduce up to 99% of lead. Reference 1
Water-Minded Facts & Figures
Water Filtration Solutions for Your Home
Did You Know?
There are approximately one million
miles of pipeline and aqueducts in the
United States and Canada—enough
to circle the Earth
Reference 2
A high percentage of the water
industry's structures are approaching
the end of their service life
Reference 3
Lead found in tap
water usually comes
from the corrosion of
plumbing fixtures,
pipes or from the solder
that connects pipes
Reference 4
40x
About
10
of Americans r
%
ely on water
from private wells, which
are not regulated under the
Safe Drinking Water Act
Reference 5
Lead in water isn't good for anyone —especially not children. Potential effects from long-term exposure to lead are delays in physical or mental development in children and kidney problems and high blood pressure in adults ,Reference 7 Reference 6
Cl
Chlorine
Pb
Lead
Do you realize how often we use water on a daily basis?
Morning Coffee
The Dog's Bowl
The Baby's Bottle
Food Prep
Brushing Your Teeth
3M offers many Water Filtration Systems that are certified to reduce certain contaminants that may be in your water and can be installed by professionals or DIYers. Look for the 3M filters that reduce over 99 percent of lead among other substances like microbial cysts, chlorine taste and odor, sand, sediment, rust and soil. Learn more at 3M.com/water
1 https://www.epa.gov/watersense/how-we-use-water
5
https://www.epa.gov/ground-water-and-drinking-water/basic-information-about-your-drinking-water
© 3M 2020. All rights reserved.
3
2
https://www3.epa.gov/safewater/kids/water_trivia_facts.html
4
https://www.cdc.gov/nceh/lead/tips/water.htm
7
6
8
https://www.epa.gov/ground-water-and-drinking-water/national-primary-drinking-water-regulations https://www.epa.gov/ground-water-and-drinking-water/basic-information-about-lead-drinking-water#health
http://www.who.int/water_sanitation_health/dwq/chlorine.pdf
3M is a trademark of 3M Company.
70-2016-0046-0
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Chapter 6 Deformation of solids
6.1 Stress and strains
* Forces can deform an object.
* When an object is stretched by the force we say it is under a tensile load.
* When an object is compressed it is under compressive load.
* Recall when a tensile load is applied onto a spring, the spring will extend by x amount.
* Below is a revision of the terminology used in IGCSE/ SPM for the forceextension graph above.
* Hooke's Law: Springs extend in proportion to loads, as long as they are under their proportional limit.
* Limit of proportionality: Point and which load and extension are no longer proportional.
* Elastic limit: Point at which spring will not return to its original shape even after the load is removed.
* Spring constant k: The gradient of the graph is the spring constant which measures the stiffness of the spring in Nm -1 .
* A material obeys Hooke's Law if its extension (x) is directly proportional to its applied load (F).
𝐹= 𝑘𝑥
* If we normalize the tensile and compressive load with the area (divide F with A), we obtain the stress the object is under.
* Likewise, if we normalize extension (x) with the original length of the object (L) we obtain its strain (ε).
𝑥
𝐿
* We can plot stress vs strain just like the way we did force vs extension
.
* Likewise we can find the slope of the linear part of the curve (𝑆𝑡𝑟𝑒𝑠𝑠 𝑆𝑡𝑟𝑎𝑖𝑛 )
* The linear slope is called the Young's Modulus (E) of the object.
* E also measures the stiffness of the object.
* The SI unit is in Pa.
𝐸=
𝜎
𝜀
* A description of an experiment to find Young's Modulus.
6.2 Elastic and plastic behaviour
* Elastic deformation is the deformation that occurs before the elastic limit.
* If you removed the load before this point, the object will remove to its original shape.
* Plastic deformation is the deformation that occurs after the elastic limit.
* Load removal will not restore the object to its original shape.
* Recall that the area under a force-extension graph represents the work done to deform the material.
* The work done is equal to the elastic potential energy stored in the object (think spring).
* For an object that is deformed within the limit of proportionality (still linear), the EPE can be found from
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Annual Water Quality Report
Dahlonega Water System
WSID#: GA1870000 465 Riley Road Dahlonega, GA 30533 706-864-6133
This report includes data collected between January 1, 2023, and December 31, 2023
The City of Dahlonega Water Works (WSID#: GA1870000) is pleased to report that your community's drinking water met all quality standards set by the State of Georgia and EPA during the previous year. This 2023 Water Quality Report provides our customers with detailed accounts of all the monitoring and testing results gathered from water quality testing during the previous year. Our employees are committed to providing you with safe, dependable tap water on a year-round basis and are proud to provide this information. For more information about your water or this report, please contact the Dahlonega Water Plant at 706-864-3591.
Your water comes from the Yahoola Creek Reservoir which is fed by Yahoola Creek and Ward Creek. The City of Dahlonega Water Works uses membrane technology to remove solids (greater than 0.1 microns), organics and certain metals that are dissolved in the surface water. After filtration, the water goes thru fluoridation and disinfection by using sodium hypochlorite. Once the water is in the City's Distribution System additional testing is performed to ensure the water remains safe and of the highest quality.
Water Quality Data
The table below lists all the drinking water contaminants that we detected during the 2023 calendar year. The presence of these contaminants in the water does not necessarily indicate that the water poses a health risk. Unless otherwise noted, the data presented in this table is from testing done January 1, 2023-December 31, 2023.
Terms & Abbreviations used below:
-Maximum Contaminant Level Goal (MCLG): the level of a contaminant in drinking water below which there is no known or expected risk to health. MCLGs allow for a margin of safety.
-Maximum Contaminant Level (MCL): the highest level of a contaminant that is allowed in drinking water. MCLs are set as close to the MCLGs as feasible using the best available treatment technology.
-Action Level (AL): the concentration of a contaminant which, when exceeded, triggers treatment of other requirements which a water system must follow.
-n/a:
not applicable
-nd: not detectable at testing limit
-ppm: parts per million or milligrams per liter and corresponds to 1 penny in $10,000.
-ppb: parts per billion or micrograms per liter and corresponds to 1 penny in $10,000,000.
-Nephelometric Turbidity Units (NTU): a measure of very small particulate matter in drinking water.
-Treatment technique (TT): a required treatment technique or process intended to reduce the level of a contaminant in drinking water.
* Turbidity is a measure of the cloudiness of water. Monitoring the turbidity is a good indicator of the effectiveness of our filtration system.
Lead and copper: 90
th percentile value of samples collected from the most recent round of sampling.
Water Restrictions
Please be aware that the City of Dahlonega is currently under a non-drought outdoor watering schedule. This schedule allows all types of outdoor water use, but limits landscape watering only before 10 a.m. and after 4 p.m. daily. This is done to limit evaporation during the warmest part of the day. Many types of outdoor water use are allowed under this schedule. If the State changes our drought level response in our area, our customers will be notified through the proper channels. Water conservation resources can be found on the Georgia Department of Natural Resources web site (https://epd.georgia.gov/water-conservation).
Source Water Assessment
The City of Dahlonega Water Works and the Georgia Mountains Regional Commission (GMRC) have completed an assessment of potential for pollution of surface drinking water supply sources. The results of this assessment gave a rating of high and can be found on file at the City of Dahlonega Water Treatment Facility, 1929 Morrison Moore Parkway, East, Dahlonega, GA 30533 upon request. A source water assessment is a study and report, unique to each water system that provides basic information about the water used to provide drinking water. The Source Water Assessments:
* Identify the area of land that contributes the raw water used for drinking water,
* Identify potential sources of contamination to drinking water supplies, and
* Provide an understanding of the drinking water supply's susceptibility to contamination.
This information can help communities understand the potential for contamination of their drinking water supplies and can be used to prioritize the need for protecting drinking water sources.
Information About Contaminants
Drinking water, including bottled water, may reasonably be expected to contain at least small amounts of some contaminants. The presence of contaminants does not necessarily indicate that water poses a health risk. More information about contaminants and potential health effects can be obtained by calling the EPA's Safe Drinking Water Hotline 800-426-4791.
Some people may be more vulnerable to contaminants in drinking water than the general population. Immuno-compromised persons such as persons with cancer undergoing chemotherapy, persons who have undergone organ transplants, people with HIV/AIDS or other immune system disorders, some elderly, and infants can be particularly at risk from infections. These people should seek advice about drinking water from their health care providers. EPA/CDC guidelines on appropriate means to lessen the risk of infection by Cryptosporidium and other microbial contaminants are available from the Safe Drinking Water Hotline (800-426-4791).
The sources of drinking water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of the land or through the ground, it dissolves naturally occurring minerals and in some cases radioactive materials. It can also pick up substances resulting from the presence of animals or from human activity.
Contaminants that may be present in source water include the following:
If present, elevated levels of lead can cause serious health problems, especially for pregnant women and young children. Lead in drinking water is primarily from materials and components associated with service lines and home plumbing. The City of Dahlonega is responsible for providing high quality drinking water but cannot control the variety of materials used in plumbing components. When your water has been sitting for several hours, you can minimize the potential for lead exposure by flushing your tap for 30 seconds to 2 minutes before using water for drinking or cooking. Information on lead in drinking water, testing methods, and steps you can take to minimize exposure is available from the Safe Drinking Water Hotline or at http://www.epa.gov/safewater/lead.
*Microbial contaminants, such as viruses and bacteria that may come from sewage treatment plants, septic systems, agricultural livestock operations, and wildlife.
*Inorganic contaminants, such as salts and metals, which can be naturally occurring or results from urban storm water runoff, industrial or domestic wastewater discharges, oil and gas production, mining, or farming.
*Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses.
*Organic chemical contaminants, including synthetic and volatile organic chemicals, which are by-products of industrial processes and petroleum production, and can also come from gas stations, urban storm water runoff, and septic systems.
*Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities.
In order to ensure that tap water is safe to drink, EPA prescribes regulations which limit the amount of certain contaminants in water provided by public water systems. Food and Drug Administration regulations establish limits for contaminants in bottled water, which provide the same protection for the public's health.
Participation
Your water system is an active participant in the community. Our employees are involved in many civic organizations and are pleased to offer information and speakers to the community on water protection, water treatment, as well as provide tours of our facilities.
Your City Council meets the 1 st Monday of each month at 6:00 p.m. and the 3 rd Monday of each month at 4:00 p.m. in the Council Chambers at City Hall. Your participation or comments are welcome at these meetings. | <urn:uuid:7c25d55c-5b54-4581-b9fb-dee2ed7d2ce9> | CC-MAIN-2024-46 | https://dahlonega.gov/wp-content/uploads/2024/10/CCR-2023.pdf | 2024-11-07T07:30:39+00:00 | crawl-data/CC-MAIN-2024-46/segments/1730477027957.23/warc/CC-MAIN-20241107052447-20241107082447-00638.warc.gz | 186,438,935 | 1,750 | eng_Latn | eng_Latn | 0.993427 | eng_Latn | 0.994514 | [
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Introduction
This plan seeks to address the statutory requirements of the Equality Act 2010 (which replaces the Disability Discrimination Act 1995) and to further the aims of our Vision Statement by:
* Ensuring its definition is delivered in our school. "It is unlawful for a school to discriminate against a pupil or prospective pupil by treating them less favourably because of their sex, race, disability, religion or belief, sexual orientation, gender reassignment and pregnancy or maternity".
* Continuing to improve all aspects of the physical environment of the school site and other resources so that all disabled pupils can take full advantage of the education and associated opportunities provided by the School.
* Increasing the extent to which disabled pupils can participate in the school curriculum
* Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services
* improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled
* The Equality Act 2010 builds on existing responsibilities to ensure pupils, parents, carers and staff are consulted by the school to ensure people with a disability do not experience discrimination. Barriers to inclusion will be identified by the school and reasonable adjustments made to provide equality of opportunity for all. We will promote disability equality.
Guidelines and Aims
* The school and its staff are committed to offering a high-quality education to all children in the community in line with the requirements of The Equality Act 2010. We will consult with the school community to identify barriers to inclusion and establish short term and long term targets to accessibility.
* This school promotes inclusion and will take all reasonable steps to ensure that children with a disability or SEN are not discriminated against or treated less favourably than other pupils. The school will work in partnership with the family and other agencies in the best interest of the pupil and to maximise educational opportunity.
* We are committed to continuing staff training to enable them to be effective in the education of young people with disabilities and /or Special Educational Needs.
* We will prioritise sufficient resources to support the actions identified in this plan.
Definition of 'Disability'
The Equality Act 2010 defines a disabled person as someone who has: 'A physical or mental impairment which has a substantial and long-term adverse effect on that person's ability to carry out normal day-to-day activities.' 'Long term' means at least 12 months. 'Substantial' means 'more than minor or trivial.' This definition covers pupils with physical (including sensory), intellectual or mental impairments. The definition is broad and includes children with a learning disability, sensory impairment, severe dyslexia, diabetes, epilepsy, incontinent pupils, pupils with AIDS, severe disfigurements or progressive conditions like Muscular Dystrophy. It can also include diagnosed conditions such as ADHD or Tourette's
syndrome.
Definition of 'Disability' continued
It is important that staff are aware that, although a pupil, parent, carer or staff member may be considered to have a disability according to the definition, they may not consider themselves disabled. A whole school approach to inclusion is the most effective way of meeting the needs of all pupils. This diagram shows the overlap between Special Educational Needs and Disability:
Access to the Curriculum: Goals and Targets
* Continue to develop and enhance knowledge of responsibilities under The Equality Act 2010.
* Continue to develop confidence and knowledge for staff in delivering the curriculum to disabled pupils.
* nhance access to and participation in National Curriculum and wider curriculum for disabled pupils and those with Special Educational Needs through effective provision management and consultation.
Access to the Curriculum: Strategy and Implementation
Ensure all new staff are trained in responsibilities under The Equality Act 2010. Training to be delivered by school THLT/Inclusion Leader. Refresher training for all staff should take place annually. In view of the number of children on the ASD spectrum, develop training programme on curriculum access for children with ASD. Training to be delivered by Inclusion Leader/HE Specialist Teacher during INSET and after school twilight sessions. Enhance knowledge and confidence amongst staff on approaches to teaching pupils with SEN. Inclusion Leader to liaise with the Inclusion Team/ Hackney Education. Training to be on going.
Parents and pupils to be consulted on identifying Disability/Health needs. Inclusion Leader and Hackney Education to develop a provision mapping system including an audit of projected needs for pupils with SEN/disabilities and other vulnerable groups. Provision mapping and monitoring procedure to be embedded in the school monitoring cycle.
Access to the Curriculum: Resources
Inclusion Leader to be responsible for provision mapping for pupils with SEN /disability. Training to be provided through Hackney Educations training programme. Resources will be allocated for printing of materials from the curriculum area budgets. Hackney Education staff to deliver training programmes on autistic spectrum disorder with SENCO.
Access to the Curriculum: Monitoring and Evaluation
Progress towards meeting the goals and targets will be monitored:
* Through termly meetings of the governing body's SEN and Link Governor
* As part of the school self-evaluation process
* By feedback from staff, parents/carers and disabled pupils
Physical Accessibility: Goals and Targets
To reduce physical barriers to inclusion. To work with The Hackney Education to increase accessibility based on the internal school audit of physical access commissioned. To act on consultation with pupils, parents, carers and staff on barriers to access.
Physical Accessibility: Strategy and Implementation
* Provide ramp access to the 'top pitch' (i.e. asphalted area at back of school).
* Improve signage and external access for visually impaired people.
* Paint a disabled persons parking bay with access to the reception.
* Review any inadequate lighting in all areas.
* Ensure all fire routes are suitable for all.
* Ensure all common facilities accessible to all children.
* Ensure all staff are aware of, and able to use, SEN software and resources.
* Ensure all school trips and school journeys are accessible to all.
* Review PE Curriculum to make accessible to all.
* Ensure disabled children participate equally in after school and lunch time activities.
* Ensure staff have taken disability equality training.
* Ensure each disabled pupil has had a PEEP (Personal Emergency Evacuation Plan) assessment completed.
Physical Accessibility: Resources
The school will provide materials through its responsive maintenance and capital resources budgets to fund accessibility projects. Links with business will be developed to part-fund some of the materials. Be aware of funding streams available for grants to help develop strategies.
Physical Accessibility: Monitoring and Evaluation
Progress towards meeting the goals and targets will be monitored:
* Through termly meetings of the Senior Leadership Team and the Deputy Head responsible for Inclusion.
* As part of the school self-evaluation process.
* Through meetings with Hackney Education as part of the Councils overarching Accessibility Strategy.
* By feedback from staff, parents/carers, staff and disabled pupils.
Areas to be investigated and implemented
scale: 1 = 3 months 2 = 6 months 3 = One year
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Our Earth
Redrawing permafrost outreach
Frédéric Bouchard , Michael Fritz and Ylva Sjöberg
Permafrost is a fascinating but hidden world of ice, frozen soil, bacteria and gases. The transdisciplinary outreach project Frozen-Ground Cartoons (FGC) makes permafrost science accessible and fun for children, their parents and teachers around the globe.
Occupying more than 20 million km 2 across Arctic, Antarctic and mountainous land scapes, permafrost forms a key, yet often overlooked, component of the Earth System. Nearly four million people live in permafrost areas of the Arctic, including Indigenous peoples using these frozen lands for settle ment and subsistence hunting and fishing. Like many aspects of the Earth System, per mafrost regions are highly sensitive to ongo ing anthropogenic activities. Public discussion about science and traditional environmental knowledge is therefore crucial to bring com munities together and enhance resilience to the multifaceted consequences of climate warming. Yet, effective illustrations and cross-sector communication and education on the importance of permafrost are often lacking.
played on a central permafrost world map platform with a series of questions and associated augmented reality material. The board game and augmented reality material form teaching tools that were tested with different groups of high-school students in Luxembourg during permafrost workshops. They were very well received, and the next step is to broaden these permafrost work shops to the whole national high-school curriculum; each teacher would then act as a 'permafrost agent'. We are also now working on a virtual reality project with an illustrator who will merge 3D cartoons and permafrost science into a story involving school children from California and Yakutia (Siberia).
International Permafrost Association Action Group, two artists from Finland and Canada were recruited to create the cartoons with sup port from a group of early-career researchers. This 'phase I' culminated in the creation and release of a digital and printed 28-page booklet of comic strips in English. Comic distribution and promotion was channelled through our website, and printed copies sponsored by international research organi zations in the home countries of the Action Group's members. Since its launch in 2017, the website has had about 32,500 views from 11,500 visitors and 120 countries, including some with less active permafrost research pro grammes (for example Italy, India, Brazil and South Africa).
The Frozen-Ground Cartoons (FGC) pro ject was born in 2015–2016 with the aim of connecting arts and science along visual, narrative and metaphoric axes. We wanted to make permafrost research accessible and fun, and thereby engage readers and com municate the relevance of the discipline in the global context. With initial funding as an
Following from this success, the FGC quickly evolved into a series of by-products and subsequent phases to fulfil user demand. These included: translations into several languages, including Indigenous languages in key permafrost regions such as Greenlandic and Inuktitut; augmented reality material (maps, photos, videos and 3D drawings) accessible via an application developed for smartphones and tablets; and a board game
Credit: Frozen-Ground Cartoons
Nature Reviews
|
Earth & Environment
0123456789();:
The success of the FGC project depends on voluntary efforts from more than 50 people, including early-career researchers, offering to translate, promote or share new ideas for creative science outreach. Cartoons offer great advantages for communicating com plex scientific concepts by providing visual support and telling captivating stories, and they can be shared easily via social media. The co-production of outreach products by scien tists, artists and communicators is a creative process that requires time, but can result in powerful and innovative material for science communication.
Frédéric Bouchard
1
✉
, Michael Fritz
2
3
and Ylva Sjöberg
1
Department of Applied Geomatics, Université de
Sherbrooke, Sherbrooke, Quebec, Canada.
2
Department of Permafrost Research, Alfred Wegener
Institute Helmholtz Centre for Polar and Marine
Research, Potsdam, Germany.
3
Center for Permafrost (CENPERM), Department of
Geosciences and Natural Resource Management,
University of Copenhagen, Copenhagen, Denmark.
e-mail:
✉
firstname.lastname@example.org https://doi.org/10.1038/s43017-021-00255-8
Competing interests
The authors declare no competing interests.
Related links
Action Group:
https://ipa.arcticportal.org/activities/
action-groups
Engage readers:
https://doi.org/10.1017/S0032247418000633
Frozen-Ground Cartoons:
https://frozengroundcartoon.com volume 3
|
JANUARY 2022
|
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AIR project no. 02371.001
Evaluation of the FETCH! Activity Guide
Executive Summary
August 15, 2006
Prepared by:
Christine Paulsen and Deborah Goff
Prepared for:
Susan Buckey, Jessica Rueter Andrews, Thea Sahr, Chris Randall WGBH 125 Western Avenue Boston, MA 02134
Background
During the spring of 2006, American Institutes for Research (AIR) conducted an evaluation study on behalf of WGBH. The purpose of the study was to gather data related to the effectiveness of the FETCH! Activity Guide, which was designed to extend the teachings of a new children's show, "FETCH! with Ruff Ruffman."
The four main study objectives were to:
* Assess the activities' appeal for children (for example, do children enjoy the activities, do they realize they are learning about science, etc.?).
* Assess whether the facilitators liked the Activity Guide and deemed it appropriate for their after-school settings, as well as whether the Guide increased their understanding of science concepts and procedures and helped them feel more comfortable leading science experiments due to its structure and information.
* Evaluate the effectiveness of the Guide in enhancing children's science content and procedural knowledge.
* Evaluate the effectiveness of the Guide in enhancing children's attitudes towards science.
The study sample was a local, convenience sample, rather than a large-scale, random sample of after-school programs from across the country. Thus, the findings reported in this document are descriptive, and are not meant to be generalized to the entire population of after-school participants.
Study Design
AIR used a longitudinal, pre- and post-test, control and treatment group design. Children in the control group were exposed only to non-science (arts and crafts) activities, while children in the treatment group were exposed to the six FETCH! activities in the Guide. Our main hypothesis was that the difference in pre- and post-test scores would be greater for the treatment group than the control group because they were exposed to the FETCH! activities and the control group was not.
We asked both the children and after-school program facilitators to answer the same questions before and after completing all of the activities. The questions blended conceptual and procedural understanding, thus requiring that the respondents understand elements of both. The questions were designed to assess the extent to which the children and facilitators could demonstrate an understanding of the following science concepts and processes/procedures:
Science concepts
* The impact of the shape of birds' beaks on their diet.
* The principle of energy transfer.
* The forces that cause boats to float.
FETCH! Evaluation, Executive Summary: Page 1
* The force that causes kites to fly.
Science processes and procedures
* How to interpret a data chart/frequencies.
* The process of recording data/keeping detailed records.
* The process of making predictions.
* Designing experiments.
* The scientific process, e.g., making predictions, testing ideas, adjusting the experiment, retesting ideas.
* Applying problem solving skills.
We also asked the children to respond to a series of questions about their attitudes towards science, and the facilitators to report how comfortable they were with teaching science concepts. These questions were designed to provide insight in conjunction with their knowledge of the subject, both before and after the activities.
Sample
The sample consisted of ten after-school programs in the greater Boston metropolitan area. Five of the programs (two treatment, three control) were in urban locations, while the other five were in suburban towns. Three out of five treatment groups and four out of five control groups reported offering science or engineering programming prior to participating in the study. Of the groups that reported offering science programming, all reported that the children in the program enjoyed the activities.
Ten facilitators and a total of 75 children participated in the study; 45 in the treatment group and 30 in the control group. All of the child participants were in the third, fourth, or fifth grade, and represented different races/ethnicities. All of the facilitators reported having at least some college education and reported being experienced and comfortable working with children in the age range of the FETCH! target population. All the facilitators reported that educational value was important to them in choosing activities. Most of the facilitators also reported that entertainment value was important to them.
Key Findings
Below is a list of key findings:
Activities' Appeal: Child Data
* 91% of the child respondents indicated that they "liked" or "loved" the activities— many reported they liked the activities because they learned something. In addition, children referred to the activities as "fun," and cited their creative or hands-on nature as reasons they enjoyed them.
* 93% of the child respondents indicated that they thought the activities were good for kids their own age—95% thought their friends "might" or "would" enjoy them.
* Most of the child respondents reported liking all of the activities. Even the "least preferred" activity was liked by more than two-thirds of the children.
* 79% of the child respondents reported learning "some" or "a lot of" new ideas. Many of the children reported learning science concepts, experiment procedures, and teamwork.
* 80% of the children referred to the activities as "science" activities.
Activities' Appeal: Facilitator Data
* Facilitators rated the educational value of the activities 3.21 on a scale of 1-4, with 4 representing the highest rating. They rated the entertainment value of the activities 3.28 on the same scale. Thus, it appears that facilitators recognized the activities as resources for both learning and having fun.
* Two of the five facilitators reported being so impressed with the educational value of the FETCH! activities that they shared them with their entire after-school program and/or science department.
Activity Guide: Child and Facilitator Materials
* 82% of child respondents understood all or most of the Kids' Activity Sheet directions.
* Four of the five facilitators rated the Guide as useful or very useful. Only one facilitator rated the Guide as somewhat useful.
* Facilitators rated their overall satisfaction with the FETCH! Activity Guide 3.31 on a scale of 1-4, with 4 representing the highest rating.
Knowledge and Attitudes: Child and Facilitator Data
* Children in the treatment group showed significantly greater gains in science content and procedural knowledge than children in the control group (p < .01).
* 71% of children reported that they never or only sometimes do activities like these in school.
* Because the facilitator sample size was so small (n=10), we did not perform a statistical analysis of the data. However, it appears that treatment group facilitators showed an increase in science knowledge and attitudes towards teaching science.
Conclusions
This study provided evidence that the FETCH! Activity Guide was an effective tool for teaching fourth and fifth grade children in after-school programs about specific science concepts and processes. The study also provided evidence that the Guide was effective because it was uniquely engaging and quite unlike science activities that children were exposed to in school settings. More research should be performed to see if the same holds true for a nationally-representative sample of children.
With respect to the specific study objectives we found the following:
Objective #1: Assess the activities' appeal for children (for example, do children enjoy the activities, do they realize they are learning about science, etc.?).
Almost uniformly, children in our sample reported that they enjoyed the entire set of activities and thought that their friends would enjoy them, too. These findings were supported by the facilitators, who gave the materials high ratings for entertainment value. All the facilitators reported that children in their programs enjoyed the FETCH! activities. Notably, the activities reportedly were appealing to many children because they were informative and encouraged them to learn new ideas. Most of the children who did the FETCH! activities reported learning new ideas, including science concepts, science experiment procedures, and how to work as members of a team. The children's subjective ratings and qualitative comments provided further evidence that the activities were engaging and appropriate for the 8- to 10-year olds in our sample. The children in our sample also recognized that the FETCH! activities were science-based.
Objective #2: Assess whether the facilitators liked the Activity Guide and deemed it appropriate for their after-school settings, as well as whether the Guide increased their understanding of science concepts and procedures and helped them feel more comfortable leading science experiments due to its structure and information.
Overall, the facilitators reported that they were very satisfied with the Activity Guide, and found its various components and Leader Notes useful. In addition, the facilitator science content and procedural knowledge test data suggested the treatment group facilitators showed a larger increase in knowledge and attitudes than control group facilitators. Of course, these data were descriptive only but the data did suggest that the Guide was potentially effective at increasing facilitator understanding of science concepts. The data also suggested that facilitators in the treatment group felt more comfortable leading science activities (attitudes measure) after using the Guide than facilitators in the control group.
Objective #3: Evaluate the effectiveness of the Guide in enhancing children's science content and procedural knowledge.
The study provided evidence that the Activity Guide was effective in enhancing the children's science content and procedural knowledge. Children in the treatment group demonstrated significant gains in science knowledge after doing the FETCH! activities, while children in the control group did not. Facilitator feedback also supported these findings: facilitators gave the activities high ratings for educational value. In fact, two of the facilitators were so impressed with the educational content, that they reported sharing these materials with other staff members.
The data offered a potential explanation of why the Guide may have been effective. Facilitators reported that the children enjoyed learning—not only about science concepts, but also about the process of doing science and scientific ways of thinking. We found that children appeared to be engaged in the activities because the Guide not only taught them
what but they also taught them how. Thus, it appears that the children in our sample learned about science because the teachings were presented in a uniquely engaging manner. Children reported having fun because they were learning, and learning because it was fun.
This is important because 71% of children reported that they never or only sometimes do activities like these in school. It appears that by offering hands-on activities that both engage and educate children, FETCH! may be filling an important gap in children's school-based science education.
Objective #4: Evaluate the effectiveness of the Guide in enhancing children's
attitudes towards science.
We did not find a significant impact of the activities on children's attitudes toward science. This may be caused by a ceiling effect—the children's attitudes toward science were positive to begin with, and did not leave much room for improvement.
One final note: We recognize that our study sample was not representative of the larger, national population of after-school programs in the United States. Further research would provide more conclusive findings about the effectiveness of the Activity Guide for children and after-school facilitators across the nation. Regardless, the data collected throughout this study provided evidence that the FETCH! Activity Guide was easy to use, that the activities were appealing and engaging to members of their target audience, that the Guide offered educational value, and provided content that was not being provided in formal school settings. | <urn:uuid:9e8fa6f7-8b90-4931-b3a8-f701a1366bc4> | CC-MAIN-2024-30 | https://informalscience.org/wp-content/uploads/2019/02/report_188.PDF | 2024-07-15T22:56:37+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00200.warc.gz | 280,929,753 | 2,309 | eng_Latn | eng_Latn | 0.932053 | eng_Latn | 0.998073 | [
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Grade 5 & 6
Section 1: Home Front Gallery
Essential Questions:
What impact did technological advancements during the 20 th century have on Americans and their daily life? In what ways did changes in the world globally impact cultural norms for Americans? How did American society adapt to the needs and changes that were a result of WWII?
NH Curriculum Framework Standards:
SS:HI:6:5.2: Describe the impact of major national and state events on everyday life, e.g., the Industrial Revolution or the World War II home front. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction)
SS:HI:6:4.2: Evaluate the importance of technological inventions and inventors and their impact on American life, e.g., household appliances or communication technologies. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
SS:HI:6:5.3: Examine changes in the roles and lives of women and their impact on society, e.g., the family or the workplace. (Themes: E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction)
Section Enduring Understandings:
As students make their way through the Home Front Gallery, they will be able to see a collection of artifacts that defined America and the world in the 20 th century. Students will begin to understand how the impact of what was occurring overseas affected the daily lives of the people at home from 1939-1945. Students will be able to see the changes in society as homes and businesses adapted to new technology and cultural norms that defined this time period, which included a lack of resources and a change in family dynamics. Students will begin to empathize with what life was like during this time of conflict and sacrifice around the world.
Section 2: Time Tunnel
Essential Questions:
How did common forms of media including films, newspapers, and magazines influence perspectives of the war?
In what ways did the war have an effect on the exchange of ideas between countries and the expansion of culture and technology?
How did daily life for Americans change over time as the war continued?
In what ways do forms of entertainment (film, music, magazines, newspapers, radio etc.) play a role in fostering a sense of American nationalism?
NH Curriculum Framework Standards:
SS:HI:6:5.2: Describe the impact of major national and state events on everyday life, e.g., the Industrial Revolution or the World War II home front. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, I: Patterns of Social and Political Interaction)
SS:CV:6:3.2: Describe ways in which countries interact with each other culturally, economically, diplomatically, or militarily. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, F: Global Transformation)
SS:WH:6:5.4: Examine forms of entertainment and leisure time activity, e.g., religious festivals, sporting events, or theatre. (Themes: E: Cultural Development, Interaction, and Change, J: Human Expression and Communication)
Section Enduring Understandings:
Throughout the Time Tunnel, each room will demonstrate to students the changes in American society throughout each year of the war (1939-1945). Students will be able to see the displays that reflect various artifacts and events that took place in the United States and globally. Students will learn and understand how American culture, technology, and daily life changed over time as the war continued. Students will understand the role that various forms of art and media played in society to influence war efforts on the home front.
Section 3: Military Gallery & Mezzanine
Essential Questions:
How did the exchange of resources, technology and information from other countries impact the ability to improve military technology?
How did the need to produce weaponry for the war effort impact factory production and the economy during times of war?
How did the improvements in wartime technology help provide an advantage for Americans during World War II?
In what ways did advancements in military technology alter the geographic landscape of the locations in which Americans were fighting?
NH Curriculum Framework Standards:
SS:GE:6:5.2: Examine the role of technology in the human modification of the physical environment, e.g., work animals or electrical production. (Themes: G: Science, Technology, and Society)
SS:CV:6:3.2: Describe ways in which countries interact with each other culturally, economically, diplomatically, or militarily. (Themes: A: Conflict and Cooperation, E: Cultural Development, Interaction, and Change, F: Global Transformation)
SS:HI:6:5.3: Examine changes in the roles and lives of women and their impact on society, e.g., the family or the workplace. (Themes: E: Cultural Development, Interaction, and Change, H: Individualism, Equality and Authority, I: Patterns of Social and Political Interaction)
SS:WH:6:2.2: Explore the spread and impact of ideas and technology, e.g., the concept of zero, gunpowder or the transistor. (Themes: E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
Section Enduring Understandings:
Students will be able to see the various vehicles and exhibits that document the efforts of the different branches of the United States military. Students will understand the changes in military technology that occurred over time in order to provide the United States and its allies with a tactical advantage. Students will be able to see how changes in factory production altered within the United States in order to develop materials and goods to support the war effort. Students will understand the various military strategies that were developed when determining how to fight the war in Europe and in the Pacific. | <urn:uuid:c552fe1d-bf9d-47c4-b0fe-30d57dd027c3> | CC-MAIN-2024-30 | https://wrightmuseum.org/wp-content/uploads/2024/03/Grade-5-6-Curriculum.pdf | 2024-07-16T00:20:17+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00202.warc.gz | 542,798,546 | 1,221 | eng_Latn | eng_Latn | 0.990448 | eng_Latn | 0.990394 | [
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Vine mealybug, Plannococcus ficus, Movement and Management
Walt Bentley and Kent Daane
Vine mealybug, Planococcus ficus (Signoret), has rapidly spread throughout California. First identify in the Coachella Valley in 1994, Arvin in 1998 and Del Rey in 1999, it has now spread to eighteen counties in 2004. These additional counties include Contra Costa, Madera, Santa Barbara, San Luis Obispo, Napa, Lake, Sonoma, Sacramento, San Joaquin, Stanislaus, Tulare, Calaveras and El Dorado. With the exception of Madera County, the finds have all occurred on plants less than five years old. It is clear that movement was on untreated nursery planting material.
Grape nurseries have implemented a hot water treatment (120 degrees Fahrenheit for five minutes) to disinfest cuttings. This treatment was originally developed to control nematodes and phylloxera and the guidelines used to manage these pests are effective on vine mealybug. Trials have shown excellent control of early growth stage crawlers and adults.
Once vine mealybug is found in a vineyard it is important to take immediate action. New infestations are usually on few vines or a few rows. These areas can be intensively treated with insecticides before the infestations spread throughout the planting. Once an infestation is uniform and populations are abundant (often the third year after introduction) the pest must be dealt with annually. Early detection is paramount in management.
Monitoring
The importance of early detection cannot be overemphasized. The best way to do this is to utilize the personnel that see every vine in the vineyard. Annual training programs should be established in the spring to discuss how to detect the signs of a mealybug infestation. Many of the monitoring guides are available, at no cost, through the County Farm and Home Advisor s Office. These guides are in both English and Spanish.
As an aid to detection, a pheromone for male vine mealybug has been developed and is now available through Suterra located in Bend, Oregon. This pheromone is extremely stable and appears to attract males up to 60 feet. Pheromone monitoring is the best early detection method for new infestations. Pheromone traps should be placed in the vineyard by late March and monitored weekly. The pheromone is effective for 2 months. Once males are detected, a more intensive survey can be done to detect the exact location of infested vines.
Newly established vine mealybug populations are often not found until harvest because of its cryptic behavior (Malakar-Kuenen et.al. 2001). Symptoms of infestation include the presence of thick honeydew on the vine and in the cluster. High populations result in crystallization of the honeydew on canes, usually at the crown of the vine. A key symptom is the dropping of leaves underneath infested vines. This usually occurs by early July in the Fresno area. In examining the leaves, they will be brown and covered with all stages of the mealybug. The publications entitled Mealybugs in California Vineyards (UC ANR 21612) and Vine Mealybug: What You Should Know (UC ANR Publication 8152) will help you recognize these signs.
In the San Joaquin Valley vine mealybug is the only species that can be easily seen on leaves. They are most easily found on leaves at the basal area of canes. Short wax filaments can be seen upon close examination of the female. They do not produce long tails found on grape, longtailed, or obscure mealybug. It is important to train the harvest crew in the identification of infested vines. These areas should be marked with colored ribbon for monitoring in the spring.
Chemical Control
Insecticides are necessary for management of vine mealybug. Chlorpyrifos (Lorsban 4E @4 pints per acre) timed just prior to bud break or an application of imidachloprid (Admire @ 24 to 32 ounces per acre applied through drip irrigation system in May) are the two most effective insecticide treatments for vine mealybug. Chlorpyrifos has also been registered as a post harvest treatment for use in the fall. The post harvest treatment is also very effective in reducing vine mealybug populations. Foliar insecticide sprays, during the summer, can also be of value.
If vine infestation is detected during the summer, the use of buprofezin (Applaud ) is an effective in managing cluster infestation. Applaud is an insect growth regulator and quite safe for use. It must be applied when immature stages are most abundant and will not work on the adult stage. Watch for mealybug movement to the basal leaves in June. Applaud is not toxic to parasites of vine mealybug and does not trigger spider mite outbreaks. It is also effective in controlling both variegated and grape leafhoppers when timed properly.
Summary
The importance of early detection of vine mealybug cannot be over emphasized. Early detection allows for management when both the population abundance and distribution in the vineyard low. Train field crews on how to recognize damage. Mark areas that show infestation and focus chemical management in those areas. Utilization of the vine mealybug pheromone trap can aid in early detection. Further information on management can be found at the UC IPM Pest Management Guidelines for Grape (http://www.ipm.ucdavis.edu/) | <urn:uuid:7c04b49d-ac68-4ec5-aea9-1da4804763d0> | CC-MAIN-2024-30 | https://ucanr.edu/sites/kingscounty/files/19008.pdf | 2024-07-16T01:06:59+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00204.warc.gz | 528,226,317 | 1,198 | eng_Latn | eng_Latn | 0.997621 | eng_Latn | 0.997694 | [
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`
QUIZEN – Work and Energy (9P04)
Learning Level 1
Learning Level 2
Learning Level 3
Q - Remembering (knowledge-based questions)
U - Understanding
(comprehension-based questions)
I - Applying (application-based questions)
Z - Analyzing (analysis-based questions)
Learning Level 1
1. Define the term 'work' and write its SI unit.
2. State the law of conservation of energy.
3. What is meant by the term 'kinetic energy'? Write its formula.
4. Explain the difference between potential and kinetic energy.
5. How does the principle of conservation of energy apply to a swinging pendulum?
Learning Level 2
6. A block of mass 2 kg is pulled with a force of 20 N for a distance of 5 m. Calculate the work done on the block.
7. A car of mass 1000 kg is moving with a velocity of 20 m/s. What is its kinetic energy?
8. A ball of mass 0.5 kg is thrown vertically upwards with a velocity of 10 m/s. Calculate its potential energy when it reaches the maximum height.
9. A force of 50 N is applied to push a box of mass 10 kg for a distance of 2 m. Calculate the work done by the force.
10. A ball of mass 0.1 kg is thrown horizontally with a velocity of 5 m/s. What is its kinetic energy?
Learning Level 3
11. A machine can lift a load of 500 N to a height of 5 m in 10 seconds. Calculate the power of the machine.
12. A cyclist rides up a hill with a height of 100 m in 5 minutes. Calculate the power required by the cyclist if he weighs 60 kg.
13. A ball is thrown with a velocity of 20 m/s at an angle of 45 degrees to the horizontal. Calculate its maximum height and the total time it takes to hit the ground.
14. A pendulum swings back and forth between two points. Explain how the potential and kinetic energy inter-convert during its motion.
15. A roller coaster is designed in such a way that it starts with a steep drop, gaining a large amount of kinetic energy, and then climbs up a hill, losing kinetic energy as it gains potential energy. Explain how the principle of conservation of energy applies to this roller coaster ride.
E - Evaluating (evaluation-based questions)
N - Creating (creation-based questions) | <urn:uuid:3e65468a-47cc-4f7e-9977-ebdcbc1b8dd8> | CC-MAIN-2024-30 | https://createcurve.com/wp-content/uploads/2023/04/9P04-Work-and-Energy.docx-1.pdf | 2024-07-15T22:50:37+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00201.warc.gz | 157,050,933 | 516 | eng_Latn | eng_Latn | 0.9941 | eng_Latn | 0.9941 | [
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Safeguarding and Welfare Requirement: Health Providers must have and implement a policy and procedures for administering medicines. It must include systems for obtaining information about a child's needs for medicines and for keeping this information up to date.
Nut Free Policy
Policy statement
Hook Village Nursery aims to practise a nut free policy although we recognise that this cannot be guaranteed. This policy serves to set out all measures to reduce the risk to those children and adults who may suffer an anaphylactic reaction if exposed to nuts to which they are sensitive. The Nursery aims to protect children who have allergies to nuts yet also help them, as they grow up, to take responsibility as to what foods they can eat and to be aware of where they may be put at risk.
We will forward our Nut Policy to our yearly intake so parents are aware that we do not allow nuts or nut products within our setting for snack, lunch boxes or party cake or seasonal treats and we outline the symptoms of anaphylaxis.
EYFS Key Themes and Commitments
Characteristics of Effective Learning
Definition Anaphylaxis (also known as anaphylactic shock) is an allergic condition that can be severe and potentially fatal.
Anaphylaxis is your body's immune system reacting badly to a substance (an allergen), such as food, which it wrongly perceives as a threat. The whole body can be affected, usually within minutes of contact with an allergen, though sometimes the reaction can happen hours later.
Staff
* The onus falls on all staff to read and follow this policy both in nursery and when out on trips and outings. Staff and volunteers must ensure they do not bring in or consume nut products within the Nursery and ensure they follow good hand washing practice.
* Caution must be taken at certain times of year such as Easter and Christmas. If Staff distribute confectionary care must be taken to ensure that no nuts are included in the product. Fruit sweets such as Haribo are a better alternative. Particular products that are a cause for concern are: - Celebrations – Roses – Heroes - Quality Street
* All product packaging must be checked for warnings directed at nut allergy sufferers and if the following or similar are displayed, the product must not be used in nursery without supervision of staff and supervised hand washing:
- Not suitable for nut allergy suffers
- This product contains nuts
- This product may contain traces of nuts.
Parents
Must notify staff of any known or suspected allergy to nuts and provide all needed information detailed on their child's individual Healthcare plan.
Parents must not to bring in any food or treats (such as for birthdays) unless they have checked the ingredients carefully, likewise for snack and lunch box choices. Homemade snack or party food contributions must have a label detailing all ingredients present and the kitchen environment where the food was prepared must be nut free. If you're unsure about a selection please speak to a staff member before bringing in the food item into pre-school.
Packaging must be checked for:
- Not suitable for nut allergy sufferers
- This product may contain traces of nuts.
- This product contains nuts
Indicating this is unsuitable for school consumption.
Lunch box items will be removed by staff and replaced with snack items if containing nuts or nut products
Children
All children are regularly reminded about the good hygiene practice of washing hands before and after eating which helps to reduce the risk of secondary contamination. Likewise children are reminded and carefully supervised to minimise the act of food sharing with their friends.
Health Plans and Emergency Response
We have individual Healthcare plans for children with allergies and Allergy Lists are displayed highlighting Healthcare plan in place, triggers, medication (Medication will be stored, administered and documented in accordance with our Administering Medicine Policy). Staff and parents are made aware of this policy and the symptoms associated with anaphylaxis.
Symptoms
The symptoms of anaphylaxis usually start between 3 and 60 minutes after contact with the allergen. Less commonly, they can occur a few hours or even days after contact.
An anaphylactic reaction may lead to feeling unwell or dizzy or may cause fainting due to a sudden drop in blood pressure. Narrowing of the airways can also occur at the same time, with or without the drop in blood pressure. This can cause breathing difficulties and wheezing.
Other symptoms: - swollen eyes, lips, genitals, hands, feet and other areas (this is called angioedema),
- itching,
- sore, red, itchy eyes,
- a strange metallic taste in the mouth,
- changes in heart rate
- itchy skin or nettle-rash (hives)
- a sudden feeling of extreme anxiety or apprehension
- unconsciousness due to very low blood pressure
- abdominal cramps, vomiting or diarrhoea, or nausea and fever.
Anaphylaxis varies in severity. Sometimes it causes only mild itchiness and swelling, but in some people it can cause sudden death. Anaphylaxis can lead to death if breathing becomes severely obstructed or if blood pressure becomes extremely low (known as shock). If symptoms start soon after contact with the allergen and rapidly get worse, this indicates that the reaction is more severe.
Legal framework
The Human Medicines Regulations (2012) Further guidance
Managing Medicines in Schools and Early Years Settings (DfES 2005)
Other useful Pre-school Learning Alliance publications
Medication Record (2010) Daily Register and Outings Record (2012)
Signed on behalf of Hook Village Nursery Chairperson
Updated October 2021 | <urn:uuid:ff0913f4-b19e-4fca-8501-748018807366> | CC-MAIN-2024-30 | https://hookvillagenursery.org.uk/wp-content/uploads/2022/09/Nut-Free-Policy.pdf | 2024-07-16T00:55:54+00:00 | crawl-data/CC-MAIN-2024-30/segments/1720763514724.0/warc/CC-MAIN-20240715224905-20240716014905-00203.warc.gz | 265,284,635 | 1,132 | eng_Latn | eng_Latn | 0.996818 | eng_Latn | 0.998452 | [
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Museum Visitor Studies, Evaluation and Audience Research
Randi Korn & Associates, Inc.
118 East Del Ray Avenue
Alexandria, VA
22301
Summative Evaluation: Disease Detectives Exhibition
Prepared for the Science Museum of Minnesota St. Paul, MN
Randi Korn & Associates, Inc.
November 2009
TABLE OF CONTENTS
LIST OF TABLES .............................................................................................. III
REMOVED FOR PROPRIETARY PURPOSES
APPENDICES ...............................................
ii
Randi Korn & Associates, Inc.
LIST OF TABLES
iii
Randi Korn & Associates, Inc.
EXECUTIVE SUMMARY
INTRODUCTION
The Science Museum of Minnesota (SMM) contracted with Randi Korn & Associates, Inc. (RK&A) to evaluate Disease Detectives, a traveling exhibition made possible by a Science Education Partnership Award from the National Center for Research Resources, a component of the National Institutes of Health. Disease Detectives is an immersive exhibition that provides visitors with opportunities "to investigate infectious disease mysteries by role-playing various medical professionals." RK&A conducted a summative evaluation to investigate how visitors experienced the exhibition and how effectively the exhibition conveyed information about infectious diseases. Data were collected through standardized questionnaire and in-depth interviews in the winter of 2008-09.
The Executive Summary presents the most salient findings and is followed by the Discussion which places the data in the context of the museum evaluation field. Please read the body of the report for a more comprehensive presentation of findings.
PRINCIPAL FINDINGS: STANDARDIZED QUESTIONNAIRE
A total of 329 visitors completed questionnaires with a participation rate of 46 percent. The questionnaires were administered to adult visitors as they were exiting SMM. About one-half of respondents reported visiting Disease Detectives (n = 151) on the day they were surveyed when shown a list and description of current exhibitions. The other one-half of respondents had not visited the exhibition (n =178).
DEMOGRAPHIC CHARACTERISTICS AND BACKGROUND INFORMATION
♦ More than one-half of respondents were female (58 percent).
♦ The mean age of respondents was 41 years.
♦ Respondents were highly educated (67 percent completed a college or post-graduate degree).
♦ Respondents were very interested in science; the mean rating was 8.4 on a scale from 1 (no interest in science) to 10 (extremely interested in science).
VISIT CHARACTERISTICS
♦ Most respondents were repeat visitors (84 percent).
♦ Most often, respondents were visiting the SMM in groups of adults and children (71 percent).
♦ About one-half visited Disease Detectives (46 percent). Age was a factor as younger visitors (<35 years) were most likely to visit the exhibition, while older visitors (55+ years) were least likely.
♦ Of those who visited Disease Detectives, 48 percent visited The Case of the Birthday Surprise, 43 percent visited The Case of the World Traveler Blues, and 37 percent visited The Case of the Unwelcome Visitors.
iv
Randi Korn & Associates, Inc.
VISITORS' EXPERIENCES WITH SMM EXHIBITS
♦ Respondents perceived SMM exhibits to be very informative (mean rating = 6.3 on a scale from 1 "not at all informative" to 7 "very informative").
♦ Respondents indicated that SMM exhibits successfully raised their awareness of current science issues (mean rating = 5.8 on a scale from 1 "did not raise my awareness of current science issues" to 7 "raised my awareness of current science issues").
♦ Respondents rated SMM exhibits as relevant to their lives (mean rating = 5.8 on a scale from 1 "not at all relevant to my life" to 7 "very relevant to my life").
♦ There were no statistically significant relationships between exhibit experience ratings and visitation to Disease Detectives.
VISITORS' KNOWLEDGE OF INFECTIOUS DISEASE
♦ Data collectors asked respondents, "When I say 'infectious diseases,' what specific diseases come to mind?" The top three responses were flu/influenza (55 percent), HIV/AIDS (36 percent), and the common cold (36 percent).
♦ When asked, "What are some things you could do at home to prevent foodborne disease?," more than one-half of respondents said thoroughly cook food (62 percent) and wash hands (54 percent).
♦ Data collectors asked respondents, "What are some things you could do to avoid getting or spreading the flu?" Most often, respondents said that you should wash your hands (83 percent).
♦ When asked, "If you were traveling to a country where malaria is a problem, what might you do to avoid getting malaria?," one-half said that vaccinations can be used (50 percent).
♦ The two statements that respondents most strongly agreed with are "Infectious diseases are spread in a variety of ways, including infrequent and improper washing hands, sneezing or coughing, insect bites, and contaminated food and water" and "Simple things that you can do in your daily life can prevent you from catching many infectious diseases."
♦ The two statements that respondents least agreed with are "Influenza is mainly a respiratory disease" and "Antibiotics and vaccines have cured or can prevent most infectious diseases."
PRINCIPAL FINDINGS: IN-DEPTH INTERVIEWS
Trained data collectors conducted in-depth interviews with 40 visitors who had visited Disease Detectives during the first week in January 2009. All interviews were conducted via telephone at least two weeks after the visit. More than one-half of interviewees were female, and the median age was 41 years.
RECOLLECTION OF THE EXHIBITION
OVERALL RECOLLECTION
♦ While many interviewees' recollections were specific, recalling exact names and details of the exhibits, some other interviewees' memories were more general.
♦ Interviewees with specific recollections, often recalled an interactive component of the exhibition. Most frequently, interviewees talked about swabbing Marcus' nose in The Case of the World Traveler Blues, testing the temperature of hamburger patties in The Case of the Birthday Surprise, and washing their hands in The Case of the Birthday Surprise
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RESPONSES TO SPECIFIC CASES
♦ When prompted to recall which cases they examined in Disease Detectives, more than one-half said they did not remember which case they examined or said they had not visited any specific cases. For example, a few explained that their children—not themselves—examined the cases so they could not identify an exact case.
♦ Almost one-half identified a specific case—either by name or by describing the activities they completed as part of the case. Of these interviewees, about one-quarter talked about The Case of the Birthday Surprise or The Case of the Unwelcome Visitor.
VISITORS' COMPREHENSION
INFORMATION LEARNED ABOUT INFECTIOUS DISEASES
♦ Most interviewees, when explaining what they had learned about infectious diseases, focused on how diseases are contracted and spread; about one-half of interviewees described communicable diseases—a few using this exact term—and the way they can be contracted from other people.
♦ About one-quarter of interviewees described detecting diseases, with interviewees describing the symptoms of diseases. Additionally, a few spoke about how to trace the origin of diseases— although not in great detail
♦ In contrast, a few others said they did not learn anything new about infectious diseases, citing either their age or experience in the medical field.
HOW TO PREVENT GETTING OR SPREADING INFECTIOUS DISEASES
♦ Preventing and spreading infectious diseases was a topic with which most interviewees were familiar; thus, many interviewees said they did not learn anything new from the exhibition.
♦ Several acknowledged that the exhibition reinforced their knowledge of disease prevention and effectively reminded visitors to take measures to prevent getting and spreading disease.
♦ Several emphasized that the exhibition was for kids, so while they did not take away anything new, their children had. The majority of these interviewees did not name specific things that their children had learned although a few talked about the length of time you should wash your hands as well as sneezing into your sleeve.
AFTER EFFECTS OF THE EXHIBITION
THOUGHTS ABOUT THE EXHIBITION/ASPECTS DISCUSSED
♦ When asked whether they had thought about or discussed aspects of the exhibition since their visit, almost two-thirds had not done so, while one-third said they had thought about or discussed the exhibition since their visit. Most frequently, interviewees said they thought about or discussed foodborne disease as it was most relevant to their life, specifically in light of the peanut butter recall owing to salmonella.
BEHAVIORAL CHANGES
♦ For most interviewees, information they learned from the exhibition did not impact decisions made in their daily life. Many interviewees explained that most or all of the information in the exhibition was something with which they were already knowledgeable, noting that they already do many of the precautions suggested.
♦ About one-quarter said that the information they learned in the exhibition impacted decisions made in their daily life. The majority of these interviewees said that the exhibition reminded them of certain precautions to be taken in regard to getting and spreading diseases.
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INTRODUCTION
Overall, Disease Detectives was successful in engaging visitors with interactive exhibits and conveying information about infectious disease prevention and transmission. For most visitors, the exhibition reinforced their existing knowledge about infectious diseases; however, for some, it provided new insights and prompted behavioral changes.
SUCCESSFUL ASPECTS OF THE EXHIBITION
INTERACTIVE COMPONENTS WERE MEMORABLE
As this study looked at the after effects of the exhibition on visitors, RK&A asked visitors about their overall recollection of their experience two to four weeks after their visit, eliciting unprompted, top-ofmind responses. Many recalled and appreciated the interactive components of the exhibition, and further, a few said they were impressed by these components. The Meat Temperature interactive and Hand Washing interactive were most remembered, which corroborates findings in the remedial evaluation (RK&A, 2008a). These interactives also proved to be quite effective as many visitors mentioned either the significance of washing hands or testing the temperature of food when talking about ways to avoid getting and spreading infectious diseases—messages reinforced through the previously mentioned interactives. To a lesser extent, visitors mentioned interactives related to diagnosing diseases.
EXHIBITION REINFORCED KNOWLEDGE ABOUT INFECTIOUS DISEASES
Most evident was that the exhibition reinforced visitors' previous knowledge regarding ways to avoid getting or spreading disease. In interviews, visitors often said that they were familiar with topics presented in the exhibition, but also mentioned the value of reinforcing information about infectious diseases—both for themselves and their children. For example, visitors frequently emphasized hand washing as the best preventive measure and recalled talking about hand washing since visiting the exhibition as a result of their experience. Visitors also frequently mentioned sneezing or coughing into their sleeve, checking the temperature of food, and using mosquito nets.
CHALLENGES FOR THE EXHIBITION
RK&A designed a pre- and post-survey of visitors' knowledge about infectious diseases to investigate the effect of the exhibition on visitors' understanding of this topic. Two statistically significant differences were found between those who had and had not visited the exhibition: visitors who saw Disease Detectives were more likely to suggest thoroughly cooking food to prevent foodborne disease at home than were visitors who did not see the exhibition, and visitors who saw Disease Detectives were less likely to suggest getting a flu shot to avoid getting or spreading the flu than were visitors who did not see the exhibition. For all other items, the pre- and post-samples responded similarly.
In thinking about these findings, it is important to recognize how difficult it is to convey new information to or promote new behaviors in visitors through a one-time experience of visiting an exhibition. The nature of learning in informal settings, such as museums, is inherently personal and selfdirected. While museums often strive to convey content to visitors, the growing body of evaluation studies is demonstrating that teaching new information to visitors is only one aspect of the exhibition vii
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experience. Developing interest in science, engaging in science reasoning and practice, reflecting on science, etc., are equally important (National Research Council, 2009). Furthermore, as RK&A has found in other studies, reinforcing or deepening existing knowledge is also a worthy and appropriate goal for exhibitions (RK&A, 2008b; RK&A, 2009a; RK&A, 2009b)
The other challenge—not unique to this study—is the difficulty visitors have identifying what is new information versus what they already know. Visitors to Disease Detectives often talked about the focus of the exhibition as something with which they are already familiar. However, are visitors familiar with the topic, or do they think they are familiar with the topic? Museums are often challenged when presenting seemingly familiar topics as it is difficult to engage visitors with new ideas about a "familiar" topic (Borun, 1993; RK&A, 2009c; 2003; Yalowitz, 2004). Consider, for instance, the topic of conservation— a popular and undoubtedly "familiar" topic that both the Monterey Bay Aquarium and the Bronx Zoo address through exhibits. In both cases, research revealed that while visitors said that conservation is an important topic, they did not take away as much information about conservation as the Aquarium and Zoo had hoped; further challenging is that the exhibits did not affect much change in visitors' conservation behavior. (RK&A, 2009c; 2003; Yalowitz, 2004).
The SMM faces similar challenges conveying information about infectious diseases that the Monterey Bay Aquarium and Bronx Zoo face when conveying information about conservation. Given this notion of the "familiar," it is difficult to fully engage visitors in Disease Detectives regardless of whether visitors are actually familiar with infectious diseases or whether they believe they are familiar with infectious disease. Indeed, this trend—not uncommon— may explain the absence of differences between visitors who had and had not visited Disease Detectives.
CONCLUSION
RK&A believes that while some findings are challenging, Disease Detectives has the potential to become even more successful for two reasons: (1) the "newness" and distinction of the exhibition as a traveling exhibition; and (2) the relevance of the topic to visitors.
"NEWNESS" AND DISTINCTION OF THE EXHIBITION AS A TRAVELING EXHIBITION
At the SMM, Disease Detectives blended in with other exhibitions in the Human Body Gallery. Thus, while SMM considers Disease Detectives a special exhibition in the Human Body Gallery, many visitors did not distinguish it as so. First, Disease Detectives did not look different enough from other exhibitions at the SMM and was not obviously separated from the rest of the Human Body Gallery. For instance, the exhibition is in a railed-off section of open gallery space, rather than residing in its own space. This lack of visual distinction may explain visitors' confusion distinguishing Disease Detectives from other exhibits in the Human Body Gallery. Further, the exhibition was competing against other special exhibitions, such as CSI: The Experience, and special events, such as the Omni film. These special exhibitions and experiences were more heavily marketed on the SMM Web site and at the Museum. Thus, not surprisingly, these exhibitions and experiences were top-of-mind when visitors recalled their overall experiences at the SMM and some described them as the main purpose of their visit. Research supports this finding as intentionality—planning to do or see something—is one crucial aspect in developing clear, long-term memories (Anderson, 2005).
These challenges at the SMM, however, will become opportunities as the exhibition travels. The exhibition will become a unique, special exhibition that may be a destination or the main reason for visitors' attendance. Disease Detectives will also be treated as a special exhibition—given a designated viii
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space and marketed, which will help improve its standing among other experiences visitors might have at the museum that day.
RELEVANCE OF INFECTIOUS DISEASES TO VISITORS
Given the recent outbreak of swine flu and its extensive news coverage, RK&A believes this exhibition will become even more successful as infectious diseases are currently a highly relevant topic. Arguably, infectious diseases are always relevant; however, they are sometimes disregarded as a familiar topic or not of immediate concern. In this study, there was some evidence of relevancy. For instance, visitors noted the recent traces of Salmonella found in peanut butter. This finding suggests that if the summative evaluation had been conducted at a different time of year, the results may have been quite different.
REFERENCES
Anderson, D. (2005). Factors that Shape Vivid Long-term Memories: Issues for Science Centers to Ponder. ASTC Dimensions. November/December 2005: 8-9.
Borun, M. ( 1993). Naïve Knowledge and the Design of Science Museum Exhibits. Curator. 36(3): 201219.
National Research Council. (2007). Learning Science in Informal Environments: People, Places, and Pursuits Committee on Learning Science in Informal Environments. Washington, DC: National Academy Press.
.
Randi Korn & Associates, Inc. (2009a). Summative Evaluation of Water Is Life. Unpublished manuscript. San Francisco, CA: California Academy of Sciences.
_____. (2009b). Summative Evaluation of Altered State: Climate Change in California. Unpublished manuscript. San Francisco, CA: California Academy of Sciences.
_____. (2009c). Summative Evaluation: Madagascar!. Unpublished manuscript. Bronx, NY: Wildlife Conservation Society.
_____. (2008a). Remedial Evaluation: Disease Detectives. Unpublished manuscript. Saint Paul, MN: Science Museum of Minnesota.
_____. (2008b). Summative Evaluation of Plants are up to Something. Unpublished manuscript. San Marino, CA: Huntington Library, Art Collections, and Botanical Gardens.
_____. (2003). Summative Evaluation: Vanishing Wildlife. Unpublished manuscript. Monterey, CA: Monterey Bay Aquarium.
Yalowitz, S. (2004). Evaluating Visitor Conservation Research at the Monterey Bay Aquarium. Curator: The Museum Journal. 47(3): 283-297.
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INTRODUCTION
The Science Museum of Minnesota (SMM) contracted with Randi Korn & Associates, Inc. (RK&A) to evaluate Disease Detectives, a traveling exhibition made possible by a Science Education Partnership Award from the National Center for Research Resources, a component of the National Institutes of Health. RK&A conducted a summative evaluation to investigate how visitors experienced the exhibition and how effectively the exhibition conveyed information about infectious diseases.
Specifically, the study objectives were to examine:
♦ The quality of visitor's exhibition experiences;
♦ Visitors' recollections of the exhibition, including whether visitors thought about the exhibition in the two to four weeks after their visit;
♦ Visitors' use of the case studies and understanding of the case study messages;
♦ Whether visitors learned any new information about infectious diseases;
♦ Whether visitors learned about the transmission and prevention of the three featured infectious diseases; and,
♦ Whether visitors have changed their behavior (or plan to) regarding infectious diseases as a result of what they learned in the exhibition.
METHODOLOGY
RK&A collected quantitative and qualitative data, using standardized questionnaires administered interview style and in-depth interviews. All data were collected between December 2008 and March 2009.
STANDARDIZED QUESTIONNAIRES
A standardized questionnaire was used to collect data about visitor characteristics, experiences, and understanding because it is the most efficient method for gathering information from a large number of people. Moreover, the resulting data can be analyzed using a variety of statistical procedures. RK&A consulted with SMM staff to develop a three-page standardized questionnaire that includes a variety of question formats (see Appendix A).
Specially-trained data collectors conducted face-to-face interviews with visitors using the questionnaire as the interview framework. Using a continuous random sampling method, data collectors intercepted adult visitors (18 years old or older) in the Museum's lobby, and asked them to participate. If the visitor declined, the data collector logged the visitor's gender, estimated age, and reason for refusal. If the visitor agreed, the data collector conducted a face-to-face interview to administer the questionnaire.
IN-DEPTH INTERVIEWS
In-depth interviews are useful in understanding ideas and concepts from a visitor's point of view. The purpose of conducting in-depth interviews is to encourage and motivate visitors to describe their experiences, express their opinions and feelings, and share with the interviewer the meaning they construct from their museum experiences. In-depth interviews produce data rich in information
because interviewees talk about their personal experiences and ideas. They were conducted for this study because they complement the quantitative data collected through the questionnaire.
The interview guide was intentionally open-ended to allow interviewees the freedom to discuss what they felt was meaningful (see Appendix B). All interviews were audio-recorded with participants' awareness and transcribed to facilitate analysis.
DATA ANALYSIS AND REPORTING METHOD
STANDARDIZED QUESTIONNAIRES
The data were analyzed using SPSS 12.0.1 for Windows, a statistical package for personal computers. Analyses included descriptive and inferential methods. See Appendix C for a listing of all statistical analyses that were run. Tables are used to present the information. Percentages within tables do not always equal 100, owing to rounding.
DESCRIPTIVE STATISTICS
Frequency distributions were calculated for all categorical variables. Summary statistics, including the mean (average) and standard deviation (spread of scores: "±" in tables), were calculated for visitor age and all rating scale variables.
INFERENTIAL STATISTICS
To examine the relationship between two categorical variables, cross-tabulation tables were computed to show the joint frequency distribution of the variables, and the chi-square statistic (X 2 ) was used to test the significance of the relationship. For example, "ways to avoid getting or spreading the flu" were tested against "visit Disease Detectives" to determine whether the variables were related.
To test for differences in the means of two or more groups, an analysis of variance (ANOVA) was performed and the F-statistic was used to test the significance of the difference. For example, "rating scale scores" were compared by "visit Disease Detectives" to determine whether the variables were related.
For all statistical tests, a 0.05 level of significance was used to preclude findings of little practical significance. 1 Only statistically significant findings are presented in the body of the report.
QUALITATIVE ANALYSIS
Responses to open-ended questions were analyzed using content analysis. Responses were reviewed, and as patterns were detected, categories were developed and similar responses were grouped. Responses within each category were tallied, and frequencies for each category are reported.
IN-DEPTH INTERVIEWS
Visitors' responses to interview questions were analyzed qualitatively, meaning that the evaluator studied the data for meaningful patterns and, as patterns and trends emerged, grouped similar responses or behaviors. Trends and themes within the data are presented in thematic sections, and, within each section, findings are reported in descending order starting with the most frequently occurring. This report uses verbatim quotations from interviews (edited for clarity) to give the reader the flavor of participants' experiences, and to illustrate their ideas as fully as possible. Within quotations, the
1 When the level of significance is set to p = 0.05, any finding that exists at a probability (p-value) ≤ 0.05 is "significant." When a finding (such as a relationship between two variables or a difference in rating scores) has a p-value of 0.05, there is a 95 percent probability that the finding exists; that is, 95 out of 100 times, the finding is correct. Conversely, there is a 5 percent probability that the finding would not exist; in other words, 5 out of 100 times, the finding appears by chance.
interviewer's comments appear in parentheses. Gender and age of interviewees appear in brackets following the quotations.
SECTIONS OF THE REPORT:
1.
Principal Findings: Standardized
Questionnaires
2. Principal Findings: In-depth Interviews
PRINCIPAL FINDINGS: STANDARDIZED QUESTIONNAIRE
INTRODUCTION
This section of the report presents the findings from a questionnaire administered to visitors at the SMM between December 2008 and March 2009. Data collectors intercepted 611 visitors as they were exiting the SMM and invited them to participate in a visitor survey. A total of 329 visitors agreed and 282 declined, for a participation rate of 46 percent.
Most questionnaires were administered in January and February (82 percent), and approximately onehalf were administered on weekdays (54 percent) (see Table 1).
TABLE 1 MONTH AND DAY OF DATA COLLECTION
DEMOGRAPHIC CHARACTERISTICS AND BACKGROUND INFORMATION
GENDER, AGE, EDUCATION
More than one-half of respondents were female (58 percent), and visitors' mean age was 41 years (see Table 2). In addition, respondents were highly educated, with two-thirds having completed a college or post-graduate degree (67 percent).
TABLE 2
DEMOGRAPHIC CHARACTERISTICS
1Age: range 18 – 80 years; median age = 39 years; mean age = 41.1 years ( ± 14.20)
RATINGS OF INTEREST IN SCIENCE
Overall, respondents were very interested in science. On a scale from 1 (no interest in science) to 10 (extremely interested in science) respondents' mean rating was 8.4 (see Table 3).
TABLE 3
1
RATING OF INTEREST IN SCIENCE
1RK&A phrased this question and responses as requested by SMM to match other studies at the Museum.
When ratings of respondents' interest in science were tested against demographic characteristics, there were two significant findings:
♦ Males were more likely to be interested in science than were females (see Table 3a).
♦ Older visitors (55+ years) were more likely to be interested in science than were younger visitors (<35 years) (see Table 3b).
TABLE 3a
RATING OF INTEREST IN SCIENCE BY GENDER
1F = 3.809; p = .052
TABLE 3b
RATING OF INTEREST IN SCIENCE BY AGE
1F = 3.089; p = .027
VISIT CHARACTERISTICS
SMM VISIT HISTORY
Respondents were asked how frequently they visit the SMM, and most were repeat visitors (84 percent) (see Table 4). Almost one-half of repeat visitors had visited the SMM more than three times in the past two years (49 percent). Also, One-half of repeat visitors reported that they or a family member are a SMM member (50 percent).
TABLE 4
SMM VISIT HISTORY
GROUP COMPOSITION
Most often, respondents were visiting the SMM in a social group of adults and children (71 percent) (see Table 5). Of those respondents visiting with children, many were visiting with children between 6 and 12 years old (71 percent).
TABLE 5
GROUP COMPOSITION
1Because some respondents were visiting with several children in more than one of three age ranges, percentages total more than 100 percent. 2Number of children in visit group: range 1 – 5 children; median = 2 children; mean = 2.0 children ( ± .93)
REASONS FOR VISITING THE MUSEUM
Respondents were asked about their reasons for visiting the SMM that day. One-third reported they were attending as a social outing with family and/or friends (33 percent) (see Table 6). Other popular reasons for visiting the SMM were to see a specific exhibit (25 percent), to see the Omni film (22 percent), and because it is a convenient activity (21 percent).
TABLE 6
REASONS FOR VISITING THE SMM
1
1
RK&A phrased this question and responses as requested by SMM to match other studies at the
Museum.
2
Because respondents could provide more than one reason, percentages total more than 100 percent.
3
Exhibits:
CSI: The Experience,
n
= 51;
Water,
n
= 13; Dinosaurs Gallery,
n
= 9;
Goose Bumps! The Science of
Fear,
n
= 3; no response,
n
= 2; Experiment Gallery,
4
Miscellaneous response: free tickets,
n
= 1.
= 7; membership,
n
homeschooling field trip,
n
= 1;
HOW DID YOU HEAR ABOUT THE MUSEUM?
Respondents were also asked about how they heard about the SMM. Most frequently, respondents said they had always known about the Museum or live nearby (63 percent) (see Table 7).
TABLE 7
1
HOW DID YOU HEAR ABOUT THE SMM?
1RK&A phrased this question and responses as requested by SMM to match other studies at the Museum.
2Because respondents could provide more than one response, percentages total more than 100.
n
= 7; recommendation from friends,
= 4;
n
SELECT GALLERIES AND EXHIBITIONS VISITED
Respondents were asked whether they visited five select galleries/exhibitions during their visit to the SMM. About two-thirds visited the Human Body Gallery (70 percent), Dinosaurs and Fossil Gallery (67 percent), and Experiment Gallery (62 percent) (see Table 8). Almost one-half of respondents visited Disease Detectives (46 percent).
TABLE 8
SELECT GALLERIES AND EXHIBITIONS VISITED
1 Number of select galleries and exhibits visited: Range 0-5 galleries and exhibits; median = 3 galleries and exhibits; mean = 2.6 galleries and exhibits ( ± 1.36 galleries and exhibits)
2 Because respondents could provide more than one response, percentages total more than 100 percent.
3 CSI: The Experience was closed during more than two-thirds of the data collection period.
Whether respondents visited Disease Detectives was tested against respondents' demographic characteristics. There was one significant finding:
♦ Younger visitors (<35 years) were most likely to visit Disease Detectives, while older visitors (55+ years) were least likely to visit Disease Detectives (see Table 8a).
TABLE 8a
VISIT DISEASE DETECTIVES BY AGE
1χ2 = 7.073; df = 2; p = .029
DISEASE DETECTIVES CASES EXAMINED
Of those respondents who visited Disease Detectives, almost one-half examined Birthday Surprise (48 percent), and World Traveler Blues (43 percent), while just over one-third examined Unwelcome Visitor (37 percent) (see Table 9).
TABLE 9
CASES EXAMINED IN
DISEASE DETECTIVES
1Number of cases examined: Range 0-3 cases; median = 1 case; mean = 1.3 cases ( ± 1.14 cases)
2Because respondents could provide more than one response, percentages total more than 100 percent.
Whether respondents visited Disease Detectives was tested against respondents' demographic characteristics. There was one significant findings:
♦ Females were more likely to examine the Birthday Surprise case than were males (see Table 9a).
TABLE 9a
CASES EXAMINED BY GENDER
1χ2 = 5.465; df = 1; p = .019
VISITORS' EXPERIENCES WITH SMM EXHIBITS
Respondents rated SMM exhibits using three criteria: how effectively exhibits raised awareness of current science issues, how informative were exhibits, and how relevant were exhibits to visitors' lives.
RATING OF HOW EFFECTIVELY SMM EXHIBITS RAISED AWARENESS OF CURRENT SCIENCE ISSUES
Respondents rated SMM exhibits on a scale from 1 (did not raise my awareness of current science issues) to 7 (raised my awareness of current science issues). The mean rating was 5.8, indicating that respondents thought SMM exhibits successfully raised their awareness of current science issues (see Table 10).
TABLE 10
RATING OF HOW EFFECTIVELY SMM EXHIBITS RAISED AWARENESS OF CURRENT SCIENCE ISSUES
Ratings of whether SMM exhibits raised visitors' awareness of current science issues were tested against respondents' demographic and visit characteristics. There was one significant finding:
♦ Older visitors (55+ years) and middle-aged visitors (35-54 years) were more likely to indicate that SMM exhibits successfully raised awareness of current science issues than were younger visitors (<35 years) (see Table 10a).
TABLE 10a
RATING OF HOW EFFECTIVELY SMM EXHIBITS RAISED AWARENESS OF CURRENT SCIENCE ISSUES BY AGE
1F = 4.564; p = .011
RATING OF HOW RELEVANT WERE SMM EXHIBITS TO VISITORS' LIVES
Respondents rated SMM exhibits on a scale from 1 (not at all relevant to my life) to 7 (very relevant to my life). The mean rating was 5.8, indicating that respondents thought SMM exhibits were relevant to their lives (see Table 11).
TABLE 11
RATING OF HOW RELEVANT WERE SMM EXHIBITS TO VISITORS' LIVES
Ratings of whether SMM exhibits were relevant to visitors' lives were tested against respondents' demographic and visit characteristics. There was one significant finding:
♦ Older visitors (55+ years) were more likely to indicate that SMM exhibits were relevant to their lives than were middle-aged visitors (35-54 years) and younger visitors (<35 years) (see Table 11a).
TABLE 11a
RATING OF HOW RELEVANT WERE SMM EXHIBITS TO VISITORS' LIVES BY AGE
1F = 6.243; p = .002
RATING OF HOW INFORMATIVE WERE SMM EXHIBITS
Respondents rated SMM exhibits on a scale from 1 (not at all informative) to 7 (very informative). Overall, respondents thought SMM exhibits were very informative, as indicated by respondents' mean rating of 6.3—the highest of all mean ratings with the smallest spread of scores (± =.79) (see Table 12).
TABLE 12
RATING OF HOW INFORMATIVE WERE SMM EXHIBITS
Ratings of how informative were SMM exhibits were tested against respondents' demographic and visit characteristics. There was one significant finding:
♦ Visitors who had not graduated from college were more likely to indicate that SMM exhibits were informative than were visitors who had graduated from college (see Table 12a).
TABLE 12a
RATING OF HOW INFORMATIVE WERE SMM EXHIBITS BY EDUCATION
1F = 4.188; p = .042
VISITORS' KNOWLEDGE OF INFECTIOUS DISEASES
SPECIFIC DISEASES PROMPTED BY THE TERM "INFECTIOUS DISEASES"
Data collectors asked respondents, "When I say 'infectious diseases,' what specific diseases come to mind?" The top three responses were flu/influenza (55 percent), HIV/AIDS (36 percent), and the common cold (36 percent) (see Table 13, next page). Other responses made by more than 10 percent of respondents include: tuberculosis (16 percent), chicken pox/measles/mumps/rubella (15 percent), foodand waterborne disease (12 percent), malaria (11 percent), hepatitis (10 percent), STDs (10 percent), and bird flu/Influenza A/super flu (10 percent).
TABLE 13
SPECIFIC DISEASES PROMPTED BY THE TERM "INFECTIOUS DISEASES"
1Because respondents could provide more than one response, percentages total more than 100. 2Other specific diseases: West Nile virus, n = 9; diphtheria, n = 7; polio (poliomyelitis), n = 7; typhoid fever, n = 6; flesh eating virus (necrotizing fasciitis), n = 5; conjunctivitis, n = 5; RSV (respiratory syncytial virus), n = 3; SARS (severe acute respiratory syndrome), n = 3; bronchitis, n = 2; chronic wasting disease, n = 2; diabetes, n = 2; skin disease, n = 2; viral infection, n = 2; bursitis, n = 1; athlete's foot, n = 1; bacterial infection, n = 1; childhood diseases, n = 1; clostridium, n = 1; cryptosporidiosis, n = 1; echovirus, n = 1; emphysema, n = 1; encephalitis, n = 1; gingivitis, n = 1; heart disease, n = 1; Legionnaires' disease, n = 1; leprosy, n = 1; kidney disease, n = 1; lung disease, n = 1; lupus, n = 1; Norwalk virus, n = 1; poison ivy, n = 1; rabies, n = 1; retrovirus, n = 1; rotavirus, n = 1; scabies, n = 1; sepsis, n = 1; VRE (vancomycin-resistant enterococcus, n = 1; yellow fever, n = 1. 3Miscellaneous response: virus, n = 6; bacteria, n = 3; communicable, n = 3; fever, n = 2; prion, n = 2; hospitals, n = 2; blood contact, n = 1; chemical weapons and warfare, n = 1; coughing, n = 1; cuts, n = 1; fear, n = 1; mosquitoes, n = 1; new diseases we don't understand, n = 1; non-potable water, n = 1; open sores, n = 1; resistant organisms, n = 1; parasite, n = 1; respiratory bug, n = 1; shared by needle, n = 1; smoking-related illness, n = 1; vaccination, n = 1.
Responses cited by more than 100 respondents were tested against respondents' demographic and visit characteristics. There were two significant findings:
♦ Older visitors (55+ years) and younger visitors (< 35 years) were more likely to name the common cold than were middle-aged visitors (35-54 years) (see Table 13a).
♦ Visitors who had graduated from college were more likely to name flu/influenza than were visitors who did not graduate from college (see Table 13b).
TABLE 13a
SPECIFIC DISEASES PROMPTED BY THE TERM "INFECTIOUS DISEASES" BY AGE
1χ2 = 8.152; df = 2; p = .017
TABLE 13b
SPECIFIC DISEASES PROMPTED BY THE TERM "INFECTIOUS DISEASES" BY EDUCATION
1χ2 = 6.551; df = 1; p = .010
WAYS TO PREVENT FOODBORNE DISEASE AT HOME
Data collectors asked respondents, "What are some things you could do at home to prevent foodborne disease?" More than one-half of respondents said thoroughly cook food (62 percent) and wash hands (54 percent) (see Table 14). Approximately one-third of respondents said to clean/sanitize the cooking area and utensils (41 percent), wash food well (34 percent), and store food properly (33 percent).
TABLE 14
WAYS TO PREVENT FOODBORNE DISEASE AT HOME
1Because respondents could provide more than one response, percentages total more than 100. 2Miscellaneous response: don't eat peanuts, n = 3; pay attention to contamination reports, n = 3; buy organic food, n = 2; don't share food, n = 2; air purifier, n = 1; avoid processed food, n = 1; build resistance to disease, n = 1; cover mouth, n = 1; don't make food when sick, n = 1; don't eat meat, n = 1; don't play with food, n = 1; keep children away from cooking area, n = 1; keep pets away from food, n = 1; no double dipping, n = 1; don't put feet on the counter, n = 1; take out garbage, n = 1; vitamins, n = 1; vaccination, n = 1.
Responses made by more than 100 respondents were tested against respondents' demographic and visit characteristics. There were several significant findings:
♦ Female visitors were more likely to suggest washing hands than were males (see Table 14a).
♦ Younger visitors (< 35 years) and middle-aged visitors (35-54 years) were more likely to suggest thoroughly cooking food than were older visitors (55+ years) (see Table 14b).
♦ Visitors who saw Disease Detectives were more likely to suggest thoroughly cooking food than were visitors that did not see the exhibition (see Table 14c)
TABLE 14a
WAYS TO PREVENT FOODBORNE DISEASE AT HOME BY GENDER
1χ2 = 4.613; df = 1; p = .032
TABLE 14b
WAYS TO PREVENT FOODBORNE DISEASE AT HOME BY AGE
1χ2 = 6.973; df = 1; p = .031
TABLE 14c
WAYS TO PREVENT FOODBORNE DISEASE AT HOME BY VISIT DISEASE DETECTIVES
1χ2 = 5.192; df = 1; p = .023
THINGS YOU COULD DO TO AVOID GETTING OR SPREADING THE FLU
Data collectors asked respondents, "What are some things you could do to avoid getting or spreading the flu?" Most frequently, respondents said that you should wash your hands (83 percent) (see Table 15). Other responses mentioned by more than 10 percent of respondents include: sneeze into your sleeve (43 percent), get a flu shot (38 percent), avoid sick people (22 percent), stay home when sick (21 percent), proper nutrition (13 percent), and clean/sanitize your home and work space (10 percent).
TABLE 15
THINGS YOU COULD DO TO AVOID GETTING OR SPREADING THE FLU
1Because respondents could provide more than one response, percentages total more than 100. 2Miscellaneous responses: wear a mask, n = 7; unavoidable especially when you have children, n = 6; exercise, n = 6; good hygiene, n = 4; dispose of tissues and napkins, n = 3; get fresh air, n = 2; see a doctor, n = 1; learn about the flu, n = 1.
Responses made by more than 100 respondents were tested against respondents' demographic and visit characteristics. There were several significant findings:
♦ Female visitors were more likely to suggest sneezing into your sleeve than were males (see Table 15a).
♦ Younger visitors (< 35 years) and middle-aged visitors (35-54 years) were more likely to suggest washing your hands than were older visitors (55+ years) (see Table 15b).
♦ Visitors who saw Disease Detectives were less likely to suggest getting a flu shot than were visitors that did not see the exhibition (see Table 15c)
TABLE 15a
THINGS YOU COULD DO TO AVOID GETTING OR SPREADING THE FLU BY GENDER
1χ2 = 10.479; df = 1; p = .001
TABLE 15b
THINGS YOU COULD DO TO AVOID GETTING OR SPREADING THE FLU BY AGE
1χ2 = 16.750; df = 2; p = .000
TABLE 15c
THINGS YOU COULD DO TO AVOID GETTING OR SPREADING THE FLU BY VISIT DISEASE DETECTIVES
1χ2 = 6.283; df = 1; p = .012
WAYS TO AVOID GETTING MALARIA
Data collectors asked respondents, "If you were traveling to a country where malaria is a problem, what might you do to avoid getting malaria?" One-half of respondents said that vaccinations can be used to avoid getting malaria (50 percent) (see Table 16). Other popular responses include using mosquito nets (32 percent) and insect repellent (31 percent).
TABLE 16
WAYS TO AVOID GETTING MALARIA
1Because respondents could provide more than one response, percentages total more than 100. 2Miscellaneous responses: take precautions when preparing and storing food, n = 8; talk with a doctor, n = 6; use pesticides, n = 4; avoid close contact with people, n = 3; uncertain, n = 3; iodine tablets, n = 1; eradicate or control mosquito populations, n = 1; isolate yourself, n = 1; take blood test, n = 1; travel only at certain times of year, n = 1.
Responses made by more than 100 respondents were tested against respondents' demographic and visit characteristics. There were two significant findings:
♦ Male visitors were more likely to suggest insect repellent and mosquito nets than were female visitors (see Table 16a).
♦ Visitors who did not examine the case of the Unwelcome Visitor in Disease Detectives were more likely to suggest vaccinations than were visitors who did not examine the case (see Table 16b).
TABLE 16a
WAYS TO AVOID GETTING MALARIA BY GENDER
1χ2 = 6.093; df = 1; p
= .014
2χ2 = 4.705; df = 1; p = .030
TABLE 16b
WAYS TO AVOID GETTING MALARIA BY CASES EXAMINED
1χ2 = 5.242; df = 1; p = .022
RATINGS OF STATEMENTS ABOUT INFECTIOUS DISEASES
Respondents rated eight statements about infectious diseases on a scale from 1 (strongly disagree) to (strongly agree). The two statements that respondents most strongly agreed with are "Infectious diseases are spread in a variety of ways, including infrequent and improper washing hands, sneezing or coughing, insect bites, and contaminated food and water" (mean rating = 6.7) and "Simple things that you can do in your daily life can prevent you from catching many infectious diseases" (mean rating = 6.4) (see Table 17). Additionally, the spread of scores for both statements was low compared with the spread of scores for other statements (± = .66 and ± = .87, respectively).
The two statements that respondents least agreed with are "Influenza is mainly a respiratory disease" (mean rating = 4.9) and "Antibiotics and vaccines have cured or can prevent most infectious diseases" (mean rating = 4.7).
TABLE 17
RATINGS OF STATEMENTS ABOUT INFECTIOUS DISEASES
Ratings were tested against respondents' demographic and visit characteristics. There were several significant findings:
♦ Older visitors (55+ years) and middle-aged visitors (35-43 years) more strongly agreed with the statements, "Infectious diseases continue to be the leading cause of death around the world" and "Re-emerging strains of infectious diseases are often resistant to current treatments," than did younger visitors (<35 years) (see Table 17a). Additionally, older visitors (55+ years) more strongly agreed with the statement, "Infectious diseases are an important health threat in the U.S.," than did younger visitors (<35 years).
♦ Visitors who graduated from college more strongly agreed with the statements, "Infectious diseases continue to be the leading cause of death around the world" and "Malaria poses serious health and economic problems in many parts of the world," than did visitors who did not complete college (see Table 17b).
TABLE 17a
RATINGS OF STATEMENTS ABOUT INFECTIOUS DISEASES BY AGE
1F = 7.320; p = .001
2F = 14.717; p = .000
3F = 3.301; p = .038
TABLE 17b
RATINGS OF STATEMENTS ABOUT INFECTIOUS DISEASES BY EDUCATION
1F = 5.135; p = .024
2F = 7.089; p = .008
PRINCIPAL FINDINGS: IN-DEPTH INTERVIEWS
INTRODUCTION
RK&A conducted interviews with 40 visitors who had visited the SMM during the first week in January. More than one-half of interviewees were female, and interviewees' median age was 41. About three-quarters of interviewees were repeat visitors, and of those, one-half reported visiting the SMM at least four times in the past two years.
OVERALL EXPERIENCE
All interviewees had positive experiences at the SMM, often describing their visits as "good," "fun," "excellent," and "cool." Several described particular activities or exhibits such as CSI: The Experience, the Omni film, IMAX, the Human Body Gallery, and Disease Detectives.
However, one-quarter of interviewees said the Museum was very crowded, noting that they had not considered how the proximity of their visit to the holidays affected visitation at the SMM. While most of these interviewees still described their overall experiences at the SMM as positive, several mentioned waiting in lines for tickets and skipping crowded exhibits.
RECOLLECTION OF THE EXHIBITION
OVERALL RECOLLECTION
RK&A asked interviewees about their recollection of the Disease Detectives exhibition to elicit unprompted, top-of-mind responses. While many interviewees' recollections were lucid, recalling exact names and details of the exhibits, some other interviewees' memories were less clear (see the quotations below).
I thought it [the exhibition] was really well done. I was with my daughter and her two friends, and she's a sophomore in college. They were like, "Wow!" They felt Marcus' forehead and it was warm. There were just a lot of little things like that, which I think were very well done. [female, 54]
There was one [exhibit] that my son was doing where you had to diagnosis whether the lady— what was it? She was there, and . . . different things like a stethoscope and some other things [were] there, I believe. [male, 35]
Many interviewees recalled an interactive component of the exhibition. Most frequently, interviewees talked about swabbing Marcus' nose in The Case of the World Traveler Blues, testing the temperature of hamburger patties in The Case of the Birthday Surprise, and washing their hands in The Case of the Birthday Surprise. 2 Interviewees also mentioned Microbe models, Microbe dance, the diner scene in The Case of the Birthday Surprise, and checking Marcus' heartbeat and feeling his forehead in The Case of the World Traveler Blues. Of the interviewees who talked about interactive components of the exhibition, one-half mentioned—to varying degrees—the exhibits related to diagnosing patients and understanding how they got sick.
2 Most interviewees did not use the patient's name (e.g., Marcus) nor did they name the case (e.g., Case of the World Traveler Blues)
A few other interviewees did not mention specific components of the exhibit. Rather, these interviewees spoke vaguely about the exhibition, saying things like it was "enjoyable" and "interactive" or that the exhibition was about "germs" and "preventing disease."
RESPONSES TO SPECIFIC CASES
When prompted to recall which cases they examined in Disease Detectives (The Case of the Birthday Surprise, The Case of the World Traveler Blues, and The Case of the Unwelcome Visitor), more than one-half of interviewees said they did not remember which case they examined or said they had not visited any specific cases. For example, a few explained that their children—not themselves—examined the cases so they could not identify an exact case. These interviewees described their role as passive visitors, focusing on chaperoning children or tending to the youngest children rather than engaging with the exhibits themselves (see the quotation below). A few others said they just visited individual exhibits of interest.
I had my little one [with me] so I didn't get to see everything, but my son did almost everything. [female, 39]
Almost one-half of interviewees identified a specific case—either by name or by describing the activities they completed as part of the case. Of these interviewees, about one-quarter talked about The Case of the Birthday Surprise or The Case of the Unwelcome Visitor. A few talked about The Case of the World Traveler Blues, and a few mentioned all three cases.
THE CASE OF THE BIRTHDAY SURPRISE
Interviewees who recalled examining The Case of the Birthday Surprise gave the most descriptive responses in comparison to responses regarding the other two cases. The majority of interviewees spoke about "food poisoning," "salmonella," and "E. coli," focusing on how foodborne diseases are contracted (see the quotation below). A couple interviewees recalled checking the temperature of meats, and one interviewee correctly identified the lettuce as the source of Marcus' ailments.
The little boy—if I remember right—he had food poisoning. He ate something, and his digestive system was extra active. That's how they could tell it was food poisoning—one of the signs. [female, 37]
THE CASE OF THE UNWELCOME VISITOR
Most interviewees who spoke about The Case of the Unwelcome Visitor recalled that the case was about malaria. A few mentioned "mosquitoes," "Lyme disease," and "ticks." Additionally, a couple interviewees recalled Yolanda's symptoms—a fever and yellow eyes (see the quotation below).
She had malaria. She got bit by a mosquito and it was on her toe. My kids were fascinated by the red spot on her toe. And she had a fever and yellow eyes. . . so it was that one that stuck out the most to the kids and me. [female, 30]
THE CASE OF THE WORLD TRAVELER BLUES
Interviewees who spoke about The Case of the World Traveler Blues had the vaguest recollection of this case in comparison to interviewees' recollections of the other cases; this is surprising as visitors described interacting with Marcus more vividly—checking his temperature by feeling his forehead and checking his heartbeat—than with Yolanda and Adam. Often, interviewees referred to Marcus as the "man with a cold" or "man with the flu" and did not describe any details of the exhibit.
VISITORS' COMPREHENSION
INFORMATION LEARNED ABOUT INFECTIOUS DISEASES
Most interviewees, when explaining what they had learned about infectious diseases, focused on how diseases are contracted and spread (see the quotation below). For example, about one-half of interviewees described communicable diseases—a few using this exact term—and the way they can be contracted from other people; these interviewees emphasized the importance of washing their hands and being aware of the threat of communicable diseases in public places. About one-quarter of interviewees described foodborne diseases, focusing on the need to check the temperature of meat; a couple of these also mentioned the importance of avoiding cross-contamination , sanitizing the cooking area, and washing hands and food well. A few talked about malaria, and a couple spoke more generally about contracting diseases from insects, such as mosquitoes and ticks; of interviewees who mentioned malaria, all mentioned mosquito nets and acknowledged that malaria is not an issue in their area.
(What, if anything, did you find out about infectious diseases from the exhibition?) Well, I don't know. I mean, they're infectious in different ways. Some things, like the malaria, she couldn't give to anybody. The Salmonella, he gets from something he ate, but I suppose he could pass that somehow. And certainly the sneezes you can pass. [female, 54]
About one-quarter of interviewees described detecting diseases, with interviewees describing the symptoms of diseases. Additionally, a few spoke about how to trace the origin of diseases—although not in great detail (see the quotation below).
(And what, if anything, did you find out about infectious diseases from the exhibition?) It is interesting how you can pinpoint where it [an infectious disease] originated and about how quickly it can spread. [male, 47]
In contrast, a few others said they did not learn anything new about infectious diseases, citing either their age or experience in the medical field (see the quotation below). Still, a few others gave miscellaneous responses, such as, "We just liked that it was interactive."
Well, at my age you've been around a little bit and know some of those things, so it wasn't new to me, but it was especially helpful to others. [male, 65]
HOW TO PREVENT GETTING OR SPREADING INFECTIOUS DISEASES
Preventing and spreading infectious diseases was a topic with which most interviewees were familiar; thus, many interviewees said they did not learn anything new from the exhibition. However, several interviewees acknowledged that the exhibition reinforced their knowledge of disease prevention and effectively reminded visitors to take measures to prevent getting and spreading disease (see the first quotation below). These interviewees often spoke about the importance of washing their hands, checking the temperature of meat when cooking, using mosquito nets, sneezing into your sleeve, and sanitizing cooking utensils and the cooking area (see the second quotation, next page).
(What, if anything, did you find out about preventing getting or spreading infectious diseases from the exhibition?) Well, the connection of how different diseases are spread. Although some of this is material I previously knew before going through the exhibit—the rhinovirus is spread through contact and sneezing, and other viruses, like AIDS, are not transmittable except through direct contact to the blood and things like that. [female, 40]
Well, controlling disease—whether it's something like mosquitoes or ticks with Lyme disease and malaria, taking care of your water at campsites so you're not getting Giardia or anything else—was discussed. [The exhibition] mentioned hand washing and sterilization of water [in regard to controlling disease]. We talked about maintaining your kitchen when you cook, whether it's separating your meat and your vegetables and things like that. [male, 25]
Additionally, several visitors emphasized that the exhibition was for kids, so while they did not take away anything new, their kids had. The majority of these interviewees did not name specific things that their kids had learned although a few talked about the length of time you should wash your hands as well as sneezing into your sleeve.
LONG-TERM EFFECT OF THE EXHIBITION
THOUGHTS ABOUT THE EXHIBITION/ASPECTS DISCUSSED
When asked whether they had thought about or discussed aspects of the exhibition since their visit, almost two-thirds either had not done so, made general recommendations regarding the Museum, or recommended other exhibitions, such as CSI: The Experience.
One-third of interviewees said they had thought about or discussed the exhibition since their visit. Most frequently, interviewees said they thought about or discussed foodborne disease as it was most relevant to their life, specifically in light of the peanut butter recall owing to salmonella (see the first quotation below). Additionally, a few said that they had discussed with their children the appropriate length of time for washing hands (see the second quotation).
(And in the weeks since you visited, what if anything, in addition to what you just mentioned about salmonella, have you maybe thought about or talked about with other people?) I think that [salmonella] was the main thing that I've thought about that I can recall. The other things, I don't think were quite as applicable to my current life—malaria is not as applicable to my current life right now. [female, 23]
(And in the weeks since your visit, what if anything from the exhibition have you thought about or maybe discussed with your family or other people?) Definitely the hand washing. . . (What did you guys talk about in reference to those?) The importance of [hand washing]. And then, in fact, not too long ago, we [talked] about how long you're supposed to wash your hands. [I told m children], "Well, remember at the Science Museum, how long you're supposed to wash your hands for?" And my kids are like, "Yeah!" [female, 37]
BEHAVIORAL CHANGES
For most interviewees, information they learned from the exhibition did not impact decisions made in their daily life. Many interviewees explained that most or all of the information in the exhibition was something with which they were already knowledgeable, noting that they already do many of the precautions suggested (see the quotation, next page). Additionally, a few interviewees said the information was not applicable to their daily life, and data reveals that some of these interviewees examined the malaria case.
A lot of things, I knew. . . .There wasn't a lot that was directly applicable to day-to-day activities, I would say. [male, 25]
About one-quarter of interviewees said that the information they learned in the exhibition impacted decisions made in their daily life. The majority of these interviewees said that the exhibition reminded them of certain precautions to be taken in regard to getting and spreading disease (see the first quotation below). In addition, interviewees frequently said that the exhibition had greater impact on their children than on themselves. For example, a couple interviewees talked with their children about experiences in the exhibition to remind their children to take preventive measures such as washing their hands (see the second quotation).
(And what about any changes in your daily life or your kids' life as a result of what you learned?) Not so much. I mean my kids will talk about those big germs or that big scabby toe. [I say], "You don't want to get sick or you'll get one of those big germs in your blood." [female, 30]
Well, I think I carried away a little bit of personal responsibility from it—just reminding myself to be more conscious of what my own personal habits are. [female, 67]
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Lost and Found: Catechesis on the Care of Creation
by Jeffrey Kaster and Craig Gould
Where is care of creation in the catechetical curriculum? Why is it so often lost or left out? What could influence catechetical leaders to prioritize focus on this theme? How can space be found in the curriculum for environmental stewardship? As two program directors of Lilly Endowment-initiated theological programs for high school youth, we seek to explore in this column why theological reflection on the care of creation is so often lost within catechesis and how it might be found.
A personal story from the Youth in Theology and Ministry program (YTM) at Saint John's School of Theology and Seminary in Collegeville illustrates why the care of creation is so often a lost part of the catechetical enterprise. YTM engages high school youth in Catholic social teachings as part of its thirteen-month curriculum to cultivate excitement for theological learning, foster Christian discipleship, and promote leadership for church and society. One evening catechetical session explored the meaning of the Catholic social teaching theme of care of creation. The lesson explored the theme's meaning and included watching a section of Al Gore's documentary An Inconvenient Truth. Each participant then went to a computer lab to calculate his/her carbon footprint. Finally the lesson provided space for prayer and reflection on the moral implications of our care (or lack of care) for the environment.
A few days after this catechetical session, the YTM community celebrated the Sacrament of Reconciliation. In my personal examination of conscience I (Jeff) recalled the carbon footprint calculation I had done during the evening session described above. I had discovered that my personal carbon footprint was double the US average and ten times the world's average. I was convicted that my use of carbon was sinful. I went to individual confession and confessed this sin saying to the priest: "I recognize that my personal use of the world's resources is sinful in its impact on creation. My sin is that my personal carbon imprint is ten times greater than the average human being. I am sorry and seek to change my carbon footprint on the environment." The look on the priest's face was precious. It was one of complete confusion. He muttered something like, "I don't really think this is a sin. I've never heard anyone ever confess this as sinful."
Jeffrey Kaster, Ed.D., is the director of the Youth in Theology and Ministry program at Saint John's University School of Theology and Seminary, Collegeville, Minnesota. He is on the theology faculty and coordinates the Lilly Endowment Youth Theology Network.
Craig Gould is the director of youth and young adult programs at Catholic Theological Union in Chicago, Illinois.
Why is care of creation missing from catechesis? One reason is that we have not effectively connected environmental stewardship to morality and the practices of Christian discipleship. Like the priest in the confessional, we just can't imagine what Christian discipleship has to do with environmental stewardship. Too often Christian discipleship focuses on devotional practices, a robust prayer life, liturgical worship, a heightened sense of personal morality, and sacramental reverence. Environmental justice and care for creation are missing. Rarely are they connected directly to the practices of Christian discipleship. If catechetical leaders have not been convinced of the morality and importance of environmental stewardship as a constituent practice of Christian discipleship, then how can we expect them to include this in the religious education curriculum for adults, youth, and children?
The Ecological Crisis
On September 27, 2013, the Intergovernmental Panel on Climate Change released its fifth assessment on global climate change using the best available scientific data. The conclusions they draw are both astounding and frightening. They offer many conclusions based on the environmental effects that are clearly evidenced by their research, but in summary they report that the earth's temperature, and in particular its surface water temperature, is accelerating rapidly, due in most part to the effect of human beings and their use of carbon dioxide. A few of the main points from their findings, found in the Summary for Policymakers report, are:
* It is now considered even more certain (> 95%) that human influence is the dominant cause of the observed warming since the mid-20th century.
* Sea levels are rising faster now than in the previous two millennia, and the rise will continue to accelerate – regardless of the emissions scenario and even with strong climate mitigation.
* Over the last two decades, the Greenland and Antarctic ice sheets continue to lose mass, glaciers continued to shrink almost worldwide, and Arctic sea ice and Northern Hemisphere spring snow cover continued to decrease in extent.
* Climate change will persist for many centuries, even if emissions of carbon dioxide stop. 1
Climate change and a rising sea level can have catastrophic consequences for millions of human beings. This may be the most important moral issue facing humanity. Scientists have been predicting the dire effects of global warming for years: sea level rise and increased coastal flooding, longer and more damaging wildfire seasons, more frequent and intense heat waves, health impacts, an increase in extreme weather events, changing seasons, and disruptions to food supplies. 2 Virtually every sector of intellectual academia, including theology, has sought to respond to this phenomenon by asking what impact this has on their discipline. However, despite these inroads, environmental issues remain very much on the periphery of modern catechetical efforts.
Christian Discipleship in the Twenty-First Century
Christian discipleship in the twenty-first century must include practices of personal and corporate environment stewardship. The theological argument for this proposition rests on the famous introductory words of Gaudiem et Spes from the Second Vatican Council: "The joys and the hopes, the griefs and the anxieties of the men of this age,
1 Intergovernmental Panel on Climate Change, Fifth Assessment Report, Climate Change 2013: The Physical Science Basis, Summary for Policy Makers http://www. climatechange2013.org/ images/uploads/WGIAR5-SPM_Approved27Sep2013.pdf.
,
2 Global Warming Impacts, Center for Science and Democracy, http://www. climatechange2013. org/images/uploads/WGIAR5-SPM_Approved- 27Sep2013.pdf.
especially those who are poor or in any way afflicted, these too are the joys and hopes, the griefs and anxieties of the followers of Christ"(no. 1).
The principle of the common good demands that followers of Christ are concerned for peace, human rights, the protection of religious freedom, and the care of the environment.
If climate change and rising sea levels have the potential to adversely impact millions of humans, especially the poor, then for the sake of the common good, followers of Christ must address it.
Catholic catechetical documents are currently focusing on evangelization and fostering Christian discipleship. The General Directory for Catechesis and the new evangelization documents by the United States Conference of Catholic Bishops (USCCB) highlight the fostering of Christian discipleship and maturing conversion as a lifelong process. The church is called to be a community of disciples using its gifts and talents to participate in Christ's mission of proclaiming and realizing the reign of God. Catholic catechesis today is all about discipleship!
Clearly the church is seeking to advance environmental stewardship and Christian discipleship. In our opinion catechesis has failed to connect the two. 3 We believe connecting Christian discipleship with environmental stewardship will be instrumental to successful catechesis in the twenty-first century.
Inconsistent Church Leadership
On one hand the church is supportive of connecting environmental stewardship with discipleship practices. Pope Benedict XVI, who is often referred to as the "green pope," said at the 2010 World Day of Peace, "If we want justice and peace, we must protect the habitat that sustains us." 4 His pontificate highlighted care for creation as an important part of church doctrine. Pope Benedict also approved a plan to cover part of the Vatican with solar panels— enough to power the heating, cooling, and lighting of the entire Vatican.
The USCCB synthesizes Catholic social teaching into seven themes. Concerning environmental stewardship, they wrote, "Care of the earth is not just an Earth Day slogan, it is a requirement of our faith…this environmental challenge has fundamental moral and ethical dimensions that cannot be ignored." 5
One might assume from the statements above that environmental stewardship is well integrated into catechesis. However, taking a deeper look into the catechetical focus of the bishops of the United States reveals this is not the case. The USCCB document Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age (2007) identifies six elements in the core curriculum. Nowhere in these six core courses is there an exploration of the Catholic social teaching on care for God's creation. It is only mentioned as one of five areas of electives. In 2010 the USCCB Committee on Evangelization published an adaptation of the original document for use in parish and youth ministry programs. This document left out Catholic Social teaching completely. It is clear that the care of creation is not a catechetical priority of the Catholic Bishops of the United States. On the one hand the bishops are supportive of integrating environmental stewardship into Christian discipleship, but on the other hand the bishops are virtually ignoring the issue within their approved curriculum for adolescents.
3 See Go and Make Disciples: A National Plan and Strategy for Catholic Evangelization in the United States (Washington, DC: United States Catholic Conference, 1993); General Directory for Catechesis (Washington, DC: United States Catholic Conference, 1998); and Compendium of the Social Doctrine of the Church (Cittá del Vaticano: Libreria Editrice Vaticana, 2004).
5 "Seven Themes of Catholic Social Teaching," http://www.usccb.org/beliefs-and-teachings/what-we-believe/catholic-social-teaching/seven-themesof-catholic-social-teaching.cfm.
4 Catholic Church and Pope Benedict XVI, "For the Celebration of the World Day of Peace," January 1, 2010.
What makes the USCCB's devaluing of the care of creation all the more important is the fact that their Doctrinal Framework is the template that catechetical publishers are using to produce their materials for youth ministries. Thus the absence of environmental concerns is multiplied all over the country in both diocesan offices and parish staffs. Catechetical leaders, already concerned with all of the complications that come with running a comprehensive formation program, often do not have time to evaluate what is included or excluded in a purchased curriculum. Even if they do, taking their cue from hierarchical leadership, they will relegate Care of Creation to a small and almost non-existent component.
Failure of Catechetical Leaders
It is perhaps easier to blame the US Catholic Bishops or curriculum publishers for the neglect of this essential element of catechesis than it is to admit our own neglect as catechists in this area. Yet in our pedagogical choices as catechetical leaders, we have systematically neglected the stewardship of the environment within our catechetical curricula. The problem is not simply with the bishops. We catechists are the problem! The problem is our failure to include environmental stewardship within the catechetical curriculum.
Craig's Story
In six years as a parish youth minister I had the opportunity to review and use many different curricula to fulfill the catechetical component of youth discipleship. Yet not once did I intentionally shift my pedagogical focus to narrow in on environmental concerns. While publishers provided material, ultimately I had the final say in the focus of each night's session. If I had really felt that a conversation on the health of the planet was necessary to help our young people be fully Catholic I could have given the issues pertaining to being green a full session or even a couple of weeks. Either because of the often political nature of the topic or my own uneasiness and ignorance of the scientific data, I found it easier to ignore the demand discipleship placed on practices of caring for creation. The reality was, though, that I (mistakenly) agreed with the publishers and believed those sessions to be not as necessary as other topics such as prayer, sin, service, and church teaching.
In practical terms this meant that, at best, environmental concerns were relegated to a sub-component of Catholic social teaching, which is often a sub-component of the "Service and Justice" section, which is of course a subcomponent of moral theology. Putting that all together means that if the average catechetical year has around 26 weeks and runs about one hour per session, environmental concerns are probably getting about 10-15 minutes of attention per year. That is certainly not a lot of time spent on a moral issue that can impact millions and has consequences for both the sacramental world and the ability of all human people to live in dignity.
These choices continued in my new role as the Director of the Peacebuilders Initiative with high school youth and theology at Catholic Theological Union (CTU). One of the first tasks was to plan the theological sessions that we use to engage students. Each morning of their six days on campus a faculty member from CTU engages youth in theological learning. I was pleased to see that one of these mornings was devoted entirely to the conversation of Catholic social teaching. I was even more delighted when the presenter asked me what within the themes of the Church's rich array of social topics she should focus on. Knowing that it is difficult to incorporate all seven principles into a two hour session, I asked her to focus on what I felt to be the most basic: life and dignity of the human person and the call to family, community, and participation. I did not even consider care for God's creation as essential.
In my formation I had been trained that dignity for the human person was the foundation of all of the other principles and that the call to participate in community was the second most essential task of a disciple. What I failed
to realize in simply accepting this preordered hierarchy of importance was that by prioritizing the life of the human person as separate from creation, I was giving the impression that we could separate the human life from the concern for its environment. In addition, though I chose community participation as a way to enliven the students to give of themselves to those around them, I failed to consider that perhaps the single most important issue of the twenty-first century, the one that affects every family and every community, is global climate change. In retrospect it seems I should have considered that care for God's creation actually does a better job creating a foundational vantage point of Catholic social teaching than any other topic.
Jeff's Story
In my thirty-five years of catechetical ministry in parish, diocesan, and university settings I am sorry to admit that I have personally had very limited focus on the care of God's creation within catechetical programming. As a parish youth minister in the 1980s I coordinated a variety of retreat and wilderness experiences which included worship in natural settings and had several casual discussion of environmental stewardship. But generally within the catechetical curricula for confirmation and youth group meetings, this catechetical theme was lost or missing.
As a diocesan director of youth ministry for ten years in the 1990s, I do not recall one gathering of youth ministry coordinators in the diocese where environmental stewardship was the main topic of discussion. Nor was this theme integrated into the confirmation retreats I designed for diocesan retreat teams. I coordinated ten diocesan youth rallies for thousands of youth and I do not recall one keynote speaker speaking extensively on the care of creation, nor do I recall many workshops devoted to this.
Currently, the YTM curriculum does a better job of focusing on environmental stewardship. Nearly every year since its inception in 2000, Dr. Bernie Evans has taught high school youth a theology class focused on environmental justice. Also, a significant aspect of the curriculum during the second summer is Catholic social teaching. Care of creation is discussed but it is often not the primary focus. The themes of life and dignity of the human person and option for the poor and vulnerable are currently receiving the majority of instructional time.
YTM is structured as a two-summer catechetical program for high school youth. A very important part of the YTM curriculum is engaging youth in service justice projects back in their home parishes and communities. Teams of youth with an adult mentor return to their parish communities to create a project that provides service or promotes justice. These projects are instrumental in the learning that happens at YTM. Youth learn Christian discipleship by doing service and working for justice. As I reflect back on the hundreds of projects completed by youth who attended YTM, I regret to say that only a few of these projects focused on environmental stewardship. Writing this article has helped me become aware that the YTM curriculum only focuses on care of God's creation after they have completed their projects. If more of a focus is put into the curriculum of the first summer, then it is likely more students will develop projects related to this theme. This will result in inculcating environmental justice in many more future leaders for church and society.
From these personal histories it is clear that catechesis on the care of creation gets lost among competing catechetical priorities. The invitation to write this column has actually forced us to admit that we as catechetical leaders are at fault for neglecting catechesis on this issue. Writing this article has been transformational for both of us as we recognize our failure to connect Christian discipleship with environmental stewardship. However, more important than recognizing our failure is committing to focus more directly on environmental stewardship in the future. It is our hope that our personal conversion stories foster conversation among other catechetical leaders. We have come to realize that environmental justice will take on a higher curricular profile only if catechetical leader have a similar transformation and utilize the resources of our Catholic tradition.
Theological Foundations: Conversion and Environmental Justice
The encyclical Evangelii Nuntiandi declares that the church "exists in order to evangelize"(no. 14). It goes on to say that this evangelization is characterized by "carrying forth of the Good News to every sector of the human race so that by its strength it may enter into the hearts of all and renew the human race"(no. 18). The encountering of the good news, namely Jesus Christ, is the end toward which all catechesis is aimed. This sector of the human race includes the environment. As Pope Benedict XVI declared in his general audience on August 26, 2009, "The Earth is indeed a precious gift of the Creator who, in designing its intrinsic order, has given us bearings that guide us as stewards of his creation. Precisely from within this framework, the Church considers matters concerning the environment and its protection intimately linked to the theme of integral human development." 6 This integral human development means that Jesus is not simply the archetype for human beings but for all of creation. He is the Word that brings life into being and gives it form. His life, death, and resurrection redeem all pieces of the universe so that all, from each particle to each mountain, sacramentally proclaim the glory of God.
When the General Directory for Catechesis instructs the faithful in the ways of evangelization it means to convey a conversion to Jesus Christ that extends through his person, into the hearts of believers, and into the world. The conversion experience spoken about in the GDC "involves a 'metanoia,' that is a profound transformation of mind and heart; it causes the believer to live that conversion." 7 The change that is produced through the grace encountered with Christ moves the individual to alter their life in a way that expands their love for others and in turn allows the other to be whole themselves. When an individual experiences this transformation it is shared among the community, and the community embraces the change and is itself engaged in this process of metanoia. This experience of mystagogy is the ongoing work of grace in the life of the community and the individual. It is integral into the formation of disciples and allows for the "new horizon" spoken about by Bernard Lonergan, S.J., to be one that affects the entire body of Christ.
Catechists, who hold a primary responsibility for incorporating and guiding these transformative encounters, are being asked to consider how our experience of Jesus Christ might bring us to answer the pressing needs of creation. Care of creation is integral to a relationship with God. As Pope Benedict XVI also declared, "The relationship between individuals or communities and the environment ultimately stems from their relationship with God. When man turns his back on the Creator's plan, he provokes a disorder which has inevitable repercussions on the rest of the created order." 8 Thus a turn to the care of creation is not only a response to the signs of the times but also a traditional practice of discipleship based on the relationship between the one created and its Creator.
Pedagogy for the Care of Creation
Rather than speculate or propose how other catechetical programs in parishes or schools might develop pedagogies for the care of creation, we thought it would be most helpful to explore how we might accomplish this in our youth theology programs at Saint John's and CTU. A key to success will be tying care of creation to Christian discipleship. Peacebuilders and YTM, as well as the thirty-five other Lilly Endowment-initiated theological programs for high school youth, have learned that it takes a holistic curriculum that includes the intellectual engagement of
6 Benedict XVI," Safeguarding Creation," August, 2009, http://www.vatican.va/holy_father /benedict_xvi/audiences/2009/documents/hf_ben-xvi_ aud_20090826_en.html.
8 Pope Benedict XVI, Letter to the Ecumenical Patriarch of Constantinople on the Occasion of the Seventh Symposium of the Religion, Science and the Environment Movement, September 2007, http://www. vatican.va/holy_father/benedict_xvi/letters/2007/documents/hf_ben-xvi_let_20070901_ symposium-environment_en.html.
7 Congregation for the Clergy, General Directory for Catechesis, 1997, no. 55.
high school youth to foster and sustain Christian discipleship. This holistic curriculum includes prayer, service, justice, community, vocational discernment, and intellectual engagement in the Christian Tradition.
Many of these youth programs utilize a foundational pedagogy of questioning to foster and sustain Christian discipleship. A Christian disciple by definition is "interested in learning" about Christ and his ways. Simply put, this pedagogy of questions engages young people in the Christian Tradition by both exploring church teaching and providing space for questions, conversation, and dialogue. Rather than limiting catechesis to information dumping or indoctrination, this catechetical approach seeks to foster and sustain Christian discipleship by encouraging ongoing inquiry through questions.
Ultimately, this catechetical approach seeks to incorporate young people into a community of Christian disciples who are using their gifts and talents to participate in Christ's mission oriented toward the Reign of God. If the petition in the Lord's Prayer is to be realized ("Thy kingdom come…on earth as it is in heaven"), then becoming stewards of the environment becomes an essential part of living one's faith as a Christian disciple.
What specific steps could the youth theology programs at Saint John's and CTU take to more effectively tie the Catholic social teaching on the care of creation to fostering and sustaining Christian discipleship?
Step 1: Make the Care of Creation a Curricular Priority.
Rather than simply mentioning this within the theological sessions focused on Catholic social teaching, this theme needs to be highlighted and made a priority. This would mean teaching young people this theme of Catholic social teaching in more depth. It would also mean providing scientific data such as that from the IPCC Fifth Assessment Report to the United Nations.
Step 2: Employ a Pedagogy of Questions.
Provide space for young people to raise their questions about this church teaching and about the scientific data. It also can be space for young people to ask and explore questions about the political dynamics associated with this issue. For example, John Roberts from Fox News published an article online seeking to debunk the IPCC report shortly after it was published. 9 Engaging youth in conversation and questions about the competing political agendas in relationship to the scientific data on global warming and its implications would have to be included in the catechesis. At the core of this methodology is providing students with the freedom to explore and question. It is also important that youth are intellectually engaged in church doctrine on the care of creation. Ultimately, effective catechesis fosters conversation from multiple perspectives and invites learners to appropriate a Christian view and practice.
Step 3: Promote Service-Justice Projects Related to Environmental Stewardship.
Both Peacebuilders and YTM incorporate service-justice projects within their curricula that youth develop and lead back in their home congregations. In discussing this, we realized that over the last fifteen years of these programs, very few youth developed projects focused on the care of creation. Once again the theme became lost. Forexample, since the year 2000, about 150 community service-justice projects have been completed by youth and their adult mentors at Saint John's. Only about ten of these have been directly connected to the care of creation. We believe that if our curricula can more effectively engage youth in a theology of environmental stewardship, then
9 "UN's Massive New Climate Report Adds Little Explanation for 'Pause' in Warming," October 30, 2013, http://www.foxnews.com/science/2013/09/30/ un-climate-change-models-warming/.
many more youth will develop service justice projects related to this Catholic social teaching. This type of active learning will inculcate care for the environment deeply within the faith lives of the youth. This becomes especially influential in the faith development of young people as they take on leadership for social change and connect this to their Christian discipleship.
Step 4: Engage Parish Social Ministry Teams.
The last and perhaps most effective step in fostering social change would be to encourage the high school youth who participate in our theological programs to become engaged with their parish social ministry team. If the youth developed a project on environmental justice, they could give a presentation about their project to the parish social ministry team. Essentially they could use their charisms of youthful enthusiasm as leaven back in their parishes. They could perhaps then join the parish social ministry team and advocate that the parish move up on its social action agenda the issue of environmental stewardship. For those youth who come from congregations without parish social ministry teams, they could be advocates for the parish to start one. Essentially this step would be fostering and sustaining Christian discipleship on multiple levels.
Conclusion
Catechesis on environmental justice is lost within the faith formation curriculum of most congregations. It is lost within the Catholic Church for two main reasons. First, the United States Bishops have moved care of creation down significantly on the list of topics to be covered in catechetical programs, indicating that it is not currently a priority. Second, catechetical leaders themselves have not been convinced that care of creation should be a catechetical priority.
Finding or prioritizing care of creation within catechesis will first and foremost demand that it move up on the curricular agenda. Catechetical leaders need to stop ignoring global warming as one of the greatest moral issues of our time and take seriously the call of Gaudium et Spes to engage the "hopes, griefs, and anxieties of this age." A conversion will be required by catechetical leaders to make this shift.
This shift will fundamentally demand theological reflection on the relationship of Christian discipleship to practices of environmental stewardship. It will be essential for Christianity to embrace environmental stewardship as a discipleship practice to remain relevant in the twenty-first century.
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Working Effectively with Tribes to Meet ICWA Requirements Presentation Supplement
1. Native Americans, Generally
a. Use of Names
i. American Indians v. Native Americans v. Indigenous People
1. Many people are uncertain what to call a person who is Native American. As seen in federal laws and policy, the use of "Indian" is common. Some people prefer to use of Indian or American Indian. Some, however, prefer to be called Native Americans, Still, others prefer to identify with their tribe or their native language (i.e. Navajo or Diné). Others still, prefer to be identified as an indigenous person.
2. Note that all three terms may be used interchangeably by the same person. Practice tip: use the word that the person uses to identify themselves as. If you are still uncertain, ask.
ii. Tribal Nations
1. Many tribes will refer to themselves as a "Tribe." Others identify as a" Band, "Nation," "Community," "Village," "Rancheria," or "Association." While the Indian Child Welfare Act refers to Federally Recognized Tribes as "Tribes," be aware that tribal entities may use a different term to identify themselves.
2. A list of the 573 Federally Recognized Tribes can be found at: https://www.govinfo.gov/content/pkg/FR-2019-02-01/pdf/201900897.pdf.
b. California Natives
i. In California, there are 109 federally recognized Indian tribes. There are also approximately 45 tribal communities of formerly recognized Indian tribes that were terminated as part of the federal termination policy in the 1950s 1 or tribal communities that were never recognized by the federal government. There are approximately 78 entities currently petitioning for federal recognition.
1. In addition to the people who are members of California tribes, there is a large population of Native Americans/Alaska Natives from other states residing in California. During various federal Indian policies (see below), many individual Native Americans from different states were forcefully relocated to California for school or work during the 1950's termination policy.
1 For more information on this, see the Rancheria Act of 1958.
ii. Land base - California tribes negotiated treaties with the United States government in the 1850s that set aside 7.5 million acres of land for the tribes. The treaties were never ratified and the treaties were secretly hidden. The tribes, believing the treaties were valid, moved to the areas of lands designated in the treaties only to be turned away. During the treaty making, the tribes relinquished their historic territories. The California tribes were not officially notified of the status of the treaties until 1905.
1. As a result of the public outcry to the 1905 disclosure, Congress and the President established 61 small reservations or rancheria, totaling 7,500 acres for the settlement of homeless Indians.
2. Additionally, under the General Allotment Act of 1887 allotted tribal land to individual members of a tribe, or when there was no tribal land, then land from the public domain. At the time, approximately 2,589 public domain allotments were made to California Indians, but most were in areas unsuitable for agriculture. Over time, the lands, like other Indian allotted lands, lost their "trust" status and currently owned by non-Indians. Fewer than 200 allotments remain in trust status with the federal government.
3. Some tribes have purchased fee land and working with the federal government to place the land into "trust."
4. There are 107 tribal land areas in California. Agua Caliente Indian Reservation and Off-Reservation Trust Land is the largest land base with approximately 31,500 acres. The smallest tribal land base in California is Pit River Tribe with 1.32 acres.
5. If the treaties of 1850 were ratified, ⅓ of the state of California would be designated as Indian Country. Currently, the land designated for California Indians is less than 1% of the state.
iii. PL-280
1. Outside of California (and the additional 5 states: AK, MN, NE, OR, WI), states lack jurisdiction in Indian Country. The foundational principle that states lacked jurisdiction in Indian Country came from Worcester v. Georgia, (1832) 31 U.S. 515, which barred state involvement by virtue of tribal sovereignty and federal protections from encroachment as manifested in treaties. In the other states, the federal government has criminal jurisdiction, for major crimes, over Indians in Indian Country.
2. In 1953, Congress passed Public Law 280, which granted states authority over Indians in Indian Country. Under PL-280, federal jurisdiction over criminal and certain civil matters shifted to the
states. PL-280 did not confer total jurisdiction to the states, nor did it alter the trust relationship between tribes and the federal government.
c. Natives from Other States
i. There are tribes located in the following states: Alabama, Alaska, Arizona, California, Colorado, Connecticut, Florida, Idaho, Indiana, Iowa, Kansas, Louisiana, Maine, Massachusetts, Michigan, Minnesota, Mississippi, Montana, Nebraska, Nevada, New Mexico, New York, North Carolina, North Dakota, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Texas, Utah, Virgina, Washington, Wisconsin, and Wyoming.
d. History of California Natives
i. Before Contact - Prior to contact with any Spanish, Russian, or American explorers, the estimated population for California Natives numbered from 100,000 to 300,000.
ii. Missions: In the 1760s, Spain sought to claim territory ahead of the British, but learning from the Pueblo Revolt of 1680, instead of bringing civilian settlers, the Spnaish developed missions, which were staffed by Franciscan priests and a defense of soldiers. With the focus on mission self-sufficiency, the priests looked to the California Indians for actual labor to handle tasks in farming, animal husbandry, building and construction, and domestic work. The Spanish saw the California Indians as gente sin razon or "people without reason," which further translated to "uncivilized." The Spanish treated the Indians as slave labor, utilizing physical, verbal, and sexual violence. In addition to mistreatment, the Indians were subjected to nutritional deficiencies and horrible health conditions. While the priests attempted to convert the California Indians, many resisted. During the Mission period, the California Indian population decreased by one-third prior to contact. Many of the deaths at the hands of the Missions were due to epidemics supported by the crowded conditions at the Missions, and many other deaths due to starvation, overwork, or mistreatment.
iii. Around the same time, while southern California Indians were dealing with the Missions, California Indians in the north confronted Russians. Many Russians who settled at Fort Ross took Indian wives, and the relationship between the Indians and Russians was largely positive, especially in comparison to the Spanish and later, Americans 2 The main focus for the Russians was for animal pelts, and by 1841, the Russians had decimated the California sea otter populations.
2 https://www.fortross.org/lib/41/life-at-fort-ross-as-the-indians-saw-it-stories-from-the-kashaya.pdf
iv. After the fall of the Mission system and the conquest of California by the United States, the California Indian population declined by at least 80 percent. The 1870 federal census for California totaled 7,241. While many California Indian deaths were due to starvation and disease, much more deaths were caused by the campaign of extermination. 3 This sentiment was further supported by California's first Governor, Peter Burnett who during his 1851 State of the State Address stated, "That a war of extermination will continue to be waged between the races until the Indian race becomes extinct must be expected." 4 In 1851, Shasta City officials offered a bounty of five dollars for every California Indian head turned in, spurring an economy for unsuccessful miners in California. The state of California also joined the policy and paid a bounty for Indian heads. 5
v. In addition to calling for Indian heads, the California legislature passed the 1850 Act for the Government and Protection of Indians that forced many California Indians into slavery. 6 The Act included a vagrancy clause that made it illegal for a California Indian to be in public unless the Indian could prove he or she was employed by a white person. California Indians were also prevented from cultural burns of prairie land. These policies were in place during the time the California Indians signed treaties with the United States over designated Indian land in California. Ultimately, the California Indians were displaced from their lands and did not regain title to the lands they ceded during treaty negotiations.
e. Brief History of Federal Indian Policy
i. Removal, Reservation, Treaty Period
1. Treaties Generally.
a. Under the authority of the Treaty Clause of the federal Constitution, the President of the United States has negotiated and the Senate has approved treaties with certain tribes. There are several purposes of a treaty, which include making peace between the parties, having the tribe or tribes pledge allegiance to the United States, or extinguishing property rights to certain areas and/or reserving other areas as a homeland for the tribe.
b. Canon of Construction for Indian Treaties. Under special canons of construction, courts are to interpret treaties as the
3 To learn more about the campaign of extermination, UCLA historian and author, Benjamin Madley details the history in An American Genocide..
4 https://governors.library.ca.gov/addresses/s_01-Burnett2.html
5 https://www.kcet.org/shows/tending-the-wild/untold-history-the-survival-of-californias-indians
6 https://www.pbs.org/wgbh/americanexperience/features/goldrush-act-for-government-and-protection-ofindians/
Indians at the time would have understood them. Minnesota v. Mille Lacs Band of Chippewa Indians, (1999) 526 U.S. 172. Treaties are to be construed liberally and ambiguities are to be resolved in favor of the Indians. Id.
c. Treaties as grants of rights. Treaties are a grant of rights by the tribes to the United States, not a grant of rights by the United States to the tribes. Washington v. Washington State Commercial Passenger Fishing Vessel Association, (1979) 443 U.S. 658. Treaties reserve all the rights or tribes not granted to the United States. Therefore, the powers of the tribes do not have to be explicitly enumerated for tribes to possess them.
d. Congress prohibited treaty-making with tribes in 1871. 25 U.S.C. §71..
2. Federal Indian Policy in the beginning of the United States operated under the idea that the United States and the tribes were equal. From 1787-1828, Indian tribes were viewed as separate nations and the United States negotiated treaties with Indian tribes that had a strong military presence posing a threat to the new nation. During this time, laws were passed to protect against the taking of Indian land, however the laws were rarely enforced and expansion was encouraged
3. The Relocation Period started in 1828 and went until 1887. At this point, the United States was no longer a new nation and was stronger. There was no longer a policy of avoiding hostility with the Indian tribes. Removal of Indians became the dominant policy and with the passage of the Indian Removal Act of 1830, eastern tribes were forced to sign treaties that forced tribes to western lands. The issue of removal of Indians from their lands was exacerbated by the discovery of gold and the slaughter of bison, a major food source.
4. By 1887, 200 boarding schools were established with 14,000 Indian forcibly enrolled. During this time, the federal government was authorized to prosecute Indians who committed certain crimes on the reservation.
5. By 1871, Congress passed a law that stopped additional treaties with Indian tribes and the federal government no longer saw Indian tribes as independent nations.
ii. Allotment and Assimilation Period
1. From 1887 to 1934, Allotment and Assimilation were the new policies for Indians. The purpose of assimilation was to assimilate Indians into white society. Concurrent with assimilation, was the 1887 General Allotment Act (Dawes Act) which sought to extinguish tribal sovereignty, erase reservation boundaries, and forced assimilation. Surplus lands were sold to non-Indians and tribal culture was completely disrupted: communal life destroyed, land taken away again, and outsiders allowed to live on Indian reservations Congress allowed Indian land to be leased to nonIndians, controlled funds that resulted from the leases, and determined when to distribute the funds
iii. Indian Reorganization Period
1. 1934-1953: Indian Reorganization Act of 1935 (IRA) was the change in federal Indian policy to protect the remaining Indian land base, encourage Indian tribes to adopt constitutions, and engage in self-government The IRA has been criticized as paternalistic, ethnocentric, and insufficient.
iv. Termination Period
1. 1953-1968: The IRA goals were abandoned and federal policy changed again. Termination of the federal government's trust relationship with Indian tribes became the new policy with the goal of assimilation (again). Federal benefits and support services were eliminated. The 1953 Public Law 280 gave six states criminal jurisdiction over Indian reservations. In 1956, relocation programs offered job training and housing assistance to Indians who would leave the reservation for urban areas. Many tribal governments were disbanded and reservations abolished.
v. Self-Determination Period
1. After seeing the failures of the termination period and the passage of the Voting Rights Act, which affirmed the rights of Indians to vote in state and federal elections, a new policy for Indians emerged. In 1968, Congress passed the Indian Civil Rights Act which established civil rights for all people under tribal government jurisdiction. In 1970, President Nixon issued a new statement on Indian policy whereby he declared termination a failure and stressed the importance of the trust relationship between the federal government and tribes. He also urged new legislation to allow tribes the maximum amount of autonomy over their own tribal affairs. In support of the policy, Congress passed the following:
a. The Indian Financing Act of 1974.
b. The Indian Self-Determination Act of 1975, which recognized the federal trust responsibility and directed the Bureau of Indian Affairs and Indian Health Services to contract with tribes for program that these agencies administer (education, health, and human services).
c. American Indian Religious Freedom Act of 1978, which preserves the rights of American Indians to practice traditional practices and religious beliefs.
vi. Nation-to-Nation Period
1. In 1994, President Clinton issued a memo to each agency of the federal government to operate "within a government-togovernment relationship with federally recognized tribal governments." 59 Fed. Reg. 22951 (1994). This policy was further supported when President Clinton issued Executive Order 13175 of November 6, 2000, which ordered agencies to engage in "regular and meaningful consultation and collaboration with tribal officials in the development of Federal policies that have tribal implications, to strengthen the United States government-togovernment relationship with Indian tribes." 65 Fed.Reg. 67249. The policy was further endorsed by President George W. Bush in 2002 and President Barack Obama in 2009.
vii. Brief understanding of tribal sovereignty
1. Tribes as Sovereign Governments
a. Domestic Dependent Nations and Inherent SovereigntySupreme Court case Worcester v. Georgia, (1932) 31 U.S. 515, states that by entering into treaties with the United States, Indian tribes sought the protection of the federal government and implicitly surrendered the full sovereignty tribes previously possessed. The Supreme Court also declared that Indian tribes are "domestic dependent nations" as a way to describe limited tribal autonomy within the federal system. Cherokee Nation v. Georgia, (1831) 30 U.S. 1. However, Tribes have inherent sovereignty and possess authority over their members, unless limited by federal law. United States v. Wheeler, (1978) 435 U.S. 313. Inherent sovereignty arises from a tribe's status as autonomous governments predating the formation of the United States, and it does not derive from any delegated authority from the federal government. Id.
2. Creation of Tribal Governments
a. The right to self-govern predates the formation of the United States. Talton v. Mayes (1896) 163 U.S. 376. This right is an inherent power and is not granted by the United States.
b. Tribes are not subject to the United States Constitution. As a separate sovereign, tribal nations are not subject to the restrictions on governmental action in the United States Constitution or the Bill of Rights. Talton v. Mayes, (1896) 163 U.S. 376.
c. Tribes are subject to the Indian Civil Rights Act. Congress passed the Indian Civil Rights Act ("ICRA") in 1968 to extend most of the protections of the federal Bill of Rights to tribal governments. 25 U.S.C. §§1301 et seq. However, the Supreme Court has held that all actions brought to enforce the rights under the ICRA must be brought in tribal court, except for habeas corpus action. Santa Clara Pueblo v. Martinez, (1978) 436 U.S. 49. It should be noted that not all rights from the Bill of Rights carried over to ICRA.
d. Tribal Constitutions, Statutes, or Bills of Rights. Many tribes have their own bill of rights or similar provisions in their tribal constitutions or their tribal statutes. Some of the rights are broader than those found in the Constitution or ICRA.
f. Brief History of ICWA and why created
i. A background on Federal Indian policy and the constant pendulum swings helps with understanding the genesis of the ICWA. William Byler, Executive Director, Association on American Indian Affairs testified before Congress that, "The main thrust of Federal policy, since the close of the Indian wars, has been to break up the extended family, the clan structure, to detribalize and assimilate Indian populations. The practice of Indian religions was banned; children were, and sometimes still are, punished for speaking their mother tongue; even making beadwork was prohibited by Federal officials. The Dawes Act, The Indian Reorganization Act, P.L. 280, and H. Con. Res. 108 became the instruments of that policy. They represent some of our experiments to reform Indian family and community life." 7
7 April 8, 9, 1974 Hearing: Indian Child Welfare Program, Committee on Interior and Insular Affairs. Senate, Apr. 8, 9. 1974, p. 25..
https://www.narf.org/nill/documents/icwa/federal/lh/hear040874/hear040874.pdf.
ii. This sentiment was echoed in the testimony of Evelyn Blanchard, Assistant Area Social Worker, Bureau of Indian Affairs, who stated, "As we look at the situation of services to Indian children today we must of necessity look at the history of Federal Indian relationships. It cannot be denied that the thrust of governmental programs has in many instances created conditions which have led to the destruction of Indian family life as opposed to strengthening it." 8
iii. In the July 1976 Report on Federal, State, and Tribal Jurisdiction, Child Custody and Indian Child Welfare Statistics Survey, California's Indian child removal and adoption statistics were as such:
"California, There are 39,579 Indian children under 21 in California. Of these, 1,507 (or 1 out of every 26.3) Indian children has been adopted; 92.5 percent of these were adopted by nonIndian families. The adoption rate for non-Indian children is 1 out of every 219.8. There are therefore, by proportion, 8.4 times (840 percent) as many Indian children in adoptive homes as there are non-Indian children. There are 319 (or l out of every 124) Indian children in foster care. The foster care rate for non-Indians is 1 out of every 366.6. There are therefore by proportion 2.7 times (270 percent) as many Indian children in foster care as there are nonIndian children. No data was available on how many Indian children are placed in non-Indian homes or institutions." 9
"By per capita rate, Indian children are removed from their homes and placed in adoptive homes and foster homes 6.1 times (610 percent) more often than non-Indian children in the state of California. NOTE. In addition to the above figures, approximately 100 California Indian children between the ages of thirteen and eighteen attend a boarding school in California operated by the U.S. Bureau of Indian Affairs (Sherman Indian HIgh School, Riverside, California). An additional 175 California Indian children attend BIA boarding schools in Utah, Nevada, Arizona, and New Mexico. Were these children to be added to the total above, Indian children would be away from their families at a per capita rate of 7.1 times (710 percent) greater than that for nonIndians." 10
8 April 8, 9, 1974 Hearing: Indian Child Welfare Program, Committee on Interior and Insular Affairs. Senate, Apr. 8, 9. 1974, p. 213..
https://www.narf.org/nill/documents/icwa/federal/lh/hear040874/hear040874.pdf.
9P. 81-82. https://www.narf.org/nill/documents/icwa/federal/lh/76rep/76rep.pdf. 10 Id. p. 190.
iv. This finding for California was not unique. Many states had similarly high rates of adoption and removal of Indian children. For adoption, the highest rate in Washington State with 740 or 1 out of every 21.6 Indian child in the state, which was 1900% higher than the rate of adoption for nonIndians. The lowest rate in South Dakota with 1,019 or 1 out of every 18 Indian child in the state, which was 180% higher than the rate for nonIndians. The highest rate of foster care in South Dakota with 832 or 1 out of every 22 Indian child, which was 2040% higher than the foster care rate for non-Indians. The lowest rate in New Mexico with 1 out of every 343 Indian child in foster care, which was 240% higher than the foster care rate for non-Indians.
1. Before Congress, William Byler, Executive Director, Association on American Indian Affairs put these numbers into context and testified in a survey of a North Dakota tribe, "of all the children that were removed from that tribe, only 1 percent were removed for physical abuse. About 99 percent were taken on the basis of such vague standards as deprivation, neglect, taken because their homes were thought to be too poverty stricken to support the children." 11
2. Mr. Byler's written statement notes the irony in Indian parents losing custody of their children for living on reservations by saying, "Ironically, tribes that were forced onto reservations at gunpoint and prohibited from leaving without a permit, are now being told that they live in a place unfit for raising their children." 12
3. The report found that the United States, "pursuant to its trust responsibility to Indian tribes, has failed to protect the most valuable resources of any tribe -- it's children." 13 It also found that, "The policy of the United States should be to do all within its power to insure that Indian children remain in Indian homes." 14
4. The report recommended the following:
11 April 8, 9, 1974 Hearing: Indian Child Welfare Program, Committee on Interior and Insular Affairs. Senate, Apr. 8, 9. 1974, p. 4.
https://www.narf.org/nill/documents/icwa/federal/lh/hear040874/hear040874.pdf.
12 April 8, 9, 1974 Hearing: Indian Child Welfare Program, Committee on Interior and Insular Affairs. Senate, Apr. 8, 9. 1974, p. 20.
https://www.narf.org/nill/documents/icwa/federal/lh/hear040874/hear040874.pdf.
13 Report. p. 87.
14 Id.
a. Congress should, by comprehensive legislation, directly address the problems of Indian child placement. The legislation should adhere to the following principles:
i. The issue of custody of an Indian child domiciled on a reservation shall be subject to the exclusive jurisdiction of the tribal court where such exists,
ii. Where an Indian child is not domiciled on a reservation and subject to the jurisdiction of nonIndian authorities, the tribe of origin of the child shall be given reasonable notice before any action affecting his/her custody is taken.
iii. The tribe of origin shall have the right to intervene as a party in interest in child placement proceedings.
iv. Non-Indian social service agencies, as a condition to Federal funding they receive, shall have an affirmative oblIgation -- by specific programs -- to: (i) provide training concerning Indian culture and traditions to all its staff;
(ii) establish a preference for placement of Indian children III Indian homes:
(iii) evaluate and change all economically and culturally inappropriate placement criteria;
(iv) consult with Indian tribes in establishing (i), (ll), and (iii)." 15
g. Given the variability in tribes, the contact with different settlers, the size in landbase, the location of tribal lands, and other varying factors, not all tribes will respond in the same way. Some tribal ICWA programs have a department dedicated to working on state ICWA cases, including verifying tribal memberships. Some tribes are part of a consortium that provides ICWA work to the tribe. Others still rely on their elected tribal leaders handle ICWA cases. Tribes are not similarly situated.
h. Lack of funding is a key issue in Indian country. Depending on funding sources, tribes may or may not be able to support a tribal staff member to assist in ICWA cases.
i. ICWA exists to ensure that the special political relationship between the federal government and tribes is protected. By ensuring minimum standards and requiring that child welfare agencies work with tribes, the ICWA ensures that tribes are involved with the care of their Indian children. Involving tribes affords the tribe
15 Id. pp. 87-88.
an opportunity to participate and share specific child-rearing practices and cultural values of the tribe.
2. Active Efforts - the measuring stick of how well County Agencies are interacting with the Tribe and family regarding the case/case plan.
a. Reasons for Active Efforts
i. Disproportionality/high rate of removal/overrepresentation in state child welfare proceedings
ii. Disparate treatment
iii. Bias/assimilation practices
b. Federal Source - Any party seeking to effect a foster care placement of, or termination of parental rights to, an Indian child under State law shall satisfy the court that active efforts have been made to provide remedial services and rehabilitative programs designed to prevent the breakup of the Indian family and that those efforts have been proved unsuccessful. 25 U.S.C. Sec. 1912.
i. No Existing Indian Family doctrine - (81 F.R. 38778 (December 2016) 38802)(quoting "the final rule continues to clarify that there is no EIF exception to the application of ICWA. The final rule no longer uses the nomenclature of the exception, and instead focuses on the substance, rather than the label, of the exception. Thus, the final rule imposes a mandatory prohibition on consideration of certain listed factors, because they are not relevant to the inquiry of whether the statute applies. If a child-custody proceeding concerns a child who meets the statutory definition of "Indian child," then the court may not determine that ICWA does not apply to the case based on factors such as the participation of the parents or the Indian child in Tribal cultural, social, religious, or political activities, the relationship between the Indian child and his or her Indian parents, whether the parent ever had custody of the child, or the Indian child's blood quantum.)
ii. Why define active efforts? Inconsistent interpretation across State (and Court) jurisdictions. (See 81 F.R. 38778 (December 2016) 38813-16.)
iii. Parent's fundamental liberty interest in the care, custody, and control of child does not "evaporate" simply because of loss of temporary custody to State. See Santosky v. Kramer, 455 U.S. 745, 753 (1982).
iv. Active efforts are the gold standard!! See (81 F.R. at 38813.)
c. If Active Efforts are not provided - Several remedies are available.
i. Invalidation/Appeal available for violations of 25 U.S.C. 1912
ii. Appellate Standard
1. Substantial evidence – In re Michael G. (1998) 63 Cal. App. 4 th 700, 715-716
2. Mixed question of law & fact – In re A.L. (2015) 243 Cal. App. 4 th 628
3. Harmless Error
iii. Invalidation - Petition brought in "court of competent jurisdiction" - most Courts define that as the juvenile court hearing the matter.
d. Despite common belief - active efforts does not equal reasonable efforts. Now that "active efforts" is defined both in federal law and California statute, the Court should determine from the record whether the efforts made in this case comport with "active efforts" as defined by Welfare and Institutions § 224.1 (f). Those efforts, at a minimum, should consider the eleven (11) examples provided in the definition:
i. "Active efforts" means affirmative, active, thorough, and timely efforts intended primarily to maintain or reunite an Indian child with their family. If an agency is involved in an Indian child custody proceeding, active efforts shall involve assisting the parent, parents, or Indian custodian through the steps of a case plan and with accessing or developing the resources necessary to satisfy the case plan. To the maximum extent possible, active efforts shall be provided in a manner consistent with the prevailing social and cultural conditions and way of life of the Indian child's tribe and shall be conducted in partnership with the Indian child and the Indian child's parents, extended family members, Indian custodians, and tribe. Active efforts shall be tailored to the facts and circumstances of the case and may include, but are not limited to, any of the following:
1. (1) Conducting a comprehensive assessment of the circumstances of the Indian child's family, with a focus on safe reunification as the most desirable goal.
2. (2) Identifying appropriate services and helping the parents overcome barriers, including actively assisting the parents in obtaining those services.
3. (3) Identifying, notifying, and inviting representatives of the Indian child's tribe to participate in providing support and services to the Indian child's family and in family team meetings, permanency planning, and resolution of placement issues.
4. (4) Conducting or causing to be conducted a diligent search for the Indian child's extended family members, and contacting and consulting with extended family members to provide family structure and support for the Indian child and the Indian child's parents.
5. (5) Offering and employing all available and culturally appropriate family preservation strategies and facilitating the use of remedial and rehabilitative services provided by the child's tribe.
6. (6) Taking steps to keep siblings together whenever possible.
7. (7) Supporting regular visits with parents or Indian custodians in the most natural setting possible, as well as trial home visits of the Indian child during any period of removal, consistent with the need to ensure the health, safety, and welfare of the child.
8. (8) Identifying community resources, including housing, financial assistance, transportation, mental health and substance abuse services, and peer support services, and actively assisting the Indian child's parents or, when appropriate, the child's family, in utilizing and accessing those resources.
9. (9) Monitoring progress and participation in services.
10. (10) Considering alternative ways to address the needs of the Indian child's parents and, where appropriate, the family, if the optimum services do not exist or are not available.
11. (11) Providing postreunification services and monitoring.
e. Pre-removal
i. Emergency Proceeding The statute treats emergency proceedings differently from other child-custody proceedings. See 25 U.S.C. 1922. In response to comments that reflected a lack of clarity on this point, the final rule adds a definition of "emergency proceedings." "Emergency proceedings" are defined as court actions involving emergency removals and emergency placements. (81 F.R. 38778 (December 2016) 38793.) These proceedings are distinct from other types of "child-custody proceedings" under the statute. While States use different terminology (e.g., preliminary protective hearing, shelter hearing) for emergency hearings, the regulatory definition of emergency proceedings is intended to cover such proceedings as are necessary to prevent imminent physical damage or harm to the child.
1. California does require active efforts prior to initiating "child custody proceedings." (See generally Welf. & Inst. Section 319 (f)(2).)
ii. Initiating "active efforts" immediately, following detention (if detention is an "emergency" aka there was imminent risk of physical damage or harm.) (See Welf. & Inst. Sec. 319 (d).)
iii. If not an emergency, active efforts required prior to removal.
f. Pre foster care, active efforts are to maintain or reunite child[ren] with parents, guardians and/or Indian custodian. State law requires that the Court find both
active efforts and reasonable efforts have been made and were unsuccessful. (25 U.S.C. 1912 (d); Welf. & Inst. Code § 361(e).) 16
g. Foster care placement - The statute requires a showing of active efforts prior to a foster-care placement. See 25 U.S.C. 1912(d). In many cases, this means that active efforts must commence at the earliest stages of a proceeding. 3881.
i. Case Plan design – In re A.C. (2015) 239 Cal. App. 4 th , 641, 657
1. Identify problems that lead to loss of custody
2. Offer service to remedy problems
3. Maintain reasonable contact with parents
4. Make reasonable efforts to assist eh parents in areas where compliance proved difficult.
5. See also Patricia W. v. Superior Court (2016) 244 Cal. App. 4 th 397, 421-22 (identifying mental health issues)
ii. Social/Cultural Values - Active efforts must take into consideration the Tribe's social and cultural values, service preferences and recommendations. (See In re K.B. (2009) 173 Cal. App. 4 th 1275,1286.) In K.B., the Court developed the following guideline for determining when efforts are "active" vs. "passive," "[p]assive efforts are where a plan is drawn up and the client must develop his or her own resources towards bringing it to fruition. Active efforts ... is where the state caseworker takes the client through the steps of the plan rather than requiring that the plan be performed on its own. For instance, rather than requiring that a client find a job, acquire new housing, and terminate a relationship with what is perceived to be a boyfriend who is a bad influence, the Indian Child Welfare Act would require that the caseworker help the client develop job and parenting skills necessary to retain custody of her child." (173 Cal. at 1287, citing A.A. v. State (Alaska 1999) 982 P.2d 256, 261).)
h. Notwithstanding bypass - active efforts are required. (Welf. & Inst. Section 361.7)
i. Bypass (Welf. & Inst. Section 361.5 (b)(unless the Court finds clear & convincing evidence that reunification is in the best interest of the child.) Some examples (17 total)
1. Whereabouts of parent/guardian unknown
2. Parent/guardian suffering from mental disability that renders him/her incapable of reunifying even with services (competent mental health professional evidence)
16 See ICWA Information Sheet: Active Efforts and Resources (https://www.courts.ca.gove/documents/ICWA-active-efforts.pdf) (For additional citations on providing active efforts, see subdivision (d) of section 1912 of title 25 of the United States Code, Family Code section 177(a), Welfare and Institutions Code sections 224.1(f) & 361.7, and rule 5.484(c) of the California Rules of Court.)
3. Second removal - physical or sexual abuse
4. Parent caused death of sibling through abuse or neglect
5. Child is under 5 & 300 (e)(severe physical abuse)
6. Severe physical or sexual abuse.
7. Parent is incarcerated & clear and convincing evidence that services would be detrimental to child (weighing of factors)...
i. Active efforts finding required at "any proceeding" involving Welf. & Inst. 300 et. seq. (among others: including 600 cases where child is 601, in foster care or at risk of foster care due to harmful conditions in his or her home, or termination of parental rights proceedings (TPR). (Cal. Rules of Ct., Rule 5.480.)
j. 387 Petition - 2nd Removal; Active efforts requires a higher level of support and involvement, and should require the County offer additional services and support to parents where those services were Tribal input was not adequately considered, services were not tailored to assist either parent to overcome obstacles to reunifying fully with their children, and comprehensive assessments of the family were not performed with the Tribe during large portions of time throughout the child-custody proceedings. By way of analogy, Welfare and Institutions § 361.5 allows for up to 24 months of services to a parent if the Court finds that reasonable services had not been provided to either parent. Id. at (a)(4). Further, the Guidelines for Implementing the Indian Child Welfare Act suggest that, "[i]f a child-custody proceeding is ongoing, even after return of the child, then active efforts would be required before there may be a subsequent foster-care placement." (81 F.R. 964276 (December 2016) 43.)
k. At every placement. Welf. & Inst. section 361.31 (m)((m) (a record of each foster care placement or adoptive placement of an Indian child shall be maintained in perpetuity by the State Department of Social Services. The record shall document the active efforts to comply with the applicable order of preference specified in this section, and shall be made available within 14 days of a request by the child's tribe.)
l. .26/Termination of parental rights
i. FINDING REQUIRED - County bears burden to show active efforts to provide remedial services and rehabilitative programs designed to prevent the break-up of the Indian family and that those efforts were unsuccessful by clear & convincing evidence.
ii. Efforts include pursuit of any steps necessary to secure tribal membership for a child if the child is eligible for membership in any given tribe. (Cal. Rules of Ct. 5.484 (c)(2). | <urn:uuid:b244b3d6-f455-469f-97d5-1181ac1a533b> | CC-MAIN-2023-14 | https://www.courts.ca.gov/documents/BTB25-3O-03.pdf | 2023-03-24T06:01:17+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00149.warc.gz | 789,904,116 | 8,335 | eng_Latn | eng_Latn | 0.967778 | eng_Latn | 0.994778 | [
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ECON 002 - Principles of Microeconomics
William M. Boal
Signature:
Printed name:
Please indicate your section:
8:00 9:00
Drake University, Fall 2017
FINAL EXAMINATION VERSION B
INSTRUCTIONS: This exam is closed-book, closed-notes. Simple calculators are permitted, but graphing calculators, calculators with alphabetical keyboards, cell phones, and wireless devices are NOT permitted. Numerical answers, if rounded, must be correct to at least 3 significant digits. Point values for each question are noted in brackets. Maximum total points are 200.
I. Multiple choice: Please circle the one best answer to each question. [1 pt each, 12 pts total]
(1) The term "equilibrium" in economics describes a situation where
b. no one wants to change their choices.
a. all prices are equal.
c. total costs exactly equal total benefits.
d. all companies are the same size.
(4) Suppose the price of apples in Des Moines is $0.80 per pound and the cost of shipping apples between Des Moines and Omaha is $0.50 per pound. Markets are in equilibrium if the price of apples in Omaha is
(2) A fall in the price of Android smart phones will shift the demand for Apple iPhones to the left, since Android phones and iPhones are
b. substitute goods.
a. complementary goods.
c. normal goods.
d. inferior goods.
(3) Which demand curve below is less elastic?
b. Demand curve B.
a. Demand curve A.
c. Both have the same elasticity because they pass through the same point.
d. Cannot be determined from information given.
b. $1.20 per pound.
a. $0.20 per pound.
c. $2.00 per pound.
d. $2.50 per pound.
(5) The graph below shows Gotham City's marginal cost (MC) and marginal benefit (MB) of fire stations, in millions of dollars. Gotham City should have
b. 20 fire stations.
a. zero fire stations.
c. 40 fire stations.
d. 60 fire stations.
(6) At its current level of output, ABC Company's marginal cost is $7, its average cost is $5, and its marginal revenue is $15. If ABC produces and sells one more unit of output, its profit will
b. increase by $5.
a. increase by $2.
c. increase by $8.
e. remain constant.
d. increase by $10.
Price
Quantity
Demand
curve B
Demand
curve A
(7) A "natural monopoly" is a firm that enjoys
b. patent protection.
a. a downward-sloping average cost curve.
c. an exclusive government franchise allowing it alone to sell the product.
d. exclusive ownership of a natural resource essential for producing the product.
(8) Suppose a flower vendor now sells 5 bouquets per hour at the price of $20. If the vendor drops the price to $19, the vendor can sell 6 bouquets per hour. The marginal revenue of the 6 th bouquet is therefore
b. $4 .
a. $1 .
c. $10.
e. $15 .
d. $14 .
(9) When manure is spread on farm fields while the ground is still frozen, it runs off quickly into rivers and streams, forcing downstream water treatment plants to spend more money on chlorination. Thus, spreading manure on frozen fields creates
b. an external cost.
a. an external benefit.
(10) Newspapers like the Wall Street Journal and the New York Times offer online versions. Many people can access the online versions without interfering with each other. However, the newspapers can require viewers to pay for access. An online newspaper is therefore
b. an excludable good.
a. a rival good.
c. both of the above.
d. none of the above.
(11) If a highway is not crowded and there are no toll gates, the highway is
b. an excludable good.
a. a rival good.
c. both of the above.
d. none of the above.
(12) Unlike other taxes, a pollution tax
b. affects only producers.
a. generates no revenue for the government.
c. causes deadweight loss.
d. increases economic efficiency.
c. an elasticity.
d. an inferior good.
II. Problems: Insert your answer to each question in the box provided. Use margins and graphs for scratch work. Only the answers in the boxes will be graded. Work carefullypartial credit is not normally given for questions in this section.
(1) [Price elasticity of demand: 10 pts] Suppose the price elasticity of demand for eggs is –1.2, and the price of eggs rises by 5 %.
a. Is the demand for eggs elastic, inelastic, or unitary elastic ?
b. Will the quantity demanded of eggs increase, decrease, or remain constant?
c. By about how much?
d. Will consumers' total spending on eggs increase, decrease, or remain constant ?
e. By about how much?
% %
(2) [Comparative advantage, gains from trade: 17 pts] Country X and Country Y can each produce sweatshirts and flash drives. They each face a tradeoff between these two products because of limited workforces. Their production possibility curves are shown below.
a. What is Country X's opportunity cost of producing a sweatshirt?
calculators
b. What is Country Y's opportunity cost of producing a sweatshirt?
calculators
c. What is Country X's opportunity cost of producing a calculator?
sweatshirts
d. What is Country Y's opportunity cost of producing a calculator?
sweatshirts
e. Which country has a comparative advantage in producing sweatshirts?
f. Which country has a comparative advantage in producing calculators?
g. [3 pts] Fill in the blanks: Both countries can consume combinations of products outside their individual production possibility curves if ___________________________ exports three calculators to ___________________________, which exports ______________ sweatshirts in return.
h. Plot the trade that you propose in part (g) on the graphs above. For each country, plot and label the starting point representing production before trade, and the ending point representing consumption after trade.
(3) [Market equilibrium: 12 pts] Suppose seven buyers and seven sellers engage in a market similar to the exercise we did in class. Each buyer may buy at most one unit and each seller may sell at most one unit, but no one is forced to trade. Assume that buyers and sellers are each trying to maximize their personal surplus (or "gains from trade"). Surplus for each buyer equals the buyer's value of the good minus the price paid. Surplus for each seller equals the price received minus the seller's cost of the good. Surplus of persons who do not trade are zero. Buyers' values and sellers' costs are given in the following table.
Suppose with some experience, the market settles on a single price. All trades are made at that price. (You can use the graph at right for scratch work.)
a. If the price were $10, would there by excess demand, excess supply, or neither?
Now consider the market equilibrium.
b. What is the equilibrium price? Give an answer to the nearest whole dollar.
c. How many units of the good will be sold in this market?
d. Compute the total revenue received by sellers (which equals the total spending by buyers).
f. Who enjoys higher surplus in this particular market, the buyers or the sellers? Or is buyers' total surplus equal to sellers' total surplus?
e. Compute the combined total surplus (or gains from trade) of all buyers and sellers. (Check your answer carefully! No partial credit for being "close"!)
$
units
$ $
(4) [Welfare effects of international trade: 18 pts] Domestic supply and demand for wristwatches in a particular country are given by the following diagram.
a. At first, international trade in wristwatches is not permitted. Find the equilibrium price without international trade.
$
Then this industry is opened to international trade and the international price of wristwatches turns out to be $ 5.
b. Will this country now export or import wristwatches?
c. How many?
d. Does consumer surplus in this country increase or decrease from international trade in wristwatches?
e. By how much?
f. Does producer surplus in this country increase or decrease from international trade in wristwatches?
g. By how much?
h. Does total social welfare in this country increase or decrease from international trade in wristwatches?
i. By how much?
(5) [Welfare analysis of tax or subsidy: 18 pts] The graph below shows the market for tee-shirts.
Suppose the government provides a subsidy of $ 3 per tee-shirt.
a. Compute the equilibrium quantity sold.
b. Compute the equilibrium total price received by sellers (including the subsidy).
c. Compute the equilibrium net price paid by buyers (excluding the subsidy).
d. Does producer surplus increase, decrease, or remain constant because of the subsidy?
e. By how much?
f. Does consumer surplus increase, decrease, or remain constant because of the subsidy?
g. By how much?
h. Compute the direct cost of the subsidy to the government—that is, the amount that the government will have to pay buyers and sellers.
i. Compute the deadweight social loss caused by the subsidy.
(6) [Consumer choice and demand: 14 pts] The indifference curves in the graph below represent Brent's preferences for cookies and hamburgers.
a. Would Brent rather have 1 hamburger and 8 cookies, or 4 hamburgers and 4 cookies?
b. Would Brent rather have 8 hamburgers and 6 cookies, or 10 hamburgers and 4 cookies?
Suppose Brent has a lunch budget of $30 to spend on hamburgers and cookies. The price of hamburgers is $3.
is $5. Label this budget line "A".
c.
Using a straightedge
, carefully draw Brent's budget line when the price of cookies
d. How many cookies will Brent buy if the price of cookies is $5?
e. Using a straightedge, carefully draw Brent's budget line when the price of cookies is $3. Label this budget line "B".
f. How many cookies will Brent buy if the price of cookies is $3?
cookies cookies
g. Plot two points on Brent's demand curve for cookies, and sketch his demand curve at right.
(7) [Short-run cost: 26 pts] Acme Manufacturing Company operates a small plant whose daily cost is $ 120 whether the plant is idle or running. In addition, the company has labor, energy, and materials costs that depend on the amount of output, as shown in the schedule below.
a. [4 pts] Compute the company's short-run average variable cost schedule (SAVC). Insert your answers above.
c. [4 pts] Compute the company's short-run average total cost schedule (SATC). Insert your answers above.
b. [4 pts] Compute the company's short-run average fixed cost schedule (SAFC). Insert your answers above.
d. [4 pts] Compute the company's short-run marginal cost schedule (SMC). Insert your answers above.
e. [2 pts] What is Acme's shutdown price?
f. [2 pts] What is Acme's breakeven price?
g. [2 pts] If the price of Acme's output is $ 18, how many units of output should it produce to maximize profit in the short run: 0 units, 5 units, 10 units, 15 units, or 20 units?
h. [2 pts] Will Acme enjoy a profit or a loss ?
i. [2 pts] How much?
(8) [Economy-wide efficiency: 14 pts] The graph below shows a country's production possibility curve.
a. What is this country's opportunity cost of a unit of food?
units of clothing
b. What is this country's opportunity cost of a unit of clothing?
units of food
Assume this country's economy is in competitive equilibrium in all markets and the price of a unit of clothing is $6.
c. What must be the price of a unit of food?
$
Adam is a consumer in this economy. He has an income of $ 30.
d. Using a straightedge, draw Adam's budget line in the graph below.
e. What is Adam's opportunity cost of a unit of food?
units of clothing
f. What is Adam's opportunity cost of a unit of clothing?
g. Sketch an indifference curve tangent to Adam's budget line. What is the slope of that indifference curve (that is, Adam's marginal rate of substitution) at the tangency point?
units of food
(9) [Competition versus collusion: 16 pts] Suppose a small group of firms produce laundry soap. The graph below shows the demand curve for laundry soap, and the joint marginal cost or supply curve of the group of firms.
First, assume the firms compete with each other, each maximizing its own profit while taking the market price as given.
a. What will be the equilibrium market quantity?
b. If output increased by one more unit at any firm, total costs would increase by how much?
c. What will be the equilibrium market price?
Second, alternatively assume the firms collude with each other, setting price jointly as a cartel to maximize the sum of their profits.
e. What total quantity will the firms produce?
d. Using a straightedge, draw and label the colluding firms' marginal revenue curve.
f. If output increased by one more unit at any firm, total costs would increase by how much?
g. What price will the firms jointly set?
h. Compute the deadweight loss from collusion.
(10) [Externalities: 12 pts] The graph below shows the market for a particular vaccine. Vaccination protects the purchaser of the vaccine, but also reduces the chances of other people catching the illness. Therefore, in addition to demand and supply curves, a curve representing marginal social benefit is shown.
a. Compute the (unregulated) competitive equilibrium price.
b. Compute the (unregulated) competitive equilibrium quantity.
c. Compute the economically efficient (or socially optimal) quantity.
d. Compute the deadweight loss from unregulated competition.
e. To eliminate this deadweight loss, should the government impose a tax or a subsidy?
f. What should be the tax rate or subsidy rate?
(11) [Regulating pollution: 19 pts] Five factories are each producing one unit of pollution per year. The government has determined that total pollution must be reduced to 2 units per year (a reduction of 3 units). The cost of cleaning up pollution at each factory is given below.
Command-and-control:
b. What would be the total cost of cleaning up for these 3 factories together?
a. To minimize the total cost of cleaning up, which 3 factories should be commanded to clean up? Give their letters.
$
Now suppose the government does not know each factory's cost of cleaning up, so the command-and-control approach is infeasible. Consider the following alternative approaches.
Auction: Suppose 2 permits (or waivers) to pollute were sold by the government to factories at auction.
c. [5 pts] Draw the factories' demand curve for permits in the graph at right. (Be sure to draw correct "stairsteps.")
In this auction, the price starts at $0 and rises in increments of $10.
d. Which 2 factories would win the permits? Give their letters.
e. What would be the final auction price of a permit to pollute?
$
f. What would be the total cost of cleaning up for those 3 factories that did not win permits in the auction?
$
Pollution fee: Suppose the government imposed a fee for pollution. Factories could either pay the fee or pay the cost of cleaning up.
$
h. What would be the total cost of cleaning up for those 3 factories that chose not to pay the fee?
$
g. What fee would reduce the amount of pollution to 2 units: $0, $10, $20, $30, $40, $50, or $60?
(12) [Public goods: 4 pts] A city government will offer a free outdoor concert series during the summer in a neighborhood park. About 1000 people are likely to enjoy the concerts. Each concert costs $1000 to produce. Let Q denote the number of concerts. A typical individual person's marginal benefit from the concert series is given by the following expression (or formula): MB = 8 – Q .
a. Give an expression (or formula) for the marginal social benefit from the concert series. [Hint: This must be a formula containing one variable: Q.]
b. Compute Q* the socially-optimal number of concerts.
(13) [Common property resources: 6 pts] A certain fishing area can get over-exploited. When one more fishing boat is permitted, all the other fishing boats catch fewer fish. The graph below shows the tons of fish caught by the next boat, and the change in the total tons as one more boat is permitted. Note that the change in total tons eventually becomes negative as more boats are permitted—at that point the annual total catch begins falling as more boats are permitted.
a. How many boats will try to fish if access to the fishing area is unregulated? (Ignore any costs of operating a fishing boat.)
c. Suppose a fishing-boat operator is willing to pay $20 per ton for fishing. What license fee for admission to the fishing area (in dollars per boat) would ensure that the optimal number of boats entered the fishing area?
b. What is the socially-optimal number of boats—that is, the number of boats that maximizes total catch?
III. Critical thinking: Write a one-paragraph essay answering one question below (your choice). [4 pts]
(1) Give an example of a good or service that you consume that is nonrival. Explain why this good is a nonrival good. (Ignore the graph.)
(2) Economists continually recommend marginal-cost pricing. Why does marginal-cost pricing lead to economic efficiency? Support your answer with a graph.
Please circle the question you are answering. Write your answer below. Full credit requires correct economic reasoning, legible writing, good grammar including complete sentences, and accurate spelling. | <urn:uuid:8ab6ece4-c044-499d-9636-b3b0f7b19198> | CC-MAIN-2023-14 | http://wmboal.com/pmicro/17fall/17faefb.pdf | 2023-03-24T07:01:24+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00148.warc.gz | 53,938,971 | 3,966 | eng_Latn | eng_Latn | 0.99835 | eng_Latn | 0.999039 | [
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ECON 002 - Principles of Microeconomics Drake University, Fall 2022 William M. Boal
Signature:
Printed name:
Section
□8:00 AM
□9:30 AM
□3:30 PM
FINAL EXAMINATION VERSION A
INSTRUCTIONS: This exam is closed-book, closed-notes. Simple calculators are permitted, but graphing calculators, calculators with alphabetical keyboards, wireless devices and mobile phones are NOT permitted. Numerical answers, if rounded, must be correct to at least 3 significant digits. Point values for each question are noted in brackets. Maximum total points are 200.
I. Multiple choice: Please write your name and "Version A" on your answer sheet. Then mark the one best answer to each question on the answer sheet. [1 pt each, 35 pts total]
(1) The assumption in economics that people are rational implies that people
(6) As consumers' incomes rise, they typically go to more music concerts, because concerts are
a. ignore "soft" concerns like friendships and charity.
b. do the best they can with what they have.
c. make sacrifices today for a better future.
d. maximize their income.
e. use math to make decisions.
(2) Rational choice implies pursuing an activity until the marginal benefit of the last unit
a. begins to fall below its marginal cost.
b. is much less than its marginal cost.
c. is much greater than its marginal cost.
d. begins to exceed its marginal cost.
(3) In economics, an equilibrium
is a situation where
a. economic growth is zero.
b. total costs equal total benefits.
c. no one wants to change their choices.
d. inflation equals zero percent.
(4) Economic or physical capital includes
a. shares of stock in public corporations.
b. trucks and machines.
c. mortgage-backed securities.
d. bank accounts.
e. all of the above.
(5) The law of demand means that
a. if buyers want something, they will pay whatever price is demanded by sellers.
b. consumers have a right to buy whatever they want.
c. the quantity that buyers want to buy is negatively related to the price.
d. demand curves must be straight lines.
e. anything consumers want will be produced.
a. a substitute good.
b. a complementary good.
c. an inferior good.
d. a normal good.
(7) In September, the price of pears decreases and the quantity sold increases. This could be caused by a
a. rightward shift in the demand for pears.
b. rightward shift in the supply of pears.
c. leftward shift in the demand for pears.
d. leftward shift in the supply of pears.
(8) Which demand curve below is more elastic?
a. Demand curve A.
b. Demand curve B.
c. Both have the same elasticity because they pass through the same point.
d. Cannot be determined from information given.
Price
Quantity
Demand
curve A
Demand
curve B
(9) Assuming that hotel rooms and air travel are complements, then the cross-price elasticity of demand for hotel rooms with respect to the price of air travel must be
a. positive
b. negative.
c. zero.
d. cannot be determined from information given.
(10) Assuming that medical care is a necessary good the income elasticity of demand for medical care must be
a. negative.
b. exactly zero.
c. between zero and one.
d. exactly one.
e. greater than one.
(11) Suppose there is a change in government policy affecting the oil industry. Which of the following outcomes would be a Pareto improvement?
a. Producers gain $1 billion while consumers lose $2 billion.
b. Producers gain $1 billion while consumers are unaffected.
c. Producers gain $2 billion while consumers lose $1 billion.
d. Both (b) and (c).
e. All of the above.
(12) Suppose the price of watermelons is $5 in Kansas City and the cost of shipping a watermelon between Des Moines and Kansas City is $2. Markets are in equilibrium if the price of watermelons in Des Moines is
a.
$1.
b.
$4.
c.
$8.
d. $10.
(13) Which of the following government controls on a competitive market cause the quantity traded to increase?
a. price ceiling (legal maximum price).
b. quota (or legal maximum quantity) on sellers.
c. quota (or legal maximum quantity) on buyers.
d. all of the above.
e. none of the above.
,
(14) Suppose the price elasticity of supply for apartment rentals is 0.3 and the price elasticity of demand is -1.0 . If the city imposes a tax on apartment rentals,
a. sellers (landlords) will pay most of the tax.
b. buyers (renters) will pay most of the tax.
c. sellers and buyers will each pay half of the tax.
d. Answer depends on which side is legally required to remit the tax to the government.
(15) A change in the number of people who buy organic vegetables is called a change at the
a. extensive margin.
b. intensive margin.
c. marginal product.
d. marginal revenue.
(16) In the graph below, the rotation of the budget line could be caused by
a. a decrease in income.
(17) The increase in a firm's total revenue from producing and selling one more unit of output by definition equals the firm's
a. total revenue.
b. marginal revenue.
c. total cost.
d. average cost.
e. marginal cost.
(18) A small firm in a big market maximizes its profit by
a. adjusting its output quantity so that price equals marginal cost.
b. shifting its marginal cost curve up or down so that price equals marginal cost at its desired output level.
c. adjusting its price so that price equals marginal cost.
d. all of the above.
b. an increase in the price of energy.
c. a decrease in the price of energy.
d. an increase in the price of other goods.
e. a decrease in the price of other goods.
Energy
Other goods
(19) A cost that you cannot avoid no matter what action you take is called
a. an average cost.
b. an opportunity cost.
c. a marginal cost.
d. a variable cost.
e. a sunk cost.
(20) The formula for discounting shows that the present discounted value of a payment to be received in the future is greater
a. the shorter the wait until the payment is received.
b. the longer the wait until the payment is received.
c. Present discounted value is not affected by the time until payment.
d. Cannot be determined from the information given.
(21) Price equals marginal cost in a competitive industry in both short-run and long-run equilibrium because
a. positive profits encourage entry of new firms while negative profits encourage existing firms to leave the industry.
b. the threat of government regulation causes firms to hold prices down.
c. business owners have a sense of fairness.
d. individual firms adjust their output levels to maximize profit.
e. consumers refuse to pay more than what is reasonable.
(22) If consumers view the products of different firms as perfect substitutes, they will
a. flip a coin to decide which brand to buy.
b. buy some of each.
c. choose whichever is cheaper.
d. stay with their current brand, even if it is a little more expensive.
(23) Firms X and Y both produce motor oil, but for some unknown reason, Firm X's marginal cost is $3 and Firm Y's marginal cost is $5. If one quart of output is shifted from Firm X to Firm Y, then total industry costs will
a. increase by $2.
b. increase by $3.
c. increase by $5.
d. decrease by $2.
e. decrease by $8.
(24) Suppose the price of a mobile phone is $400 and the price of a computer is $800. If the economy is perfectly competitive, then these prices indicate that the economy's opportunity cost of a computer is
a. 1/4 of a phone.
b. 1/2 of a phone.
c. 1 phone.
d. 2 phones.
e. 4 phones.
(25) An industry is a natural monopoly if
a. each firm's average cost curve slopes down.
b. the industry became a monopoly without government interference.
c. the only seller in the market sells a natural or "green" product.
d. one firm owns all the key natural resources required to produce the product.
(26) Suppose a sandwich stand sells 10 sandwiches per hour if the price is $5, and sells 11 sandwiches if the price is lowered to $4.75. The stand's marginal revenue of the 11th sandwich is therefore
a. $0.25 .
b. $2.25 .
c. $2.50 .
d. $4.75 .
e.
$5.00 .
(27) The Cournot model of oligopoly predicts that as the number of firms increases in an industry, the market price
a. remains constant.
b. approaches zero.
c. approaches marginal cost.
d. approaches the monopoly price.
(28) Products are said to be "differentiated" if
a. different consumers buy different quantities of them.
b. one can buy them in fractional amounts.
c. consumers do not view them as perfect substitutes.
d.
they are sold through different retail channels
(stores, online, catalogs, etc.)
(29) The electric company monitors each customer's usage and bills for it. If a customer does not pay, the customer's electric power is turned off. Now electric power that flows to one customer cannot flow to another customer. Electric power is therefore
a. a nonrival good.
b. a nonexcludable good.
c. both of the above.
d. none of the above.
(30) In the western United States, water is scarce. Suppose no one can be prevented from taking water from a particular stream. Unfortunately, if any person takes water, there is less for others. Water from this stream is therefore
a. a nonrival good.
b. a nonexcludable good.
c. both of the above.
d. none of the above.
(31) The Des Moines Art Museum is spacious enough that it can accommodate many visitors without crowding. However, it can charge admission—and sometimes does so for special events. The Museum is thus
a. a nonrival good.
b. a nonexcludable good.
c. both of the above.
d. none of the above.
(32) If you gaze at the moon, other people can do so at the same time, and no one can make you pay for it. A view of the moon is therefore
a. a nonrival good.
b. a nonexcludable good.
c. both of the above.
d. none of the above.
II. Problems: Insert your answer to each question in the box provided. Use margins and graphs for scratch work. Only the answers in the boxes will be graded. Work carefullypartial credit is not normally given for questions in this section.
(1) [Using price elasticity of demand: 10 pts] Suppose the water utility lowers its price by 10%. Suppose the price elasticity of demand for water is -0.6. Assume everything else affecting demand for water remains constant.
a. According to the information above, is demand for water elastic, inelastic, or unitary-elastic?
b. As the price falls, will the amount of water consumed increase, decrease, or remain constant?
c. ... by approximately how much?
d. Will the total revenue received by the water utility increase, decrease, or remain constant?
e. ... by approximately how much?
(33) Suppose the marginal private cost of producing a ton of coal is $40 and the marginal social cost is $100. Then the marginal external cost is
a. $40.
b. $60.
c. $100.
d. $140.
e. $4,000.
(34) Unlike other taxes, a pollution tax
a. causes deadweight loss.
b. increases economic efficiency.
c. generates no revenue for the government.
d. affects only producers.
(35) Economists believe that environmental problems are caused, for the most part, by
a. lack of awareness.
b. moral failing.
c. misaligned incentives.
d. market power.
% %
(2) [Comparative advantage, gains from trade: 17 pts] Country A and Country B can each produce televisions and bicycles. They each face a tradeoff between these two products because of limited workforces. Their production possibility curves are shown below.
a. What is Country A's opportunity cost of producing a television?
bicycles
b. What is Country B's opportunity cost of producing a television?
bicycles
c. What is Country A's opportunity cost of producing a bicycle?
televisions
d. What is Country B's opportunity cost of producing a bicycle?
televisions
e. Which country has a comparative advantage in producing televisions?
f. Which country has a comparative advantage in producing bicycles?
g. [3 pts] Fill in the blanks: Both countries can consume combinations of products outside their individual production possibility curves if ___________________________ exports three bicycles to ___________________________, which exports ______________ televisions in return.
h. Plot the trade that you propose in part (g) on the graphs above. For each country, plot and label the starting point representing production before trade, and the ending point representing consumption after trade.
(3) [Shifts in demand and supply: 15 pts] Analyze each of the following markets according to the accompanying imaginary scenario.
a. Consider the market for gasoline. Suppose new government environmental regulations raise the cost of producing gasoline.
Does demand shift left, shift right, or remain unchanged ?
Does supply shift left, shift right, or remain unchanged ?
Does the equilibrium price increase,
decrease, or
cannot be determined?
Does the equilibrium quantity increase,
decrease, or
cannot be determined?
Sketch a graph of this scenario at right, showing which curve(s) shift(s).
b. Consider the market for hotel rooms: Suppose a recession lowers consumers' incomes.
Does demand shift left, shift right, or remain unchanged ?
Does supply shift left, shift right, or remain unchanged ?
Does the equilibrium price increase,
decrease, or
cannot be determined?
Does the equilibrium quantity increase,
decrease, or
cannot be determined?
Sketch a graph of this scenario at right, showing which curve(s) shift(s).
c. Consider the market for polyester clothing: A change in consumer tastes favors natural fibers. At the same time, the price of polyester fabric rises. (Note: polyester is a synthetic fiber made from petroleum.)
Does demand shift left, shift right, or remain unchanged ?
Does supply shift left, shift right, or remain unchanged ?
Does the equilibrium price increase, decrease, or cannot be determined ? Does the equilibrium quantity increase, decrease, or cannot be determined ?
Sketch a graph of this scenario at right, showing which curve(s) shift(s).
(4) [Welfare analysis of international trade: 18 pts] Domestic supply and demand for ball caps in a particular country are given by the following diagram.
a. At first, international trade in ball caps is not permitted. Find the equilibrium price without international trade.
$
Then this industry is opened to international trade and the international price of ball caps turns out to be $ 7. b. Will this country now export or import ball caps?
c. How many?
d. Does consumer surplus in this country increase or decrease from international trade in ball caps?
e. By how much?
f. Does producer surplus in this country increase or decrease from international trade in ball caps?
g. By how much?
h. Does total social welfare in this country increase or decrease from international trade in ball caps?
i. By how much?
(5) [Consumer choice and demand: 14 pts] The indifference curves in the graph below represent Jennifer's preferences for pizza and milkshakes.
a. Would Jennifer rather have 10 pizza slices and 3 milkshakes, or 2 pizza slices and 12 milkshakes?
b. Would Jennifer rather have 8 pizza slices and 1 milkshake, or 5 pizza slices and 5 milkshakes?
Suppose Jennifer has a budget of $30 to spend on pizza and milkshakes. The price of milkshakes is $3.
c. Using a straightedge, carefully draw Jennifer's budget line when the price of pizza slices is also $3. Label this budget line "A".
d. How many pizza slices will Jennifer buy if the price of pizza slices is $3?
e. Using a straightedge, carefully draw Jennifer's budget line when the price of pizza slices is $6. Label this budget line "B".
f. How many pizza slices will Jennifer buy if the price of pizza slices is $6?
pizza slices
g. Plot two points on Jennifer's demand curve for pizza, and sketch Jennifer's demand curve at right.
pizza slices
(6) [Short-run cost curves and supply: 20 pts] ABC Manufacturing Company makes a small part used in automobiles. ABC is a small company in a big market, and therefore takes its output price as given. In the short run, the company faces daily cost curves as shown in the following diagram. Here, SMC denotes short-run marginal cost, SAVC denotes short-run average variable cost, and SATC denotes short-run average total cost.
Suppose the company were currently producing 500 parts for some unknown reason.
a. Compute the company's short-run total cost, to the nearest thousand dollars.
b. Compute the company's short-run variable cost, to the nearest thousand dollars.
c. Compute the company's short-run fixed cost, to the nearest thousand dollars.
d. Suppose the company were currently producing 100 parts for some unknown reason. If the company produced one more part, by how much would its total cost increase? That is, what would be the change in total cost as the company increased output from 100 to 101 parts? (Give an answer to the nearest dollar.)
e. What is the company's break-even pricethat is, the lowest price at which the company can avoid losses? (Give an answer to the nearest dollar.)
f. What is the company's shut-down pricethat is, the lowest price at which it will remain in operation in the short run? (Give an answer to the nearest dollar.)
g. Suppose the price of parts is $13. How many parts should the company produce? (Give an answer to the nearest hundred.)
h. Will the company make a profit or a loss at a price of $13?
i. Suppose the price of parts is $1. How many parts should the company produce? (Give an answer to the nearest hundred.)
j. Will the company make a profit or a loss at a price of $1?
(7) [Economy-wide efficiency: 16 pts] The graph below shows a country's production possibility curve. The country is currently at point A, where the slope equals -2.
a. What is this country's opportunity cost of a unit of food?
units of clothing
b. What is this country's opportunity cost of a unit of clothing?
units of food
Assume this country's economy is in competitive equilibrium in all markets and the price of a unit of clothing is $4.
c. What must be the price of a unit of food?
$
Austin is a consumer in this economy. He has an income of $ 40.
d. Using a straightedge, draw Austin's budget line in the indifference-curve graph below.
e. What is Austin's opportunity cost of a unit of food?
units of clothing
f. What is Austin's opportunity cost of a unit of clothing?
g. How many units of food will Austin choose to purchase?
h. At Austin's chosen bundle, what is his marginal rate of substitution—that is, the slope of his indifference curve? (Give a number.)
units of food units of food
Assume that Winterland must charge the same price on every admission sold.
a. Using a straightedge, draw and label Winterland's marginal revenue curve.
b. Compute Winterland's profit-maximizing quantity.
c. Compute the price that Winterland would charge.
d. Compute Winterland's profits.
e. Compute consumer surplus
f. Compute the social deadweight loss.
(9) [Nonrival goods: 6 pts] A city government will offer a free outdoor concert series during the summer in a neighborhood park. About 1000 people are likely to enjoy the concerts. Each concert costs $4000 to produce. Let Q denote the number of concerts. A typical individual person's marginal benefit from the concert series is given by the following expression: MB = 20 – 2 Q .
a. How many concerts would a typical individual pay for, for their private enjoyment?
b. Give an expression for the marginal social benefit from the concert series. [Hint: This must be a formula containing one variable: Q.]
c. Compute Q* the socially-optimal number of concerts.
(10) [Common property resources: 6 pts] A certain freeway can easily become congested. It is the quickest route to downtown, but during rush hour, when one car enters the freeway, all the cars already on the freeway slow down a bit. The graph below shows the average time saved by each car when it enters the freeway ("marginal private benefit"), and the change in total time saved by all cars when another car enters the freeway ("marginal social benefit"). Note that the change in total time saved by all cars turns negative as the freeway becomes congested.
a. How many cars will enter the freeway if entry onto the freeway is unregulated?
b. What is the socially-optimal number of cars on the freeway—that is, the number of cars that maximizes total time saved by all cars on the freeway?
c. Suppose a typical driver is willing to pay $1 for each five minutes saved by entering the freeway. What toll (in dollars) would ensure that the optimal number of cars entered the freeway?
(11) [Externalities: 12 pts] The graph below shows the market for a particular chemical that generates greenhouse gases, an external cost born by other people. Therefore, in addition to demand and supply curves, a curve representing marginal social cost is shown.
a. Compute the (unregulated) competitive equilibrium price.
b. Compute the (unregulated) competitive equilibrium quantity.
c. Compute the economically efficient (or socially optimal) quantity.
d. Compute the deadweight loss from unregulated competition.
e. To eliminate this deadweight loss, should the government enact a tax or a subsidy?
f. What should be the tax rate or subsidy rate?
(12) [Regulating pollution: 19 pts] Five factories are each producing one unit of pollution per year. The government has determined that total pollution must be reduced to 1 unit per year (a reduction of 4 units). The cost of cleaning up pollution at each factory is given below.
Command-and-control:
a. To minimize the total cost of cleaning up, which 4 factories should be commanded to clean up? Give their letters.
b. What would be the total cost of cleaning up for these 4 factories together?
Now suppose the government does not know each factory's cost of cleaning up, so the command-and-control approach is infeasible. Consider the following alternative approaches.
Auction: Suppose 1 permit (or waiver) to pollute were sold by the government to factories at auction.
c. [5 pts] Draw the factories' demand curve for permits in the graph at right. Be sure to draw correct "stairsteps."
In this auction, the price starts at $0 and rises in increments of $10.
d. Which factory would win the permit? Give its letter.
e. What would be the final auction price of a permit to pollute?
$
f. What would be the total cost of cleaning up for those 4 factories that did not win permits in the auction?
$
Pollution fee: Suppose the government imposed a fee for pollution. Factories could either pay the fee or pay the cost of cleaning up.
g. What fee would reduce the amount of pollution to 1 unit: $0, $10, $20, $30, $40, $50, or $60?
$
h. What would be the total cost of cleaning up for those 4 factories that chose not to pay the fee?
[end of exam]
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http://www.bbc.co.uk/news/technology-11734909 Adapted from BBC News 12.11.2010 © BBC MMIIX
A pioneering research effort could shrink the world's most powerful supercomputer processors to the size of a sugar cube, IBM scientists say.
The approach will see many computer procesors stacked on top of one another, cooling them with water flowing between each one. The aim is to reduce computers' energy use, rather than just to shrink them. Some 2% of the world's total energy is consumed by building and running computer equipment. Speaking at IBM's Zurich labs, Dr Bruno Michel said future computer costs would hinge on green credentials rather than speed. Dr Michel and his team have already built a prototype to demonstrate the water-cooling principle. Called Aquasar, it occupies a rack larger than a refrigerator. IBM estimates that Aquasar is almost 50% more energy-efficient than the world's leading supercomputers.
"In the past, computers were dominated by hardware costs - 50 years ago you could hold one transistor and it cost a dollar, or a franc," Dr Michel told BBC News. Now when the sums are done, he said, the cost of a transistor works out to 1/100th of the price of printing a single letter on a page. Now the cost of the building the next genaration of supercomputers is not the problem, IBM says. The cost of running the machines is what concerns engineers.
"In the future, computers will be dominated by energy costs - to run a data centre will cost more than to build it, (a) said Dr Michel. The overwhelming cause of those energy costs is in cooling, because computing power generates heat as a side product.
Cube route
"In the past, the Top 500 list (of fastest supercomputers worldwide) was the important one; computers were listed according to their performance. In the future, the 'Green 500' will be the importent list, where computers are listed according to their efficiency."
Until recently, the supercomputer at the top of that list could do about 770 million computational operations at a cost of one watt of power. The Aquasar prototype clocked up nearly half again as much, at 1.1 billion operations. Now the task is to shrink it.
"We currently have built this Aquasar system that's one rack full of procesors. We plan that 10 to 15 years from now, we can collapse such a system in to one sugar cube – were (b) going to have a supercomputer in a sugar cube." Mark Stromberg, principal research analyst at Gartner, said that the approach was a promising one. But he said that tackling the finer details of cooling - to remove heat from just the right parts of the chip stacks - would take significant effort.
Third dimension
It takes about 1,000 times more energy to move a data byte around than it does to do a computation with it once it arrives. What is more, the time taken to complete a computation is currantly limited by how long it takes to do the moving. Air cooling can go some way to removing this heat, which is why many desktop computers have fans inside. But a given volume of water can hold 4,000 times more waste heat than air. However (c) it adds a great deal of bulk. With current tecnology, a standard chip - comprising a milligram of transistors - needs 1kg of equipment to cool it, according to Dr Michel.
Part of the solution he and his colleagues propose - and that the large Aquasar rack demonstrates - is water cooling based on a slimmed-down, more efficient circulation of water that borrows ideas from the human body's branched circulatory system. However, the engineers are exploring the third dimension first. They want to stack processors one on top of another, envisioning vast stacks, each separated by water cooling channels not much more than a hair's breadth in thickness. Because distance between processors both slows down and heats up the computing process, moving chips closer together in this way tackles issues of speed, size, and running costs, all at once.
In an effort to prove the principle the team has built stacks four processors high. But Dr Michel concedes that much work is still to be done. The major technical challenge will be to engineer the connections between the different chips, which must work as conductors and be waterproof. (d) Clearly the use of 3D processes will be a major advancement in semiconductor technology and will allow the industry to maintain its course," Gartner's Mark Stromberg told the BBC (e) "But several challenges remain before this technology can be implimented - issues concerning thermal dissipation are among the most critical engineering challenges facing 3D semiconductor technology."
A. Read the text and then answer the questions
1. According to Dr. Bruno Michel what would costs could be more important than speed in the future?
2. What dominated costs in the past and what will dominate in the future?
3. Will the new processors be stacked vertically or horizontally?
4. What is the highest stack trialled so far?
5. What currently contributes hugely to the energy costs?
6. What three issues are tackled by moving processors further apart?
B. There are 6 spelling mistakes in the text. Locate them and write the correct spellings below.
C. There are 5 punctuation errors marked in the text. (a) to (e). What is missing in each case?
(a)
(b)
(c)
(d)
(e)
D. There are ten words underlined in the text. Write a definition for these words. You may use a dictionary or thesaurus if you wish to.
a. prototype
b. energy efficient
c. dominated
d. overwhelming
e. promising
f. significant
g. demonstrates
h. envisioning
i. major
j. several
ANSWERS
A.
Green credentials Hardware in the past and energy in the future Vertically Four Cooling Speed, size and running costs
B.
C.
(a) build it,"
(b) we're
(d) "Clearly
(c) However,
(e) BBC.
D.
prototype
trial product or first of its kind not wasteful when using energy – cost effective ruled or controlled main, chief or foremost encouraging or favourable momentous or a large amount proves or shows thinking about or seeing in your mind's eye most important or key a number of, more than a few
energy efficient
dominated overwhelming
promising
significant
demonstrates
envisioning
major
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St. John's Primary School Gilford
Anti-Bullying Policy
Policy Adopted: Autumn 2019
Next Review Date: Autumn 2020
Signed:_____________________
(Chair of Governors)
Introduction
In St John's Primary School, Gilford we actively promote positive relationships between all members of the school community.
We acknowledge that:
"Children have the right to be protected from all forms of violence (physical and mental). They must be kept from harm and they must be given proper care by those looking after them."
(Article 19 United Nations Convention on the Rights of the Child, 1992)
Thus;
We believe that all pupils have a right to learn free from intimidation and fear
We recognise that the needs of the child who has been bullied are paramount
We make clear that we will not tolerate bullying behaviour
We will take seriously all reported incidents of bullying behaviour and we will thoroughly investigate such incidents
Our policy on bullying aims to produce a consistent school response to any bullying incidents that may occur and is supported by other school policies on child protection, pastoral care, special needs, positive behaviour and e-safety.
Bullying behaviour can be defined as:
"an act of aggression causing embarrassment, pain or discomfort to someone. It can take a number of forms: physical, verbal, making gestures, extortion and exclusion. It is an abuse of power. It can be planned and organised, or it may be unintentional. It may be perpetrated by individuals or by a group of pupils. It can be defined as deliberately hurtful behaviour, repeated over time, where it may be difficult for the victim to defend him or herself." (DENI, 1999, p41)
In St John's Primary School, after consultation, we believe bullying behaviour to be persistent action carried out by one or more individuals with the deliberate intention of hurting another individual either physically, verbally or emotionally. This type of behaviour is unacceptable and will not be tolerated in St John's.
Our school's view on bullying
All forms of bullying are harmful to the child. The following behaviour may be considered as constituting bullying:
Physical attacks:
Fighting, tripping up, hitting, kicking, punching, destroying clothing
Verbal abuse:
Name calling, making fun of, threatening statements, telling lies about someone, mimicking
Looks:
Threatening looks implying, "I'll get you……"
Exclusion:
Engineering a situation so that a pupil(s) is/are isolated
Extortion: Demanding money, goods etc under pain of threat
Cyber:
Misuse of technology, including computers, social networking sites, mobile phones
Please note, this is not an exhaustive list.
In St John's Primary School, we aim:
To create a caring environment where pupils feel safe, secure and listened to and where each pupil can develop his/her full potential.
To raise pupil's awareness of bullying and how to deal with it.
To develop strategies to deal with all aspects of bullying.
To deal with bullying incidents quickly and effectively.
The cooperation of teachers, parents, pupils and non-teaching staff in the implementation of this policy is vital to ensure our school is a happy place for everyone, where bullying will not be tolerated.
This policy aims to produce a consistent school response to any bullying incidents that may occur.
The aim of this policy is to ensure all those connected with the school are aware of our opposition to bullying and we make clear each person's responsibilities with regard to trying to eradicate bullying in our school.
The staff of the school are vigilant at all times to the possibility of bullying occurring and will take immediate steps to stop it happening, to protect and reassure the child who has been bullied and to discipline you may wish to think about this word the child who displayed bullying behaviour.
A pupil that is being bullied in school may exhibit behavioural, physical and/or emotional changes. Therefore, we believe it is important to look out for changes in the behavioural patterns of our pupils in order to keep them safe and secure. We aim to raise pupils' awareness of bullying and how to deal with it, to develop strategies to deal with all aspects of bullying and to deal with bullying incidents quickly and effectively.
Our school is a community made up of different people each of whom have a particular entitlement. These entitlements have associated with them particular responsibilities. We aim to make all those connected with St John's aware of our opposition to bullying.
Pupils:
Pupils are entitled to be educated in an environment that is safe and caring, which provides challenges and is non-threatening and which shows an awareness of individual needs.
In turn, pupils have a responsibility to treat all other pupils, teachers and other staff with respect, to behave properly at all times during the day, to follow the rules of the school, to refuse to engage in any bullying behaviour and to report any incidence of bullying behaviour.
Parents:
Parents are entitled to expect that their child will be educated in an atmosphere which is safe and caring, that the school will take all reasonable steps to prevent bullying occurring and that any bullying incident which is reported will be investigated according to the school's guidelines.
In turn, parents have a responsibility to actively encourage their child to become a positive member of the school community by ensuring that their child respects and co-operates with teachers, ancillary staff and other pupils, that their child upholds the rules of the school, that they support all aspects of the school ethos and that they contact the school to report concerns over bullying behaviour.
Staff (Teaching and Non-Teaching):
All staff have the right to work in a positive environment where there is respect and fairness at all times, where there is co-operation from pupils and parents, where equal treatment for all staff and pupils pertains and where pupils are truthful and honest.
They have the right to advice and support from the Department of Education (statutory guidance), from CCMS and from the Education Authority.
In turn, staff have a responsibility to ensure that the children under their care feel secure, are treated impartially, that the best qualities of pupils are fostered and that the rules of the school are implemented consistently, fairly and reasonably.
Principal:
The Principal has the right to work in a positive environment where there is respect and fairness at all times and where there is co-operation from pupils, parents and staff (teaching and non-teaching).
The Principal has the right to advice, guidance and support from the Board of Governors, the Department of Education (statutory guidance), from CCMS and from the Education Authority.
In turn, the Principal has the responsibility to implement the school's anti-bullying strategy and to ensure that all staff, both teaching and non-teaching, are aware of the school policy and how to deal with incidents of bullying. The principal reports to the Board of Governors about the effectiveness of the anti-bullying policy at each governors' meeting.
The Principal sets the climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly, welcoming and listening school, bullying is far less likely to be a part of their behaviour.
Governors:
The Board of Governors supports the principal in all attempts to eliminate bullying from our school. This policy statement makes it very clear that the Board of Governors does not condone bullying of any form and that any incidents of bullying that do occur are taken seriously and dealt with appropriately.
Mention the Record book and reporting to Governors?
Measures taken by our school to prevent bullying behaviour
In order to prevent/minimise the opportunities for bullying behaviour we seek to develop a caring, supportive ethos within our school. We create a purposeful working environment to promote effective learning and teaching.
We develop the confidence and self-esteem of our pupils through our curricular, extracurricular and after school activities and our participation in the Shared Education programme. We have a number of curricular initiatives in place which promote pupils' consideration and respect for others, enhance their self-respect, confidence and self-esteem and which help them to develop their protection skills.
Some examples of what we do:
Choir, football (Gaelic and Soccer), Irish dancing, creative crafts, Paired Reading, Grandparents' Programme
Shared Education activities
Participation in festivals, competitions and community events
Children engage in "Circle Time"
We have awards for Star of the Month and Attendance
Our assemblies frequently discuss and focus on 'inclusion'
Our RE programme promotes respect for others
Information posters
Participation in Anti-Bullying Week activities each November
School Council
PDMU curriculum
RSE programme
The situation will be discussed calmly and pupils will be encouraged to find a solution to the problem which is acceptable to both parties
Support will be provided for the child who has been bullied and the child who displayed bullying behaviour
External speakers eg NSPCC, REIM
School rules / Class rules / Playground rules
Moving Up Moving On programme (Transition)
End of Year Retreat for P7 pupils
Other strategies include:
Stars/stickers/stamps
Praise
Positive comments
Acknowledgement of good behaviour
Telling other adults
Sent to Principal
Acknowledgement in Newslink and on website/School App
Photographs
An important element in dealing with bullying is persuading pupils that it is alright to tell and help them overcome their reluctance to tell for fear of retribution.
It is the responsibility of all staff in school to listen to the children and to respond to what they say.
At the beginning of each term teachers will remind the children what is meant by bullying and what the school will do if bullying occurs.
Dealing with incidents of bullying behaviour
It is our intention that both pupils and parents are aware of how they can draw their concerns about bullying to the attention of the staff in confidence. We also make it clear that any such concerns will be investigated and, if substantiated, taken seriously and acted upon. A senior member of staff or teacher will report back to parents, depending on the incident, on the steps taken by the school in response to an expressed concern about bullying.
Meet with pupils – talk to the child who has been bullied and the children who displayed bullying behaviour – by teacher / initially separately and if appropriate, together – two adults will be present
Every incident will be responded to and recorded (a written record completed)
The response to and the sanctions imposed will depend on the seriousness of the case but behaviour will be monitored until staff are satisfied that the bullying has stopped.
In the case of a more serious incident it may be necessary to involve other members of staff so that they can be vigilant on e.g. playground/dining room duty.
Both sets of parents will be informed of the school's action. Regular contact with parents will be encouraged.
A record is kept of all bullying incidents and the Board of Governors kept informed.
Teachers (all staff) are responsible at all times for the behaviour within sight or sound of them.
Guidelines for Children
Report the matter immediately to a teacher, parent or supervisor.
Explain the facts carefully and truthfully.
Tell the "bully" you are going to tell.
Walk away if you can. Do not argue.
Keep with others- do not become isolated.
Keep away from "danger" areas.
Ask your parents to contact the school re this matter.
If you see bullying report this immediately to a teacher.
Guidelines for Parents
Take an active interest in your child's social life.
If you think your child is being bullied, contact the school immediately to discuss a plan of action to help your child.
Make a written note of what has been said (Who, What, Where, When, How often?). Reassure your child he/she is doing the correct thing.
In consultation with the school devise strategies to help your child.
Discourage aggressive behaviour.
Keep in regular contact with the school.
If you think your child may be bullying contact the school to discuss a plan of action to help your child.
Sanctions:
Immediate verbal checking of behaviour
An apology
Reassuring the child who has been bullied (school will endeavour to ensure there will be no repetition)
Rules of school sent home with the pupil to the parents to be signed
Loss of free time e.g. breaktime/lunchtime (subject to the proviso that the child is given sufficient time for eating his/her meal and for toileting)
Monitoring of pupil
Referral to a senior teacher/Principal
Parents will be contacted for a meeting
Code of Conduct Contract may be agreed
Withdrawal of privileges e.g. attendance at after school activities
Parents will be asked to collect their child from the school door over an agreed period of time
Suspension and expulsion may be implemented following CCMS guidelines
At all times sanctions will be applied with sensitivity, flexibility and discretion and will be related to the misdemeanour.
In drawing up our policy we have taken account of relevant circulars and guidance produced by DENI and other appropriate documentation.
Other resources include:
Save the Children's Teacher's Resource Book
Circle Time Resources
Positive Behaviour Posters
Contact will be made with the appropriate agencies for assistance, when necessary:
CCMS
Educational Welfare Officer
EA
Behaviour Support Team
Educational Psychologist
Pupil Personal Development Service
Monitoring and Review
This policy is monitored on a day-to-day basis by the Principal, who reports to governors about the effectiveness of the policy on request.
This anti-bullying policy is the governors' responsibility and they review its effectiveness annually.
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Hamline University
DigitalCommons@Hamline
School of Education and Leadership Student Capstone Projects
School of Education and Leadership
Spring 2020
The Impact of Feedback on Learning and Mindset for Female Students in Mathematics Using Comments to Improve Mindset and Learning in Math: A Professional Development Workshop
Elizabeth Christenson
Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp
Part of the Education Commons
Recommended Citation
Christenson, Elizabeth, "The Impact of Feedback on Learning and Mindset for Female Students in Mathematics Using Comments to Improve Mindset and Learning in Math: A Professional Development Workshop" (2020). School of Education and Leadership Student Capstone Projects. 450.
https://digitalcommons.hamline.edu/hse_cp/450
This Capstone Project is brought to you for free and open access by the School of Education and Leadership at DigitalCommons@Hamline. It has been accepted for inclusion in School of Education and Leadership Student Capstone Projects by an authorized administrator of DigitalCommons@Hamline. For more information, please contact email@example.com.
THE IMPACT OF FEEDBACK ON LEARNING AND MINDSET FOR FEMALE
STUDENTS IN MATHEMATICS
by
Elizabeth Christenson
A capstone project submitted in partial fulfillment of the requirements for the degree of
Master of Arts in Education.
Hamline University
Saint Paul. MN
December 2019
Capstone Project Facilitator: Laura Hilden
Content Expert: Jennifer Hanzak, Mary Lambrect, and Dawn White
Peer Reviewer: Carrie Reisdorfer
TABLE OF CONTENTS
REFERENCES ………………………………………………………………………….63
CHAPTER ONE
Introduction
Overview
I love math. As a current fifth and sixth grade math teacher and former high school teacher I know the topics we study are the foundation for much of the mathematics that my students will do in high school. I have noticed this is a time when many students decide it is okay to be "bad at math" or that they are "not a math person." I need to know how to help my students not only learn but also develop a positive mindset about mathematics. For many years I did not consider myself a math person. Other girls also come to this belief through their interaction with teachers and other adults (Dweck, 2016; Eccles & Jacob, 1986, as reported in Boaler, 2016) or through the procedural mathematics they often encounter in school (Boaler, 2002b, as reported in Boaler, 2016). While many girls have high achievement on standardized tests when they are required to participate in math classes, girls often choose not to pursue higher level math when given the choice (Boaler, 2015; Boaler & Sengupta-Irving, 2006).
This capstone will focus on the question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math?
In this chapter I will describe my journey from anxious test taker to math lover and my professional journey to understand math learning and assessment. In addition, I will share the focus of my current study and its professional significance. Finally, I will outline the rest of my project.
Personal Connection
I still remember my high-school conferences when one of my family members told my teacher how good my younger brother was at math. I also remember competing with my classmates and friends for the highest grade, not understanding most of my homework, and asking for help what felt like every day. When I had a test I worried about how I would do and was devastated when I received what felt to me like a failure, a B. I went to college to study biology, not even thinking about having to take another math class. I thought I was okay at math, I knew I was smart and a hard worker but I had to work at it. I thought my brother, who is now a librarian, was a math person because he did not have to study and it just seemed to come to him so easily. I was a science lover.
My mathematical life changed when I was enrolled in college calculus. My professor helped me love math for the patterns and challenge it contained. We were learning because it was fascinating; the problems you could solve with math became a
beautiful way to describe the world. That professor encouraged me to add a math major and I did because I enjoyed doing my calculus homework. I was now a math person.
After reading about math learning and brain science I now know that I was always a math person. We all are. Everyone can learn math (Boaler, 2015). Math is no longer a set of procedures for me but a problem and puzzle solving tool and a way to describe our world.
As a teacher I have had the challenge and desire to really understand the math that I am teaching my students. I believe strongly in conceptual understanding and found the stronger my understanding and excitement about a topic, the more effective I can be as a teacher. Boaler (2016) describes math as a "conceptual domain" (p. 36). Boaler (2016) also describes how our brains can take a large concept in mathematics that used to take up a large part of our brain and compress it. This happens once a person has really understood and learned it. However, compression does not work on procedures only on concepts and ideas. As a math lover I enjoy reading the "professional development" sections of my textbooks and seek out opportunities to learn about math teaching. I play math games on planes and with my family. I also feel saddened every time a hear a student say "I hate math" or a parent or teacher says "I'm just not a math person".
Professional Journey
As a math teacher I have never been quite satisfied with the results of my students' assessments. I started as a traditional high-school math teacher, modeling and explaining procedures to my students. Based on the data I received from my own tests and quizzes, and from standardized tests, the students were not learning, I began searching for ways to improve my instruction. As a school we participated in professional development around backwards planning which included formative assessments. I, however, missed that opportunity and focused on writing summative assessments and aligning my instruction to them. This helped a little but I was still unsatisfied. When I changed districts and began teaching middle school, other math teachers who were also new to the district and I were invited to lunch by a veteran math teacher. She is one of the people who suggested yocubed.org as a resource for teaching mathematics for conceptual understanding. After hearing about this website again and again in professional development and conversations with other math teachers I finally investigated it myself. There I found a new paradigm of math teaching and assessment based on brain science. It was also where I vividly remember being introduced to the idea of Assessment for Learning.
This experience coincided with my district's focus on "how do we know they are learning before the final test?" I have participated in professional development and collaborative learning about using assessments to guide instruction, reviewing student work, and developing formative assessments. At the same time, I have been listening to and reading the work of Jo Boaler and her colleagues at Stanford about mathematics teaching, mindset, and brain research through the website www.youcubed.org, podcasts featuring Jo Boaler, and the 2015 edition of her book What's Math Got to Do with It?
I was excited when a fifth-grade math curriculum was developed using the ideas collected by Jo Boaler and colleagues. Mindset Mathematics: Visualizing and Investigating Big Ideas was created by Jo Boaler, Jen Munson, and Cathy Williams. Using the grade five and grade four books I provided my students with open ended, visual tasks that focused on the big ideas of math. My students were more engaged and excited, but I still could not figure out if and what they were learning.
At this point in my career I was aware of and had begun using a few formative assessments. For two years I gave frequent, short assessments that I used to group students for math groups. This did not seem to be enough. How would my students know if they were learning? I knew how to give quality feedback on their behavior but how could I give my students quality feedback on their actual learning?
Last fall, my school focused on teacher language and feedback. We learned about and reflected on our use of feedback to help our students know where they were at, how they got there, and where to go next. Now I just needed to figure out how to provide timely and specific feedback in math for 100 students.
I took a short break from school this spring to be with my new baby. When I returned, my sixth graders seemed completely different people as they were struggling with the emotional and physical changes that happen to sixth graders every spring. Math anxiety and negative mindset were more prevalent than any other time during the year. Some students stopped participating completely or avoiding class claiming, "I can't do math"; "I'm so dumb"; or "I don't want to be here beacuse I know I can't do it." This seemed especially true for my female students.
Last fall I took a graduate course on teacher action research. I focused on formative assessment and tried some of the strategies throughout this year. However, they were not systematic or systemic, which has pushed me to continue my research and desire to create comprehensive change in my own classroom and if successful other math classes in my school.
Current Project
As we will see in Chapter Two, mindset has a large impact on math learning (Boaler, 2016). Sixth grade is when students are supposed to develop an understanding of multiplication and division of decimals, percents, rates, and ratios. These understandings and concepts are important for higher level mathematics and are used by people in many jobs that would not be considered math related. It is important for students to have a strong foundation (Boaler, 2015).
Mindset can help students learn or prevent them from learning (Dweck, 2016). In the U.S. is it socially acceptable to be "bad at math." Many students either come to sixth grade or leave sixth grade with a negative mindset about themselves as mathematicians. Growth mindset helps students persists when problems are challenging. Fixed mindset can cause students to avoid risks or make determinations about themselves as learners (Dweck, 2016).
Feedback from teachers to students is not only important for learning but it can also impact how students view themselves and their mindsets (Dweck, 2016). It is challenging to provide timely, specific, and constructive feedback to students when teachers have many students.
Formative assessment is one tool to provide feedback to students, give the teacher information about student learning to guide her instruction, and provide opportunities for students to reflect on their own learning. As my district focuses more on short-term planning and monitoring student progress and learning, the math teachers in my building need to know how to use formative assessments effectively. Formative assessments can come in many varieties, be graded or ungraded, and be given with varying frequency.
Thus, I will be developing a set of professional development sessions for teachers based on the available research around mindset, learning, and feedback on formative assessments. This will support my learning and provide a resource for other teachers of math in my school who would like to support the learning and mathematical mindsets of their students through formative assessments.
Professional Significance
If teachers can use formative assessment to know where students are at, then they can plan for future learning and share information with families. If students receive feedback about their learning and what they need to do next they should learn more. Assessments that focus on growth and give students suggestions for moving forward should also help alleviate math anxiety and promote growth mindset. Teachers, parents, and students can all benefit from effective formative assessment.
I teach all the sections of fifth and sixth grade math at my school which means I have a large impact on the students in my school. As a content specialist in a K-8 who works closely with the math specialist, self contained, generalist teachers sometimes come to me with questions or follow my lead when it comes to math teaching. Our district provides time for all sixth grade teachers to meet and collaborate throughout the year. Knowledge that I will gain about effective assessments in math throughout the capstone process will not only improve the learning of my students but may also support other teachers and their students.
Summary and Preview
My love of math, frustration with my current teaching, the lack of student learning, and the impact on my students' mindsets has led me to focus on my research question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math? Answers to this question are important not only for me and my students but also for my fellow sixth grade math teachers and colleges who teach math in my school. In Chapter Two, the literature on formative assessment is reviewed, in Chapter Three my project is described, and Chapter Four demonstrates my new learnings and understandings from my research.
CHAPTER TWO: Literature Review
Overview
The purpose of this capstone is to explore the impact of using research-based best practices when giving feedback on formative assessments. Math class is a place where many students feel anxiety (Boaler, 2016) and some develop a dislike of mathematics. Boaler (2016) suggested that children love math before they start school but their mindset changes as they travel through the education system. The mindset of students and their motivation to learn can be impacted by the assessments they are given (Boaler, Dance, & Woodbury, 2018). Girls have a special relationship with mathematics. While they often excel at the subject during elementary and high school, few girls continue to study mathematics in college or pursue math-related careers (Boaler & Sengupta-Irving, 2006).
This chapter will review the research available in order to create a professional development workshop for teachers to support the learning and mindset of girls in mathematics through the use of effective feedback on formative assessments. I am investigating best practices for giving feedback on formative assessments because I want to find out how such feedback impacts the learning and mindset of sixth grade students. I have chosen this focus in order to help educators understand how feedback can be used to promote learning for female students in math.
In order to answer my specific research question i.e., How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math? , I will first discuss the relationship between mindset, anxiety, and mathematics. Then I will review the misconceptions about girls and mathematics followed by the actual differences researchers have found. Next, I will explain the impact of assessments and summarize the research on best practices. Then I will highlight the needs and strengths of adult learners and effective professional development, and finally, I will provide a short description of my project.
Math Anxiety, Motivation, and Mindset
Children love math before they start school but their mindset changes as they travel through the education system (Boaler, 2016). Mindset, how a student views himself or herself as a learner and a mathematician, can affect motivation and performance (Boaler, 2016; Foley, Herts, Borgonovi, Guerriero, Levine, & Beilock, 2017; Stiggins, 1999). This section will explain the relationships between mindset, anxiety, and mathematics. The first subsection will describe possible causes and impacts of math anxiety. The next section will discuss the connection between learning, confidence, and motivation. In addition, it will also relate the impact that our testing
culture could have on motivation. Finally, growth mindset and fixed mindset will be compared and related to mathematics.
Math anxiety. The fear students feel before and during a timed test, a student freezing on a test when they knew the answer yesterday, avoiding sharing a solution or asking a question in math, and working hard just to get the right answer or cheating to get the right answer are all ways teachers may see math anxiety manifesting in students. Richardson and Suinn (1972) state that "mathematics anxiety involves feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations" (p. 1). Math anxiety is a common phenomenon in middle schools but can begin with children as young as five years old (Boaler, 2016).
Possible causes of math anxiety. Many studies agree that math anxiety is likely increased by parents and teachers with negative mindset (Boaler 2015; Finlayson, 2014; Foley et. al., 2017). As a math teacher, other teachers share their uncertainty about their own math ability in their reaction to me sharing my content area. I often hear phrases like "good you for" or "you must be smart." I have also had parents express their concern about not being able to help their children because they "never really got math." Another common perspective is that math anxiety can be caused by testing (Boaler 2014c, as
reported in Boaler, 2016; Finlayson, 2014; Steele & Arth, 1998) or impacted by math performance (Boaler 2015; Finlayson, 2014; Foley et. al., 2017). Timed tests like math facts could be especially problematic (Boaler, 2016) since they combine the possibility of failure with testing and the added pressure of speed. The way mathematics is taught may also be a factor in developing math anxiety. Asking students to memorize (Steele & Arth, 1998, Finlayson, 2014) combined with teaching math procedurally for students who need a deep understanding could lead to math anxiety (Boaler, 2015). Tests and memorizing procedures are two experiences that could cause trauma for students. Boaler (2016) suggests that math trauma combined with a belief that only some people can do math well can help fuel math anxiety.
Possible impacts of math anxiety. In addition to the physical and emotion toll anxiety takes on a person, the performance and motivation of students can also be impacted. Some studies have found that students with math anxiety are still able to perform well on assessments (Dweck, 2016; Boaler, 2016), perhaps because of working hard to avoid failure. In contrast, Foley et al. (2017) counsels that math anxiety likely impacts math performance while Boaler's (2016) assertion that replacing anxiety with confidence leads to higher motivation suggests that anxiety also lowers motivation. I would argue that it may also lead to avoidance of interacting with math altogether based
on interactions with my sixth graders. I too have observed that when I talk to students after they have skipped or attempted to skip class, their anxiety around math appears to be the primary motivator. Teachers may be able to help students lower their anxiety, as Boaler (2016) found in her research and interactions with teachers, formative assessment paired with growth mindset messages reduces math anxiety and in turn increases self confidence, motivation, and achievement.
Motivation, confidence, and learning. Confidence is necessary for motivation (Boaler, 2016; Stiggins, 1999) and motivation is needed in order to learn (Stiggins, 1999). The curriculum and the feedback or praise that students receive from their teachers can increase their motivation. Students often find complex, challenging math problems that they are still able to solve, exciting. Boaler (2016) suggests that this excitement can increase motivation and also recommends using inquiry tasks in place of traditional process oriented tasks to increase motivation. In addition, "specific and timely" feedback can help students learn and increase their intrinsic motivation to learn (Jensen, 1998, p. 44). Students with intrinsic motivation are more focused on learning and more likely to persist (Black, Harrison, Lee, Marshall, & William, 2004; Stiggins, Arter, Chappuis, & Chappuis, 2007; Dance, Woodbury, & Boaler, 2018). The praise given to students can affect whether they have intrinsic or extrinsic motivation. In their 1998 study Mueller and
Dweck found that when students were given praise for their effort, it changed how they saw their intelligence. While students who were praised for their intelligence connected that to the idea that intelligence is fixed, students who were praised for effort did not, instead they connected to the idea that intelligence can be changed and depends on motivation and knowledge. Students can be motivated to learn by feedback that praises them for their hard work because following that praise they would likely choose problems that would allow them to continue learning instead of problems that would be easy for them do without mistakes (Mueller & Dweck, 1998). Conversely, Mueller and Dweck's 1998 study suggests that student confidence and enjoyment can be lowered by exposing them to praise focused on their intelligence followed by challenging problems that cause them to struggle or make mistakes.
Impact that our testing and grading culture could have on motivation. In addition to the possible impact of testing on anxiety discussed previously, the pervasive testing culture found in the United States combined with grades may also decrease student motivation (Boaler, 2016; Dance et al., 2018; Stiggins, et. al., 2007). Researchers suggest various reasons why students may have lower motivation when math anxiety is present. Students may not try to learn if they assume they are going to fail because they have received poor grades in the past and believe that is because they don't have the
ability (Black & Wiliam, 1998; Black, et. al., 2004). This is similar to Stiggins (1999) argument that testing culture causes students to give up and lose confidence. Black and William (1998) contend that this could also happen through students electing to work on easier tasks in order to get the right answer or from comparing themselves to other students. One way to counter the anxiety and decreased motivation present in our testing and grading culture is by developing mathematical and growth mindsets in students.
Mathematical mindset. Mindset, how a student views himself or herself as a learner and a mathematician, can affect motivation and performance (Boaler 2016; Foley et al., 2017; Stiggins, 1999). Boaler (2016) states that mathematical mindset is when students know that "math is a subject of growth and their role is to learn and think about new ideas" ( p. 34) and try to make sense of them. Boaler (2016) contrasts a mathematical mindset with a fixed mindset focused on procedures and suggests that the common practice of teaching isolated mathematical procedures and having students repeat them brings about this fixed, procedural mindset. This is important because of the impact on learning, "Marsh and his colleagues (2005) demonstrated that prior math self-concept predicted later interest scores as well as school grades and standardized test scores in a longitudinal study of young German adolescents" (Costa, Rowley, Harris-Britt, & Woods, 2008, p. 405). Especially concerning is the fact that students can
have a growth mindset about everything else, but still have a fixed mindset about math (Boaler, 2016).
Growth mindset and mathematics. Various researchers have described the characteristics of students with a growth mindset. People and specifically students with a growth mindset accept mistakes and effort as part of learning (Dweck, 2009), have more motivation (Boaler, 2016), and learn and achieve more (Blackwell, 2007, as reported in Boaler, 2016; Dweck, 2009). Students with a fixed mindset, on the other hand lose confidence when challenged (Dweck, 2009) and learn and achieve less (Blackwell, 2007, as reported in Boaler, 2016; Dweck, 2009; PISA, 2012 as reported in Boaler, 2016). Students with fixed mindset assume that making mistakes or having to work hard that means you are dumb or not smart, leading them to avoid mistake and effort because of their assumption that learning should be easy (Dweck, 2009). This is concerning because effort and making mistakes are important parts of learning (Dweck, 2009). The ways teachers and parents praise students can determine if they will develop a fixed or growth mindset (Mueller & Dweck, 1998). Dweck (2009) recommends that teachers and parents give praise and criticism not on ability but on "effort, strategies, perseverance, and choices" (p. 57), in other words, the process the student used to undertake the task.
Summary. Discussion so far suggests that the mindset, confidence, motivation, and whether or not a student has anxiety can impact his/her learning. Teachers can help determine these factors for students. One way to do this is through feedback which will be discussed in the third section of this literature review. First, the research about girls and mathematics will be reviewed.
Girls and Mathematics
There is a belief in some countries including the United States that boys are better at math than girls. This is not supported by research (Boaler, 2016; Boaler & Sengupta-Irving, 2006). This section will first describe perceived differences between boys and girls and stereotypes about girls and math. Next it will relate the actual differences researchers have found between boys and girls. Finally, this section will outline the impact of teachers perceptions of and interactions with girls during math class.
Perceived differences between boys and girls. There is a belief in many countries that boys are better at math than girls but this is not supported by research (Boaler & Sengupta-Irving, 2006; Boaler, 2016). Nowicki and Lopata (2017) found in their study that fourth through sixth grade girls did not believe the stereotype that boys are better at math, reporting that girls were better at math through explicit and implicit measures. However, Costa, Rowley, Harris-Britt, and Woods (2008) uncovered a
mismatch between how competent at math girls view girls as a whole group and their individual levels of confidence. Girls perceive themselves as individuals as less competent than boys, but also believed that girls are more competent in general. Another concern was expressed by Boaler and Sengupta-Irving (2006) that in research girls have been compared to boys, with boys' achievement and attitudes being the standard against which girls are measured. Outside the common misbelief that boys are better at math, there is little consensus about actual differences related to girls and math.
Anxiety and self-perception. The Organization for Economic Co-operation and Development's Programme (PISA) for International Student Assessment (2015 & 2017) found that in most countries girls had more test anxiety and that it impacted their test scores (as reported in Boaler, Dance, & Woodbury, 2018). Boaler (2016) specified that anxiety related to timed tests is widespread for girls. Not all studies agree. Gierl and Bisanz (1999) found no difference in math anxiety between boys and girls in elementary school but suggested increases for girls may happen after elementary school based on previous studies. In addition to anxiety, some researchers have found that girls believe math is a boy's subject and girls are not as good at it (Boaler & Sengupta-Irving, 2006).
Achievement and participation. PISA (2017) reported that girls outscored boys when working on a collaborative assessment with a computer agent (as reported in
Boaler, Dance, & Woodbury, 2018). Boaler and Sengupta-Irving (2006) reported that girls have higher achievement (test scores) than boys especially in Japan, Sweden, and Iceland but lower participation in college math.
Other differences. Boys think mathematics is more useful than girls do (Gierl & Bisanz, 1995). While girls want to understand more deeply and many of them have fixed mindset (Boaler, 2016). Good, Rattan, and Dweck (2012) studied how a sense of belonging impacted future mathematics participation. They found that the inclination of a student to continue in mathematics can be predicted by how much they feel they belong in math. Sense of belonging also impacted corresponding areas like confidence and anxiety. This study seemed especially poignant for my students because as Good et al. (2012) asserted "it is precisely in the middle-school years that girls' confidence in and liking of mathematics begins to wane" (p. 714). Two common misconceptions that girls hear that may make them feel they don't belong in math are that math ability is innate and that boys are born better at math than girls (Good et al., 2012). Teachers have an impact over whether girls are exposed to these misconceptions in class since teachers create the learning environment. Teacher perceptions and interactions are part of that learning environment.
Student reactions to perceived teacher perceptions. Some teachers may have misconceptions about the ability of girls in mathematics. Their perceptions may in some cases affect the perceptions and achievement of girls. Picho and Schamder (2018) were studying stereotype threat and discovered that it was actually the researcher expectations that impacted performance more than students' beliefs regarding stereotype threat. In their study girls did worse when they thought the researchers expected girls to do worse and boys also followed the perceived expectations of the researcher. There is disagreement among researchers about the impact of adults views. Costa et al. (2008) found variation by age. Sixth grade "girls who believed that adults viewed boys as better than girls in mathematics and science tended to have poorer mathematics and science self-concepts" but eighth grade girls did not (p. 404). While Sarouphim and Chartouny (2016) reported that teacher's beliefs about mathematics as a boys' subject did not impact the perceptions of girls in Lebanon. The girls did not think negatively about mathematics. In addition, Updayaya and Eccles (2014) noticed that teachers thought boys had higher ability, however, the beliefs of the teachers did not predict the amount of interest boys had in mathematics. Nevertheless, for both girls and boys, a teacher's understanding of a particular students' effort and potential was a better predictor of math interest than the teacher's understanding of their ability.
Additional findings. One surprising finding by many researchers is the idea that teachers think that when girls do well, it is because of effort (Sarouphom & Chartouny, 2016; Espinoza, Areas de La Fontes, & Arms-Chavez, 2014 ) but when girls do poorly, it is an innate ability, whereas when boys do well, it is because of ability (Espinoza, Areas de La Fontes, & Arms-Chavez, 2014) and poorly because of components outside of the boys' control (M. Cohen, 1999, as reported in Boaler & Sengupta-Irving, 2006). Costa et al. (2008) proposed that the time period encompassing fourth grade to sixth grade may be a good time for adults to promote a positive belief in an individual student's math ability. Becker's (1981) study found teacher-student interactions in math were more positive towards boys (as reported in Boaler & Sengupta-Irving, 2006). This does not necessarily impact mindset and achievement; however, many agree that teachers and parents anxiety and negative view of mathematics can impact the achievement of girls in a negative way (Beilock, Gunderson, Ramirez, & Levine, 2009, as reported in Boaler, 2016; Eccles & Jacobs, 1986 as reported in Boaler, 2016).
Summary. This section has described the unsupported stereotype that boys are better at math than girls. While it is uncertain how much impact this has on the achievement of girls it does appear to impact the perceptions of their teachers and possibly the self image of girls. Importantly, even though girls can achieve at high levels
they choose not to pursue further studies in math. This may be due to the procedural nature of mathematics and the mindset created by the feedback given by adults. Feedback will be discussed more deeply in the next section.
Teacher Feedback on Assessments
Teachers can give feedback to students on their learning through formative assessments. This feedback can also give students messages about their ability and impact their self image (Boaler, 2016). This section will contrast comment-only marking with traditional letter grades and standards based grading. It will also describe the impact that feedback can have on student confidence and self perception. This section will conclude with a summary of best practices for giving feedback discovered by researchers.
The difference between formative and summative assessment. Grades are a type of summative assessment used to show parents and students what a student has learned (Boaler, Dance, & Woodbury, 2018). Grades also tell a student how she compares to others but do not give her specific information about what she has learned or what she needs to change in order to learn more moving forward (Boaler, Dance, & Woodbury, 2018). Cauley and McMillian (2010) contrast summative assessment as evidence that "only records current student achievement" (p. 1) and effective formative assessment as assessment used "during instruction to identify specic student
misunderstandings, provide feedback to students to help them correct their errors, and identify and implement instructional correctives" (p. 1). While Boaler (2016) defines each assessment types by focusing on its purpose. The purpose of summative assessment is to condense learning into a final report, while the purpose of formative assessment is to help teachers and students determine what a student has learned so far and where to go next while learning is still happening.
Concerns about summative assessment. Some teachers, especially in math, give frequent summative assessments to students. These could be in the form of weekly quizzes, unit tests, and standardized tests. Frequent tests and grades can cause students to focus on performing (getting the best grade) instead of learning (Black & Wiliam, 1998; Boaler, Dance, & Woodbury, 2018). Many schools require grades at the end of a term and some require or encourage teachers to post grades weekly or bi-weekly in order to inform parents about student progress. However, multiple studies found that grades can lead students to focus on the goal of not failing which is a performance avoidance goal (Black & Wiliam, 1998; Pulfrey, Buchs, & Butera 2011). One study suggested that the performance of students declined when they received grades (Butler, 1987). Math class should be a place of learning where students find joy in the beauty of mathematics and the challenge of solving problems. Grades and tests can undermine this goal and promote
the fixed mindset and anxiety discussed previously. The impact of feedback on motivation will be discussed in the next section.
Feedback, motivation, and mindset. As discussed above, mindset and motivation are both important for learning. Assessment is a part of teaching and learning, however, the ways students are assessed can affect the way they are motivated (Butler, 1987) and their mindset (Boaler, Dance, & Woodbury, 2018). Formative assessment, such as Assessment for Learning, which uses feedback that focuses on: effort, the strategy chosen, not giving up, and mistakes in their process instead of how smart they are promotes growth mindset (Boaler, 2016; Dweck, 2008) through the messages the feedback gives to students. Feedback is helpful for low achievers when it tells them what they did wrong and how to fix it without connecting their mistake to their ability (Black & Wiliam, 1998) and all students need to know that they can learn (Boaler, 2016). One way to promote growth mindset and increase motivation could be to promote mastery goals. A mastery goal "emphasizes learning, understanding, improving, mastering new skills, and taking on challenges" as opposed to a performance or ego involved goal which "emphasizes caparison of students' abilities" (Cauley & McMillian, 2010, p. 3). Cauley and McMillian (2010) describe ways to promote mastery goals that closely align with the qualities found in effective formative assessment. Conversely, when teachers focus on
performance outcomes such as letter grades or saying "you need to know this for seventh grade" students can develop a fixed mindset (Boaler, Dance, & Woodbury, 2018). To avoid increasing extrinsic motivation and encouraging performance goals, avoid normative feedback or comparison to others (Cauley & McMillian, 2010).
Grades, mindset, and motivation. While feedback given on formative assessments can improve mindset and motivation, grades can have the opposite effect (Butler, 1988, as reported in Boaler, 2016; Cauley & McMillian, 2010; Pulfrey, Buchs, and Butera, 2011). Boaler (2016) describes how students "move through middle schools getting more and more grades and feeling less and less motivated by the ideas they are learning" (p. 148). One possible reason for this may be that grades can lead students to perceive themselves in a certain way, such as an A student or as a failing student who is not capable of doing the work (Black & Wiliam, 1998; Boaler 2015; Boaler, Dance, & Woodbury, 2018). High achieving students often have a fixed mindset which may lead them to stop trying when met with failure (Dweck, 2016). Another possibility is that grades can make it hard for students to see the connection between their efforts and what they are learning (Cauley & McMillian, 2010). It is possible to empathize with a struggling student who is trying her best to understand fraction division, when she makes an error, and gets the wrong answer, and the whole question is marked wrong. A student
would likely find this very discouraging. Grades are not the only way to assess students and to give them feedback on their learning. Even if a teacher must give a letter grade at the end of the term he may use comment only marking to give feedback on learning during the term.
Comment only marking. When a student completes a math problem or task instead of giving feedback through a grade a teacher could write a comment such as, "I see you have a common denominator. Remember that when you change only part of the fraction you change it's value. How can you change the denominator and keep the value of the fraction the same?" Butler (1987) submits that students receiving comment feedback had higher interest in the task and performed better than those receiving grades or praise (Butler, 1987). This may be because comment marking focuses on the task, while praise and grades affect the ego and can lower intrinsic motivation (Butler, 1987). Teachers trying to incorporate comments into assessments that also include grades may want to use comments only because not only did grades lower motivation but grades with comments lowered motivation as well (Black, Harrison, Lee, Marshall & Wiliam, 2004; Butler, 1988, as reported in Boaler, 2016; Cauley & McMillian, 2010; Pulfrey, Buchs, & Butera, 2011). Replacing grades with comments may provide some challenges for teachers such as not meeting grading mandates placed on them by their school, time and
expertise to write effective comments, and pushback from parents and students. Many teachers are creative problem solvers and may find that they are willing to overcome these issues in order to provide opportunities for their students to improve their motivation, engagement, mindset, and learning. The next section will describe in detail best practices for giving feedback on formative assessments.
The purpose of feedback. Effective feedback should encourage students to think about their work and their learning and then take action to improve (Black, Harrison, Lee, Marshall & Wiliam, 2004; Brookhart, 2011). Similarly, many researchers have found that feedback should give students the information they need about their progress and how to continue moving forward (Black & Wiliam, 1998; Boaler 2015; Brookhart, 2011; Hattie & Timperley, 2007; Stiggins, et al., 2007). In addition, feedback should be related to the goal and help students meet success criteria (Brookhart, 2011; Hattie & Timperley, 2007). The overarching goal of feedback should be to narrow the gap between what students know and understand and what teachers would like them to know and understand (Boaler 2015; Hattie & Timperley, 2007). Researchers have uncovered ways to give feedback that support this goal.
Qualities of effective written feedback. Most researchers agree that feedback for learning should include the following three elements. However, the order varies among
researchers. Students need to know where they need to be or the goal they are trying to reach. Students also need to know where they are now or how they are doing so far which could include recognition of strengths and successes. Finally, and possibly the most important part for learning, is for teachers to provide a suggestion or support for how the student can reach the goal from where they are now. (Boaler, Dance, & Woodbury, 2018; Cauley & McMillian, 2010; Hattie & Timperley, 2007; Sadler 1989 as reported in Black & Wiliam, 1998; Stiggins et al, 2007). These three pieces have been summarized as the Assessment for Learning Cycle (Boaler, Dance, & Woodbury, 2018; Stiggins, et al., 2007) and as Feed Up, Feedback, and Feed Forward (Hattie & Timperley, 2007).
Before feedback, consider the goal. Having a clear goal can help the teacher focus her feedback. Many authors suggest that goals should include success criteria; a description of what mastery looks like (Cauley & McMillian, 2010; Hattie & Timperley, 2007; Stiggins, et. al., 2007). After reviewing many research studies related to feedback Hattie and Timperley (2007) also concluded that goals should be specific and have the right level of challenge for the specific student.
What to give feedback on. When giving feedback on meeting the goal so far Hattie and Timperley (2007) recommend focusing on the task or problem the student was given, the steps the student used to complete the task, or how the student managed his/her
behavior and effort. Another element to give feedback on is the self such as praise or judgement; unsurprisingly, Hattie and Timperley (2007) found this type of feedback less effective and therefore do not recommend it. Boaler, Dance, and Woodbury (2018) recommend using growth mindset messages which would be undermined by praise as detailed earlier in this paper. While Cauley and McMillian (2010) note that teachers should "attribute results to student efforts" (p. 4). Hattie and Timperley (2007) also caution that the most effective feedback about task correctness is not based on information that the student is missing but an incorrect understanding or interpretation. In addition to noticing what the student is able to do and do well, Boaler, Dance, and Woodbury (2018), Brookhart (2011), and Stiggins et al. (2007) also advocate for giving each student specific suggestions or ideas to attempt as a way to improve. Focusing on the student's effort and connecting effort to the outcome can help students understand that when they are not successful, the student has the power to make changes that could lead to success. (Cauley and McMillian, 2010).
When to give feedback. Boaler, Dance, and Woodbury (2018) advise that teachers don't give grades or give them at the end of the grading term. This contrasts with diagnostic feedback. Brookhart (2011) put forward the idea that feedback should be given while it is still useful to students which seems to align with the recommendation from
Stiggins et al. (2007) to give feedback during learning. This would allow students to learn from feedback on their mistakes and misconceptions while the class is still working on the topic. However, this would likely work best when teachers provide time for students to use and respond to comments (Black, Harrison, Lee, Marshall & Wiliam, 2004). It would appear that comment based feedback would take much more time than giving a letter grade or assigning points to a task. Boaler (2016) describes two possible remedies for this. First, to give clear diagnostic feedback occasionally instead of graded tests or quizzes. Second, that feedback may be given when a teacher thinks a student needs it, instead of giving it to every student all the time or on a schedule (Boaler, 2016). Brookhart (2011) gives suggestions for tailoring feedback to struggling and successful students suggesting that feedback should be differentiated and different types may benefit students in different ways.
Summary. In summary, the review presented in the previous pages suggests that when possible, teachers should avoid grades which may be harmful to mindset and motivation and use as a replacement diagnostic, comment only feedback. This type of feedback should be used when reviewing formative assessments given during learning instead of at the end of a unit or term. These comments should allow students to reflect on their learning and see a way to move forward by pointing out the goal, how the
students are partially meeting or working towards the goals, and possible action steps to meet the goal. Comment-based feedback does not have to be given on a weekly or daily timetable but may be given to different students as they need it. The next section will describe the learning needs of adults and qualities of effective professional development (PD), which will help frame the PD session to be developed as part of the current capstone.
Adult Learning Through Professional Development
Teachers are not born master teachers and more experience does not always equal better teaching. The knowledge, skills, attitudes, and beliefs of a master teacher can be learned (Demonte, 2013). One way for teachers to improve their instruction and student learning is through structured professional development. Effective professional development should not only change teacher thinking and action but also improve student learning (Darling-Hammond, Hyler, & Garnder, 2017; Desimone, 2011). This section will describe the needs and strengths of adult learners, qualities commonly found in successful professional development, and a framework for designing professional development.
Needs and strengths of adult learners. Adults come into a learning situation with beliefs and attitudes already formed and prior knowledge from their own learning
and experience. Knowles (1992) suggests that adult learners are not passive receivers of information, but that they can express what they want to learn and can share knowledge and expertise with fellow adult learners. In Trotter's 2006 review of studies and theories about adult learning she found a similar idea. Trotter contends that the past learning and experience of adults is important for and can assist with new learning. The learning should also fit the needs of the teacher and her classroom which can be accomplished by allowing the teacher to plan or make choices about what and how she learns. In addition to these strengths, adult learners need to connect with what they are learning (Knowles, 1992) and have opportunities for interaction, collaboration, and reflection (Desimone, 2011; Knowles, 1992; Trotter, 2006) in order to seek out new information. The strengths and needs of adult learners should be considered when designing professional development workshops.
Common qualities of effective professional development. Following extensive reviews of the current literature available on professional development,
Darling-Hammond, Hyler, and Garnder (2017) and Desimone (2011) both described the following characteristics of effective professional development:
* Professional Development sessions should focus on how to teach a specific content area and how students learn a specific content area such as math
* Teachers should learn together and collaborate, through activities such as reviewing work or creating lesson plans together; this could include teams, grades, or a whole school working together on the same professional learning
* Teachers need to be active participants
* Professional development should take place over time so teachers can learn, use, reflect on their learning, and continue to learn
Demonte (2013) agreed that in order to see improvement in the classroom through changes in instruction a large amount of time is needed, at least 14 hours, ideally 20 hours. In terms of active participation, Darling-Hammond, Hyler, and Garnder (2017) suggest a good way to provide this is to have teachers practice what they will be doing or to experience what they want their students to be doing. Knowles (1992) states that presenters have three venues to provide interaction: the presentation, the audience, and the connection between the presentation and audience. He recommends four ways to increase engagement and inquiry: include visuals, have multiple presenters, include
audience ideas and reactions, and provide opportunities for audience members to talk to each other. Desimone (2011) discovered an additional quality: the professional development should be consistent with current goals, beliefs, and policies of the teacher's school or district (Desimone, 2011). A common complaint of my fellow teachers is that two different professional development workshops we attend may contradict each other.
Darling-Hammond, Hyler, and Garnder (2017) listed additional traits of effective professional development:
* Connects to the specific needs of the teacher and the students
* Helps teachers to see what good curriculum and teaching look like through models and modeling, examples, demonstrations, peer observations, student work, and/or curriculum samples
* Offers coaching and/or assistance from an expert
* Provides space and time for teachers to reflect on their thinking, practice, and learning
* Supplies opportunities for feedback on their learning and implementation
* Plans for suggestions to address barriers or concerns
Creating effective professional development takes time and careful planning if a facilitator is hoping to incorporate many of the aspects common in successful
professional development. Desimone (2011) provides facilitators and developers with a simple framework of professional development that can be used as a support.
Framework for professional development. Desimone's 2011 model includes four parts:
1. Teachers participate in PD
2. Teachers learn (skills, understanding or knowledge, ways of thinking or believing)
3. Teachers use what they have learned
4. Student learning improves
This model can be used to help develop adult learning and to determine whether it is effective. Commons ways of determining effectiveness include surveys, observations, or interviews but should be tailored to the goal of the professional learning (Desimone, 2011). However effectiveness is measured, teacher change and student learning should both be considered (Darling-Hammond, Hyler, & Garnder, 2017; Desimone, 2011).
Summary. This section has provided an overview of characterics and considerations that could be used to design professional learning. Many of these strategies will be used during this capstone to create a professional development workshop around how teachers can provide feedback to students on their formative
assessments, specifically feedback that will not only improve their learning but also their mindset. The next section will provide the rationale for my project based on gaps in the current literature.
The Gap Leading to My Project
As discussed above, there is significant research about mindset, feedback, and the impact on motivation and achievement. However, girls still choose to pursue careers unrelated to mathematics or opt out of math when no longer required to take math classes. As a middle school teacher, I have experienced first hand the impact of fixed mindset and anxiety in my students, particularly my girls. The gap appears to be not in the literature but in the practice of teachers. As a teacher in the middle of a student's educational career, their beliefs about themselves as mathematicians have already begun to develop based on the teaching and feedback given by their previous teachers.
Thus, I have chosen to investigate best practices for giving feedback on formative assessments because I want to find out how such feedback impacts the learning and mindset of sixth grade students in order to help educators understand how feedback can be used to promote learning for female students in math. Specifically, I want to answer the question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math? for myself and other
educators. In order to do this, I will create a series of professional development sessions for teachers who are also interested in this question.
Summary
This chapter has reviewed the available literature related to mindset, girls and mathematics, teacher feedback, and adult learning. The review indicates that both mathematical and growth mindset are important for motivation and learning. Some girls leave mathematics even though they have the same capacity to participate in higher mathematics as boys. Diagnostic, comment-only feedback given to help students know what they have learned, where they need to go, and how to get there will help support girls in developing the mindsets they need to continue in mathematics. The next chapter will describe in detail the professional development series that I will create for teachers who want to use research-based practices when giving written feedback on formative assessments.
CHAPTER THREE
Project Description
Introduction
Based on my own experiences and the literature review provided in Chapter Two, it can be concluded that what is really needed is not more research on feedback or mindset but more hands-on learning by educators. Thus, the current project includes creation of a professional development workshop for elementary and middle school math teachers in an effort to address my research question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math?
This first section of this chapter will provide a description of the outcomes and goals of the workshop, research-based features of the workshop, and describe how the content will be determined through a needs assessment. The next section will detail the school and teachers the professional learning workshop will be designed for. Then a discussion of the measurements used to determine effectiveness will be included. Finally, the timeline for creating the learning activities and presentation during the Fall of 2019 will be outlined.
Description of the Project
My capstone is a set of professional development sessions for teachers. The content of the sessions are based on findings from Chapter Two about the impact of feedback on mindset and learning. The structure of and activities in professional development sessions were created based on what I learned about adult learning during my literature review.
Goal of the Professional Development. The main goal of these sessions is to help teachers change their understandings and practices around feedback given to students on formative assessments. Specifically, the sessions focus on comment-only feedback as this has been shown to support positive student mindset and learning (Black & Wiliam, 1998; Boaler, 2015; Cauley and McMillian, 2010; Dweck, 2008). An example of comment-only feedback could be: "you color coded how the pattern was growing, what can you say to describe how it is growing?" or "you labeled number three as a cone but it is a pyramid because of its triangular faces, look at the shape of the faces and the vertex when you are naming these solids." These would be written on the students paper or on a note attached to their work. The written feedback would take the place of a letter grade, percentage, or fraction showing how correct the student was in completing the task. The feedback given to students should help them create a mathematical, growth
mindset and improve their learning. Teachers will be able to give comments as feedback to help students know where they are going, where they are now, and how to get there (Boaler, Dance, & Woodbury, 2018; Cauley & McMillian, 2010; Hattie & Timperley, 2007; Sadler 1989 as reported in Black & Wiliam, 1998; Stiggins et al., 2007). In order to help students improve their mindset and learning, teachers will first need to understand the difference between a fixed mindset and growth mindset and then understand the impact of growth mindset on learning and engagement (Dweck, 2016). As discussed previously in Chapter Two, grades and feedback can either support student learning and engagement or undermine it. Through excerpts from and summaries of research teachers will understand how grades and feedback affect mindset and learning, especially for girls.
Adult Learning. As discussed in Chapter Two, feedback and changes in practices are important aspects of effective professional learning. Therefore, teachers will reflect on the feedback they give to students through the lens of mindset and actions steps for learning. Teachers will also create a plan for using comment only feedback with at least three students.
The professional development workshop was designed to take place during a weekly PD cycle. The sessions will be designed to occur over 8 to 10 weeks with one 45 minute session each week. Teachers will be able to opt in if they are interested in learning
about comment feedback as a strategy. As summarized in Chapter Two, Knowles (1992) suggests that adult learners know what they want to learn and should be able to have control over their learning. During the workshop sessions, teachers will be invited to bring in their own student work in order to make the professional learning more closely aligned with the needs of their students and classrooms. The sessions are in the format of a small group with a facilitator. Teacher engagement is encouraged through participation in many activities as suggested by Desimone (2011), Knowles (1992), and Trotter (2006) including: reviewing exemplars, reviewing and discussing limited research, practicing with provided student work samples collected through partners in the fall and participant supplied student work, and reflecting on learning, challenges, and next steps.
The focus is on only one specific content area (Darling-Hammond, Hyler, & Garnder, 2017; Desimone, 2011), which in this case will be math. The workshop was designed for teachers from second grade through eighth grade who teach math for at least part of their day. Teachers in pre-kindergarten through first grade would also be welcome, however, their students may not benefit as much as they are still learning to read and feedback comments will be written. Special education resource teachers who teach or co-teach math would also be invited to participate.
In order to make the workshop as productive and effective as possible, several research-based strategies will be incorporated. As discussed previously, professional learning programs found to be effective have many characteristics in common (Darling-Hammond, Hyler, & Garnder, 2017). There are opportunities for teacher participants to interact, collaborate, and reflect in various ways in order to meet their needs as adult learners (Desimone, 2011; Knowles, 1992; Trotter, 2006). Opportunities to interact and collaborate are provided through reviewing student work together in order to determine where students are at and what steps they need to reach their goal. Another collaboration activity will also provide feedback. Teachers can work in partners or trios to review the comment feedback given by each participant to a student or a few students. Partners will notice strengths and areas for growth, followed by providing suggestions for change. Reflective discussions with partners or trios will also take place. When problems or barriers arise with implementation in the participants' classrooms, problem solving and planning for challenges can tackled as a group. As discussed in Chapter Two, Knowles (1992) and Trotter (2006) submit that adults can contribute to current learning through their past experience and prior learning. Learning focused on the teaching and learning of a specific content has been found to be successful, so we are focusing on math. If time permits, teachers may be asked to describe how they could use their learning in other
areas. It would be most effective to provide fourteen to twenty hours of professional learning, however, only eight to ten hours will be possible based on the professional learning cycle of the school. In order to make the most of a short amount of time, the learning will be as interactive as possible with opportunities to practice writing comments and reviewing and discussing models and/or exemplars of effective written feedback in addition to the work reviews and discussions already mentioned.
Meeting the Needs of Participants. Besides providing an active learning environment, an informal needs assessment should be performed at least 8 weeks before the professional development begins in order to determine the needs and experience of likely participants and target the professional learning to its audience. When possible, teachers are asked to answer questions face-to-face in small groups but will also be able to complete them individually on paper if they prefer. The following questions are included:
* Do you know the difference between growth and fixed mindset?
* Do you know how mindset impacts learning and engagement?
* Do you know the difference between formative and summative assessments?
* How often do you give formative assessments?
* How often do you write comments on formative assessments?
* Do you believe your written comments give your students the information they need to learn?
* Would you like to learn more about growth mindset and its relationship to learning?
* Would you like to learn more about using comment feedback to help students develop a mathematical mindset and improve their learning?
* Have you noticed girls avoiding or being less engaged during math time than during other parts of the day?
The content of the workshop will depend on the current knowledge and preferences of likely participants. It is designed so the facilitator can pick which parts to include, especially during the building background sessions. However, the overarching theme will be centered around answering my research question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math? The content is grounded in the research presented in Chapter Two, in particular Dweck's (2016) work around growth mindset and Butler's (1987) work on comment marking.
Intended Audience
The intended audience of this professional learning workshop is elementary and middle school teachers who spend part or all of their day teaching math. The teachers the
workshop was created for are part of a pre-kindergarten through eighth grade urban school in a large metropolitan city in the upper midwest. The teaching experiences of these teachers range from two years to fifteen years with some teachers holding Master's degrees. Roughly half of the teachers speak fluent Spanish as the school houses a Developmental Dual Language Program for native Spanish speakers up to grade five. The school has two classrooms of students for each grade level. This school has a large majority of students qualifying for free and reduced lunch and educates a majority of students of color including Black, Latinx, East African immigrant students and a small Native and South Asian population. The district recently began a multi-tiered systems of support initiative which includes an emphasis on short term instructional planning and vertical alignment of teaching and learning objectives.
Measurements of Effectiveness
As stated in Chapter Two, the effectiveness of teacher learning and implementation and student learning both need to be assessed. Teacher implementation and learning can be measured in two ways. First, teachers will be asked to complete a self-reflection survey about their use of comment feedback at the end of the workshop, six weeks later, and six months later. This will help determine not only if learning occurred but if it was incorporated into teacher practice. Sample questions include:
* How often do you give comment feedback on assessments?
* Which students do you give comment feedback and why?
* How often do you include information in your comment feedback about the students' process?
* How often do you give suggestions for steps the student can take to work towards the goal?
* Do you even give praise such as good job or excellent that students may perceive as being measures their ability?
* What problems or barriers have your encountered when using comment feedback?
* What else would you like to say about your implementation of comment feedback?
In addition to the survey, teachers will be asked to voluntarily submit samples of comment feedback given on actual formative assessments. Fastbridge aMath screener results can used to measure student learning. This assessment is routinely given in the Fall, Winter, and Spring each school year to assess whether students are on grade level in math or at risk of falling behind.
Timeline for Project Completion
This professional learning workshop around comment feedback was developed during the Fall 2019 semester in order to be used during the Spring 2020 PLC cycle. In
August, literature around comment feedback, mindset, and learning was still being collected, reviewed, and summarized. Contact was made with instructional leaders in the school to seek out continued support and feedback. In September, a skeleton outline of learning activities and presentation was developed based on research from Chapter Two. The facilitator of this workshop should complete the needs assessment between eight and twelve weeks prior to the start of the sessions. The facilitator should also collect students work during the four to eight weeks before the sessions starts. In November, the final presentation was created and reviewed by an instructional leader in the school.
Summary
In order to help myself and my colleagues improve the mindset and learning of female math students, a professional development workshop was created. This workshop uses research-based strategies around adult learning. This chapter described the project and its intended audience. It also described how effectiveness will be measured and the timeline for completing the project. In the next chapter I will describe how this process went and what I learned during the development of the comment feedback professional learning workshop.
CHAPTER FOUR
Reflection
Introduction
Mathematics learning is very important to me. As I work with my new class of fifth graders this Fall I have some of the same concerns about mindset and mathematics that I have every Fall and found myself having after my return to school from maternity leave. These concerns led me to investigate the question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math? This first section of this chapter will describe what I have learned about research, writing, and myself as a learner during the capstone process. This will lead into the next section focusing on which parts of the literature were most impactful for developing my professional development workshop and new connections I have made during my learning. Policy implications about grades and feedback will be included in the third section. The limitations of data collection and only working on one of the many teaching practices that must come together to increase mindset and learning will be detailed in the following section. This will lead into recommendations for future action research. Finally, I will outline how the results of the project will be used and shared, followed by a description of the potential benefits.
Learning from the Capstone Process
While investigating this question I have learned many things about research, professional writing, and myself as a learner. Through my district action research program and my previous classes at Hamline I have read research studies and other educational literature. However, this was the first time where I had to find many related pieces of literature on my own. Reading the abstract and discussion of studies allowed me to determine if they seemed applicable and if the whole piece was worth reading. I
learned how to use the reference section to find additional studies and articles that were quoted or paraphrased in literature I was reading. This helped me expand my literature collection and focus on original sources. I learned about the importance of finding original sources and that not all research is published or available to everyone. I struggled to find some original sources and learned to use "as reported in" which was new to me. My ability to paraphrases has increased but I still find it challenging and often did not have the same takeaways as other researchers who paraphrased the same piece of research. I have learned about different kinds of research which allowed me to understand and appreciate research that is presented at professional conferences and about the importance of the Institutional review board, getting permission for study or research subjects/participants, and anonymity. This summer while taking capstone practicum I was able to attend a professional conference where research was being shared about Cognitively Guided Instruction in math. During and after the conference I was able to make connections to what I was learning about qualitative and quantitative research. It also helped me understand the challenges of researchers and look for limitations or flaws in research design.
I have always thought myself an acceptable writer but never really studied writing. I credited my skills to all of the reading I had done, since I am an avid reader. Through the capstone practicum class I explicitly studied and practiced academic writing. I learned about consolidating ideas or findings from many authors in order to tie ideas together and to contrast opposing points. This helped me to synthesize the various articles and journals I reviewed. I learned more about the fine points of APA style and learned to
keep a resource handy for reference about specific formatting and citations. When paraphrasing findings or conclusions from research studies, I learned to use hedging words in order to show an amount of uncertainty. I also learned that I needed a system to organize what I was learning from reviewing my collected literature. Usually when I read something I can remember the gist and know which book or article to return to to refresh my memory. This is not possible when reading thirty or forty articles and studies.
Reflecting on myself as a learner, I realized I needed to manage my time wisely and break assignments down into smaller pieces. Now, I am amazed at the amount of literature I was able to read and understand. I had to slow down and reread often to understand what I was reading. Many times, I would feel overwhelmed when I first started but I was always able to manage and complete the work. The best part of the process was being forced to give myself time to read two books which I have wanted to read but never made time for: Jo Boaler's Mathematical Mindsets and Carol Dweck's Mindset. I was surprised by how challenging I found the literature review. Specifically, how many times I had to review very specific APA guidelines and how to navigate original sources. Many articles I read reviewed or discussed other literature. Therefore I tried to find the original source of the findings or ideas. While reading books I had to discern which ideas were from the author and which were paraphrasing from another piece of research. I read many articles by Jo Boaler and was impressed by her ability to succinctly summarize an entire research study. I believe this is a skill learned through much practice and from reading models in many articles.
While researching comment feedback and its connection to mindset and learning and the creation of a professional development workshop I have grown as a researcher, writer, and as a learner. This process also encouraged me to make time to fully read books by authors who have influenced my philosophy of learning. The next section will detail how these and other researchers have contributed to my understanding and the creation of my project.
Connections to the Literature Review
The work of Jo Boaler on math learning and mindset and the work of Carol Dweck on growth mindset had a large impact on my capstone. I was familiar with their work from other teachers, past professional development, podcasts about math learning, and from my previous reading of What's math got to do with it? (2015) by Jo Boaler. Dweck's work on mindset plays a large role in Boaler's books. This was the first time I read Dweck's Mindset: The new psychology of success (2016). My understanding of mindset was deepened and I wanted my workshop participants to learn some of the same ideas. I was able to find videos about the negative impact of praise on mindset and learning. Boaler was the author or co-author of four different books and studies that influenced my work. She cited many articles and studies that I also found useful in my research.
The first two sessions of the professional development workshop I created provide the rationale for using comment feedback in order to build buy in from teachers for making a change in how they handle assessments. An important idea was the
difference between summative and formative assessments. Various researchers discuss formative and summative assessment but Black and Wiliam (1998) and Boaler, Dance, and Woodbury (2018) were important sources for the development of that section of my literature review. Both suggest that grades can harm motivation and outline a way of using assessment for learning instead of after learning. During the workshop teachers will practice giving feedback using ideas from these researchers and others about telling students where they are at in relation to the learning goal, what the learning goal looks like, and how to meet the goal or work towards meeting the goal.
The main teacher practice that is developed during the workshop is comment only marking. Butler (1987) provided the foundational research that using comments only instead of grades or in combination with grades can increase motivation and performance. Boaler, Dance, and Woodbury (2018) provided many of the exemplars of comments teachers could give on feedback.
While creating the activities for the adult participants of my workshop I kept in mind the suggestions of Darling-Hammond, Hyler, and Garnder (2017) for teachers to be active participants, collaborate, learn over time, and to practice the skill or activity they plan to use with students. Teachers will develop a bank of comment together and participant in peer coaching. Knowles contention that adult learners can share their expertise with fellow participants and express what they want to learn helped me design the building background portion of my workshop. Teachers have opportunities to share
what they already know and to choose the format, video or written article, from which they would like to learn more.
This section has reviewed which researchers were most influential to this project and how their ideas contributed to the project's completion. The next section will suggest potential policy implications from findings in the literature review.
Policy Implications
My review of the literature suggests that grades can be harmful to the mindset and learning of math students. This could lead to changes in the way grades are decided and shared with families and students. My school recommends teachers use standards based grading, a one to four points scale including: exceeding the goal, meeting the goal, partially meeting the goal, and not meeting the goal yet. We are also expected to update grades often. However, this does not give students specific information about how to reach the goal. A policy could be that each student should receive specific feedback on their learning at least once every two or three weeks. Summative grades could be given only at the quarter, semester, or end of year. An even better policy would be to avoid a single summative grade. Grades could also be co-created through conferencing with students while they reflect on their work and learning. Formative assessment feedback is important for student learning. It could be required that formatives to be part of curriculum and lesson plan design either by teachers or district personnel. Teachers could be supported and expected to use them or incorporate them into their professional develop plan or professional learning community.
Changes to grades and feedback policies could be made to improve mindset and learning in mathematics. While this project has lead to these conclusions, it also has some limitations. Limitations and ideas for future research to address these limitations will be discussed in the next section.
Limitations and Recommendations for Future Research
This project was originally designed for my school, however, without gaining consent from the Hamline Institutional Review Board and likely participants I was unable to tailor the adult learning presentation to our specific school. So, the project has been designed to be adapted to an individual school or set of participants, however, it's hard to provide for individual needs when creating something generic. I was also unable to test the efficacy of the training to see if it would really take change teacher practice since I was not able to facilitate the professional development with actual teachers and therefore could not collect data on teacher learning. Teacher feedback and assessments are not the only criteria that impact student learning and mindset. Mathematical mindsets are affected by the language teachers use everyday and by the questions students are asked to solve; these topics are outside the scope of this project. The many other aspects of formative assessment such as self reflection, writing the actual assessments, and peer reflection are also outside the scope of this project.
Formative assessment also known as assessment for learning has more components than just comment feedback from teachers, including student self reflection. A next step research project could be about student self-reflection. The action research
could be focused on teaching students to help figure out where they are and where they need to be. This would work in tandem with the support from teachers giving them suggestions about how to get there. Another possible area of future study would be around summative assessments. A researcher could investigate the goals of summative assessments, how and when to use them, how to grade them, and how to share results in ways that increase student learning and still support positive mathematical mindsets.
This project is a beginning step for change in my classroom and potentially in my school. Reviewing the literature around mindset and math learning suggests that comment feedback is one small part of changing the way students are assessed. While this project was limited to creation and was not taken to the implementation level, the suggestions for changing teacher are still important and could be useful to me and other educators and education leaders. Examples of possible benefits and how they could be shared will be described in the next section.
Communication of Results and Benefits to the Profession
The results of my project will be shared with various colleagues in my school and I will also be using the results of my literature review in my own classroom. I will be sharing my professional development presentations and supporting materials with the instructional leaders at my school in the hopes that we will be able to use this project in a future PLC. I will be sharing my learning with teachers in my building through team meetings, PLC discussions, and informal conversations about math learning. For example, reminding colleagues that there is no such thing as a math person and sharing
examples of written feedback. With my own students I will be using what I learned about feedback and formative assessments when assessing students and during planning time with my co-teachers. Specifically, I will give feedback that tells my students where they are at, where they are going, or what steps to take toward meeting the learning goal. I will also be refraining from sharing summative grades with students until the end of the quarter and using comments for feedback instead.
This project could benefit teachers and instructional leaders. New teachers and teachers continuing their education can access this project and bring the ideas to their self directed PLC if they want to learn more about feedback and mindset in mathematics. I have used ideas in my classroom and looked at research cited in projects on Digital Commons after reading other students' work during the capstone process. Instructional leaders can access the project and provide professional development for math teachers. Overall, math PD that bring practices to classrooms that support a positive math mindset may encourage more students to study mathematics education and lead to more math teachers in the future.
Summary
This chapter had described my learnings and next steps from investigating the question: How does the feedback given by math teachers on formative assessments impact the learning and mindset of female students in math? I have grown as a researcher, a writer, and a learner. Dweck, Boaler, and other math and mindset researchers provided the foundation for the professional development I created. While there are limits to the project, they provide possible next steps and future research ideas.
This work can be shared with math and non math teachers and instructional leaders or use to support policy changes around grading.
The capstone process has taught me a lot about research, writing, grading, mindset, and mathematics learning. My district provides opportunities for teachers to complete action research in our classrooms. I look forward to using many of my learnings from this process in my next action research project.
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Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2007). Classroom assessment for learning . Upper Saddle River, NJ: Pearson Education Inc. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507783772& site=ehost-live | <urn:uuid:fd1252f5-ef36-4e62-a51f-065a6c1bd187> | CC-MAIN-2023-14 | https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=1451&context=hse_cp | 2023-03-24T05:50:59+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00149.warc.gz | 248,248,329 | 18,569 | eng_Latn | eng_Latn | 0.952303 | eng_Latn | 0.998239 | [
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Horses blink less, twitch eyelids more when stressed
November 6 2019
Researchers attempted to startle the horses by throwing a ball in front of them.
Credit: University of Guelph
How can you tell when a horse is feeling stressed? It's all in the eyes and the way their eyelids twitch, University of Guelph researchers have
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discovered.
A horse will blink less and twitch its eyelids more when it's under mild stress, the research team found—a new finding that could offer handlers a simple, easy-to-spot sign their animal is becoming agitated.
The study, published in the journal Animals, is thought to be the first to reveal the significance of eyelid twitches as an indicator of stress, says Prof. Katrina Merkies, the study's lead author.
"With humans, we already know our blinking changes when we are under pressure. Some studies have shown we blink more when agitated while others found we blink less. We wanted to see if horses blink rates change too," said Merkies, a professor in the Department of Animal Biosciences at the Ontario Agricultural College.
Although many horse handlers can tell when their animals are agitated, it can sometimes be hard to get a good read on a horse's mood—particularly if the animal has been well trained.
"When we train horses, we specifically teach them to suppress their stress responses because we don't want horses to react when they are startled or nervous. But even if they've learned to suppress their reaction, it doesn't actually decrease the stress they feel," she said.
While stress can be measured through heart rate monitors or blood cortisol levels, Merkies and her team wanted a non-invasive measurement, so they decided to test whether a horse's eyes could offer clues.
They recruited 33 horses of various breeds from three riding lesson facilities in eastern Ontario and exposed them to three mildly stressful scenarios.
2/4
In the first, a ball was thrown in front of the horse in an attempt to startle the animal. In the next, the horse was visually separated from its herd for a few minutes. Finally, the horse's food was withheld for three minutes at feed time while its herd mates were allowed to begin eating.
The researchers filmed the horses, watching for changes in eye and ear movement, head tilt and general restlessness.
They found that withholding the feed for a few minutes was the most stressful for the horse as indicated by its increased heart rate, restlessness and head movement. Conversely, separation and the startle test evoked little response.
Researchers attempted to startle the horses by throwing a ball in front of them.
"It's important to remember these were riding school horses, so they were used to being startled and being separated. But the withholding of food was new, so that's likely why they became stressed," she said.
When researchers reviewed videos of the horses' eyes during feed withholding, they noticed the horses blinked less but twitched their upper eyelids more.
On average, the horses' full blink rate decreased to an average of five blinks per minute during the stress compared to the eight to nine times per minute when relaxed. During the feed restriction, when the horses felt the most stress, their eyelid twitches increased from an average of two twitches per minute to six twitches per minute. There was no increase in eyelid twitches with the other stress tests.
Merkies said she hopes her team's finding will help horse handlers looking for simple ways to gauge their animals' moods.
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"There's no one measure that is going to tell us everything, but this is another tool we can add to the toolbox that we can use together to understand our animals better," she said.
More information: Merkies et al, Eye Blink Rates and Eyelid Twitches as a Non-Invasive Measure of Stress in the Domestic Horse, Animals (2019). DOI: 10.3390/ani9080562
Provided by University of Guelph
Citation: Horses blink less, twitch eyelids more when stressed (2019, November 6) retrieved 24 March 2023 from https://phys.org/news/2019-11-horses-twitch-eyelids-stressed.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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The Problem:
A Swine producer in Southern Ontario was experiencing higher than expected mortality rates in their nursery barn. The farm was delivering swine drinking water directly from the well with no treatment.
2022 CASE STUDY About Us Arbourdale is Canada's premier importer and distributor of environmentally responsible products for water, agriculture, livestock, and pets.
Arbourdale is the Exclusive Distributor of Huwa- San for Livestock use in Canada and the United States.
Insufficient or absent disinfection of livestock water permits the formation of biofilm and the proliferation of water borne pathogens, which can lead to serious health issues for swine.
* Case Study 2022 – Nursery Barn Swine Trial
* Objective: Treat nursery barn water to optimize water quality, increase water consumption, and decrease overall mortality.
The Solution
The Challenge
Drinking water systems in a swine barn are an ideal environment for the establishment and reproduction of bacteria and biofilm. The continuous biological push-back from the pigs, the high temperatures, and the medications/vitamin additives delivered through the drinking water support and enhance bacterial micro-organisms.
In this case, the initial water sample had high counts of E. coli and coliforms, as well as high mineral counts.
The value of clean drinking water in a swine barn is often underestimated. Our solution to ensuring clean drinking water for livestock is to treat the barn water supply with Huwa-San.
Huwa-San Stabilized Hydrogen Peroxide boosts herd performance with reduced mortality rates by improving water quality/productivity, improving gut health, and managing risk.
The composition of Huwa- San works in two ways:
Deactivates the respiratory chain of harmful micro-organisms
Deactivates the metabolic chain of micro-organisms, leading to its oxidation and death.
The Results
* By treating the drinking water with Huwa-San TR-25, at a rate of 25ppm, the E. coli and coliform counts were completely eliminated. Throughout the trial, water consumption increased while mortality decreased by an average 41.25 pigs per crop.
Reduction in Mortality
42.75%
Average Extra pigs per crop 41.25
Average feeder pig value $75
Total Sale Value $3,093.75
Average Cost HSP per crop $740.00
Added Profit per Crop (net)
$2,353.75
Additional notes
When considering water treatments there are several water characteristics that need to be considered:
* Microbiological Characteristic – bacteria levels such as E. coli
* Chemical Characteristics – mineral levels such as iron and calcium
* Physical Characteristic – taste and odour
* A comprehensive water test is always recommended prior to commencing any water treatment program.
* Each characteristic can affect sufficient consumption, the absorption of vitamin, vaccine, and medication additives, and the overall digestion process.
Arbourdale would like to gratefully acknowledge the support of SouthWest Vets in the execution and monitoring of this trial. | <urn:uuid:67a37f9e-dad3-4570-afd0-bfa6fc6f8ad7> | CC-MAIN-2023-14 | https://arbourdale.com/wp-content/uploads/2022/07/Swine-Case-Study-2022-final.pdf | 2023-03-24T05:18:35+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00152.warc.gz | 133,035,214 | 612 | eng_Latn | eng_Latn | 0.987415 | eng_Latn | 0.989204 | [
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Park Fire, La Pine, Oregon 2005
Greater La Pine Community Wildfire Protection Plan 2010 Update
March 19, 2010
Prepared by Katie Lighthall Project Wildfire 61150 SE 27 th Street Bend, OR 97702
(541) 322-7129
firstname.lastname@example.org
Declaration of Agreement
The Healthy Forests Restoration Act requires that the applicable local government, the local fire department, and the state entity responsible for forest management agree to the Community Wildfire Protection Plan. The undersigned have reviewed this update and agree to its addition as an addendum to the Greater La Pine CWPP originally completed and approved on December 13, 2005.
_______________________________________________________ __________
Mike Supkis, Fire Chief La Pine Rural Fire Protection District
Date
_______________________________________________________ __________
Kevin Benton, Unit Forester Oregon Department of Forestry
Date
_______________________________________________________ __________
Dennis Luke, Chair Deschutes County Board of Commissioners
Date
_______________________________________________________ __________
Kitty Shields, Mayor La Pine City Council
Date
Greater La Pine Community Wildfire Protection Plan - 2010 ii
Acknowledgements
In the true spirit of collaboration, the following people are acknowledged for their participation and commitment resulting in the 2010 Update of the Greater La Pine Community Wildfire Protection Plan.
John Allen
Deschutes National Forest
Albert Bauer
Resident
Carol Bauer
Resident
Darrell Bennett
Resident
Lanell Bennett
Resident
Kevin Benton
Oregon Department of Forestry
Lisa Clark
Central Oregon Fire Management Service
Ken Davis
Resident
Dan Daugherty
Interim Fire Chief La Pine Rural Fire Protection District
Dennis Fiore
Bureau of Land Management
Melinda Fortner
Deschutes County
Patti Gentiluomo
Sunriver Owners Association
Jim Gustafson
Fire Chief La Pine Rural Fire Protection District
Ken Lane
Resident
Katie Lighthall
Project Wildfire
Adele Moilanen
La Pine City Council
Bob Otteni
La Pine Community Action Team
Stu Otto
Oregon Department of Forestry
Pete Powers
Deschutes National Forest
Kitty Shields
La Pine Mayor
Mike Shields
Resident
Joe Stutler
Deschutes County Forester
Mike Supkis
Fire Chief, La Pine Rural Fire Protection District
Ginny Woodruff
Resident
Greater La Pine Community Wildfire Protection Plan - 2010 iii
Table of Contents
Greater La Pine Community Wildfire Protection Plan - 2010 iv
Contact Information
Mike Supkis, Fire Chief
La Pine Rural Fire Protection District 51550 Huntington Road La Pine, OR 97739 (541) 536-2935
Kate Lighthall, Program Coordinator
Project Wildfire 61150 SE 27th Street Bend, OR 97701 (541) 322-7129
Ken Davis
Ponderosa Pines Homeowners Association 14724 Cambium Lane La Pine, OR 97739 (541) 420-1835
Kevin Benton, Unit Forester
Oregon Department of Forestry PO Box 670 3501 NE 3 rd Street Prineville, OR 97754 (541) 447-5658
Joe Stutler, Forestry Specialist
Deschutes County 61150 SE 27 th Street Bend, OR 97702
Lisa Clark, Fire Mitigation Specialist
Central Oregon Fire Management Service 3050 NE 3 rd Street Prineville, OR 97754 (541) 416-6864
Greater La Pine Community Wildfire Protection Plan - 2010 v
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Greater La Pine Community Wildfire Protection Plan - 2010 vi
Greater La Pine Community Wildfire Protection Plan 2010 Update
Purpose
Since its creation in December 2005, the Greater La Pine Community Wildfire Protection Plan has been applied as it was intended by a wide variety of private landowners and public agencies to decrease the risks of high intensity wildland fire in the La Pine Basin.
The mission of the Greater La Pine Community Wildfire Protection Plan is to protect against loss of life, property and natural resources as the result of wildland fire. The Plan has met its mission and continues to serve as the leading document providing direction and guidance to those seeking to protect the resources of the La Pine Basin.
The Greater La Pine CWPP Steering Committee reassembled in April 2009 to review events, projects and activities that have occurred in the planning area that may have influenced or otherwise changed the original priorities of the 2005 Plan.
Although reducing the risk of high intensity wildland fire is the primary motivation behind this plan, managing the forests and wildlands for hazardous fuels reduction and fire resilience is only a part of the larger picture. Residents and visitors desire healthy, fire-resilient forests and wildlands that provide habitat for wildlife, recreational opportunities, and scenic beauty.
The Steering Committee further refined the purpose of the Greater La Pine Community Wildfire Protection Plan:
* To protect lives and property from wildland fires;
* To instill a sense of personal responsibility and provide steps for taking preventive actions regarding wildland fire;
* To increase public understanding of living in a fire-adapted ecosystem;
* To increase the community's ability to prepare for, respond to and recover from wildland fires;
* To restore fire-adapted ecosystems; and
* To improve the fire resilience of the landscape while protecting other social, economic and ecological values.
Greater La Pine Community Wildfire Protection Plan - 2010 1
This update outlines the revised priorities, strategies and action plans for fuels reduction treatments in the wildland urban interface. The update again addresses special areas of concern such as evacuation routes, and makes recommendations for reducing structural vulnerability in prioritized communities at risk. This update is designed as an addendum to the 2005 CWPP which remains a living vehicle for fuels reduction, educational, and other projects to decrease overall risks of loss from wildland fire.
Collaboration
In 2002, President George Bush established the Healthy Forests Initiative (HFI) to improve regulatory processes to ensure more timely decisions, greater efficiency and better results in reducing the risk of catastrophic wildfire.
In 2003, the US Congress passed historical bi-partisan legislation: the Healthy Forests Restoration Act (HFRA). This legislation directs federal agencies to collaborate with communities in developing hazardous fuels reduction projects, and in the prioritization of treatment areas as defined by a Community Wildfire Protection Plan (CWPP). It further provides authorities to expedite the National Environmental Policy Act (NEPA) review and approval process for fuels reduction projects on federal lands. The Act further requires that 50% of funding allocated to HFRA projects be used to protect communities at risk of wildland fire.
Since the enactment of this legislation, communities have had the opportunity to direct where federal agencies place their fuels reduction efforts. HFRA also allows community groups to apply for federal funding to make communities safer against the threat of wildland fire.
Although some of the authorities under HFI and HFRA have been subsequently challenged in federal courts, all have been successfully appealed and the original intent and authorities under each remain the same.
As a Steering Committee, community members of La Pine, Oregon came together with representatives from La Pine Rural Fire Protection District, the newly incorporated City of La Pine, Oregon Department of Forestry, the USDA Forest Service, the USDI Bureau of Land Management, Deschutes County and Project Wildfire to develop the Greater La Pine Community Wildfire Protection Plan. The plan was created in accordance with Preparing a Community Wildfire Protection Plan: A Handbook for Wildland-Urban Interface Communities (Communities Committee, Society of
Greater La Pine Community Wildfire Protection Plan - 2010 2
American Foresters, National Association of Counties, National Association of State Foresters 2005).
A draft of this addendum to the Greater La Pine CWPP was available for public comment for 30 days prior to the final signing and approval. Interested parties provided comments for consideration by the Steering Committee during this period.
The La Pine City Council approved the 2010 Update to the Greater La Pine Community Wildfire Protection Plan and it was also formally adopted by Deschutes County by resolution # 2010-209.
Updated Background Information
In 2006, residents of La Pine voted to incorporate and form the City of La Pine, Oregon. The newly incorporated city is located approximately 30 miles south of Bend along US Highway 97. The greater La Pine area also includes the southern portion of Deschutes County. Situated primarily among thick forests of lodgepole and ponderosa pine, the City of La Pine is home to 1,610 residents with a total estimated population of 18,000 in the greater La Pine area.
Situated at 4,300 feet in a classic wildland urban interface environment, the La Pine area is also home to abundant wildlife including deer, elk, mountain lion, and many species of birds and fish. Within the planning area there is also a significant amount of public land with developed and dispersed recreation sites which provide valuable recreation opportunities to both residents and visitors. In the summer months, the County estimates an additional transient population of up to 10,000 people that occupy these areas creating a seasonal challenge for those agencies responsible for fire suppression and evacuation.
Historically, the La Pine basin was predominately meadow with scattered tracts of lodgepole and ponderosa pine. Following logging in the first half of the 1900's many of these stands naturally regenerated to lodgepole pine. Lodgepole pine is a species that lives and dies by high intensity and active crown fires. It is therefore less desirable from a wildland fire standpoint because of the risk these stands pose to the communities of the La Pine basin. Today, with less stand management, logging activity and highly effective wildland fire suppression, the forestland is predominantly dense lodgepole pine with some mixed stands of lodgepole and ponderosa pine. Much of the understory consists of dense bitterbrush and manzanita with some areas of native bunchgrasses. Due to the lack of disturbance, these stands continue to become more and more overcrowded.
Greater La Pine Community Wildfire Protection Plan - 2010 3
As part of the ongoing wildland fire risk management of the surrounding public and private forestlands, the US Forest Service, the Bureau of Land Management, Oregon Department of Forestry, Deschutes County and private landowners are engaged in hazardous fuels treatment projects across the planning area.
The Bureau of Land Management manages a portion of the federal lands in the Greater La Pine planning area and continues to make great strides to increase forest health and reduce the potential for high intensity wildland fire.
The following is a snapshot of BLM fuels treatment projects over the last few years.
* Newberry Estates Prescribed Burn – This 40 acre project was completed in spring of 2008.
* Newberry Mechanical Thinning – This 540 acre project, located on the west side of the Newberry Estates community, in between HWY 97 and Rosland Rd, was completed in 2007.
* Little Deschutes Tract Prescribed Burn – This 300 acre project began in the spring of 2009 and is located on the north side of State Rec Road, on the east bank of the Little Deschutes River.
* Burgess Road Mechanical Thinning – This 150 acre project was thinned during summer of 2007. The project area is located off the intersection of Burgess and Huntington Roads.
* La Pine State Park Mechanical Thinning – This project is located on the southeast side of La Pine State Park, off 5th Street and was completed in the fall of 2008.
* Darlene Mechanical Thinning – This 1,200 acre project is located on the east side of the La Pine Industrial Park, southeast to Section 36. The project is slated to be complete in summer of 2009.
* Riverview Mechanical Thinning – This 520 acre project is located between Riverview Road and Hwy 97 and is slated to be completed in summer of 2009.
* Foster Road Prescribed Burn – This 200 acre project is planned to start in the spring of 2009 and is located on the south side of State Rec Road, bordering La Pine State Park.
The ultimate goal for these projects is to reduce the potential for high intensity fire that can spread to tree crowns, requiring costly suppression efforts and causing large losses on the landscape as well as in and around communities.
Oregon Department of Forestry (ODF) continues to work with large landowners in the Greater La Pine area reducing hazardous fuels and providing survivable spaces in and around subdivisions. Through ODF grant programs, 53 acres of private lands have been treated since 2005.
Greater La Pine Community Wildfire Protection Plan - 2010 4
Through ongoing funding opportunities including grants, Deschutes County has reduced hazardous vegetation on over 700 acres to provide for a more fire safe community.
The La Pine community has experienced four large fires that have threatened lives, property, wildlife and the landscape in the recent past. In 2001, the Crane Complex Fire burned 713 acres and the Pine Forest Fire charred 120 acres, directly threatening one of the largest residential subdivisions in the area. In 2003, the Davis Lake Fire burned 21,181 acres and threatened homes and property at Wickiup Acres. In August 2005 the Park Fire burned 139 acres and caused the evacuation of 500 people from the La Pine State Park and over 200 residents in nearby subdivisions.
Both lightning-caused and human-caused fires continue to provide job security for local initial attack firefighters. Fortunately however, there have been no major fire incidents (over 100 acres) in the La Pine area since the inception of this CWPP.
Community Base Maps
The Steering Committee relied on the following maps and GIS data:
* Greater La Pine wildland urban interface boundary with nine identified Communities at Risk, and all private & public land ownership
* Historical fire starts and large fire history
* Fire Regime Condition Class and Oregon Forestland-Urban Interface Fire Protection Act of 1997 (SB 360) ratings
* Crown Fire Potential
For updated planning purposes, the Steering Committee referenced this data and relied on recent activities and fuels treatment projects in specific communities at risk.
Community Profile
The Greater La Pine community presents a unique challenge for the wildfire planning process. Not only are the core city business and residential areas at significant risk from wildfire, so too are the many subdivisions outside the city limits that have been
Greater La Pine Community Wildfire Protection Plan - 2010 5
developed in the thick of nearby forests. Dense stands of trees, topographical challenges and thick ground vegetation contribute to the overall wildland fire risk in the Greater La Pine planning area.
The climate in La Pine is typical of the east slopes of the Cascade Mountains, with most of the annual precipitation coming as winter snow or fall and spring rains. Summers are dry and prone to frequent thunderstorms. These thunderstorms frequently cause multiple fire ignitions.
The City of La Pine rests along US Highway 97, a major transportation route through the state. As central Oregon grows, more residents and tourists crowd the highway and increase congestion, particularly during the summer months when fire season reaches its peak. As part of the central community, transportation routes are included in the consideration of the WUI boundary due to their critical role as roads and travel corridors that link communities together and serve as evacuation routes.
Wildland Urban Interface Description
The Healthy Forests Restoration Act defines wildland urban interface (WUI) as an area within or adjacent to an at risk community that has been identified by a community in its wildfire protection plan or, for areas that do not have such a plan, as an area:
* extending ½ mile from the boundary of an at risk community,
* extending 1½ miles from the boundary of an at risk community when other criteria are met such as a sustained steep slope or a geographic feature that creates an effective firebreak, or is classified as fire condition class 3 land,
* or that is adjacent to an evacuation route.
The Steering Committee reviewed and approved the WUI boundaries of the original 2005 CWPP. The Deschutes County line marks the southern edge of the WUI and the Upper Deschutes River Coalition CWPP borders the WUI to the north. The City of La Pine and seven of the nine identified communities at risk lie in the core of the Greater La Pine WUI boundary. The vast majority of land adjacent to the identified communities is federal land. The Greater La Pine wildland urban interface boundary is approximately 100 square miles. See maps in Appendix A.
The Steering Committee considered the following nine Communities at Risk for planning purposes:
* Little Deschutes River – 7,391 acres with 577 structures including named developments: Summit Acres, Lazy River, Pine Crest Ranchettes, Holmes Acres, Bradcomb, Potters Estates, Cagle Subdivision, La Pine Meadows, Sundown Park, and Wickiup Commercial.
* Newberry Estates – 324 acres with 191 structures.
* Ponderosa Pines – 1,023 acres with 331 structures.
Greater La Pine Community Wildfire Protection Plan - 2010 6
* 6 th & Dorrance Meadow – 7,549 acres with 934 structures including named developments: Conifer Acres, Lechner Acres, Sand Lilly Estates, Woodland Park Homesites, Safari Acres, Glenwood Acres, Newberry Neighborhood, Timber Haven, Rosland Vacation Plat, Ponderosa Pines East, Deschutes River Acres, Rio Land, Bluewood, CL & D Ranch, Singing Pines, South Park, Pierce Tracts, and Dora's Acres.
* Masten Road Area – 7,211 acres with 132 structures including named developments: Wagon Trail North, Hockman, The South Forty, and Deer Forest Acres.
* Day Road Corridor – 5,122 acres with 1,726 structures including named developments: Deschutes River Recreation Sites, Terra De Oro Estates, Parkway Acres, Meadowcrest Acres, Tall Pines, Ammon Estates, Crane Prairie, Pine Meadows Tracts, Bieler Boys Estates, Danielle's Acres, Los Pinos, Alpine Meadows, Jacobsen's North Addition, Forest View, CW Reeve Resort, Lynne Acres, Anderson Acres, Jacobsen's South Addition, Evergreen Park, and Ahern Acres.
* Huntington South – 3,492 acres with 173 structures including named developments: Newberry Business Park, Hinkle Road Tracts, La Pine Industrial, Huntington Meadows, Finley Butte and Roan Park.
* Wickiup Acres – 33 acres with 26 structures – no fire protection from La Pine RFPD, wildland fire protection only from Oregon Department of Forestry.
* Section 36 – 629 acres with 5 structures – no fire protection from La Pine RFPD, wildland fire protection only from Oregon Department of Forestry.
Fuel Hazards and Ecotypes
The Greater La Pine area is a mosaic of vegetation types including:
* Ponderosa pine
* Lodgepole pine
* Manzanita
* Bitterbrush
* Riparian areas
Ponderosa pine is currently found in meadows and in scattered tracts of lodgepole pine stands. There are relatively few pure stands of ponderosa pine remaining in the La Pine basin.
Greater La Pine Community Wildfire Protection Plan - 2010 7
Historically, ponderosa pine forests contained more understory grasses and shrubs than are present today. These plants combined with fallen pine needles, formed fast-burning fuels that led to recurrent widespread burning. Frequent low-intensity ground fires that occurred every 11-15 years characterize the fire regime for ponderosa pine. The pattern of low ground fires and stand dynamics resulted in the open park-like conditions that early inhabitants and visitors found in the region.
Less stand management, logging activity and highly effective wildland fire suppression, have significantly altered the ponderosa pine forest type. Removal of the larger "yellow belly" pines has dramatically decreased clumpy open forests, replacing them with more evenly spaced and smaller "black-bark" forests. Similar to other species of conifer forest types, the suppression of fire has greatly increased the stocking levels (number of trees) and density of trees, creating ladder fuels and putting the stands at risk of attack from insects and disease. These factors have contributed to more intense fires in ponderosa pine forests in recent years.
Mature lodgepole pine in central Oregon is characterized by dense, uniform stands, an absence of other species, and a general lack of understory shrub or herbs (although bitterbrush is often found with mature lodgepole pine). Lodgepole pine forests exhibit a moderate severity fire regime with a fire return interval between 60 and 80 years. Fire in lodgepole pine stands can be low, moderate, or severe over time and often result in full stand replacement.
Greater La Pine Community Wildfire Protection Plan - 2010 8
attack by the mountain pine beetle A major outbreak of the mountain pine beetle causes significant mortality and soon the conditions are ripe for another stand replacement fire. In recent years, the mountain pine beetle has moved from at risk forests in the northern part of Deschutes County near Sisters and Black Butte Ranch to those in the southern parts including Sunriver, La Pine and area in between.
In addition to fire, mountain pine beetles are worth noting as a significant disturbance agent as the two processes are linked. The fire cycle in lodgepole pine is 60-80 years and occurs as follows: a stand replacement fire leads to stand regeneration Dead snags from the fire fall to the forest floor and fuels begin to accumulate Windstorms blow more trees to the ground Forest fires burn some of the downed logs and lead to heart rot in the standing trees The heart rot stresses the stands and makes it vulnerable to
Manzanita is a shrub that occurs throughout the Greater La Pine area, usually mixed with other shrub species such as bitterbrush. Manzanita is established both through sprouts and seeds that are stimulated by fire. Fires in manzanita are conducive to rapid and extensive fire spread due to both physical and chemical characteristics. Manzanita is particularly susceptible to fire due to its stand density, presence of volatile materials in the leaves, low moisture content of the foliage and persistence of dead branches and stems.
Bitterbrush occurs throughout the Greater La Pine area on all aspects and elevations. Fire severely damages bitterbrush, especially if rain is not received shortly after a burn. Bitterbrush is fire dependent, but not fire resistant. It regenerates mostly from seed after a fire and is often from caches of seeds made by rodents. Bitterbrush will sprout after burning regardless of the severity of the burn and matures relatively quickly. Consequently, the greater La Pine wildland-urban interface area is rich with patches of bitterbrush that provide fire-ready ladder fuels for taller tree stands.
Greater La Pine Community Wildfire Protection Plan - 2010 9
A riparian area is defined as the strip of moisture-loving vegetation growing along the edge of a natural water body. The exact boundary of the riparian area is often difficult to determine because it is a zone of transition between the water body and the upland vegetation. The Little Deschutes River and Paulina Creek flow through the greater La Pine WUI boundary creating large riparian areas along the middle and northeastern portions of the planning area. Vegetation types in these riparian areas vary from grasses, forbs and willows. The primary concern from a wildland fire perspective is during the spring and autumn when the vegetation has either cured or "greenup" has not begun.
The result of the fuel hazards and forest types in the greater La Pine area is an overgrowth of trees, forest floor fuels and an abundance of dead or dying vegetation that contribute to a substantially elevated risk of wildland fires that are difficult to control. These overly dense conditions lead to fire behavior that produce flame lengths over eight feet with crowning and torching that can result in stand replacement severity fires.
Not only have large, stand replacement fires not occurred, but also the more frequent low intensity fires have not been allowed to burn either. This practice of fire exclusion along with insufficient vegetation/fuels reduction has resulted in the buildup of excessive live and dead fuels.
Community Assessment of Risk
The Steering Committee reviewed the assessment process for the 2005 Greater La Pine Community Wildfire Protection Plan. Three assessment methodologies were utilized: the Oregon Department of Forestry Assessment of Risk Factors; Fire Regime Condition Class and Oregon Forestland-Wildland Urban Interface Fire Protection Act of 1997 (SB 360) classification ratings. The group also used the National Fire Protection Association (NFPA) 1144 Structural Vulnerability Assessment.
Since that time, no new data has been collected that will show the significant amount of treatments performed in the Communities at Risk and their surrounding federal lands.
At the time of this review, the Senate Bill 360 Classification Committee was in the process of reclassifying lands in ODF protected areas.
Ultimately, the Steering Committee agreed that without new data and new SB 360 ratings to confirm any measurable changes on the landscape, they will utilize only the ODF Assessment of Risk Factors and NFPA 1144 Structural Vulnerability Assessment as tools to evaluate priorities for this update.
The group also agreed to only assess the Communities at Risk that have completed significant fuels reduction and other projects: Newberry Estates and Ponderosa Pines.
ODF Assessment of Risk Factors
Risk of Wildfire Occurrence
The risk of wildfire occurrence refers to the likelihood of a fire occurring based on historical fire occurrence, home density and ignition sources. The risk is based on historical evidence of fire starts as well as ready ignition sources like abundant dry lightning storms, debris burning, equipment use, juveniles, widespread camping, and arson.
The current condition of the vegetation on the federal and private lands within the greater La Pine WUI poses an extreme risk of catastrophic loss from wildland fire. La Pine is also threatened by the likely possibility of a crown fire sweeping into the community, or by embers falling on the community from an adjacent wildland fire.
Hazard
The hazard rating describes resistance to control once a fire starts based on weather, topography (including slope, aspect and elevation), vegetation and crown fire potential. As stated earlier, less logging activity and effective wildland fire suppression has led to a forestland of dense lodgepole pine with some mixed stands of lodgepole and ponderosa pine. Much of the understory consists of dense bitterbrush and manzanita
with some areas of native bunchgrasses. Due to the lack of disturbance these stands continue to become more and more overcrowded.
A wildland fire could start within the communities or in any of the forested areas adjacent to and/or surrounding the communities. With a fire of any significance, it could be difficult to assemble the resources necessary to adequately address all of the fire and life safety issues that could arise in the early stages of emergency operations. The potential exists for a catastrophic wildland fire for any number of reasons, during any time of year.
Values Protected
The human and economic values protected in the Greater La Pine planning area are based on home density per ten acres and community infrastructure such as power substations, transportation corridors, water and fuel storage, etc.
There are approximately 6,900 homes in the unincorporated area of La Pine, with an appraised value of $925 million. In addition, there are approximately 29,430 acres of private land with an appraised value of $185 million. 170 businesses operate in the La Pine area, with an appraised value of $71 million.
The essential infrastructure includes utilities, roads, water and sewer systems and has an approximate replacement value of $275,000 per mile for electrical transmission lines; $150,000 per mile of electrical distribution lines; and $2 million per electrical sub-station. Loss to roads, water and sewer systems would be minimal because most are underground or otherwise not flammable.
If a large wildland fire occurs in this area which resulted in the closure of US Highway 97, the economic loss to local businesses and central Oregon in general could exceed $3.5 million per day.
Other Community Values
Of high importance to residents and business owners in La Pine is the value placed on scenic beauty and recreational opportunities that exist on public lands both within and adjacent to the planning area.
The loss of recreational use by visitors to the area as a result of scenic quality, specifically large "burn over" areas, will have an unknown economic impact not only to the La Pine area, but to the remainder of Deschutes County and neighboring cities like Bend, Redmond and Sisters. If a large wildland fire occurs in this area, the result will be catastrophic loss to both the developed and dispersed recreational opportunities in the greater La Pine area.
Protection capability
Fire protection capability in the Greater La Pine planning area ranges from low to high with an average ranking of moderate. The ratings are based on fire protection
capability and resources to control and suppress wildland and structural fires. The ratings also consider response times and community preparedness.
La Pine Rural Fire Protection District
The La Pine RFPD provides first response structural and wildland fire coverage within its 115 square mile service district. The District provides Emergency Medical Services, including Advanced Cardiac Life Support transport, within a 1,000 square mile boundary.
Two communities within the greater La Pine WUI boundary are not protected by the La Pine Rural Fire Protection District: Wickiup Acres and Section 36. Both areas are afforded wildland fire protection by Oregon Department of Forestry.
The District is managed by a five-member elected board of directors. The District consists of 15 career and 13 volunteer positions involved directly in fire and EMS operations. The District also houses resident students who participate in the Fire/EMS program at Central Oregon Community College. All firefighting personnel have received training in wildland firefighting practices, structural fire protection and suppression techniques, and other related topics. The District has adopted the National Incident Management Systems (NIMS) Incident Command System and all personnel have received training and continue to train in its use. There are five career personnel and 19 support volunteers not involved in fire and EMS.
The District works out of one centrally located fire station and two satellite stations. It maintains a fleet of three structural fire engines, three Advanced Cardiac Life Support ambulances, three heavy brush engines, one light brush engine, three water tenders and three staff/utility vehicles.
The District is a party to the Central Oregon Mutual Aid Agreement. In the event of a major fire the department may request assistance from all other fire departments that are signatory to the agreement. In addition to Central Oregon Fire Departments, this includes the US Forest Service, Oregon Department of Forestry, and the Bureau of Land Management. Conversely, when these agencies need assistance and the District has resources available, it assists them. The La Pine Rural Fire Protection District and Sunriver Fire Department cooperate in "automatic aid" which includes response zones in certain parts of each district.
Oregon Department of Forestry
Within the greater La Pine WUI, private forestland is protected by the Central Oregon District of the Oregon Department of Forestry (ODF). ODF provides wildland fire response for fires burning on, or threatening private forestlands paying a Forest Patrol Assessment. There are some areas within the greater La Pine WUI that receive dual protection from ODF and the La Pine RFPD because they are located within the rural fire protection district and are also classified as private forestland within the ODF district. In those cases La Pine RFPD provides initial response and transfers fire command to ODF upon their arrival.
Oregon Department of Forestry provides one Type 6 engine in the La Pine area during fire season, typically June through October. Nine additional engines are available for response in the Prineville-Sisters unit. Statewide resources are also available to ODF including initial attack hand crews, dozers, water tenders, helicopters, air tankers, and overhead staff positions.
USDA Forest Service and USDI Bureau of Land Management
The Forest Service and BLM provide wildland fire protection on the federal lands within the greater La Pine area. Together, they are identified as the Central Oregon Fire Management Service (COFMS). COFMS includes the Deschutes National Forest, the Ochoco National Forest, the Crooked River National Grassland, and the Prineville District of the BLM. These four units are managed cooperatively under combined leadership, with an Interagency Fire Management Officer, two Deputy Fire Management Officers, and a Board of Directors including decision makers from both agencies, with Forest Service District Rangers and BLM Field Managers. COFMS has a central dispatching facility in partnership with the Oregon Department of Forestry that serves as a communications hub for fire and fuels operations, as well as safety and training issues for COFMS. In total, COFMS provides the following resources: 15 engines, 4 initial attack hand crews, 6 prevention units, 2 dozers, 2 water tenders, 1 helicopter with module, 35 smokejumpers, 2 Inter-regional Hotshot crews, 1 air tanker, 1 National Fire Cache, 1 interagency dispatch center and 20 overhead staff positions.
Anytime an incident grows beyond the capability of the local resources a request may be made to ODF and to the Pacific Northwest Coordination Center for additional wildland fire fighting resources.
Law Enforcement
Police services are provided by Deschutes County Sheriff in the La Pine basin. The Sheriff's Department has responsibility for ensuring the safe and orderly evacuation of the community in the event of a major emergency. A number of resources have been allocated to accomplish this task including hi/lo sirens on vehicles; emergency notification via radio and television; reverse 9-1-1 capability; Sheriff's Department staff; La Pine Rural Fire Protection District staff and community-wide volunteers. Any other issues relative to a major emergency are addressed by the Countywide Disaster Plan and the County Department of Emergency Services.
Oregon State Police assists the federal agency law enforcement efforts and cooperates with Deschutes County for protection in the greater La Pine area.
Community Preparedness
Also under the category of Protection Capabilities, the ODF Assessment of Risk examines a community's level of organization and preparedness to respond in an emergency situation. The assessment looks at whether the area has an organized stakeholder group that looks out for its own area through mitigation efforts, a phone tree, etc. Or, does the area only receive outside efforts such as newsletters, mailings or
FireFree information from other groups? In the Greater La Pine WUI, the Communities at Risk varied from having a high level of organization to not having any. The Steering Committee used local knowledge to determine the level of preparedness.
The Steering Committee chose to assess only those communities where significant fuels treatment and other projects have occurred – Newberry Estates and Ponderosa Pines.
The following table is an updated summary of the nine Communities at Risk, the value ratings and total score for each community in each category. The original ranking is also listed for comparison. The higher the total score in this assessment, the higher the overall risk.
Table 1 – ODF Assessment of Risk
Risk: Describes the likelihood of a fire occurring based on historical fire occurrence and ignition sources.
Hazard: Describes resistance to control once a fire starts based on weather, topography and fuel.
Protection capability: Describes fire protection capability and resources based on type of protection, response times and community preparedness.
Values protected: Describes the human and economic values in the community based on home density per ten acres and community infrastructure such as power substations, transportation corridors, water and fuel storage, etc.
Structural vulnerability: Describes the likelihood that structures will be destroyed by wildfire based on roofing and building materials, defensible space, separation of homes, fire department access and street signage.
Total score: A sum of all the points from each category surveyed.
Rank:
An ordered numerical ranking based on the total points.
Neighborhood Structural Vulnerability
NFPA 1144 is an assessment of structural vulnerability. It evaluates survivability of structures in the event of a wildland fire. Under the 2005 Greater La Pine CWPP, local fire professionals and neighborhood leaders conducted the assessment in each of the nine Communities at Risk. For this CWPP Update, the Steering Committee provided information on Newberry Estates and Ponderosa Pines. The assessment is based on
factors such as roofing and building materials, defensible space and distance between structures, and fire department access.
Table 2 is a summary of the NFPA 1144 Structural Vulnerability exercise. The higher the total score for each community, the higher the risk.
Table 2 – NFPA 1144 Structural Vulnerability
The Steering Committee agreed to combine the two revised risk assessments and the following table summarizes both risk assessments and assigns an overall rank for each of the nine Communities at Risk.
Table 3 – Summary of the combined risk assessments
The Steering Committee agreed that these rankings reflected what they know to be true based on local knowledge. The group determined new priorities for the CWPP Update as follows:
Highest Priorities:
High Priorities:
6 th & Dorrance Area Wickiup Acres Day Road Corridor Masten Road Area
Huntington South Little Deschutes River Newberry Estates Ponderosa Pines Section 36
Oregon Forestland-Urban Interface Fire Protection Act of 1997
While not utilized as one of the assessment tools for this update, the Steering Committee offers and promotes the standards for private lands outlined under this legislation so it is noted here for reference.
The Oregon Forestland-Urban Interface Fire Protection Act, also known as Senate Bill 360, enlists the aid of property owners toward the goal of turning fire-vulnerable urban and suburban properties into less volatile zones where firefighters may more safely and effectively defend homes from wildfires. The law requires property owners in identified forestland-urban interface areas to reduce excess vegetation around structures and along driveways. In some cases, it is also necessary to create fuel breaks along property lines and roadsides.
The process of identifying forestland-urban interface areas follows steps and definitions described in Oregon Administrative Rules. Briefly, the identification criteria include:
* Lands within the county that are also inside an Oregon Department of Forestry protection district.
* Lands that meet the state's definition of "forestland."
* Lands that meet the definition of "suburban" or "urban"; in some cases, "rural" lands may be included within a forestland-urban interface area for the purpose of maintaining meaningful, contiguous boundaries.
* Lots that are developed, that are 10 acres in size or smaller, and which are grouped with other lots with similar characteristics in a minimum density of four structures per 40 acres.
Forestland-urban interface areas are identified in each county by a classification committee. Once areas are identified, a committee applies fire risk classifications to the areas. The classifications range from "low" to "high density extreme," and the classification is used by a property owner to determine the size of a fuel break that needs to be established around a structure. The classification committee reconvenes every five years to review and recommend any changes to the classifications. As noted earlier, this process is underway now in Deschutes County.
The Oregon Department of Forestry is the agency steward of this program. It supplies information about the act's fuel-reduction standards to property owners. ODF also mails each of these property owners a certification card, which may be signed and returned to ODF after the fuel reduction standards have been met. Certification relieves a property owner from the act's fire cost recovery liability. This takes effect on properties that are within a forestland-urban interface area and for which a certification card has not been received by the Department of Forestry. In these situations, the state of Oregon may seek to recover certain fire suppression costs from a property owner if a fire originates on the owner's property, the fuel reduction standards have not been met, and ODF incurs extraordinary suppression costs. The cost-recovery liability under the Oregon Forestland-Urban Interface Fire Protection Act is capped at $100,000.
The specific recommendations under Senate Bill 360 for private lands are outlined under Prioritized Hazard Reduction Recommendations and Preferred Treatment Methods in this CWPP.
Fire Regime - Condition Class
Although not used as an assessment tool for this Update, the Steering Committee still notes the overall condition of the landscape in the Greater La Pine WUI in terms of Fire Regime - Condition Class. With significant treatments conducted in two of the nine Communities at Risk, the original data regarding Condition Class in the remaining seven communities is still relevant and provides for treatment direction in the new priorities.
Fire Regime - Condition Class considers the type of vegetation and the departure from its natural fire return interval.
Five natural (historical) fire regimes are classified based on the average number of years between fires (fire frequency) combined with the severity of the fire on dominant overstory vegetation. Fire regimes I through IV are each represented on the landscape in the greater La Pine planning area. Lodgepole pine for example has a 60-80 year fire interval with the potential for full stand replacement fires. Lodgepole pine therefore falls within Fire Regime IV which describes species with fire return intervals between 35 – 100 years. Ponderosa pine has an 11-15 year natural fire interval with a low potential for stand replacement fires. Therefore, ponderosa pine falls under Fire Regime I which describes species with fire return intervals between 0-35 years.
The following table summarizes Fire Regimes.
Table 4 – Fire Regimes
Condition Class categorizes a departure from the natural fire frequency based on ecosystem attributes. In Condition Class 1, the historical ecosystem attributes are largely intact and functioning as defined by the historical natural fire regime. In other words, the stand has not missed a fire cycle. In Condition Class 2, the historical ecosystem attributes have been moderately altered. Generally, at least one fire cycle has been missed. In Condition Class 3, historical ecosystem attributes have been significantly altered. Multiple fire cycles have been missed. The risk of losing key
ecosystem components (e.g. native species, large trees, soil) is low for Class 1, moderate for Class 2, and high for Class 3.
Table 5 summarizes Condition Class.
Table 5 – Condition Class
Crown Fire Potential
As noted under the ODF Assessment of Risk, the potential for a fire to reach tree crowns and travel rapidly through canopies is extreme in each of the nine Communities at Risk due to the lodgepole pine component throughout the Greater La Pine WUI. Crown fires in lodgepole pine are usually stand replacement fires and are considered high intensity events that can cause catastrophic results to homes and property located within those stands.
Areas of special concern
Critical transportation routes
Critical Transportation Routes do not have a standard definition in Deschutes County. For purposes of the Greater La Pine CWPP, the Steering Committee defines Critical Transportation Routes as:
* all routes necessary for the support of routine flow of commerce to and/or through the greater La Pine area,
* all routes that could be used for potential evacuation of citizens and/or visitors from a wildland fire threat to public safety,
* routes needed for emergency ingress and egress to a wildland fire incident, not including unimproved or "two-track" roads,
* and, all routes needed to protect and support critical infrastructure (power substations, communication transmission lines, water and fuel storage, public service facilities, recreation facilities, etc).
As noted in the 2005 CWPP, the Steering Committee is concerned with the lack of maintained roads leading in and out of the high risk areas in the WUI boundary. Should an evacuation be necessary, the Steering Committee expressed great concern over the quality of the evacuation routes. Many of the egress routes in the La Pine area are dirt roads that contribute to substantial dust and debris clouds as vehicles attempt to use them. During the summer months, after a few cars travel the road, the dust is so dense that it is not safe for vehicles to continue using the road until the dust settles. Lack of maintenance has led to deteriorated road surfaces with large potholes, ruts and washboards that slow evacuation efforts and cause some vehicles to break down, further complicating a mass departure from the area. The current condition of the evacuation routes is a life safety issue.
Working with Deschutes County and Project Wildfire, the Ponderosa Pines and Newberry Estates Communities at Risk have taken advantage of a signage program to increase visibility of evacuation route signs along roads. The signs are made from high intensity reflective material and indicate proper exit routes from these neighborhoods.
The Steering Committee expressed great concern over the need to identify, develop and protect critical transportation routes as part of this planning process. A detailed look at specific ingress/egress issues for each Community at Risk is included under Recommendations to Reduce Structural Vulnerability. This issue is also highlighted under Action Plan and Implementation.
Vacant lots
Within the Greater La Pine Community Wildfire Protection Plan boundary, over 50% of the private lands are vacant lots. Many of those are owned by "absentee owners". In general, vacant lots owned by absentee owners present a specific threat to neighborhoods in that owners have no connections to the neighborhoods and in most cases do not recognize their responsibility to contribute to the safety of the entire neighborhood by reducing the hazardous vegetation on their properties. The risk of destructive wildland fires is thereby greater inside these neighborhoods due to the lack of owner attention on vacant lots.
Deschutes County is the property owner for approximately 700 acres of half-acre or larger lots. Deschutes County has worked diligently in the past four years to reduce hazardous fuels on these lots. Deschutes County will continue to pursue fuels reduction projects with the goal of treating and maintaining all of the county owned lands in the greater La Pine area.
Prioritized Hazard Reduction Recommendations and Preferred Treatment Methods
The Steering Committee agreed that the Greater La Pine Community Wildfire Protection Plan and this Update to the Plan are tools that can be used for many outcomes. The following is an outline of the priorities and preferred treatments under the Greater La Pine Community Wildfire Protection Plan.
Prioritized Communities at Risk
Based on the combined assessment as shown in Table 3 and group consensus the Steering Committee has identified the following prioritized Communities at Risk for hazardous fuels reduction treatments on public and private lands in the Greater La Pine WUI:
Highest Priorities:
High Priorities:
6 th & Dorrance Area Wickiup Acres Day Road Corridor Masten Road Area
Huntington South Little Deschutes River Newberry Estates Ponderosa Pines Section 36
Priorities and goals
With critical needs assessed and priority areas listed, the Steering Committee identified the following goals to meet the purpose on page 1 of the Greater La Pine CWPP:
* Reduce hazardous fuels on public lands
* Reduce hazardous fuels on private lands (both vacant and occupied)
* Reduce structural vulnerability
* Increase education and awareness of wildfire threat
* Identify, improve and protect critical transportation routes
Federal and State owned lands
Federal lands make up a majority of the Greater La Pine CWPP and each of the nine Communities at Risk is adjacent to public land managed by either the Forest Service or the Bureau of Land Management. State owned lands represent only a small percentage of the lands within the plan area.
The state also bears fire protection responsibility for the La Pine State Park which borders the Greater La Pine WUI boundary. Although it is outside the greater La Pine WUI, the Steering Committee expresses great concern over the significant threat to adjacent neighborhoods and recommends that it be recognized as a priority area for fuels treatment.
It is the intent of the Steering Committee that the Greater La Pine WUI is subject to expedited measures for hazardous fuels treatment and allocation of funds to protect the communities and neighborhoods as stipulated by the Healthy Forests Restoration Act.
The Steering Committee recognizes the effectiveness and value of maximizing treatment efforts in areas that are adjacent to federal, state, or private projects and recommends that future projects consider these benefits when selecting areas for treatment.
The standard of the Greater La Pine CWPP is to decrease the risk of high intensity wildland fire behavior by reducing and maintaining fuel loads to that which can produce flame lengths of less than four feet in the areas within the ¼ mile buffer of each community at risk. This enables safe and effective initial attack. This standard will be achieved by the federal and state landowners through a variety of treatment methodologies such as prescribed burning and mechanical treatments.
Based on the combined risk assessments shown in Table 3, the priorities of the Greater La Pine Community Wildfire Protection Plan with regard to federal and state owned lands within the WUI are as follows:
1) Condition class 2 and 3 lands and all areas where crown fire potential is rated extreme:
A) Within ¼ mile of each Community at Risk of the WUI utilizing the following priorities:
Highest Priorities:
6 th & Dorrance Area Wickiup Acres Day Road Corridor Masten Road Area
High Priorities:
Huntington South Little Deschutes River Newberry Estates Ponderosa Pines Section 36
B) Within 300 feet of any evacuation route from each Community at Risk. Specific treatment should address fuels issues on a landscape scale rather than acre by acre.
2) Condition class 2 and 3 lands and all areas where crown fire potential is rated extreme, beyond ¼ mile of each prioritized community at risk, in ¼ mile increments until the WUI boundary is reached.
3) Although the treatments should focus on Condition Class 2 and 3 lands, maintenance of Condition Class 1 land is also a top priority where treatment is critical to maintain this status within the CWPP area. Treatment and maintenance of Condition Class 1 lands before treatment begins again in other places is an important component of keeping communities safe.
In general, the dominant strategy in all areas should be thinning from below, in an effort to restore large tree, open park-like ponderosa pine dominated forests. In exclusively lodgepole pine stands where site conditions are favorable to ponderosa pine, intensive thinning should occur with a reforestation strategy to restore a proper ratio, as determined by the agency, of lodgepole to ponderosa pine. In exclusively lodgepole pine stands where site conditions are not favorable to ponderosa pine, thinning should occur to provide a minimum of 20' X 20' spacing, and excessive dead/down fuels should be removed followed by understory maintenance.
Industrial and non-industrial private timberlands
The Steering Committee recommends continued partnerships with private timberland owners that encourage the following standard and treatments.
The standard of the Greater La Pine CWPP is to decrease the risk of uncharacteristic wildland fire behavior by reducing and maintaining fuel loads to that which can produce flame lengths of less than four feet in the areas within the ¼ mile buffer of each identified Community at Risk. This enables safe and effective initial attack. This standard will be achieved by the industrial and non-industrial timberland owners through a variety of treatment methodologies such as prescribed burning and mechanical treatments.
The priorities of the Greater La Pine Community Wildfire Protection Plan with regard to industrial and non-industrial timberlands within the WUI are as follows:
1) Condition class 2 and 3 lands and all areas where crown fire potential is rated extreme:
A) Within ¼ mile of each Community at Risk of the WUI utilizing the following priorities:
Highest Priorities:
6 th & Dorrance Area Wickiup Acres Day Road Corridor Masten Road Area
High Priorities:
Little Deschutes River Newberry Estates Ponderosa Pines Section 36
Huntington South
B) Within 300 feet of any evacuation route from each Community at Risk. Specific treatment should address fuels issues on a landscape scale rather than acre by acre.
2) Condition class 2 and 3 lands and all areas where crown fire potential is rated extreme, beyond ¼ mile of each prioritized community at risk, in ¼ mile increments until the WUI boundary is reached.
3) Although the treatments should focus on Condition Class 2 and 3 lands, maintenance of Condition Class 1 land is also a top priority where treatment is critical to maintain this status within the CWPP area. Treatment and maintenance of Condition Class 1 lands before treatment begins again in other places is an important component of keeping communities safe.
In general, the dominant strategy in all areas should be thinning from below, in an effort to restore large tree, open park-like ponderosa pine dominated forests. In exclusively lodgepole pine stands where site conditions are favorable to ponderosa pine, intensive thinning should occur with a reforestation strategy to restore a proper ratio, as determined by the agency, of lodgepole to ponderosa pine. In exclusively lodgepole pine stands where site conditions are not favorable to ponderosa pine, thinning should occur to provide a minimum of 20' X 20' spacing, and excessive dead/down fuels should be removed followed by understory maintenance.
Private and County owned lands
The Steering Committee recommends that County owned lands be treated in the same manner as privately owned lands.
Private lands with structural improvements
On private lands with structural improvements, the goal is for each structure to meet the specific standards for classified lands as identified in the Oregon Forestland – Urban Interface Fire Protection Act of 1997, also known as Senate Bill 360. This statute outlines standards and requirements for defensible space on private property that receives fire protection from Oregon Department of Forestry.
The Oregon Department of Forestry provides wildland fire protection in the Greater La Pine planning area and the Steering Committee supports the goals and standards of Senate Bill 360. Five classifications are possible under the Act – Low, Moderate, High, Extreme and High Density Extreme. East of the Cascades however, only three are possible due to an automatic rating for weather. The nine Communities at Risk fall under the ratings of High, Extreme or High Density Extreme. The Steering Committee agreed that the required standards under each classification from Senate Bill 360 are the goal to achieve on private and county owned lands throughout the Greater La Pine WUI.
A detailed description of the standards is available from the Oregon Department of Forestry in the handbook for the Oregon Forestland – Urban Interface Fire Protection Act of 1997. This information is also available at www.oregon.gov/ODF/fire/SB360.
The minimum Default Standards under the Oregon Forestland – Urban Interface Fire Protection Act of 1997 are:
* Establish a primary fuel break of 30 feet around structures;
* Create fuel breaks around driveways longer than 150 feet;
* Remove tree branches within 10 feet of chimneys;
* Remove any dead vegetation that overhangs a roof;
* Remove flammable materials from under decks and stairways;
* Move firewood 20 feet away from structures;
If a property is classified as High, the standard includes the above requirements and a secondary fuel break around structures up to 20 feet if the structure has a flammable roof. For properties rated Extreme or High Density Extreme, secondary fuel breaks around structures up to an additional 70 feet are required if the structure has a flammable roof. The Steering Committee strongly encourages property owners to identify their own property classifications and follow defensible space guidelines for High, Extreme and High Density Extreme.
Property owners can also achieve the Senate Bill 360 standards by taking advantage of FireFree and Firewise suggestions to create and/or maintain defensible space, a fireresistant buffer that allows for effective first-response firefighting and a significantly reduced risk of the spread of fire. These national education programs promote a variety of fire safe actions to help prevent the spread of fire to protect individual homes and neighborhoods. Information about these programs can be found at www.firefree.org and www.firewise.org. More information is also listed in this plan under Recommendations to Reduce Structural Vulnerability.
Vacant lots
Within the Greater La Pine WUI, over 50% of the private land is considered vacant, or lots with no structural improvements. Many of those are owned by "absentee owners". In general, vacant lots owned by absentee owners present a specific threat to neighborhoods in that owners have little to no connections to the neighborhoods and in most cases do not recognize their responsibility to contribute to the safety of the entire neighborhood by reducing the hazardous vegetation on their properties. The risk of destructive wildland fires is thereby greater inside these neighborhoods due to the lack of owner attention on vacant lots.
The Steering Committee recommends that those vacant lots and acreages that are dominated by hazardous wildland fuels follow the guidelines under Senate Bill 360 for "High Density Extreme" which also includes the standard of a 20-foot fuel break around each vacant lot with an additional 80 feet of fuel break for a total of 100 feet of defensible space around the lot.
The Steering Committee recommends that those acres that are primarily agricultural in use follow the guidelines under Senate Bill 360 for "High". Those guidelines are the same as described above for the Default Standards and also include a secondary fuel break of an additional 20 feet (a total of 50 feet).
On private and County owned lands that are vacant lots, the goal is for each lot to have an established and maintained 20-foot fuel break along property lines and the sides of every road, or adhere to any subsequent county ordinance that addresses vacant lots.
Priority areas for completion based on Table 3:
Highest Priorities:
6 th & Dorrance Area Wickiup Acres Day Road Corridor Masten Road Area
High Priorities:
Huntington South Little Deschutes River Newberry Estates Ponderosa Pines Section 36
Recommendations to Reduce Structural Vulnerability
Structural Vulnerability
Since the adoption of the 2005 Greater La Pine CWPP, many neighborhoods have taken steps to decrease the vulnerability of structures to wildland fire. It is a goal of this CWPP that all structures within the plan area are as fire safe as possible; and that all neighborhoods and structures survive in the event of a wildland fire.
The Steering Committee utilized the Structural Vulnerability risk assessment based on the NFPA 1144 survey. The following updated table identifies the main hazards for structures and communities at risk in Greater La Pine. For each hazard or risk listed, an action is recommended to address the threat or decrease the risk. The communities are listed in priority order from Table 3.
Table 6 – Structural Vulnerability Hazards & Recommendations
Table 7 provides a checklist for residents seeking to reduce the risk of major losses to their homes and properties. The list is compiled from tips and suggestions from the FireFree and Firewise programs, which promote homeowner responsibility for reducing fire hazards on their property. The Steering Committee approves this combined checklist. More information about these programs can be found at www.firefree.org and www.firewise.org.
Table 7 – Defensible Space Checklist
What can I do to help prevent losses to my property and my neighborhood?
Post easy-to-read address signs so emergency crews can find your home.
Reduce the density of nearby trees.
Clear wood piles and building materials at least 20 feet away from your home.
Remove low tree branches and shrubs. Trim up juniper and other trees at least 4 feet from the ground. Remove "ladder fuels" among trees.
Keep grass and weeds cut low.
Remove all branches and limbs that overhang roofs.
Remove leaves & needles from gutters, roofs and decks.
Remove dead plants and brush.
Maintain a minimum of 30 feet of defensible space around your home.
Screen vents and areas under decks with 1/8" metal mesh or fire resistant siding.
Keep decks free of flammable lawn furniture, toys, doormats, etc.
Choose fire-resistant roofing materials like metal, tile or composition shingles.
Trim vegetation along driveways a minimum distance of 14' wide x 14' high for fire trucks.
Choose fire resistive plants. Visit www.extension.oregonstate.edu/deschutes to view Fire-Resistant Plants for the Home Landscape.
Use alternatives to burning debris like composting or chipping.
If burning debris – call the Burn Line at the La Pine Fire Department at 541-536-9056 to see if burning is allowed. Do not burn building materials.
Education
As stated in the Purpose of the Greater La Pine CWPP, three of the goals for this planning effort are to:
* Instill a sense of personal responsibility for taking preventative actions regarding wildland fire,
* Increase public understanding of living in a fire-adapted ecosystem, and
* Increase the community's ability to prepare for, respond to and recover from wildland fires.
With these goals in mind, education and outreach are top priorities for the Greater La Pine CWPP. The rapid influx of new residents is just one reason the Steering Committee places high value on the education of La Pine area residents and landowners. Many new residents are unfamiliar with wildland fire and have limited experience with issues like defensible space. Residents and visitors will continue to benefit from clear examples of what a fire resilient forest and community look like as well as easy access to resources that help them take action.
The La Pine Rural Fire Protection District maintains active membership in the Central Oregon Fire Prevention Cooperative, the Central Oregon FireFree Program and routinely partners with Project Wildfire for educational efforts in each area. The Steering Committee for the Greater La Pine CWPP is committed to maintaining and enhancing these partnerships.
Some neighborhoods in the greater La Pine area are well organized through homeowners associations and other organized groups. These groups provide valuable ongoing education to their populations about the risks of catastrophic wildland fire and ways to reduce those risks. The Steering Committee supports these groups and encourages the formation of them in the greater La Pine area to address the educational needs of current and incoming residents about living in a fire adapted environment and increasing personal responsibility for creating defensible space.
Local residents are encouraged to contact the La Pine Rural Protection Fire District for information. Residents may also find additional information on how they can reduce hazards and protect themselves from loss due to wildland fires at www.firefree.org and www.firewise.org.
Action Plan and Implementation
The Steering Committee recognizes that the Greater La Pine CWPP is a living tool with multiple applications. The following priority actions are intended to assist individuals and agencies in the implementation of this CWPP across the Greater La Pine area.
Priorities
Reduce hazardous fuels on public lands
Immediately following the acceptance and signed approval of this plan, the Steering Committee will make copies of the 2010 Update to the Greater La Pine CWPP available to all federal and state land managers including the Deschutes National Forest, the Bureau of Land Management, and the Oregon Department of Forestry. The intention of the Steering Committee is to engage in continued discussions with the La Pine community and adjacent landowners to implement the CWPP and accomplish hazardous fuels reduction projects that address the prioritized Communities at Risk in the most expeditious manner possible.
The Steering Committee recognizes the effectiveness and value of maximizing treatment efforts in areas that are adjacent to federal, state or private projects and recommends that future projects consider these benefits when selecting areas for treatment.
Reduce hazardous fuels on private lands
The intention of the Steering Committee is to engage in continued discussions with landowners to facilitate fuels reduction projects on private lands utilizing the list of prioritized Communities at Risk. These actions can be accomplished through education activities or grants for specific projects on private lands.
Reduce Structural Vulnerability
The Steering Committee is again charged with the task of engaging community members to review the Structural Vulnerability Assessment in this CWPP and identify projects that will strengthen the potential for the neighborhoods to survive a high intensity wildland fire within the Greater La Pine WUI. Tables 6 and 7 can be utilized as a resource for homeowners to improve the fire resistance of their homes on an individual basis and also by groups to implement education programs in the individual sub regions.
The Steering Committee is also charged with the task of working with the La Pine Rural Fire Protection District to identify and assess the water resources available for fire suppression in the Communities at Risk. The Steering Committee will make recommendations for projects to ensure adequate water resources are available for fire suppression.
Increase Awareness and Education
The Steering Committee will work with the La Pine Rural Fire Protection District and Project Wildfire to review the educational programs available and identify potential projects for implementation in those Communities at Risk that do not already participate in fire prevention education activities.
Identify, Improve and Protect Critical Transportation Routes
The Steering Committee will work with the La Pine Rural Fire Protection District, Deschutes County, and Oregon Department of Transportation to identify and map existing transportation and evacuation routes in each Community at Risk. The Steering Committee will assist in conducting further assessments to determine the evacuation needs of each Community at Risk and identify potential projects developing new routes and/or improving existing routes.
The Steering Committee encourages discussions with fire agencies and local landowners that address the issue presented when effective evacuation from an area is not available. Utilizing the 2009 Interagency Evacuation Guidelines, the Steering Committee will consider whether "sheltering in place" and safe staging areas are an option.
The Steering Committee will continue to encourage federal land managers to work with local landowners to minimize closures of roads that could be used as alternate evacuation routes from Communities at Risk.
Fund Projects
The Steering Committee will encourage and assist community groups in seeking funding for fuels reduction, educational, and other projects to decrease overall risks of loss from wildland fire.
Evaluation and Monitoring
The Steering Committee faced a complex task in the comprehensive update of the Greater La Pine Community Wildfire Protection Plan. Implementing and sustaining these efforts will require a significant commitment. Building a collaborative and cooperative environment with La Pine Rural Fire Protection District, community-based organizations, local government and the public land management agencies has been the first step in reducing the risk of loss from wildland fire. The Steering Committee pledges to maintain this cooperation with the public over the long-term with the commitment of all the partners involved.
At a minimum, the Steering Committee shall include: the Program Coordinator from Project Wildfire; a Chief Officer from La Pine Rural Fire Protection District; a representative from Oregon Department of Forestry (ODF); a representative from Central Oregon Fire Management Service (COFMS), and Deschutes County along with members of the La Pine area public.
The Steering Committee agrees that the Greater La Pine Community Wildfire Protection Plan will be a living document, intended to promote fuels reduction, educational, and other projects to decrease overall risks of loss from wildland fire; updated and revisited at least annually to address its Purpose.
La Pine Fire Protection District will work with Project Wildfire to convene the Steering Committee at least once per year, or as often as the Steering Committee deems necessary to implement and review the Greater La Pine Community Wildfire Protection Plan. Topics for discussion can include:
* Identification and assessment of new or treated risks.
* Evaluation and tracking of progress toward goals.
* Updating of maps.
* Adoption of new and/or revised priorities.
* Identification of specific projects.
* Discussion of grant opportunities and determination of projects eligible for funding.
* Writing of grants.
* Identification of appropriate projects to address additional items as outlined in the Action Plan for Structural Vulnerability, Education and Critical Transportation Routes.
* Coordination of additional items, projects and assessments.
La Pine Rural Fire Protection District and Project Wildfire will ensure that the evaluation and monitoring activities listed above are addressed by the Steering Committee each year. As members of the Steering Committee change, La Pine Rural Fire Protection District and Project Wildfire will ensure that it maintains a balanced representation of agency and public members, with a continued focus on inviting interested parties to participate in the review and planning process. | <urn:uuid:64c23b40-52d9-4ffa-a9a2-efcab552cb31> | CC-MAIN-2023-14 | https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/17752/OR_017_LaPine_Update_2010.pdf?sequence=1&isAllowed=y | 2023-03-24T07:27:49+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00151.warc.gz | 576,206,904 | 14,210 | eng_Latn | eng_Latn | 0.901908 | eng_Latn | 0.994399 | [
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Mt. Lebanon School District Athletic Department
THE PURPOSE OF THIS HANDBOOK
The purpose of this Coaches Handbook is to serve as a guideline for all coaches to follow in carrying out their designated responsibilities as coaches in the Mt. Lebanon School District. It is imperative that all guidelines be observed; this is an inherent professional obligation undertaken with the appointment to the coaching position.
SPECIAL NOTICE
This document may be subject to additions and amendments subject to Administrative approval. Written copies of such revisions will be made available for inclusion in the handbook.
ATHLETIC PHILOSOPHY
Mt. Lebanon School District believes that a dynamic program of student activities is vital to the educational development of the student. The Athletic Program of Mt. Lebanon High School provides a variety of experiences to aid students in the development of favorable habits and attitudes that will prepare them for adult life in a democratic society. The Athletic Program functions as an integral part of the total curriculum and offers students opportunities to serve the school, to assist in the development of fellowship and good will, to promote self-realization and all-around growth and to encourage the qualities of good citizenship.
EMERGENCY PHONE NUMBERS
Please find below critical phone numbers that you might need during your season:
Building administration should be immediately notified during emergencies. Their numbers are listed below:
ACADEMIC ELIGIBILITY REQUIREMENTS FOR PARTICIPATING IN ATHLETICS
The following guidelines have been developed by the Mt. Lebanon School District to monitor the academic performance of students on athletic teams:
At the beginning of a particular sports season, initial academic and attendance eligibility shall be governed by the P.I.A.A.
In-season weekly monitoring of an athlete's eligibility shall be as follows:
1. If a student is not earning a passing grade, that student shall be referred to the Athletic Director by 12:00 Noon on Thursday.
2. The Athletic Director shall chart students by courses as they are submitted by teachers.
3. Coaches shall be officially informed by the Athletic Director of all such referrals by Friday.
4. Any student athlete who is not passing four full credit courses will be ineligible to practice and play for one week. This student will remain ineligible until they have achieved a passing grade in four full credit classes.
Any penalties or sanctions imposed on students will begin on Mondays.
It is important that the entire athletic department stay on top of all our athletes. Together, we can show our students the importance of a quality education as well as superior athletic programs.
ATHLETIC ACTIVITIES ACCOUNT AND PURCHASES
1. The athletic director will keep a record of all receipts and approve all disbursements. Subsequent approval of disbursements must also be made by the business manager.
2. No purchases will be made by a coach without the written authorization from the athletic director.
3. Even in an emergency, the coaches will not pick up any item unless the coach has a copy of a purchase order or written authorization from the athletic director to present to the vendor. If the coach purchases any item, regardless of the amount, the coach will be responsible for the payment of it.
ATHLETIC INSURANCE - RESOLUTION AND COVERAGE
The district maintains a special $1,000 deductible excess accident policy. If a student receives medical services for a sports related injury, the parent must submit all claims to their personal insurance carrier for payment. Costs in excess of the family's insurance plan that are paid by the family and exceed $1,000 should be submitted to the plan carried by the district. The claim form to submit these costs can be obtained in the Principal's Office and must be submitted to the insurance carrier within 90 days from the date of the injury.
BUDGET
All head coaches will present a complete list of equipment and medical supplies that the team will need for the next season when the bid process begins. Each item should be written with complete specifications so that all vendors will understand the quality of items desired. This will insure the school district of receiving the quality it desires. Please list no sub on items that you want a specific brand or style. Complete specifications will also aid the vendors when they bid on the items. Pleases include catalog numbers with each item. Catalogs may be secured from the athletic director. Computer printouts will be provided by the athletic office.
BUILDING PERMITS
1. All scheduling of buildings and grounds should be arranged with the Athletic Director. The Athletic Director will be responsible for scheduling the event with the Building Rentals Secretary.
2. Discuss with the athletic director what building or parts of building will be needed for your athletic team.
3. Do not permit athletes to enter any other part of the building other than the part that has been assigned through a building administrator. This procedure must be followed because athletes in other parts of the building may disturb the cleaning staff and with the open classrooms, theft may occur.
CANCELLATION OF PRACTICE AND GAMES WHEN SCHOOL IS CLOSED DUE TO INCLEMENT WEATHER
1. All practices are canceled unless administrative approval is given.
2. Students can't be required to attend an approved activity/practice during a school closing. Participation must be voluntary.
3. All home activities involving spectators are canceled unless administrative approval is given.
4. If an early dismissal occurs all activities are canceled.
5. Thunder and Lightning - See Thunder and Lightning Guidelines
COACHING ETHICS
The coach should exemplify all that he/she is attempting to develop in those who are affiliated with his team. The coach should serve as the prime example of good sportsmanship for his/her team.
There should be harmony among the entire coaching staff regardless of what sport or sports you are coaching. Coaches should cooperate with each other, not compete against each other.
Conduct: Coaches must be the example of the good sportsmanship they are trying to teach. Defend the rights of your team at all times, but do not overdo your differences with officials. Disagreements with officials should be in a professional, calm manner. This will prevent inciting both athletes and spectators. Avoid engaging in an exchange of words with spectators. Be discreet when reprimanding an athlete.
No smoking or tobacco products will be permitted on the field or in the gymnasium at any time by members of the coaching staff.
Profanity by coaches will not be tolerated. It will in no way improve the team's performance. It will only lose respect and encourage your team members to use the same language.
Once the athletic contest begins, it is in the hands of the officials. Any abnormal disturbances, examples of rowdiness, etc., during the game should be brought to the attention of the officials, whose duty it is to restore order.
COACHES AND STUDENTS DRESS
1. Coaches should be properly dressed at all times. Whether in practice sessions or at contests, you are in the public eye at all times. The impressions you make reflect upon you, your team, and the school.
2. Suitable practice attire will, of course, depend upon the nature of the sport, weather conditions, etc.
3. At regularly scheduled contests, the coach should dress properly. Suitable sport clothing or professional attire may be worn.
4. Wearing spike or cleats in school buildings is prohibited. The coaches must set the example for this. This is a matter of maintenance and safety.
5. It is the coach's responsibility to see that students on his/her team dress properly. On all away trips when students do not suit up at home, proper wearing apparel shall prevail.
COLLEGE RECRUITING
The process of recruiting a high school athlete for a collegiate sport can often be a confusing and time consuming process. Any questions or concerns regarding the recruitment process, should be referred to the Director of Guidance or the Athletic Director.
COMMUNICATION AND CHAIN OF COMMAND
It is your responsibility to address any concerns relative to the operation of the athletic office first and foremost to the athletic director. By-passing the established chain of command may cause delays in response, as well as possible misunderstandings and communication gaps. Also, when possible, put your concerns and suggestions in writing.
DISMISSAL TIMES
1. Bus departure times will be assigned by the athletic director on the original competition schedule.
2. When athletic events are to be played in the afternoon all home games will not start before 4:00 P.M.
3. Every effort will be made to keep the athletes in class as much as possible.
ELIGIBILITY
- The list submitted by the coach will be used to send our eligibility to the other schools that we compete against.
- All athletes have their academic progress checked weekly during their season. Athletes declared ineligible will not be permitted to play from Sunday through the end of the next Saturday.
- To participate in an athletic contest, a student must be present for the entire school day, i.e., the student must report to school by 8:00 AM.
- In order for students to be excused for classes during the school day for athletic events, they must be present in school from the beginning of the school day.
- Coaches must notify the athletic director before adding a new student to the squad.
- An athlete may be declared ineligible at any time by the school board, school superintendent, or school principal for any behavior or conditions which may warrant such action after such behavior or conditions have been reviewed by the administrator, the athletic director, and the head coach of the activity involved.
ELIGIBILITY OF ATHLETES
1. Only full-time students, regardless of age, may participate in scholastic athletics. (W.P.I.A.L. and P.I.A.A. rules included)
2. Semester Rule - A pupil shall not represent his or her school in interscholastic athletics if he or she has:
a. Been in attendance more than 8 semesters beyond the 8th grade.
b. Participated in six seasons beyond the 6 th grade or four seasons beyond the 8 th grade in any sport.
3. Age Rule - A pupil shall be ineligible for interscholastic athletic competition upon attaining the age of nineteen years, with the following exception:
If the age of 19 is attained on or after July 1, the pupil shall be eligible, age-wise , to compete through that school year.
A pupil of a junior high/middle school wherein interscholastic athletic competition is limited to grades seven and eight shall be ineligible to compete in interscholastic athletic contests upon attaining the age of fifteen years, with the following exceptions:
If the age of fifteen is attained on or after July 1, the pupil shall be eligible, age-wise, to compete through that school year.
If the age of sixteen is attained on or after July 1, the pupil shall be eligible, age-wise, to compete with pupils in the ninth grade.
4. Amateur Status - A pupil must be an amateur in order to be eligible to participate in any P.I.A.A. sponsored interscholastic athletic contest. An athlete loses his amateur status for purposes of participation in any P.I.A.A. sport whenever:
a. He or she competes in an athletic contest in which prizes not permitted are given. (see athletic director for list)
b.
He or she sells or pawns his or her athletic achievement awards.
c. He or she accepts prizes for his or her athletic ability.
d. Competes under a false name.
e. Plays, or has played, on a team any of whose players have received, directly or indirectly, compensation for their athletic services.
f. He or she plays on a professional team or as an individual professional.
g. He or she receives consideration for becoming a member of an athletic organization or school.
h. He or she signs a contract whereby he or she agrees to compete in any athletic competition for consideration.
5. Physical Examination and Recertifications - To be eligible to represent Mt. Lebanon High School in any interscholastic athletic contest, a student must be examined (on or after June 1 st ) by a licensed physician of medicine or osteopathy or a certified registered nurse practitioner before his or her first sports season of the academic year. The parent is responsible for this examination, and the student must submit to the Athletic Office a report of the examination on the form provided by the school (CIPPE).
No student shall be eligible to participate in Practices, Inter-School Practices, Scrimmages and/or Contests unless, the student has completed a comprehensive initial pre-participation physical evaluation (CIPPE) performed by an Authorized Medical Examiner, and the Authorized Medical Examiner has completed the PIAA Comprehensive Initial Pre-Participation Physical Evaluation Form (CIPPE).
Any student who (1) previously participated in PIAA interscholastic athletic competition pursuant to a CIPPE; and (2) is seeking to participate in Practices, Inter-School Practices, Scrimmages, and/or Contests in subsequent sport(s) in the same school year, must, prior to participation in the next sports season, complete and turn in to that student's Principal the PIAA Re-Certification by Parent/Guardian form. The Principal, or Principal's designee, of that student's school must review the Supplemental Health History of that student and make a determination as to whether that student should be re-evaluated and re-certified by an Authorized Medical Examiner.
6. A pupil who has been absent from school during a semester for a total of twenty days (20) shall not be eligible to participate in any athletic contest until he or she has been in attendance for a total of forty five (45) following his twentieth day of absence. Attendance at summer school does not count toward the sixty days.
7. Eligibility regulations include W.P.I.A.L. and P.I.A.A. standards as well as local rulings included herein.
8. To be eligible for interscholastic athletic competition a pupil must pursue a curriculum defined and approved by the principal as a full time curriculum. Where required, this curriculum or its equivalent must be approved by, and conform to, the regulations of the State Board of Education and the Pennsylvania School Code, as well as any local policies established by the local school board. The pupil must maintain an acceptable grade in such approved curriculum, as certified by the principal.
9. Any athlete declared ineligible may practice during the period of ineligibility but may not participate in scrimmages or sanctioned contests.
10. All students must be in compliance with not only the W.P.I.A.L. and P.I.A.A. rules, but also with the Academic Eligibility Requirements for Participating in Athletics.
11. All athletes must be in school by 8:00 AM to be eligible to practice or play.
12. Any new student in the district that wishes to participate in athletics should be sent to the athletic director for information concerning their eligibility.
13. Coaches wishing to move a junior high student to a different grade level to compete must be aware of the P.I.A.A. Rules and Regulations on page 25, Article XVII, Section 6.
EMERGENCY MEDICAL PLAN
Athletic Trainers:
Dan Steckley, ATC, MT Rob Dingle, ATC Sarah Sismondo, MS, ATC
Team Physician: Dr. Volker Musahl
School nurse:
412-344-2031
Athletic training is the prevention and care of athletic injuries. While this may seem like a simple procedure, it is sometimes very difficult to carry out. There are many factors, both physical and emotional, that must be considered when dealing with injured athletes. In dealing with these factors, one must be able to perform a procedure as simple as putting a Band-Aid on a small scratch or as difficult as dealing with a star athlete who is depressed because he/she did not perform up to his/her expectations.
As a coach, you are a member of the athletic health care team. This team consists of the athletic training staff, student trainers, the team physicians, members of the school administration, the school nurse and you, the coach. Each member of this team is as important to the athletic program as the quarterback or pitcher is to his respective teams. Everyone must perform his/her job accordingly and fulfill his/her responsibilities in order for the athletic program to be successful.
When a player who is under your supervision is injured, you have the duty to provide reasonable medical assistance to the injured participant as soon as possible under the prevailing circumstances. This medical assistance does not require that you have the skills and training of a physician or an emergency medical technician, but it does require basic first aid skills and an organized system of quickly obtaining more medical personnel.
You do have the responsibility to administer first-aid and put the emergency action plan into operation.
Anyone who coaches a sport should be able to administer first-aid, including cardio-pulmonary resuscitation.
You have four basic duties as a coach/student trainer:
1. Protect the individual from further harm and do so judiciously. Do not drag an injured player away from the practice field so that practices may continue, especially if he or she is unconscious or you suspect a head, neck, or back injury.
2. Attempt to maintain or restore life to the injured player.
3. Comfort and reassure the individual. Keep him or her quiet, speak to the person in reassuring tones, and keep any panic spreaders away from the scene of the injury.
4. Immediately activate the emergency action plan.
Keys for Mount Lebanon High School Training Facilities
Field house:
1AAX27 Master key main entrance door
AA51 Master Key inside doors
A1454 Masterlock key for brown cabinet
Gold unnumbered key for grey cabinet
High school:
AG1 Training room key
AT Athletic directors' office
All high school door locks are stamped with numbers for easy identification
Emergency Plan for Mt. Lebanon School District
In the event of a medical emergency on the field of play:
It is the responsibility of the athletic trainer (home or visitor) to make all decisions regarding the initial evaluation and management of any athletic injury/illness that may occur on the field of play.
This policy will allow the athletic trainer to:
o Quickly determine the severity of an athletic injury/illness
o Activate the Emergency Medical System
o Provide immediate and proper medical treatment to the athlete
o Coordinate efforts of all involved parties
Depending on the severity of the injury/illness, the athletic trainer will instruct the coach to perform the following actions:
o Notify EMS / Call 911
o Coach or team member directs EMS to injury site
o Entrance to the playing field can be accessed from Stadium Drive at gate D
o Although prompt removal of a player is paramount; No player will be removed until he/she is stable enough to do so. In the event of a complex fracture and or dislocation, any open wound will be dressed and the limb immobilized before ANY attempt is made to remove the player
o In event that there are simultaneous injuries on the field and in the stands: the EMS crew will treat the spectator and request a second ambulance. The athletic training staff will stabilize the injured athlete and wait for the second EMS crew to arrive
Athletic trainer notifies parent or guardian
Athletic trainer notified Athletic Director 412-215-5211
Athletic trainer notifies school nurse 412-344-2031
Athletic trainer assists parent/guardian in obtaining proper medical referral
Returning athlete must follow-up with the athletic trainer
Athlete return to play requires clearance from a physician, Please note, clearance from a doctor of chiropractic medicine, physical therapist, or nurse is not sufficient for an athlete who has been transported by an EMS crew
Emergency Equipment present at the stadium:
Emergency supplies (rapid form vacuum splints, SAM splints, cervical collar) are present on the field. Additional supplies such as spine board and AED are located inside the field house
Emergency Equipment present at Mellon Middle School:
Emergency supplies: All coaches are supplied a medical kit at the start of each season. This kit will be stocked with supplies for basis first aid. It is the responsibility of the coaches to notify the athletic training staff when the kit needs restocked or is lacking any necessary supplies.
Emergency Equipment present at Jefferson Middle School:
Emergency supplies: All coaches are supplied a medical kit at the start of each season. This kit will be stocked with supplies for basis first aid. It is the responsibility of the coaches to notify the athletic training staff when the kit needs restocked or is lacking any necessary supplies.
Emergency Equipment present at Seymour Field:
Emergency supplies: All coaches are supplied a medical kit at the start of each season. This kit will be stocked with supplies for basic first aid. It is the responsibility of the coaches to notify the athletic training staff when the kit needs restocked or is lacking any necessary supplies
Emergency Equipment present at Bird Park:
Emergency supplies: All coaches are supplied a medical kit at the start of each season. This kit will be stocked with supplies for basic first aid. It is the responsibility of the coaches to notify the athletic training staff when the kit needs restocked or is lacking any necessary supplies
Emergency Communications at the stadium:
The certified athletic trainer will have a cellular phone present at all times. In addition, at least one coach should have access to a cell phone. There is a land line inside the field house in the athletic training room. To get an outside line, dial 8 then 911
Stadium Address:
Mount Lebanon High School Stadium Stadium Drive Gate D Mount Lebanon, PA 15228
Emergency Communications at Mellon Middle School:
The certified athletic trainer will have a cellular phone present at all times. In addition, at least one coach should have access to a cell phone. There is a land line inside the school. To get an outside line, dial, 8 then 911.
Mellon Middle School 11 Castle Shannon Blvd. Pittsburgh, PA 15228
Emergency Communications at Jefferson Middle School:
The certified athletic trainer will have a cellular phone present at all times. In addition, at least one coach should have access to a cell phone. There is a land line inside the school. To get an outside line, dial, 8 then 911.
Jefferson Middle School Address: 21 Moffett Street Pittsburgh, PA 15243
Emergency Communications at Seymour Field:
The certified athletic trainer will have a cellular phone present at all times. In addition, at least one coach should have access to a cell phone. There is not a land line available at Seymour.
Seymour Field
Cedar Boulevard
Pittsburgh, PA 15228
Emergency Communications at Bird Park:
The certified athletic trainer will have a cellular phone present at all times. In addition, at least one coach should have access to a cell phone. There is not a land line available at Bird Park.
Bird Park
Beadling Road Pittsburgh, PA 15228
In the event the certified athletic trainer is not present
If the certified athletic trainer is not present, the coach determines the status of the injured athlete and determines if it is an emergency or life threatening. If the coach determines the injury is significant, then he/she should immediately notify EMS. Do not hesitate, or if in doubt, Call EMS. It is the responsibility of the coach to maintain and have parent contact information and emergency telephone numbers available at all times. Coaches should notify the certified athletic trainers of any injuries.
Any of the following should be considered an emergency
o Any head, neck, or spinal injury with
[x] Numbness or tingling
[x] Loss of sensation
[x] Loss of consciousness even for a brief period
o Environmental injuries such as
[x] Hyperthermia (heat illness, hear exhaustion)
[x] Hypothermia (cold related injuries, frostbite)
o Concussions
[x] Confusion
[x] Dizziness
[x] Visual problems
[x] Loss of consciousness
o Chest pain
o Asthma or breathing difficulties
o Diabetic related complications
o Severe or uncontrolled bleeding
o Suspected fractures (especially compound, bone through skin
o Allergic reactions
COACHES FOLLOW-UP
1. An accident report should be completed and returned to the athletic director and trainer immediately following an injury.
2. Life threatening situations should be reported immediately to the trainer, athletic director, and/or building principal.
3. If a life threatening injury occurs, a faculty meeting will be scheduled immediately to discuss the needs of the students. The building administrator will handle all press releases and scheduling of appropriate psychologists, counselors, and social workers.
4. Get written eye witness accounts immediately and in as much detail as possible.
5. Keep everything no matter how insignificant it seems at the time. This includes all memos, press clippings, reports, copies of phone calls, notes, time lines. (Time, Place, How)
6. Maintain contact with the family.
Roles of the First Responders:
The certified athletic trainer assesses the situation and begins immediate care of the injured or ill athlete. If present, athletic training students assist the certified athletic trainer under direct supervision and direction of the certified athletic trainer
Certified athletic trainer directs retrieval of emergency equipment. Student athletic trainers or student helpers will retrieve requested equipment
Certified athletic trainer contacts EMS or directs student athletic trainer or coach to activate emergency medical system (EMS) via cellular phone or land line
911 call (provide name, address/location telephone number, number of athletes injured, condition of injured, first aid administered, specific directions, other information as requested)
Emergency Medical Services Notification Protocol:
State the following information:
Identify yourself
Location of the incident: street address, entrance to facility, location of the field
Type of injuries and number of athletes involved
Status of injured athlete: pulse blood pressure, temperature, pain, skin color, description of injured area, past medical history
Directions to field for emergency response vehicles
Designated person to meet at entrance to field
You hang up last; EMS will tell you to hang up the phone
Directing the EMS to the scene
A student athletic trainer or coach will be instructed to wait at gate D off Stadium Drive and flag down the ambulance
The student athletic trainer or coach will direct the EMS to the scene
Scene control: available athletic trainers and coaches will limit the scene to medical providers and move bystanders and players away from the area
EMERGENCY CARE INFORMATION
All Emergency Care Information is available on Family ID reports. A link to those reports will be made available from the Athletic Office.
INJURIES AT AWAY CONTESTS
Follow the emergency action plan. If the injury requires emergency medical assistance, a responsible school employee should accompany the athlete if a parent is not available. The trainer will assume all responsibilities if he/she is present. Efforts should be made to contact parents by the accompanying employee with the use of the emergency care information. The coach should immediately upon completion of the event, return the remaining contestants to the home school. Arrangements should be made to retrieve the school employee at the hospital or to help with the medical plan. If the school employee is the only responsible employee present, then the medical emergency plan should be initiated by giving the arriving medical personnel the athlete's emergency care information. The coach should continue to attempt to notify the parents before leaving the game site. If the parents cannot be reached, then the coach should stay on the home school site until the parents have been notified.
FIRST AID KIT
The athletic trainer will have available a first-aid kit for your use. This kit will be stacked with all the items which may be necessary for treating injuries. Be sure to know the kit's contents and return to the trainer periodically to be rechecked and restocked. The first-aid kit should be taken to all practices and games if an athletic trainer is not present.
END OF SEASON OBLIGATIONS
I. Policy
All coaches within the Mt. Lebanon School District must complete certain end of season responsibilities in order to consider their coaching assignment finalized. Failure to comply may affect future assignments.
II. Annual Sports Report
In an attempt to keep the Board of Education informed about the accomplishments and problems of our programs, all varsity, junior varsity, and ninth grade coaches must submit an annual sports report.
These reports should be completed within a 15-day period after your season is over. The head coach should include a complete inventory with the final report.
ISSUING EQUIPMENT (COACH OR HIS/HER DESIGNEE)
1. Arrange a date for issuing equipment to all athletes so they are aware when equipment will be distributed.
2. Have athletes know well in advance of equipment issuing date so they plan their schedule accordingly.
3. Record all equipment on master issuing equipment form for all athletes.
4. Record and make sure all equipment is numbered for identification purposes and all equipment is fitted well and as safely as possible.
5. Impress upon athletes that all equipment that was issued to them must be returned whenever called for by the coach. In the event equipment is missing, they will have to pay for said equipment.
6. Make it clear that practice gear should be cleaned frequently for health purposes.
7. Have athletes check equipment form to see if all equipment listed and numbered corresponds with what he/she has received.
8. Have student sign form that he/she has received equipment and will return it when called for.
RETURNING EQUIPMENT
1. Let the athlete know when the date of collection will be. He/she must turn in his/her own equipment to the coach or his/her designee.
2. All returned equipment must correspond with the equipment listed on the equipment form. If this is the case, give the student a release form.
3. Any equipment that is missing must be paid for. If not paid, report to the athletic director and the athlete=s name will be placed on a list for principal's review. A student will not be allowed to participate in another sport until their equipment is turned in or paid for.
4. Equipment collection should be made immediately following the season's end.
5. Equipment should be sorted and packed neatly in storage area.
6. Equipment and clothing issued should not be used for every day wearing to school.
7. No student shall be permitted to participate in a second sport until he/she has met all equipment requirements for the previous sport.
8. It is the responsibility of the coach to see that all equipment has been turned in, all equipment counted, and that the inventory is prepared and placed in the final report. Special Notation: No equipment, including any uniforms, are to be released to students (regardless of its condition).
EQUIPMENT INVENTORY
1. The coach is to inventory all equipment and supplies that have been turned in as well as that which is in stock.
2. He/she should check all equipment with the athletic director if necessary and discard and destroy that which is sub-standard and cannot be reconditioned.
3. The coach will give to the athletic director a complete list of all equipment inventoried as to number, size, condition, and type.
4. Check all practice equipment such as sleds, dummies, goals, mats, etc. to see what is needed for replacement and repair to bring it to top condition for the following season.
5. Equipment should not be given to the athletes. All equipment issued will be collected.
EVALUATION OF COACHES
There is much more to coaching on the interscholastic level than winning. A successful coach needs a number of skills that often times are not even taken into account whenever he/she is evaluated. "Not everyone fits the model of the successful coach and the successful coach is not always the one who wins the game."
There is much to be understood if one is to be a successful coach. Coaches need to understand growth and development patterns, motor development, strength and conditioning development, stress factors, psychological readiness, maturation rates, training techniques, proper sequential development of various skills, as well as the fundamentals and strategies of the sport they coach. Today, coaches need to wear many different hats and perform many different tasks.
Accountability has also become an ongoing concern in education and, among other things, has led to a demand that there be a rigorous evaluation of teaching and coaching effectiveness. Coaches, especially, have become publicly accountable for their results because of the importance placed on athletics in our culture and the game by game score accountability.
Without goals and objectives in the program and competencies desired in personnel identified, it is impossible to assess whether goals are being met, or personnel possess the desired competencies.
In order to implement a broad comprehensive evaluation of the coaching staff, it will be necessary to incorporate a multiple step process. It should include: 1) a thorough job description, 2) procedures for evaluation, 3) comprehensive written end of the season evaluation.
ATHLETIC COACHES EVALUATION PROCEDURES
The enclosed forms represent appraisal forms for coaching evaluations. The basic purpose behind these forms and the effort of everyone is for improving the instruction athletes receive. Other purposes of an appraisal evaluation system are as follows:
1. To afford an opportunity to identify, recognize and praise quality coaching and instruction.
2. To provide an opportunity to identify potential leadership within a system.
3. To create a climate to achieve individual improvement through job targets.
4. To provide information necessary to make an objective assessment of the performance of a coach.
5. To identify those factors which interfere with a coach's overall contribution to the athletic program.
6. To assure that quality coaching is a responsibility shared by the entire coaching staff and Athletic Director.
The following procedures are to be observed in the use of these forms:
1. The Head Coach will conduct evaluations of Assistant Coaches.
2. The Athletic Director will conduct evaluation of Head Coaches.
3. This evaluation is to be completed within a two to four week period after the conclusion of the season involved.
4. A written evaluation will be reviewed in a conference with the Athletic Director.
5. The Athletic Director will be responsible for the contract recommendation.
EDR Assignment
Term of EDR
Current Coach or Sponsor
Recommendation for Program Development – Consider number of students participating, frequency of meetings, and value of the programs offered, relevance of the EDR to our educational programs and the District's mission.
Recommendations for Professional Development – Consider the sponsor's/coach's management of activities of the EDR, development of the students, interpersonal skills, etc.
Renewal Recommended Y/N
Conference Requested Y/N
Evaluator Signature
Date
EDR Holder Signature
Date
Date received by Human Resources
FUND-RAISING ACTIVITIES
Coaches may not enter into any money raising activities without the approval of the athletic director and principal.
GENERAL INSTRUCTIONS TO COACHES FOR PRACTICES AND SCHEDULING
1. A definite time for termination of practice should be established.
2. At least one coach will remain in the building until all athletes are gone. This can be done on a rotation basis among the coaches in their particular sport. The head coach will be responsible for the rotating schedule.
3. Effective security should be maintained. Because of theft, defacing, and destroying of property, a coach should be present with athletes when occupying the locker rooms and weight rooms.
4. Athletes will not be permitted in any area of the building after school except those areas designated by the coaches or athletic director.
5. The head coach or his/her designee will constantly check to see that unsafe equipment not be used at practice or during a game.
6. Whenever a coach is assessed a technical or a penalty against his/her team during a contest, he/she shall report same to the athletic director within 24 hours.
7. All coaches are reminded that they are responsible for action and conduct of their team to and from athletic contests and during athletic contests.
8. The large number of students participating in sports activities makes it necessary that all practices, travel times, and contests be coordinated through the athletic director.
9. Sports activities must be scheduled to indicate time, place, team designation and responsible coach in charge.
10. It is expected that practice periods be scheduled on days when school is in session. However, if practices are held on non-school days, such as Saturdays or over vacation during the various sport seasons, special arrangements must be made through the athletic director. If these arrangements are not made, entry onto the school grounds or into the building will not be permitted.
11. No practice arrangements, formal or informal, are permitted without the presence of supervisory coaching personnel.
12. Coaches must adopt the following scheduling policies:
a. No post or pre-season games, contests or tournaments shall be arranged under any circumstances for athletic teams of this school district without the approval of the athletic director and principal.
b. No scrimmages or contests shall be scheduled by the coach.
c. All scheduled games, contests, meets, or matches shall conform with all rules and regulations of the W.P.I.A.L. and P.I.A.A. groups.
d. Participation in any AAU/Club/JO teams etc. shall not be sponsored by the Mt. Lebanon School District. Any individual or individuals participating shall do so under their own volition.
e. Coaches of any sport in the Mt. Lebanon School District shall clear all special practices, special games, and postponed contracts with the athletic director or principal before finalizing the activity.
f. Any field, gym or game condition endangering the health, welfare, and safety of the participant shall be brought to the immediate attention of the athletic director or principal.
13. The coaches should endeavor to follow the assigned schedule. Any scheduled contest that is not played at the scheduled time must be reported to the athletic director and principal immediately upon return of coaches from that scheduled contest. Any scheduled contest that is forfeited or called off by either competing school shall be reported to the athletic director and/or principal immediately following the coaches return. Written copies of the details of the said forfeiture or cancellation must be submitted to the athletic director within twenty four hours.
HAZING
Students are prohibited from organizing, soliciting, aiding or participating in any type of hazing for any class, school-sponsored club, activity, or athletic team. Hazing is any intentional, knowing or reckless act directed against a student for the purpose of being initiated into, affiliation with, holding office or maintaining membership in any class, school-sponsored club, activity, or athletic team. Hazing is any activity expected of someone joining or belonging to a group that humiliates, degrades, abuses or endangers, regardless of the person=s willingness to participate. Students are required to report any known or suspected form of hazing to a principal immediately. Disciplinary action including, but not limited to, permanent removal from the class, club, activity, or athletic team, may be taken against any students who organize, participate in, and/or fail to report a hazing rite.
Coaches are expected to inform the Athletic Director or Building Principal immediately if they witness, are informed about or have reported to them any possible incident relating to hazing.
INJURIES
When an injury of consequence occurs that might require medical attention, an injury report must be submitted to the trainer, athletic director, and school nurse within twenty-four hours. Remember, the safety and welfare of the injured player should be our first responsibility. If it requires calling off practice or stopping a game, do so. A written statement from the physician and the parent or guardian
must be submitted prior to the student returning to participate in practices or contests.
MANDATORY RULES MEETING
The head varsity coach of each member school must attend the P.I.A.A. mandatory rules meeting each year if their sport requires the meeting. The school district shall pay a fine of $100.00 for nonattendance. Payment of said fine shall be made to P.I.A.A. within 45 days of notifications from P.I.A.A. that a member or representative of the coaching staff failed to attend the annual meeting. Failure to pay the fine within 45 days of notification shall subject a member school to probation in the sport involved and forfeiture of the right to compete in all sports. This fine will be withheld from the head coaches' salary.
MEDIA
It is expected that all coaches within the Mt. Lebanon School District develop positive relationships with the media. At all times coaches should attempt to be cooperative with the media and speak about our student athletes and school district positively. The following are some strategies and techniques that could be very helpful when dealing with the media.
Interview Strategies:
1. Stay with the facts. Don't speculate unless you have enough evidence to do so in an informed manner
2. Use simple, tangible references. Avoid abstractions and jargon.
3. Maintain eye contact when responding to media agents.
4. Listen carefully to all questions - pause, think, then respond.
5. Control your rate of response and vocal inflections.
6. Ask for clarification of reporter questions, especially if predicated on false assumptions or partial truths.
7. Turn negative questions into positive responses, i.e., Yes, we fumbled too much, but fumbles are a matter of concentration and we will attempt to solve the problem.
8. Prepare for adversarial reporters. Think about the weaknesses, problem areas or public mistakes of your program. Be prepared to respond with statements that demonstrate corrective action. Remember, if you are doing a good job, its not newsworthy to the media. Only the exceptional is worth reporting.
9. Thank the media at the conclusion of the session, no matter how difficult the questioning has been.
Interview Problem Areas
Certain communication techniques or styles have potential to project an image of insecurity, incompetence or defensiveness during news conferences. In this regard, administrators are cautioned against:
1. Use of slang and profanity.
2. Repeating negative reporter questions and criticisms - they elicit others.
3. Criticizing media representatives - they are not your personal agents.
4. Using you know as a bridge between thoughts or okay as a means of asking whether reporters understand your point of view.
5. Speaking when emotional. Discipline yourself not to be driven by anger, frustration or embarrassment.
6. Indicate responses which can get you sidetracked or which project the appearance of stalling or using smoke screen tactics.
7. Excuses or criticisms of officials.
8. Emotional statements about opponents.
Misquotes
Reporters will occasionally make mistakes or report inaccurate information. In cases such as these, a courteous request for reporting full factual material is usually well received and honored. However, the follow-up article will probably not be covered in the same tone or with the same scope of coverage as the original article. If there is no mechanism of reporting correct information you can write a Aletter to the Editor to report more accurate facts. In the event of misquotes that damage your image, complete retractions are rare. Unless an article is totally false or can be proven to be libelous, the best strategy may be to take the heat for a few days and then to build on corrective or remedial actions. Moreover, to initiate a public grudge following an uncomplimentary news release will perpetuate a negative relationship over which news reporters have ultimate control.
OFFICIALS
Once the athletic contest begins, it is in the hands of the officials. The officials of any contest are impartial arbitrators who are trained and who perform to the best of their ability. Mistakes by all those involved in the contest are a part of the game. We should not rationalize our own poor or unsuccessful performance or behavior by placing responsibility on an official. The rule of good sportsmanship is to accept and abide by the decision made. This value is critical for students to learn for later application in life. Respect the judgment of the officials, abide by the rules of the event, and display no behavior that could incite fans.
Any abnormal disturbances, examples of rowdiness, etc. during the game should be brought to the attention of the officials, whose duty it is to restore order.
One of the problems that arises in athletics involves a coach who removes his/her team from the field of play before the contest is over. Usually this is done in protest of the officiating. This is one of the poorest examples a coach can give his/her team. No school, athletic organization, or athletic administrator can condone this type of behavior. If a coach has what he believes to be a legitimate concern for the welfare of his team or the safety of the situation, he/she should call a time out and confer with the officials, the other coach and the administrator in charge. Only by mutual agreement or official decision, can a game be terminated. A unilateral decision of this kind can cause the coach, the school, and the team to be sanctioned or suspended from further competition.
PROCEDURE OF AWARDING ATHLETIC LETTERING
Basic rules that apply to all prospective athletic letter award candidates:
1. All athletic programs within the school district must comply with all rules and regulations set forth by the Mt. Lebanon School District.
2. An athlete must display sportsmanship and conduct which exemplifies the school to his/her opponents, teammates, and officials.
3. An athlete must conform to all the training rules established by the coach for that given sport.
4. An athlete must have conformed to practice and game regulations as established by the coach in that sport.
5. The athlete must have returned all the equipment issued to the student to the satisfaction of the coach and/or athletic director.
6. In the event of injury or any other legitimate extenuating circumstances, letter awards will be made on the recommendation of the coach to the athletic director.
7. If the person has earned and been awarded a letter and his/her conduct and behavior have been unbecoming, the award letter can be taken away.
8. Each participant must satisfactorily complete the season, including individual and team post season competition.
9. Additional requirements for earning a letter will be determined by the head coach. The coach will file with the athletic director these requirements prior to the start of the season and a copy must be filed in the athletic office.
PUBLICITY
1. Tickets and assignment of personnel to work home games will be the responsibility of the assistant athletic director.
2. All coaches are encouraged to be "good-will" ambassadors in our community and to convince people of the value of both the athletic program and the educational program of the school.
PUNCTUALITY
Be on time. The coach should arrive adequately early at every practice and contest. Do not expect the athlete to be punctual if you are not. All assistants as well as head coaches are expected to be on time. In case of emergencies, don't forget to notify the coach in charge that you will be late or absent.
RECRUITING
A coach should make every effort to encourage or recruit more students to participate in his/her sport. There should, however, be no effort to recruit or lure students from other sports of the same season to your team, or to restrict a student's participation to a certain sport. No coach should monopolize an athlete=s off season training time. Athletics are voluntary and the student should be permitted to choose freely. No coach should ever discourage a student from participating in any sport, but rather all coaches should encourage students to participate in as many sports as possible.
RESPONSIBILITIES OF ATHLETIC COACHES
1. No member of an athletic team will be left in the building unsupervised. The supervision responsibility cannot be delegated to a non-professional member of the staff. This applies before and after athletic contests.
2. Maintain the facilities of the building which your team is using in a proper manner. Do not allow your athletes to walk on the floors in the building with cleats or muddy shoes.
3. When visiting another school, the head coach must check the dressing room before leaving for home, in order to make sure that no criticism of the district's use of the facilities can be made.
4. Make sure all student lockers in the locker room are emptied within two days after your team has finished its season.
5. A complete list of letter awards should be turned in by the deadline set by the athletic office.
6. Coaches are required to attend pre-participation meetings, recognition nights, senior nights, mandatory rules meeting (if required for your sport), and any other athletic coaches meeting scheduled by the athletic director or principal.
7. Coaches that are members of the faculty are expected to attend Departmental Professional Meetings and Building Faculty Meetings unless team is participating in an interscholastic event.
SAFETY GUIDELINES
Although the safety and welfare of athletes has always been of prime importance, it is the intent of the Mt. Lebanon School District to reemphasize the responsibility of coaches to provide for the physical safety and effective instruction of participants.
To this end, coaches will be expected to conform to the following general guidelines and to apply their own knowledge and skills in implementing them.
1. Participants will be informed of the more serious types of injuries that can result from participation, the causes and practices which can lead to such injuries, and the ways that such injuries can be minimized or avoided.
2. Instruct all participants of the rules of the sport with an emphasis on those rules which have safety implications and the reason for such rules.
3. Require that participants report injuries to the coach or designated person.
4. Utilize a variety of techniques and drills to condition athletes to perform in a manner which will be both effective and safe.
5. Provide immediate corrective action when athletes perform incorrectly as it relates to safety.
6. Inspect the facilities and equipment before every use for conditions, equipment or apparatus, which may be unsafe.
7. Utilize visual aids, demonstrations, verbal instruction, and drills to reinforce the learning of safe and effective skills.
8. Fill in an Athletic Injury Report for serious injuries and all injuries which require referral to the trainer or physician.
9. All coaches are expected to have current certification in first aid and CPR.
SAFETY IN YOUTH SPORTS ACT
Governor Corbett signed the Safety in Youth Sports Act in a ceremony at Lower Dauphin High School, Dauphin County. The state General Assembly passed it on November 1. The legislation is Senate Bill 200, introduced by Sen. Patrick M. Browne (R-Lehigh). It was shepherded through the House by Rep. Timothy P. Briggs (D-Montgomery), who had introduced the companion bill, House Bill 200.
This bill establishes standards for managing concussions to student athletes. In order to return to play the athlete must be cleared by a licensed psychologist trained in neuropsychology, by a physician who is trained in the evaluation and management of concussions, or by certain other health care providers under the supervision of the physician, which includes Certified Athletic Trainers. The Pennsylvania Psychological Association's advocacy was instrumental in this bill's passage. The association's past president, Dr. Mark Hogue stated, "This new law will be extremely important to any athlete who suffers a concussion. Athletes who return to play prematurely are at risk of a second concussion, which can be life-threatening." Dr. Hogue is a clinical and sport psychologist from Erie.
The bill will require the state Departments of Health and Education to develop and post on their
websites information on the nature of concussions in athletic activities and the risks associated with continuing to play or practice after a concussion. Student-athletes and their parents or guardians must sign an acknowledgment of receipt of an information sheet on concussions prior to participation in athletics. It will require coaches to complete a concussion management certification training course before coaching any athletic activity. During an athletic contest coaches will be required to remove athletes from competition if they exhibit signs of a concussion.
The legislation will become effective on July 1, 2012, in time for the next school year. It does not pertain to private schools, but only to public schools. It covers interscholastic athletics as well as other sports associated with a school entity, and includes cheerleading, practices, and scrimmages.
Information for 2012-2013
1. Nature of Concussions and Risk
The State law in Pennsylvania regarding concussions states that any athlete exhibiting the signs and symptoms of a concussion or a traumatic brain injury must be removed from the game or practice and must be evaluated by the appropriate medical professional before returning to play.
A coach or parent may not return an athlete to play following a concussion, a written release from the above list of appropriate medical professional must be obtained.
Mandatory education is important for all athletes, parents and coaches regarding the signs and symptoms of a concussion or traumatic brain injury. The Center for Disease Control and Prevention (CDC) is an excellent resource for Concussion in Sport and Injury Prevention and control. Information is available from the following sites:
* Injury Prevention & Control: Traumatic Brain Injury
* Concussionwise SPORT for Parents
2. Student-athletes and their parents or guardians must sign an acknowledgment of receipt of an information sheet on concussions prior to participation in athletics.
The newly revised PIAA Comprehensive Initial Pre-participation Physical Evaluation Form (CIPPE) is available online to view and print.
Page 3 Contains the requirement that parents acknowledge the risk of concussion and traumatic brain injury in sport and sign accordingly.
http://piaa.org/assets/web/documents/Section%20VII%20Forms.%20CIPPE_FORM_SE CTIONS_1_2_3_4_5_6_7_AND_8_(no_shading).pdf
3. Coaches Concussion Management Certification Required
All coaches of interscholastic athletic teams, other coaches of sports associated with Mt. Lebanon, and cheerleading sponsors will be required to take the online certification course sponsored by the NFHS.
For all coaches for the 2016-2017 school year, the course needs to be completed after July 1 , 2016 and prior to August 1, 2016. The certificate of completion should be given to the athletic office to be kept on file by August 1, 2016. Any coach or sponsor not completing the course and having the certificate on file will not be permitted to coach.
Coaches hired after the August 1, 2016 deadline will be obligated to complete the course, and have it on file prior to the legal start date of that respective season.
The certification is good for only one year, and must be taken again the following year after July 1, 2017.
The NFHS online course, "Concussion in Sports – What You Need to Know". It is a complimentary online course designed to familiarize those associated with interscholastic athletics on the signs, symptoms, and treatment related to concussion in sports. The only requirement is a quick and easy registration at www.nfhslearn.com.
What to Know About Concussions
Parents and coaches are not expected to be able to "diagnose" a concussion. That is the role of an appropriate healthcare professional, such as an athletic trainer. However, you must be aware of the signs, symptoms and behaviors of a possible concussion. If you suspect that an athlete may have a concussion the athlete should follow up with the athletic trainer. In severe cases (severe headache, vomiting, severe confusion), the athlete should be taken directly to the emergency room.
Signs and Symptoms of Concussion:
- Loss of Consciousness
- Clear fluid from nose/ears
- Numbness/Paralysis
- Severe Headache/Deep Throbbing
- Dizziness
- Confusion
- Loss of Coordination
- Ringing in the ears
- Blurred/Double Vision
- Unequal Pupil Size
- No Pupil Reaction to Light
- Nausea/Vomiting
- Slurred Speech
- Convulsions/Tremors
- Sleepiness/Grogginess
- Behavior/Personality Changes
- Inability to remember events prior to injury
- Inability to remember events after the injury
- Sensitivity to Light/Noise
Additional Information
ImPACT
A computer based online test called ImPACT is used for all contact sports at Mount Lebanon to establish a baseline of normal cognitive function for each individual athlete. This test is given every two years prior to the athlete's sport season from grade 7-12. The baseline test will then be used as part of a comprehensive clinical evaluation to determine recovery following a concussion. The test evaluates multiple aspects of an athlete's neuro-cognititive state, brain processing speed, memory, and visual motor skills. This baseline test does not evaluate the subject for a concussion, identify past concussions, prevent future concussions, or determine if your child is predisposed to a concussion.
MTLSD Protocol of a Suspected Concussion
The Certified Athletic Trainers at Mount Lebanon have been trained in the initial evaluation of concussions and work along with neuropsychologists from the UPMC Concussion Clinic to determine when the athlete is safely able to return to activity. Once an athlete sees the athletic trainer for a suspected concussion, they undergo a thorough evaluation. Their signs and symptoms are evaluated and rated by the athlete on a scale of 0-6. Memory and concentration tests are given using words and number combinations. Balance and coordination tests are also conducted. The parents if not already aware of the concussion, are notified and follow-up care instructions along with the athletic trainer's contact information are given to them. The athletic trainer will continue to monitor the athlete's symptoms daily and will ImPACT test the athlete 48-72 hours following the concussion.
Once a post-concussion test is given, the athletic trainer contacts UPMC neuropsychologist to interpret the scores and return to play criteria is established.
The exertional plan is determined by the neuropsychologist and given to the athletic trainer to conduct and monitor the athlete throughout the process. The plan usually extends over a period of time with activity intensity increasing as the athlete can tolerate. If symptom occurs at any level, the activity is stopped and that level is not begun again until the athlete is symptom-free. Following that, the athlete must have a clearance from a licensed physician in order to return to activity. In some cases, the neuropsychologist may like to see the athlete for further evaluation and that can be scheduled through the athletic trainer if this is something the parents want to do.
The criteria that must be met to return an athlete to activity are:
1. Symptom-free at rest
2. ImPACT scores back to or exceeding baseline scores
3. Symptom-free with exertional testing (monitored by athletic trainer)
4. Cleared by licensed physician
Baseline ImPACT Testing Dates
All athletes in the following sports will be tested on a specified date prior to their season. The date will be posted on the MTLSD Athletics website.
1. Football
2. Volleyball
3. Field Hockey
4. Soccer
5. Wrestling
6. Basketball
7. Lacrosse
8. Cheerleading
For any sports not listed, athletes can request to take the baseline test on a specified date by contacting the athletic trainers.
Any questions, please contact the athletic trainers at the High school at 412-344-2078.
SCHOOL VIOLENCE, TERRORISTIC THREATS AND TERRORISTIC ACTS
Mt. Lebanon School District recognizes that physical safety of students, employees and visitors is essential to the proper operation of the school and for the establishment of a positive learning environment that develops the qualities of self-esteem and a respect for self and others. The District is committed to providing education in a safe, secure and caring environment and therefore strictly prohibits all employees and students from communicating terroristic threats or committing terroristic acts or engaging in conduct constituting violent aggressive or abusive behavior, whether such conduct occurs in an individual or group setting. The District further strictly prohibits students and staff from aiding, abetting or encouraging others to engage in improper prohibited conduct. ATerroristic threat@ means a threat to commit violence communicated with the intent to terrorize another person, to cause evacuation of a building, place of assembly or facility of transportation, or cause serious public inconvenience or in reckless disregard of the risk of causing such terror or inconvenience. ATerroristic act@ means an offense against another person or property, or involving danger to another person.
Coaches are expected to inform the Athletic Director or Building Principal immediately if they witness, are informed about or have reported to them any possible incident relating to school violence, terroristic threats or terroristic acts.
SCOUTING EXPENSES
1. All coaches are to use the scouting expense form to turn in their scouting expenses. These scouting expenses should be turned in on a monthly basis with the money being paid out of the Athletic Activities Account.
2. All receipts must be submitted in order to get reimbursed.
3. All coaches need to present to the athletic director a schedule of games they plan to scout at least one week in advance. The athletic director will be responsible for arranging entrance into games. No gate receipts will be accepted or reimbursed.
SECURITY
The coach must assume responsibility for equipment, equipment rooms, and the welfare of the school properties during that period in which his team is using them. Supervision along these lines is imperative:
a. Properly secure all areas utilized.
b. Remind students of their responsibilities to check valuables with a coach and to secure their lockers.
c. Do not permit athletes to enter any part of the building other that the part that has been assigned through a building administrator.
SEXUAL HARASSMENT
Mt. Lebanon School District is committed to safeguarding the right of all students and employees within the District to an education and work environment that is free from all forms of sexual harassment and sexual abuse, including sexual harassment of or by students.
The District strictly prohibits all unwelcome behavior of a sexual nature including, in particular, unwelcome conduct of a sexual nature which is either designed to extort sexual favors from a student or employee as a term or condition of education or employment or which has the purpose or effect of creating a hostile, intimidating or offensive educational or work environment. The District also condemns and prohibits any retaliatory behavior against any complainants or witnesses of such prohibited sexual misconduct.
Coaches are expected to inform the Athletic Director or Building Principal immediately if they witness, are informed about or have reported to them any possible incident relating to sexual harassment.
STUDENT COMMUNICATION
Background
Excellent communication between District staff and students greatly enhances our students' learning. Accordingly, the District recognizes the ubiquity of electronic mail, text messaging, social networking and other means of digital communication in personal and professional interactions. This policy is intended both to encourage these means of communication and provide employees and others with the District's expectations for communicating in these manners with all students – namely that all student communications are used solely to support the educational mission of the School District in providing the best education possible for each and every student.
The District also recognizes that there are a growing number of social networking applications being developed and purchased for use within the District. These applications provide a safe place for students to learn appropriate online behavior while at the same time enhancing their learning both inside and outside of our classrooms.
Policy
The policy applies to District employees, coaches and volunteers (collectively "staff members") in their communications with students. When utilizing social networking tools, staff members should only communicate with students to support the educational mission of the District with regard to teaching and learning. Staff members may not communicate with students using external social networking group pages unless that communication is within public view. Where it supports the educational goals of the District, staff members may correspond with students via email utilizing only District-issued (mtlsd.net) email addresses. If, however, a coach or volunteer does not have an mtlsd.net account, he or she can either request/obtain one from the District (for this purpose) or utilize the other forms of communication as described herein.
Phone calls and text messages to students may also be utilized to support the educational mission of the District. If available, staff members shall utilize District provided methods of text messaging which may include custom-designed in-house applications and/or group texting. Regardless, and in the event that a parent or guardian notifies the District of an objection to his/her child receiving phone calls or text messages, staff members will communicate with the student through phone or text message directed to the parent/guardian directly or, alternatively, to both the parent/guardian and the student. Notification of this policy (and the options available to receive phone calls and text messages) shall be provided to both students and parents/guardians at the commencement of any class and/or activity where this type of communication may be utilized. Either at that time or thereafter, and again regardless of which option is selected, the student and/or parent/guardian will provide his/her telephone number to the staff member.
The District recognizes that certain staff members reside in our community and, as such, engage in non school related communications, e.g., cutting the grass, babysitting, etc, and those types of personal communications are not covered by this policy, and the District assumes no
responsibility for such communications. Inappropriate communications may, however, violate other policies or laws.
In addition to the specific rules set forth herein regarding the manner/means of communication, faculty, staff members are reminded that the even more important issue is the content of these communications which, again, must be education-related, professional and consistent with the District's overall mission.
Specific Authorizations
This policy specifically authorizes utilization of social networking by staff members for education-related purposes if and when these communications are completely within the editorial oversight of District Administration. The District encourages staff members to utilize (in proper manner) social networking in light of the many advantages which it brings to the classroom and the overall learning experience.
This policy also specifically permits the use of email, phone, and text message by staff members if and when these communications support the educational goals of the District and adhere to the specific requirements set forth herein.
Specific Requirements Relating to Social Networking
A staff member wishing to create an education-related social media page should contact and (if applicable) obtain approval from his/her supervisor about the intended site and its use. The staff member shall take responsibility for ensuring that the site is used appropriately, including making sure that others posting on the site adhere to confidentiality, privacy, copyright, and all related board policies as well as all applicable local, state, and federal laws/regulations. The District reserves the right to review the site.
Staff members are reminded that they are professionals and are representatives of both the District and the community in all aspects of their lives and should conduct themselves accordingly when utilizing social media/networking.
Staff members are cautioned that they should have no expectation of privacy while using the Internet. The District may conduct periodic web searches in order to determine if the Internet/any social networking operation is being utilized in an inappropriate or illegal manner. Staff members shall not post any material or information protected from disclosure under the Family Educational Rights and Privacy Act, or other applicable laws, regulations or policies including, but not limited to, education records, personally identifiable information, photos, video recordings or audio recordings of students, District staff, parents or other constituents of the District/community and shall follow all Board policies related to protection of confidential information.
Unless specifically authorized by their supervisor, staff members are not authorized and therefore restricted from speaking on behalf of the District. If a staff member chooses to identify himself/herself as a staff member of the District on a social networking site, a disclaimer must be made on the site which makes it clear that his/her writings are his/her own and do not reflect the views of the District. Staff members must be honest about their identity when utilizing social networking sites and must not pretend to be another person or intentionally
mask his/her identity.
Staff members shall post only accurate information, adhere to all copyright laws, and reference all sources as required by law. Under no circumstances may staff members discuss situations involving staff or student discipline or performance on a blog or social networking site. The use of images or photographs of students on an education-related blog or social networking site which identifies the student by name without the express written consent of a parent or guardian is absolutely prohibited.
Reporting Violations
Any and all violations of this policy are to be reported by a staff member to his or her supervisor or, if more appropriate, the school principal.
Discipline
Violation of this policy will result in discipline as appropriate up to and including termination, in accordance with all applicable District disciplinary policies and procedures. Moreover, and where warranted, the District shall notify the appropriate public authorities (including but not limited to the police). As to volunteers, violations may result in removal from the position.
Administration Responsibilities
It shall be the responsibility of the Administration:
1. To develop and publish written principles and procedures and/or guidelines where necessary for the implementation of this policy, including illustrations and examples of behavior that would be deemed appropriate and/or inappropriate as well as appropriate notification to parents/guardians regarding the phone calls and text messaging options described above.
2. To ensure that all District employees, coaches and volunteers providing a service to the District and, therefore, subject to this policy receive appropriate training with respect to the provisions of this policy.
3. To continue to monitor student communication-related activities/development and, on that basis, recommend to the Board any necessary update/amendments to this policy so as to continue to ensure that the above-referenced objectives continue to be satisfied.
Communication
This Policy shall be communicated to:
1. All District employees, coaches and volunteers performing services on behalf of the District.
2. All students, parents and guardians.
3. All other members of the community.
STUDENT DRUG AND ALCOHOL OFFENSES
No student shall distribute, dispense, possess, use, or be under the influence of any alcoholic beverage, malt beverage, fortified wine or other intoxicating liquor or unlawfully manufacture, distribute, dispense, possess, or use or be under the influence, except for a valid medical purpose, of any narcotic drug, hallucinogenic drug, amphetamine, barbiturate, marijuana, anabolic steroid or any other controlled substance as defined by law, before, during or after school hours at school or in any other school district location. School district location means in any school building or on any school premises, on any school-owned vehicle or in any other school-approved vehicle used to transport students to and from school or school activities, off school property at any school-sponsored or schoolapproved activity, event or function such as a field trip or athletic event, where students are under the jurisdiction of the school district.
A student who violates the terms of this policy may be disciplined, suspended or expelled from school, at the discretion of the School Board in accordance with prescribed school policies, guidelines and regulations applicable to student offenses.
In addition to all other prescribed disciplinary action by the school district, a student who violates the terms of this policy may be directed to satisfactorily participate in a drug abuse assistance or rehabilitation program. If such student fails to satisfactorily participate in such program, the student may be suspended or expelled from school, at the discretion of the board.
NON-SCHOOL RELATED DRUG AND ALCOHOL VIOLATIONS
The Mt. Lebanon School District recognizes the value of interscholastic athletics and extracurricular activities as an integral part of the total school experience for all students and as a conduit for community involvement. The District believes that high standards of conduct and citizenship are essential for students and considers participation in extracurricular/interscholastic activities, which include but are not limited to interscholastic, club and intramural athletics, student organizations, attendance at school functions such as sporting events, dances, musical and theatrical performances, activities office, and participation in commencement ceremonies ("School Activities") to be a privilege and not a right. The District recognizes the importance of students making healthy and safe choices, when in a position to make a decision about risky social behaviors. The Mt. Lebanon School District has the right to adopt and enforce reasonable rules and regulations regarding participation in extracurricular/interscholastic activities.
It is the objective of this policy to establish fair, reasonable and nondiscriminatory rules and regulations regarding off-campus, non-school related conduct for all students and provide the student and his/her parent/guardian with notice that such off-campus, non-school related conduct will be subject to discipline by the School District in the form of restrictions from School Activities.
Students will be restricted from School Activities for a prescribed period of time for any of the following conduct that is confirmed to have occurred off-campus at a non-school related function: Use, possession, sale, distribution, or procurement of any amount of alcohol, drugs,
other controlled substances (other than legally prescribed medications) or drug paraphernalia or being under the influence of alcohol, drugs or other controlled substances (other than legally prescribed medications). Confirmation of such conduct may originate through information lawfully received by the district from law enforcement or judicial sources, such as notice of the issuance of a citation, through the student's own admission, or the student's parent(s)/guardian(s) through acknowledgment. This policy is applicable to all School Activities.
This policy is in addition to, and not in lieu of, any School District policies, codes of conduct, student handbooks, or other rules concerning discipline and restriction from School Activities for drug and alcohol offenses occurring on School District property or at school related events. This policy shall not apply to religious events or ceremonies or circumstances where the student's use, possession or consumption of alcohol or drugs is not in violation of the law.
First Offense
1. Use, possession, sale, distribution, or procurement of any amount of alcohol, drugs, other controlled substances (other than legally prescribed medications) or drug paraphernalia or being under the influence of alcohol, drugs or other controlled substances (other than legally prescribed medications) by a student off-campus at a non-school related function results in a restriction from School Activities for 30 calendar days.
2. The balance of the consequence will be rescinded for the first offense ONLY if the student undergoes a drug and alcohol evaluation by a licensed drug and alcohol counselor, which shall not be at the District's expense.
a. Upon written confirmation that the drug and alcohol evaluation was completed and satisfactory evidence is provided that the student has complied/will comply with all recommendations contained within the evaluation, the student can resume participation in extra-curricular activities and events.
b. Satisfactory evidence from the licensed drug and alcohol counselor must indicate that the student has complied with and/or made arrangements to comply with all treatment recommendations resulting from the assessment (i.e., counseling sessions, inpatient treatment, etc.).
3. Prior to rescinding the restriction from school activities, the student will need to complete a minimum 3 hour community service project as determined by the coach/club sponsor (if applicable) and the Principal, or his/her designee.
Second Offense
1. Use, possession, sale, distribution, or procurement of any amount of alcohol, drugs, other controlled substances (other than legally prescribed medications) or drug paraphernalia or being under the influence of alcohol, drugs or other controlled substances (other than legally prescribed medications) by a student off-campus at a nonschool related function results in a restriction from School Activities for 30 calendar days.
Subsequent Offenses
1. Use, possession, sale, distribution, or procurement of any amount of alcohol, drugs, other controlled substances (other than legally prescribed medications) or drug
paraphernalia or being under the influence of alcohol, drugs or other controlled substances (other than legally prescribed medications) by a student off-campus at a nonschool related function results in a restriction from school activities for 60 calendar days excluding summer break.
Procedures
1. Timely, factual communication between the sponsors (where applicable) and school administration is critical. If a coach, club sponsor, activities/athletic director, or administrator is informed of a drug and/or alcohol offense, he/she will inform the Principal, or his/her designee. If the information is provided to the Principal or his/her designee, the administrator will inform other involved parties (unit principal, athletic/activities director, coach, club sponsor).
2. The Principal or his/her designee will schedule a meeting with the parent(s)/guardian(s) and student to discuss the consequence(s) as it relates to the offense and afford the appropriate due process as reasonable determined by the Principal or his/her designee. Administration Responsibilities
It shall be the responsibility of the Administration to communicate and enforce the policy as prescribed.
STERIODS
School Board policy prohibits students involved in school-related athletics from using anabolic steroids, except for a valid medical purpose. Body building, muscle enhancement, increasing muscle bulk or strength or the enhancement of athletic ability are not considered valid medical purposes.
Coaches are expected to inform the Athletic Director or Building Principal immediately if they witness, are informed about or have reported to them any possible incident relating to drugs or alcohol.
SUDDEN CARIAC ARREST
What is sudden cardiac arrest?
Sudden cardiac arrest (SCA) is when the heart stops beating, suddenly and unexpectedly. When this happens, blood stops flowing to the brain and other vital organs. SCA is NOT a heart attack. A heart attack may cause SCA, but they are not the same. A heart attack is caused by a blockage that stops the flow of blood to the heart. SCA is a malfunction in the heart's electrical system, causing the heart to suddenly stop beating.
If not treated within minutes, SCA results in death. The normal rhythm of the heart can only be restored with defibrillation, an electrical shock that is safely delivered to the chest by an automated external defibrillator (AED).
How common is sudden cardiac arrest?
The Centers for Disease Control and Prevention estimate that every year there are about 300,000 cardiac arrests outside hospitals. About 2,000 patients under 25 die of SCA each year.
Are there warning signs?
Although SCA happens unexpectedly, some people may have signs or symptoms, such as: dizziness;
```
lightheadedness; shortness of breath; difficulty breathing; racing or fluttering heartbeat (palpitations); syncope (fainting); fatigue (extreme tiredness); weakness; nausea; vomiting; and chest pains.
```
These symptoms can be unclear and confusing in athletes. Often, people confuse these warning signs with physical exhaustion. SCA can be prevented if the underlying causes can be diagnosed and treated.
What are the risks of practicing or playing after experiencing these symptoms?
There are risks associated with continuing to practice or play after experiencing these symptoms. When the heart stops, so does the blood that flows to the brain and other vital organs. Death or permanent brain damage can occur in just a few minutes. Most people who have SCA die from it. Symptoms are the body's way of indicating that something might be wrong. Athletes who experience one or more symptoms should get checked out.
What is the best way to treat Sudden Cardiac Arrest?
-1-1 access
lation
Act 59 – the Sudden Cardiac Arrest Prevention Act (the Act)
The Act is intended to keep student athletes safe while practicing or playing. The Act requires: Any student athlete who has signs or symptoms of SCA must be removed from play. The symptoms can happen before, during or after activity. Play includes all athletic activity.
Before returning to play, the athlete must be evaluated. Clearance to return to play must be in writing. The evaluation must be performed by a licensed physician, certified registered nurse practitioner or cardiologist (heart doctor). The licensed physician or certified registered nurse practitioner may consult any other licensed or certified medical professionals.
TEAM TRIPS
There are specific procedures that need to be followed for any team trip. Please discuss team trips with the Athletic Director well in advance of the departure date. The following approvals must be granted for any trip:
$ If the trip is 50 to 250 miles the trip does not need board approval but must have administrative approval. Please contact the athletic director at least 6 weeks in advance of any trip within this distance.
$ If the trip is over 250 miles the trip needs to have both administrative and board approval. Please submit in writing your proposal at least 2 months prior to the trip in order to allow time for the board to consider.
THUNDER AND LIGHTNING GUIDELINES
What are lightning and thunder?
Lightning is the buildup and discharge of 125 million volts of electricity. During the lightning stroke, measured in microseconds, the heat generated exceeds 50,000F, many times hotter than the surface of the sun. Rapid heating and cooling of the air near the lightning bolt cause a shock wave that results in thunder.
What is the danger?
Lightning cannot be stopped or prevented. It is capricious, random, and unpredictable. Each year lightning strikes the ground 15 to 20 million times in the United States, killing almost 100 people and injuring as many as 300 people. Most lightning casualties occur in the summer months and during the afternoon or early evening.
- Average lightning stroke is about 6 miles long.
- Average thunderstorm is 6-10 miles wide.
- Average thunderstorm travels at a rate of 25 miles per hour.
- Once the leading edge of a thunderstorm approaches to within 10 miles, you are at immediate risk due to the possibility of lightning strokes coming from the overhanging anvil cloud.
Because of this, many lightning deaths and injuries occur with clear skies directly overhead.
- Approximately 10% of all thunderstorms are severe enough to produce high winds, flash floods, and tornadoes.
- Coaches, sports officials, and administrators must recognize the hazard posed by lightning and know what to do to minimize the risk of serious injury or death during outdoor activities.
Where must I go to escape the danger?
Safe structures include the nearest school building, a complete enclosure, or a fully enclosed metal vehicle with windows tightly closed. Press boxes, sheds, storage buildings, or dugouts will not provide adequate protection. Once indoors, stay away from open doors and windows, and turn off and stay away from appliances, computers, television sets, etc.
How do I know that lightning is too close?
When there is thunder, there is lightning. In order to ensure the safety of the district=s student/athletes the district has purchased a thunder and lightning detector. The lightning/storm detector will indicate the distance of lightning from the immediate area. Any time the lightning/storm detector indicates that a lightning strike is between 8 and 20 miles away all activities should cease and teams should immediately return to the building or seek shelter. Teams should remain under shelter until the detector indicates that the storm is no longer an immediate threat. The detector will be located with the athletic trainer and will be available for all teams. Coaches should use the detector whenever the weather looks threatening.
In cases where the team is off campus the Aflash-to-bang@ method for measuring lightning distance should be used. As lightning approaches, the time in seconds from seeing the stroke to hearing the thunder decreases. For each 5 second count, lightning is 1 mile away. At a count of 15 seconds (3 miles) there is imminent danger; seek shelter immediately. It is strongly recommend that you seek shelter at a count of 30 seconds (6miles).
How long must I remain in a shelter after the lightning passes?
Wait a minimum of 30 minutes from the last nearby lightning strike (flash-to-bang count no less than 30 seconds) or until the lightning detector indicates that the storm is no longer a threat.
What should I do if I am unable to reach shelter?
If caught outdoors in an open field, avoid metallic objects like metal bleachers, fences and gates, flagpoles, light and power poles, trees, and standing water. If you feel your hair standing on end and/or hear crackling noises, you are in the electrical field of lightning that is about to strike. Immediately remove metal objects (buckles, keys, whistles, etc. from contact with your body and minimize contact with the ground; do not lie down. Place your feet together, duck your head, crouch down, and hold your hands over your ears. Avoid contact with other people.
What can be done to treat someone who has been struck by lightning?
People who have been struck by lightning do not carry an electrical charge; it is safe to touch them. Administer CPR immediately if qualified to do so. Get emergency help promptly.
TRAINER
The athletic trainer will be responsible for the prevention and treatment of all athletic injuries. All injuries must be reported to the trainer immediately. An injury report must be submitted to the trainer.
When an injury occurs, follow the emergency action plan.
TRANSPORTATION
All buses will be ordered by the Athletic Department. It is the coaches responsibility to have members of his/her team ready to board the bus at the designated time. If your trip requires students to get out of school early the following must occur:
- The coach must present the list of team members attending the athletic event no later than 9:00 AM in the athletic office.
Coaches are required to ride the bus to and from the athletic contest. Under no circumstances should student athletes ride the bus without coach supervision.
No athletic team should be transported by a private vehicle unless prior administrative permission was granted.
All student athletes are expected to travel on the bus to and from the school. In case of an emergency a coach can release a student to his or her parent or guardian only. Forms are located on the school=s webpage.
If an accident occurs:
1. Dial 911
2. Follow the emergency medical procedure.
3. Notify a school official.
Note: All other communications with the transportation companies should be handled through the athletic office.
It shall be the policy of the Mt. Lebanon School District that no person not officially involved in the activity shall be permitted to ride school buses/vehicles or rented vehicles to school district events without the approval of the athletic director.
TRAVEL EXPENSES
The Mt. Lebanon School District will provide all travel expenses for teams that qualify for the playoffs and need to travel beyond the WPIAL. This will include transportation, meal money, and hotel expenses when necessary. The district will not provide travel expenses for regular season contests without the consent of the district=s athletic director. If you decide to travel to tournaments or invitationals during the regular season, please arrange for the necessary funding through fund raising or
boosters to cover expenses.
The district will allocate the following for meals:
Breakfast $7.00 per student/coach
Lunch $10.00 per student/coach
Dinner
$14.00 per student/coach
All monies allocated should be requested from the athletic director at least one week in advance so that a check can be cut.
WEAPONS
It is the policy of the Board that possession of a weapon by students, employees or visitors is prohibited in any Mt. Lebanon School District building, on any grounds or the district, by a student on his or her way to or from school, in any vehicle providing authorized transportation to or from school, in any vehicle providing authorized transportation to or from any Mt. Lebanon School District building or district sponsored function, activity or event and at any school function, activity or event whether or not held on Mt. Lebanon School District grounds.
Coaches are expected to inform the Athletic Director or Building Principal immediately if they witness, are informed about or have reported to them any possible incident relating to weapons.
WEIGHT ROOM SUPERVISION
The following safety procedures are required.
1. Coaches must be physically present when the weight room is in use. Coaches cannot simply open the weight room for their players. If a coach opens the weight room, he/she becomes legally responsible for the students using the weight room.
2. Lock the weight room after use.
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ECON 002 - Principles of Microeconomics Drake University, Spring 2014 William M. Boal
Signature:
Printed name:
EXAMINATION 1 VERSION B "Competitive Supply and Demand" February 17, 2014
INSTRUCTIONS: This exam is closed-book, closed-notes. Simple calculators are permitted, but graphing calculators or calculators with alphabetical keyboards are NOT permitted. Numerical answers, if rounded, must be correct to at least 3 significant digits. Point values for each question are noted in brackets. Maximum total points are 100.
I. Multiple choice: Please circle the one best answer to each question. [2 pts each, 22 pts total]
(1) The assumption in economics that people are rational means that people
a. maximize their income.
b. use math to make decisions.
(4) Tasty Bakery makes bread and cupcakes, with the production possibility curve shown below. As more cupcakes are produced, the opportunity cost of the last cupcake produced
c. ignore "soft" concerns like friendships and charity.
d. do the best one can with what they have.
e. make sacrifices today for a better future.
(2) The graph below shows Brett's marginal cost (MC) and marginal benefit (MB) from exercise. If Brett is rational, he will choose to exercise
a. 20 minutes.
b. 40 minutes.
c. 60 minutes.
d. 80 minutes.
e. 100 minutes
(3) Suppose downtown parking in City A costs $40 per month, but in City B it costs $80 per month. The percent difference in price, computed using the midpoint method, equals.
a. 40 %.
b. 50 %.
c. 66.7 %.
d. 80 %.
e. 100 %.
f. 120 %.
a. decreases.
b. increases.
c. first increases, then decreases.
d. remains constant.
(5) Farm A can produce 200 units of corn or 100 units of soybeans. Farm B can produce 60 units of corn or 60 units of soybeans. Which farm has a comparative advantage in soybeans?
a. Farm A.
b. Farm B.
c. Both farms.
d. Neither farm.
(6) Monetary exchange is more common today than bartering because
a. bartering is often illegal whereas anything can be legally bought and sold with money.
b. bartering is a lost art.
c. monetary exchanges are subject to less tax.
d. bartering requires a "double coincidence of wants."
Cupcakes
Bread
(7) Efficient well-functioning markets
a. ensure that every trade takes place at a price halfway between the buyer's value and the seller's cost.
b. force every potential buyer and seller to make a trade.
c. guarantee that buyers' total gains from trade (or earnings) will equal sellers' total gains.
d. obey the law of one price.
e. all of the above.
(8) The "substitution effect" causes consumers to buy more when the price of a good falls because consumers
a. want to substitute goods for money.
b. want to reward sellers for lowering the price by increasing sellers' incomes.
c. shift their purchases from alternative goods that have not fallen in price.
d. can afford to buy more of everything due to the drop in price of this good.
(9) If the price of gasoline falls, demand for large sport-utility vehicles will shift right, because sportutility vehicles and gasoline are
a. inferior goods.
b. complementary goods.
c. substitute goods.
d. normal goods.
II. Problems: Insert your answer to each question in the box provided. Use margins and graphs for scratch work. Only the answers in the boxes will be graded. Work carefullypartial credit is not normally given for questions in this section.
(1) [Production functions: 8 pts] A work crew changes oil on cars. Complete the table by computing the work crew's average product and marginal product, placing your answers in the unshaded cells of the third and fourth columns below. Then answer the question at the bottom.
[2 pts] Is the work crew's production function characterized by diminishing returns to their labor input? Answer "YES" or "NO."
(10) A rise in consumers' income will shift the demand for macaroni-and-cheese dinners to the left, because macaroni-and-cheese dinners are
a. inferior goods.
b. complementary goods.
c. substitute goods.
d. normal goods.
(11) Consider the supply-and-demand diagram below. If for some reason the price were initially $15, then
a. the price would fall.
b. the price would rise.
c. the demand curve would shift right.
d. the supply curve would shift left.
e. none of the above.
(2) [Comparative advantage, gains from trade: 17 pts] Country A and Country B both can make bicycles and computers. They each face a tradeoff between these two products because their resources are limited. Their production possibility curves are shown below.
a. [2 pts] What is Country A's opportunity cost of a bicycle?
computers
b. [2 pts] What is Country B's opportunity cost of a bicycle?
computers
c. [2 pts] What is Country A's opportunity cost of a computer?
bicycles
d. [2 pts] What is Country B's opportunity cost of a computer?
bicycles
e. [2 pts] Which country has a comparative advantage in producing bicycles?
f. [2 pts] Which country has a comparative advantage in producing computers?
g. [3 pts] Fill in the blanks: Both countries can consume combinations of bicycles and computers outside their individual production possibility curves if ___________________________ exports five million bicycles to ___________________________, which exports ______________ million computers in return.
h. [2 pts] Plot the trade that you propose in part (g) on the graph above. For each producer, plot and label the starting point representing production before trade, and the ending point representing consumption after trade.
(3) [Market equilibrium: 12 pts] Suppose seven buyers and seven sellers engage in a market similar to the exercise we did in class. Each buyer may buy at most one unit and each seller may sell at most one unit, but no one is forced to trade. Assume that buyers and sellers are each trying to maximize their personal surplus (or "gains from trade"). Surplus for each buyer equals the buyer's value of the good minus the price paid. Surplus for each seller equals the price received minus the seller's cost of the good. Surplus of persons who do not trade are zero. Buyers' values and sellers' costs are given in the following table.
Suppose with some experience, the market settles on a single price. All trades are made at that price. (You can use the graph at right for scratch work.)
a. If the price were $6, would there by excess demand, excess supply, or neither?
Now consider the market equilibrium.
b. What is the equilibrium price? Give an answer to the nearest whole dollar.
c. How many units of the good will be sold in this market?
d. Compute the total revenue received by sellers (which equals the total spending by buyers).
e. Compute the combined total surplus (or gains from trade) of all buyers and sellers. (Check your answer carefully! No partial credit for being "close"!)
f. Who enjoys higher surplus in this particular market, the buyers or the sellers? Or is buyers' total surplus equal to sellers' total surplus?
(4) [Shifts in demand and supply: 15 pts] Analyze each of the following markets according to the accompanying imaginary scenario.
a. Consider the market for sodapop: The price of corn syrup, an ingredient in sodapop, rises.
Does demand shift left
, shift right
, or remain
unchanged?
Does supply shift left, shift right, or remain unchanged ?
Does the equilibrium price increase,
decrease, or
cannot be determined?
Does the equilibrium quantity increase,
decrease, or
cannot be determined?
Sketch a graph of this scenario at right, showing which curve(s) shift(s).
b. Consider the market for apple juice: The price of orange juice rises.
Does demand shift left
, shift right
, or remain
unchanged?
Does supply shift left
, shift right
, or remain
unchanged?
Does the equilibrium price increase,
decrease, or
cannot be determined?
Does the equilibrium quantity increase,
decrease, or
cannot be determined?
Sketch a graph of this scenario at right, showing which curve(s) shift(s).
c. Consider the market for blueberries: A new government study reports that eating blueberries helps fight cancer and heart disease. At the same time, new environmental regulations raise the cost of growing blueberries.
Does demand shift left
, shift right
, or remain
unchanged?
Does supply shift left, shift right, or remain unchanged ?
Does the equilibrium price increase,
decrease, or
cannot be determined?
Does the equilibrium quantity increase,
decrease, or
cannot be determined?
Sketch a graph of this scenario at right, showing which curve(s) shift(s).
(5) [Welfare effects of shifts in curves: 22 pts] The following graph shows the market for papayas. Initially the supply curve was at the position shown as "Old Supply." Then new, more efficient techniques for growing papayas are invented and the supply curve shifted to "New Supply."
Consider the market before the supply shift.
a. What was the old equilibrium market price of papayas?
b. How much are consumers willing to pay for the 50 thousandth papaya?
c. How much consumer surplus did they enjoy for the 50 thousandth papaya?
d. What was the marginal cost to producers of the 40 thousandth papaya?
e. How much producer surplus did they enjoy for the 40 thousandth papaya?
Now consider the effects of the supply shift.
f. What is the new equilibrium market price of papayas?
g. Did total consumer surplus increase, decrease, or remain constant as a result of the shift in supply?
h. Compute the change in total consumer surplus.
i. Did total producer surplus increase, decrease, or remain constant as a result of the shift in supply?
j. Compute the change in total producer surplus.
k. Who benefitted more from the new technology—consumers or producers?
$
$
$
$
$
III. Critical thinking: Write a one-paragraph essay answering one question below (your choice). [4 pts]
(1) Consider the following statement. "They are building too many hotels in this city. All the hotels will be half full, so they will raise their prices just to stay profitable. In the end, the consumer will suffer from higher prices." Does this argument make sense? Why or why not? Justify your answer with a supply-and-demand graph.
(2) In very cold weather, the prices of fuels like natural gas and propane, which are used to heat houses, tend to rise. Why? Justify your answer with a supply-and-demand diagram.
Please circle the question you are answering. Write your answer below. Full credit requires correct economic reasoning, legible writing, good grammar including complete sentences, and accurate spelling.
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United States History
COMMON CORE ALIGNMENT OVERVIEW
This document is intended for schools and individuals who use Oak Meadow curriculum and want to comply with Common Core Standards.
Included in this overview are suggested assignments to meet the following Common Core Standards:
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.11-12.7
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.11-12.10
Additional Assignment to Add to Lesson 8 U.S. History
In your own words, describe the main ideas found in the "Declaration of Sentiments" by the Seneca Falls Conference (1848). Compare this statement with the main ideas in the Declaration of Independence.
Additional Assignment to Add to Lesson 34 U.S. History
Compare and contrast how various media sources described and evaluated the events of 9/11. Make sure you include at least two major U.S. newspapers (The Washington Post, The New York Times, The Chicago Tribune, The Los Angeles Times, etc.), at least two major American broadcast networks (Fox News, MSNBC, CNN, CBS, NPR, PBS, etc.), and at least two major news media outlets outside the United States (BBC, Le Monde, Al-Jazeera, etc.).
Consider how these outlets used images or video in addition to narratives and commentaries. Compare the sources according to which pieces of material are included and which are not. What do such inclusions or omissions tell you about the biases or slants of the sources? Editorials, commentaries, and op-ed pieces are especially important in assessing the bias or slant with which each source structures its approach to the event.
Additional Assignments to Add to Lesson 35/36 U.S. History
1. Read Thomas Paine's pamphlet Common Sense. State the main ideas of his argument in your own words. Do you agree with him? Why or why not?
1
2. Read "The Virginia Statute for Religious Freedom" as drafted by Thomas Jefferson and moved through the Virginia legislature by James Madison in 1786. See also Madison's "Memorial and Remonstrance Against Religious Assessments (1785)" and Jefferson's "Letter to the Danbury Baptists (1802)." Compare these writings with that of the First Amendment of the Constitution. Then, look up the Supreme Court case of Oregon v. Smith (1990) and compare the opinions in that case with the documents above. In your opinion, are there any situations in which government has the right to regulate behavior by citizens who claim to be acting out of religious conviction? Explain and support your position citing specific examples from the documents.
3. Read George Washington's "Farewell Address (1796)" paying special attention to his remarks about political parties. What does he think about parties? Next, do some research into contemporary views of partisan politics in at least two major media outlets (newspapers, web-based journals on politics, cable networks, etc.). Summarize the main points of each article. Look for the slant or bias in your sources and assess how it may be influencing what you read.
Finally, answer the following question: Does Washington's assessment of the impact of parties on the fabric of American politics hold true today, in your view? Explain your position. | <urn:uuid:549c6259-627f-4fe8-9679-ac8ab1a35d07> | CC-MAIN-2023-14 | https://www.oakmeadow.com/wp-content/uploads/2022/03/HS_CommonCoreOverview_USHistory_v031622.pdf | 2023-03-24T06:02:43+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00150.warc.gz | 1,018,832,164 | 680 | eng_Latn | eng_Latn | 0.995252 | eng_Latn | 0.995869 | [
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King Edwin Primary & Nursery School
Computing Policy
Introduction
The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. Computers, tablets, programmable robots, digital and video cameras are a few of the tools that can be used to acquire, organise, store, manipulate, interpret, communicate and present information. At King Edwin Primary & Nursery School we recognise that pupils are entitled to quality hardware and software and a structured and progressive approach to the learning of the skills needed to enable them to use it effectively. The purpose of this policy is to state how the school intends to make this provision.
Year-on-year curriculum statements for computing can be found on the School's website, under our "curriculum framework" section.
Aims
* To provide a relevant, challenging and enjoyable curriculum for computing for all pupils
* To meet the requirements of the national curriculum programmes of study for computing (See Appendix 1)
* To use computing as a tool to enhance learning throughout the curriculum
* To respond to new developments in technology
* To equip pupils with the confidence and capability to use computing throughout their later life
* To enhance learning in other areas of the curriculum using computing
* To develop the understanding of how to use computing safely and responsibly
Resources and access
The School acknowledges the need to continually maintain, update and develop its resources and to make progress towards a consistent, compatible pc system by investing in resources that will effectively deliver the strands of the national curriculum and support the use of computing across the school. Teachers are required to inform the computing coordinator of any faults as soon as they are noticed. Resources if not classroom based are located in the Art Cupboard (lap top trolley), Room 12 (such as cameras, batteries and lap top trolley key) or Science Resources Room (cables, wires, CD's with software). A service level agreement with ATOM is currently in place to help support the coordinator to fulfil this role both in hardware & audio visual. Computing network infrastructure and equipment has been sited so that:
1
* Every classroom from nursery to 6 has a laptop connected to the school network and an interactive whiteboard with sound, DVD and video facilities.
* There are 2 laptop trolleys in school; one trolley contain 15 laptops with internet access available to use in classrooms, the other laptop trolley contain 25 ipads.
* Each class from Y1 – Y6 has an allocated slot for teaching of specific computing skills using the lap top trolley and / or ipads – other time slots are available for cross curriculum sessions.
* Pupils may use computing independently, in pairs, alongside a TA or in a group with a teacher.
* The school has a computing technician who is in school one afternoon every other week. The technician will come into school if requested to solve whole school issues.
* A governor will be invited to take a particular interest in computing in the school.
Planning
As the school develops its resources and expertise to deliver the computing curriculum, modules will be planned in line with the national curriculum and will allow for clear progression. Modules will be designed to enable pupils to achieve stated objectives. Pupil progress towards these objectives will be recorded by teachers as part of their class recording system. Staff will follow medium term plans with objectives set out in the national curriculum and use the same format for their weekly planning sheet.
Assessment and record keeping
Teachers regularly assess capability through observations and looking at completed work. Assessing computing work is an integral part of teaching and learning and central to good practice. It should be process orientated - reviewing the way that techniques and skills are applied purposefully by pupils to demonstrate their understanding of the concepts of computing.
Computing work is saved on the school network. The Computing co-ordinator does check through some of this saved work to ensure pupils are gaining the skills required for the next step. Other work may be printed and filed within the subject from which the task was set. There is also an evidence folder on the learning platform to keep samples of the children's work in a portfolio.
The role of the co-ordinator
* To produce a computing development plan and to implement the computing policy across the school
* To offer help and support to all members of staff (including teaching assistants) in their teaching, planning and assessment
* To maintain resources and advise staff on the use of materials, equipment and books
* To lead staff training on new initiatives
* To attend appropriate in-service training and keep staff up to date with relevant information and developments
Staff training
* The computing coordinator will assess and address staff training needs as part of the annual development plan process or in response to individual needs and requests throughout the year
* Individual teachers should attempt to continually develop their own skills and knowledge, identify their own needs and notify the coordinator
* Teachers will be encouraged to use computing to produce plans, reports, communications and teaching resources
Health and Safety (see also the School Health and Safety Policy)
The school is aware of the health and safety issues involved in children's use of computing.
All fixed electrical appliances and all portable electrical equipment in school are tested by an LA contractor (PAT tested) every year. It is advised that staff should not bring their own electrical equipment in to school but if this is necessary, then the equipment must be PAT tested before being used in school. This also applies to any equipment brought in to school by, for example, people running workshops, activities, etc. and it is the responsibility of the member of staff organising the workshop, etc. to advise those people. All staff should visually check electrical equipment before they use it and take any damaged equipment out of use. Damaged equipment should then be reported to the senior site technician, or head teacher who will arrange for repair or disposal.
* Trailing leads should be made safe behind the equipment
* Liquids must not be taken near the computers
* Magnets must be kept away from all equipment.
* E-safety guidelines will be set out in the e-safety policy and Acceptable Use Agreement
Security
* The computing technician /coordinator will be responsible for regularly updating antivirus software
* Use of computing will be in line with the school's Acceptable Use Agreement
* All pupils and parents will be aware of the school rules for responsible use of ICT and computing and the internet and will understand the consequence of any misuse | <urn:uuid:f4e4a648-6c9e-40ab-bd67-c7caa34e6979> | CC-MAIN-2023-14 | https://www.kingedwin.notts.sch.uk/wp-content/uploads/2023/02/Computing-Policy.pdf | 2023-03-24T05:50:41+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00155.warc.gz | 946,191,780 | 1,307 | eng_Latn | eng_Latn | 0.998527 | eng_Latn | 0.998822 | [
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Luke 19:1-10 Jesus's (and Our) Mission
Scripture: Luke 19:1-10
Memory Verse: Luke 19:10 "The Son of Man has come to seek and to save that which was lost."
Lesson Focus: We will teach through one of the most treasured stories of the New Testament, the story of Zacchaeus. Last week we saw Jesus claim it was essentially "impossible" for a rich man to be saved. Well, in this story we see the impossibly awesome grace of Jesus Christ as He seeks and saves this lost rich man. We pray the kids will be as irresistibly drawn to Jesus as Zacchaeus was!
Activities and Crafts: Zacchaeus Coloring Picture, Word Search of different terms from lesson, Bring it Home Discussion for 3 rd – 5 th .
Craft for ALL GRADES: Easter Invitation for Friends
Starter Activity:
Luke Review Quiz
As this is our last lesson before we enter into the Passion narrative, it is a good time to have another review game. Consider getting your lesson started by challenging your kids with these TRUE-FALSE statements from our Luke 10-18 lessons. * For the one's that are false, considering asking the kids to fix the statement to make it true! *
1) After you believe in Jesus, He doesn't expect you to practice your faith. FALSE *
2) The Good Samaritan practiced his faith by showing mercy to his enemy. TRUE
3) Mary was mad at Martha for listening to Jesus while she did the chores. FALSE
4) Regarding prayer, Jesus said we can pray to whatever as long as we are sincere.
FALSE
5) Jesus told His followers to practice readiness and be waiting for His return. TRUE
6) Christians are to practice repentance (turning from sin to God) throughout life. TRUE
7) Jesus said to wait until you are worthy before entering the gate of salvation. FALSE
8) Jesus expects His followers to "count the cost" of following Him. TRUE
9) In the parable of the lost sheep, Jesus focused on how the shepherd still had 99. FALSE
10) Jesus said there is a party in heaven whenever one lost sinner is found. TRUE
11) Jesus expects His followers to stop the spread of sin. TRUE
12) Jesus expects His followers to be thankful for what they have. TRUE
13) Jesus taught us that money is the root of all sorts of evil. FALSE
14) In the parable of the rich man and Lazarus, the rich man went to heaven. FALSE
15) Jesus said it's easier to pull a cow thru a needle than for the rich to be saved. FALSE *
Notice these last three questions reviewed some of Jesus's lessons on money and stewardship. If you were here last week, you may remember the rich ruler who declined Jesus's invitation to follow Him because he loved his wealth. * Today we are going to meet one more rich man encounter Jesus and let's see how he responds!
Bible Study:
Luke 19:1: If you were here last week, Jesus had just healed a blind man around this town of Jericho and likely caused quite a stir! This isn't the first time something miraculous happened at Jericho.
Q: Does anyone know what crazy thing happened at Jericho hundreds of years before Jesus's time (during the time of Joshua)?
A: The men of Israel marched around the walled city seven times and then God miraculously brought the huge walls down so that they could take it. (see Joshua 6:1-5)
Luke 19:2: And now we meet this other rich man named Zacchaeus. * Let's talk about him a little bit.
Q: What did Zacchaeus do for a living? A: He was a tax collector. And not only that, he was the chief of tax collectors! * Back in Jesus's day tax collectors were hated and seen as traitors to the Jewish people. * This is because they got rich taking money from fellow Jews and giving it to Rome (often over-taxing and keeping some for themselves). *
(
Teachers:
Consider bringing in some snacks but after serving them pretend to be a tax collector and unjustly collect some back to show how hated Zacchaeus was!) *
Q: What do you want to be when you grow up? I noticed none of you said tax collector!
What I mostly heard were occupations that you would enjoy doing or that help other people.
Q: So why do you think Zacchaeus chose to become a tax collector? A: While we don't know for sure, I suspect that it was because he loved money. Only such a fierce love for money would cause someone to betray his people/nation and live as an outcast. *
Luke 19:3a: Despite all of his riches and wealth, he had heard enough about Jesus that he was determined to go see him. The Bible doesn't tell us what was going on in his heart to cause him to want to go see Jesus, but perhaps he had heard about or knew another tax collector that we read about earlier in Luke. Let's revisit that story now.
Luke 5:27-29: This tells the story of Levi (also known as Matthew) who was also a tax collector, but who was chosen by Jesus to follow Him. And he did! Levi was so excited about his new life as a follower of Jesus that he put together a huge feast for Jesus and invited many other tax collectors. *
Luke 5:30: And here you see how despised the tax collectors were by the religious leaders. They couldn't believe Jesus would dine with such traitors and sinners!
Luke 5:31-32: But then Jesus says something epic in response: It was not those who were well or "self-righteous" that He came for, but those who were sick in their "sin". You don't go to a doctor unless you are sick. In the same way, it is not until you realize how sick you are because of your sin that you go to Jesus!
Perhaps this story had spread among the tax collectors and made it to Zacchaeus? * Perhaps he had realized how "sick" he was made by his sinful love of money and was looking for healing! We don't know for sure, but it sure seems possible!
Luke 19:3b-4: Now Zacchaeus does something that shows how truly desperate he was to see Jesus. Since he was a small man, he couldn't see over the crowds.
Q: So what did he do? A: He ran and climbed up into a tree to see him! * This might not seem like a big deal to you kids, but have you ever seen a grown man in his work clothes run to a tree and then climb up into it by himself?
This reminds me of something else Jesus said a couple of weeks ago in the previous chapter: that His followers are to practice child-like faith (Luke 18:17). * I'm sure Zacchaeus got laughed at for behaving like a kid, but he cared more about seeing Jesus than what the crowds thought of him.
Luke 19:5: WOW! Imagine being at a parade for someone famous you desperately want to see. Maybe you are even hoping to get their autograph. And then as they approach they see you, call you by your name, and invite themselves over to your house! * Q: What would say? A: Who me….really? You'd be flabbergasted! *
Luke 19:6: And I'm sure Zacchaeus was flabbergasted too. But he was flabbergasted with joy, just like you would be if this happened to you!
Luke 19:7: While Zacchaeus was flabbergasted with joy, the crowds were flabbergasted with anger (just like they were when Jesus went to Levi's house!). They couldn't believe Jesus would dine with this "worst of sinners". But let's recall Jesus's epic saying from earlier: "I did not come to call the righteous, but sinners to repentance."
Luke 19:8: And Zacchaeus has indeed repented and turned away from his sinful love of money. For he proves it by publicly promising to practice good stewardship and honesty! So Jesus has replaced money as Zacchaeus's king and savior and so money goes back to being "just money" in his heart. *
Luke 19:9-10: Salvation has come to Zacchaeus's house! His life would never be the same now as a believer and follower of Jesus. He was "lost" in his love of money but now he has been "found". Unlike the rich ruler from last week who remained lost in his love of money, this rich man repented and there was joy not only in his house but in heaven! (Luke 15:10) *
Key Point: This last verse of our passage * summarizes His mission: seeking and saving the lost that they may be found. It is beautiful when one lost sinner repents and becomes a child of God. If you are "sick" in your sin, come to Jesus today! It doesn't matter how bad you think you are or what others say about you!
Q: But who is to carry on this mission now? A: The church! Believers in Jesus like you and me are called to also go out and seek the lost that they may be found! *
Next weekend is Easter weekend. Consider inviting a friend of yours who is not a believer in Jesus to join you (Teachers: Highlight the Easter invitation craft after the lesson!) We also have opened up registration for VBS. Invite a friend to join you at VBS this year! And pray that they would respond to Jesus just like Zacchaeus did!
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Working Toward First Class? Join Us at the Valley for the Trail to First Class Skills Weekend!
The perfect weekend event for new Boy Scouts and Webelos who just crossed over. Activities will include: Knots and Lashing, Totin' Chip, Fireman Chit, Orienteering, Nature, First Aid, Cooking and Camping.
WHEN
: April 1-3, 2011
WHAT: This is a Troop participation function that includes a Friday to Sunday camp out with activities beginning on Saturday morning, closing camp on Sunday at about noon.
WHERE
: Treasure Valley Scout Reservation
COST: $9 per youth; adult leaders…free
A FIRST CLASS EMPHASIS WEEKEND
To make your reservation:
DOWNLOAD THE INFORMATION PACKET off the council website: www.mohegancouncilbsa.org (click on "Events and Activities" from menu at left). Complete the TROOP REGISTRATION FORM (below) as well as a SCOUT REGISTRATION FORM (attached) for each Scout participating, and return them with your check (made payable to Mohegan Council, BSA) to the address at the bottom of this form. You may also FAX your completed forms with your MasterCard or Visa information to (508) 752-3047. For more information contact the Council Service Center at (508) 752-3769.
Trail to First Class Skills Weekend Troop Registration Form
UNIT LEADER NAME: _____________________________ TROOP #: __________ DISTRICT: ___________________
HOME PHONE: (_____)_____________________________ CELLPHONE: (_____)_______________________________
Address: ____________________________________ City/Town: __________________________Zip: _______________
E-mail Address: _____________________________________________________________________________________
Number of Scouts Attending: New Boy Scout _____ Tenderfoot _____ Second Class _____
Number of Scouts Instructing: ______
PLEASE HAVE COMPLETED PARENTAL CONSENT FORMS FOR ALL BOY SCOUTS, AND MEDICAL FORMS FOR ALL ATTENDING.
WEEKEND FEES: __________ SCOUTS AT $9 = $__________
TOTAL DUE = $__________
IF PAYING BY CREDIT CARD:
Circle One: M
ASTER
C
ARD
/ V
ISA
Credit Card #: _____________________________ Exp Date: ________________
Name as it appears on Card: ____________________________________________ Amount to Charge: $______________
Full Address (required for receipt):_______________________________________________________________________
Please Mail Completed Forms To:
MOHEGAN COUNCIL, BSA 19 HARVARD STREET WORCESTER, MA 01609
Working Toward First Class? Join Us at the Valley for the Trail to First Class Skills Weekend!
The perfect weekend event for new Boy Scouts and Webelos who just crossed over. Activities will include: Knots and Lashing, Totin' Chip, Fireman Chit, Orienteering, Nature, First Aid, Cooking, and Camping (complete course description on back).
WHEN
: April 1-3 , 2011
WHAT: This is a Troop participation function that includes a Friday to Sunday camp out with activities beginning on Saturday morning, closing camp on Sunday at about noon.
W
HERE
: Treasure Valley Scout Reservation
COST: $9 per youth, adult leaders…free
A FIRST CLASS EMPHASIS WEEKEND
Trail to First Class Skills Weekend Scout Registration Form
April 1-3, 2011
Scout's Name: ________________________________ Parent's Name: ______________________________
Address: ___________________________________City: ________________________ Zip: _____________
E-mail Address: ___________________________________________________________________________
HOME PHONE: (_____)_____________________________ CELL PHONE: (_____)_______________________________
SIGNATURE OF PARENT (AUTHORIZING SCOUT TO PARTICIPATE IN ACTIVITY): __________________________________
Rank (circle one): New Boy Scout / Tenderfoot / Second Class / Other: ______________________
Unit Leader Name: ____________________________ Troop #: __________ District: ___________________
I would like to participate in the following courses:
Session 1- ____________ Session 2- _____________ Session 3- ______________ Session 4- _____________
SCOUTS- Please refer to the course descriptions on the back of this form and completely fill in the information requested above. Once completed, give this form (along with your activity fee for the weekend) to your unit leader to turn in with the "Troop Registration Form."
UNIT LEADERS- Reservations are not complete until the "Troop Registration Form" AND corresponding "Scout Registration Forms" are submitted to the Council Service Center accompanied by ALL activity fees for the weekend.
Tot'n Chip- Station 1
- On one camp out, demonstrate proper care, sharpening, and use of the knife, saw, and ax, and describe when they should be used.
- Use the tools listed above to prepare tinder, kindling, and fuel for a cooking fire.
- Though not required for First Class, all Totin' Chip requirements will be covered in this session: 1. Read and understand woods tools use and safety rules from the Boy Scout Handbook; 2. Demonstrate proper handling, care, and use of the pocketknife, ax, and saw; 3.Use the knife, ax, and saw as tools, not playthings. Use them only when you are willing to give them your full attention; 4. Respect all safety rules to protect others; 5.Respect property. Cut living and dead trees only with permission and with good reason; 6.Subscribe to the Outdoor Code.
Firem'n Chit- Station 2
- Discuss when it is appropriate to use a cooking fire and a lightweight stove.
- Discuss the safety procedures for using both.
- Demonstrate how to light a fire and a lightweight stove.
Though not required for First Class, by the end of this session, all participants will fulfill the Firem'n Chit requirements: 1. I have read and understand fire use and safety rules from the Boy Scout Handbook; 2. I will secure necessary permits (regulations vary by locality); 3. All flammable vegetation must be cleared at least 5 feet in all directions from fire (total 10 feet); 4. Fire must be attended to at all times; 5. Firefighting tools (water and/or shovel) must be readily available; 6. Fire must be cold out before it is left; 7. I subscribe to the Outdoor Code and Leave No Trace.
First Aid - Station 3
- Demonstrate the Heimlich maneuver and tell when it is used.
- Demonstrate bandages for a sprained ankle and for injuries on the head, upper arm, and the collarbone.
- Show first aid for the following: simple cuts and scratches, blisters on the hand and foot, minor burns and scalds (first-degree), bites or stings of insects and ticks, poisonous snakebite, nosebleed, frostbite and sunburn.
- Show what to do for "hurry" cases of stopped breathing, serious bleeding, and internal poisoning.
- Tell the five most common signs of a heart attack. Explain the steps (procedures) in cardiopulmonary resuscitation (CPR).
- Show how to transport (for at least 25 yards) by yourself and with one other person, a person 1. from a smoke-filled room, and 2. with a sprained ankle.
Cooking – Station 4
- On one campout, assist in preparing and cooking one of your patrol's meals. Tell why it is important for each member to share in meal preparation and cleanup, and explain the importance of eating together.
- Help plan a patrol menu for one campout—including one breakfast, one lunch, and one dinner—that requires cooking. Tell how the menu includes the four basic food groups and meets nutritional needs.
- Using the menu planned in requirement 4a, make a list showing the cost and food amounts needed to feed three or more boys and secure the ingredients.
- Tell which pans, utensils, and other gear will be needed to cook and serve these meals.
- Explain the procedures to follow in the safe handling and storage of fresh meats, dairy products, eggs, vegetables, and other perishable food products. Tell how to properly dispose of camp garbage, cans, plastic containers, and other rubbish.
Compass- Station 5
- Demonstrate how a compass works and how to orient a map. Explain what map symbols mean.
- Demonstrate how to find directions during the day and at night without using a compass.
- Using a compass, complete an orienteering course that covers at least one mile and requires measuring the height and/or width of designated items (tree, tower, canyon, ditch, etc.)
Knot Tying Station 6
- Demonstrate how to whip and fuse the ends of a rope.
- Demonstrate that you know how to tie the following knots and tell what their uses are: two half hitches and the taut-line hitch.
- Demonstrate tying the bowline knot and describe several ways it can be used.
- Discuss when you should and should not use lashings.
- Demonstrate tying the bowline knot and describe several ways it can be used.
- Use lashing to make a useful camp gadget.
Outdoor Identification: Nature- Station 7
- Identify local poisonous plants; tell how to treat for exposure to them.
- Identify or show evidence of at least 10 kinds of wild animals (birds, mammals, reptiles, fish, mollusks) found in your community.
- Identify or show evidence of at least 10 kinds of native plants found in your community.
Work Sheet: Check one station per session and then name of skill on the registration form on the front of this form. | <urn:uuid:229f33bb-fb7f-4b77-beaa-edcbdff07b37> | CC-MAIN-2023-14 | https://t54.org/Events/110401_TFC/Event_Reg.pdf | 2023-03-24T05:35:51+00:00 | crawl-data/CC-MAIN-2023-14/segments/1679296945248.28/warc/CC-MAIN-20230324051147-20230324081147-00155.warc.gz | 641,176,127 | 2,023 | eng_Latn | eng_Latn | 0.99198 | eng_Latn | 0.99825 | [
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OWEN HUGHES ARCHIVAL DOCUMENT
Interviewee: Owen Hughes
Interviewer: Celeste Schantz Kovachi
Archival Processor: Katy Shenk
Copyeditor: Erica Fugger
Date: June 12, 2018
Location: Newark, New York
Session Number: 1
Interview Contributor: Newark Public Library
Project: National Home Front Project
Accession Number: HughesOwen_HFN-OH_061218
ABSTRACT
Biography
Owen Hughes was born in Freemont, Ohio, in 1919. After high school, he worked as a commercial sign painter and trained in hand lettering techniques. In anticipation of the draft, Owen joined the Army Air Force with hopes of becoming a flyer. After arriving for training in aerial photography in Patterson Field, Ohio, he was deployed overseas to England.
Owen was stationed at Burtonwood Airfield and later went on to Paris, where he worked and lived in the airplanes beneath the Eiffel Tower. In his later years, he designed the nose art for Doc, one of only two B-29 bomber planes still flying today. Owen continues to attend air shows throughout the country.
Summary
In this interview, Owen recalls witnessing air raids while stationed at air fields in England, experiencing Paris nightlife, and working on designs for Glacier Girl and Doc. He also speaks about his work with various mediums of art, including hand lettering, nose art, jacket designs, and photography during World War II.
Keywords
Army Air Force, Patterson Field, England, Pointon Park, air raids, Paris, nose art, Glacier Girl, Doc, photography
INDEX
00:00 – Introduction
01:08 – Outbreak of war; enlisted in the Air Force to be a flyer
02:13 – Love of art from a young age; drawing in sisters' notebooks
03:30 – Allowed to graduate high school with "major credit" in art
04:10 – Underwent basic training in Mississippi and did sign work; went to Patterson Field, Ohio for aerial photography school
05:27 – No photography school at Patterson Field, so sent overseas to England
06:20 – Travelling to England on the America: "fastest ship in the world"
07:13 – First encounter with Germans at Pointon Park, England
08:27 – Stationed at Burtonwood Airfield; met a Jewish girl in Manchester
10:26 – Walking down the street during a blackout looking for Rhoda Cohen (Jewish girl)
11:54 – Returning to England in 1968; reunited with girlfriend from the Red Cross
14:26 – Had trained as a sign painter after high school; tutored in lettering techniques
15:22 – Lettering by hand and eye; no modern technology
16:20 – Continued painting in watercolor while in England; landscapes, air raid
17:15 – Watching air raids at night; airfield bombed by Germans
19:20 – Witnessing a plane chase between two British and one German plane
20:30 – German plane crash over Ipswich
21:30 – Stranded in Manchester overnight; climbed the train station fence and slept on the train
24:52 – Swapping cigarettes with British troops
25:43 – Interactions with Jewish storeowners as a child
27:29 – Sent to Paris for seven days; helped assemble a plane under the Eiffel tower
29:28 – Stayed in Paris for 3 months without a pass from authority
29:44 – Eating at American restaurants in Paris; slept in the C-47 (airplane)
31:15 – Eiffel tower "claimed" by Americans; second landing was a bar open until 2:00 a.m.
32:22 – Touring the city; going to the GI theatre/nightclub
34:51 – Missed the underground; looking for a hotel at night in the city
39:21 – Interrupted by an MP and his girlfriend while sleeping in the plane
41:07 – Backstory to P-38 plane rescued from Greenland after the war: Glacier Girl
44:17 – Meeting Roy Shoffner, owner of Glacier Girl, at an air show
46:02 – Asked to design nose art for Glacier Girl; Shoffner's wife kept changing her mind
48:32 – Backstory to Doc: contacted by Wayne Gomes, photojournalist, to sketch a design
50:30 – Traded videos of Doc being built to Midland Air Force Museum in exchange for being allowed to measure a B-29
52:30 – Story of Doc being rescued and restored by Tony Mazzolini, including nose art
53:51 – Seeing Doc's first flight in Wichita, Kansas; meeting the last Rosie the Riveter
56:17 – Met Brigadier General Paul Tibbets, who dropped the atomic bomb on Hiroshima
57:04 – Designed artwork for A-2 leather jackets worn by Air Force pilots; allowed to ride in two B-17s in exchange for work
1:01:58 – Painting different designs on jackets, mostly airplanes; using sign paint
1:03:20 – Advice to younger generations: learn to do what you dislike (i.e. lettering)
1:04:28 – Learning to dry, brush paint; enjoyed learning new art form
1:06:52 – After the war: worked in commercial art and attended Rochester Institute of
Technology
1:08:22 – Interest/experience in photography; has photos from wartime on 620 film and video on
8mm film
1:12:40 – Conclusion
STORY TRANSCRIPTS
Story 1: Getting Lost on the
America
[06:13 – 07:12]
I was with the 10th [Division] at Patterson Field for a year. Then, we went overseas.
CSK: Where did you go?
Went to England. And I'm quite happy, the way we went. We went on the fastest ship in the world, the America, which I have a model of out in my other room. It was the fastest ship in the world and it was a very secret ship. It was one of the first trips that it made that we were on. We had 15,000 men on that trip. Can you image 15,000 men on a ship? That's a lot of men.
The first day, we were going to breakfast. And the first sergeant had to lead us; we had to follow him. We wandered all over the ship and never got to breakfast. He didn't know where he was going. The ship was so big that we couldn't find our way. Well, then I think he found the way, so we could get to breakfast the next day! [laughs]
Story 2: First Encounter with Germans [07:22 – 08:26]
I was all over England, [including] Pointon Park, which was a small village. And it was in the village park. That was our first encounter with the Germans.
We were in tents that the British had set up for us. And we heard some strange plane—sounded strange to us. We knew the American planes; just from the sound we could tell what was American. We heard this strange plane, and we all went out of our tents and looked up like this. And the plane dropped a flare. And left.
Well, [laughs] we got chewed out by the British. I forget what rank he was, but he chewed us out. "You blokes had perfect portraits taken by the Germans!" They flew over, took a photograph of us. There we are standing there looking at him. And [laughs] we shouldn't've done that! Well, we didn't know.
Story 3: Air Raid at Burtonwood [17:15 – 19:07]
We used to go out at night and watch the air raids, 'cause it was fascinating to watch. Every night, we'd have air raid sirens go off. And a lot of times, the bombs were dropping in cities near our airfield. So, we could go out and watch this—actually, like a Fourth of July celebration. We knew people were being killed, but there's nothing we could do about it, except watch from a distance.
And one night, they were bombing a city somewhere near us. And all of a sudden, we hear an awful racket. And it's a German plane coming over our field, one single plane. He dropped a string of bombs right down our runway and knocked out ten of our airplanes. And then, they were getting too close.
Then, we all jumped in our trench, which we should've been doing in the first place according to the regulations. And we got in that trench. And after it was all over, we wondered if anybody was hurt or how much damage was done. Well, there was ten airplanes. And the guard down 'round the planes had jumped in our trench and gravel hit him in the face. But he wasn't hurt bad.
And after we got out of the trench, we went around the front of the tent and we were discussing the air raid—what damage did it do to our airfield. And then, we hear some guy yelling and cussing like mad. And it was our littlest guy. He was still in the trench; he couldn't get out [laughs]. And nobody helped him.
So even after the war, when we had reunions every year, we'd kid him about being in the trench. And we just left him there [laughs]. We did help him out.
Story 4: Sleeping Under the Eiffel Tower [30:41 – 32:14]
And I was all by myself. These other guys, the ones that put the exhibit together, left. And I was there [in Paris] all alone. I didn't have anybody to run around with; I didn't know anybody. And so, I lived in this C-47. It was made up like a hospital ship. Night and day. I slept in there.
And then, the second story of the Eiffel Tower, I must tell 'ya. The Americans, as I say, took over the tower. And they had a radio station set up in the top. We had the second landing as a bar. The guys, they had to walk up. The elevator wasn't operating. And they'd walk up the stairs to get to the [bar]—. It was quite a walk, getting up to the second landing.
And they'd go in and buy whatever drinks they wanted. And it was open 'til two o'clock in the morning. The guys would buy a bottle of whiskey or something, and then they'd walk around the tower. And that's quite a walk, going around there. They'd finish the bottle and they'd throw it over, and it would come down crashing on the airplanes or on the concrete.
And one time, it did hit my plane and I was already in bed. It [is] a rude awakening when that thing hits the airplane, 'cause it's really loud.
Story 5: Working on Doc [52:30-54:18]
CSK: So, the one that has Doc on it though: is that the last B-29 that was restored?
That'd be the last one that'll ever fly. And it was out on the China Lake desert out in California. Why they call it a lake I have no idea. But there's a bunch of 'em out there, but they're all in bad shape. And this was the best one—it looked the best to them. And Tony Mazzolini from Cleveland; he worked for Continental Airlines. He decided that's what he wanted. So the government said, "We'll give it to you, but you hafta have a museum." They won't give it to a person.
So, he formed a museum and Yusam is the museum. It's no longer in existence 'cause the plane is no longer his. But he got the plane off and they rebuilt it. And that's when I got to go out there and do the painting. My wife went with me. Like I said, she did everything with me. If I was painting an airplane in China, she woulda been with me.
CSK: So, has the plane been restored?
Yes. And it flew last summer. I went down to Dayton to the Air Force Museum in July. And then in August, the plane was gonna fly. So, my daughter was here and she took me to Dayton—when I had that interview there. And she took me to Wichita, Kansas. I have to stop thinking of names. She took me to Wichita, Kansas, and we saw the plane make its first flight.
Story 6: B-17 Crash Landings
[57:04 – 1:01:58]
CSK: And speaking of the artwork that he was mentioning: you also did artwork on jackets, is that true?
Oh, lots of 'em.
CSK: These were bomber jackets?
Well, not necessarily bomber. A-2 jackets, they call 'em. They're leather jackets the Air Force had for the pilots. And I did jackets for any Air Force pilot that wanted 'em. And they wanted to pay me ten dollars for the artwork. And I said, "I didn't want the ten dollars. I wanted to fly. If they're going up, let me know." So, I went up twice in one day in two B-17s, both of 'em were crash landings [laughs]. Really!
CSK: You were in the crash landing?
The first one was in the morning. I'd see a plane warming up, way across the field. I wasn't supposed to do this. I was supposed to be painting signs. Anyhow, I'd see the plane warming up over there, so I'd get over there and motion to the pilot like that. I mean, the engines running, you can't talk or holler.
I'd just motioned [that] I wanted to go in and he'd nod his head. And he'd point down at the ground crew chief. You had to sign a paper. So, in case the plane crashed, they'd know who was on the plane.
I got in the plane and the whole crew was on the plane. And as we circled and were coming back to land, the crew asked me to come on up. The crew came back and asked me to come up in the radio room. The radio room was only one seat for the radio man and all the radio equipment. And it's small. So, the whole crew got in—he wanted all, everybody over the wing. Because the plane wasn't handling properly.
I came in and I sat down on the floor. And the other guys were all standing. When we hit the ground, the radio tubes were popping out of the radio, falling on the floor. And boy, we hit the ground hard. And we bounced. The plane went back up in the air and back down again. People on the ground said, "That plane bounced high enough for a truck to drive under it!"
That was in the morning. That didn't discourage me. I saw another plane in the afternoon warming up. So, I went out there; motioned to the pilot. He nodded his head. He said, "Sign the paper." So, I got in there. Wasn't a soul on it. The pilot and co-pilot were up front, and there were three ground officers up in the Plexiglas nose. [laughs] This guy was declared the first B-17 ace during the war. I didn't know who he was; he was just a pilot to me. Riordan from Texas.
And so, we take off and he wanted to scare [us]—. There was a hedge right before the runway. A British hedge. And they are thick. Been there for hundreds of years. The runway is just on the
other side of the hedge. So, he wanted to scare these three guys in the nose. So he come down low, like head right into the hedge. And he was gonna raise the plane up and land it.
He didn't raise it up. He went right through the hedge. And I had, all by myself—back in the back end, I thought—I knew he was coming in for a landing. So I went up to the radio room and sat in the radio room's chair. And man, I heard this crash. And I looked out the door. I thought the tail was gone. The plane looked all right, but I didn't know what the crash was.
And we landed and stopped in the middle of the runway. Didn't even run the full length of the runway. We stopped. Here we had gone through the hedge, hit a post, and the post had caved in the ball turret, which is steel that thick. It caved in that ball turret, took the tail wheel off. And it scared those three guys in the nose. They were cussing up a blue streak. And I thought, "This is no place for me." [laughs] I wasn't gonna hang around. So, I walked back to my hangar where I was working.
PHOTO CAPTIONS
Current 1 – 2
Owen Hughes shares his stories at his home in Newark, New York (Photo Credit: Susan Porter)
Current 3
Owen Hughes stands in front of his nose art on Doc, one of two remaining functional bomber planes in the country (Courtesy of Owen Hughes)
Artifact 1
Owen Hughes enlisted in the Army Air Force and worked as a sign painter during the war (Courtesy of Owen Hughes)
Artifact 2
Wartime memorabilia and representations of Owen's work on Doc (Photo Credit: Susan Porter)
Artifact 3
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ADDENDUMS
PRUNING BASICS WESTPORT - WESTPORT PUBLIC SCHOOLS
Pruning: An Introduction to Why, How, and When
Proper pruning is essential for maintaining attractive and healthy trees and shrubs. The practice of pruning can be simplified through an understanding of the basic principles and techniques. Although this general discussion focuses on pruning of ornamental trees and shrubs, many of the same principles will be applicable for more specialized procedures such as those used for tree fruit, small fruit, and roses.
WHY DO WE PRUNE?
There are basically six key reasons to prune ornamental trees and shrubs:
1. Maintain Plant Health and Aesthetics:
--This involves removal of dead, diseased, or injured plant parts. Removal of these weak parts helps to minimize the potential for secondary or opportunistic pests.
--It also helps to maximize the aesthetic qualities and overall vigor of the shrub or tree.
2. Control Growth:
--This involves pruning to control the overall size and density of the plant.
--However, pruning shouldn't be the way to rectify mistakes in planning, such as when you've selected and planted trees that are just too big or inappropriate for the site.
3. Encourage Flower and Fruit Production:
--This involves pruning to maximize flowering and fruit production.
--This usually involves pruning to open up the canopy in order to allow more light to penetrate. This stimulates the formation of flower buds.
4. Create Special Forms:
--This involves creating highly specialized forms such as hedges, espaliers, topiaries, and pollards.
5. Rejuvenate Old or Overgrown Plants:
--This involves pruning to create new plants from old plants.
--This practice is particularly helpful for shrubs that have become overgrown, sparse, or leggy and helps to stimulate the formation of new, more productive, vigorous wood.
6. Protect People and Property:
--This involves pruning of branches and limbs that are hazardous, weak, or rotted and represent potential hazards to people and property.
PRUNING BASICS
An understanding of the basic equipment and basic principles of pruning will help to simplify any pruning job.
Basic Equipment:
As with any job, you need to have the right equipment and tools. Although there are many types of specialized equipment available for pruning, a few key tools provide the basic equipment for successful pruning.
1. Pruning Shears:
--These are used for small-diameter branches and twigs up to about 1½ inches in diameter.
--There are two types:
Scissors-type (bypass): these have two cutting blades and the cut is made as the blades bypass one another.
Anvil-type: these have a single cutting blade which strikes an anvil of solid metal. The cut is made when the blade impacts the solid surface.
--These are both available in left- and right-handed models.
2. Lopping Shears:
--These are used for branches greater than 1¾ inches in diameter.
--They are similar to pruning shears but have longer handles to provide the leverage needed to cut larger-diameter branches.
--These are also available as scissors- and anvil-types.
3. Pruning Saws:
--These are used for large branches and tree limbs, usually greater than 2-3 inches in diameter.
--Saws come in a variety of sizes and types.
--Chain saws can also be used if one has experience and proper safety equipment.
Regardless of the tool, it is important to keep it sharp and clean. This can be done with regular sharpening and cleaning with 10% household bleach (1 part bleach: 9 parts water), 70% alcohol, or one of the commercially available compounds such as Greenshield ® . After cleaning, the tools should be thoroughly rinsed and oiled. A sharp blade will give a clean cut with minimal damage to the tissues. Clean equipment will minimize the spread of any plant disease-causing organisms that may be present.
Basic Anatomical Feature:
When pruning large limbs and branches of woody plants, it is important to learn to recognize the branch bark ridge (BBR) or branch collar (Figure 1a). This key anatomical feature is a unique part of a tree or shrub's anatomy, which is critical to healing and woundwood production. The appearance of the branch bark ridge can vary from species to species. However, it is generally recognized as a slightly swollen area where a branch meets a limb or the main trunk. When making a pruning cut, it is important to cut just to the outside of the BBR, thereby leaving this structure in place (Figure 1b). Incorrect cuts include those made too far away from the BBR, which leave a stub, and those cut flush to the trunk or limb, which remove the BBR in the pruning process (Figures 1c and 1d).
Position of Shears:
In order to make a good cut, pruning shears need to be held correctly. They should be held upright since they are designed to cut properly in this position. Here, left- and right-handed shears can be an important factor. If shears are held upside-down, they will not be in the correct position, angle, or orientation to make a clean, controlled cut.
Proper Pruning Cuts--Small Branches and Twigs:
There are three things to consider when making cuts on small branches and twigs.
1. Angle of cut: in order to optimize the surface area of the cut for healing, cuts should be made at a 45º angle (Figure 2).
2. Distance to the next bud: the optimum distance to the next bud is about ½ inch. When cuts are made closer or farther away, the bud is damaged or too long a stub remains, respectively, and healing will be inhibited (Figure 2).
3. Inward- vs. outward-facing buds: this can be used to manipulate the direction of the new growth and the shape of the plant. By pruning back to an inward-facing bud, the new growth will be toward the center of the plant, which will make it denser. Pruning back to an outward-facing bud will produce new growth away from the center of the plant and make it more open (Figure 3).
Proper Pruning Cuts--Large or Heavy Branches:
Many mistakes are made when people prune large or heavy branches. In many cases, the pruning process often results in damage to the tree. Pruning of a large or heavy limb (any limb greater than about 2 inches in diameter) should be a three-step process in order to avoid tearing or ripping the bark while making the cut. When a single cut is used, the weight of the branch or limb may cause the limb and bark to tear several feet down the trunk before the cut is completed.
Three-Step Process (Figure 4):
--First Cut: this cut is made at the underside or bottom of the limb, approximately 11-12 inches from the trunk. The cut should be made about halfway into the branch.
--Second Cut: this cut is made on the top of the limb, approximately 15 inches from the trunk (i.e., farther than the first cut). This cut removes most of the branch or limb.
--Third Cut: the final cut is made at the branch bark ridge. Since the weight of the limb has been removed, this final cut can be made with precision and without the risk of damage to the bark.
Pruning Paints and Dressings:
The use of pruning paints and dressings has been a controversial issue over the years. Current research indicates that there is minimal value in treating correctly pruned cuts, since the branch bark ridge and subsequent woundwood production by the tree or shrub are the best defenses against disease organisms and insects. This current suggestion is based on scientific rather than the anecdotal or "emotional" evidence of the past. Research has determined that, in many cases, pruning paints and dressings, particularly those made with turpentine, mineral spirits, creosote, or pentachlorophenol compounds, actually seal in moisture and potential disease organisms and inhibit natural wound healing and woundwood production by killing the wood. Pruning dressings usually serve a purely cosmetic, emotional purpose. Although they make you feel better, they can actually harm the tree.
Pruning vs. Shearing:
Most people don't distinguish between these techniques since both are used to remove unwanted plant growth. However, pruning is the focus of this discussion. Pruning is the process when individual branches are cut selectively. Shearing is the process when all branches are cut indiscriminately. The latter technique is useful in specialized situations such as maintaining formal hedges or topiaries.
WHEN DO WE PRUNE?
The timing of pruning is very important and depends upon the type of plant and the desired outcome. When trying to decide when to prune, there are a few simple factors that need to be considered.
Basic Considerations for Pruning:
1. Dead, damaged, or dying wood:
--Wood of this type can be pruned anytime and should be removed as soon as it is evident.
2. Spring-flowering trees and shrubs:
--These should be pruned right after they bloom since they flower on wood that was produced during the previous growing season.
--Examples: azalea, rhododendron, mountain laurel, flowering plum, magnolia, forsythia, chokeberry, lilac, and flowering quince.
3. Summer-flowering trees and shrubs:
--Examples: autumn olive, beauty bush, snowberry, coralberry, Rose-of-Sharon, viburnum, and summersweet.
--These should be pruned in late winter or spring before new growth starts. Their flowers are borne on wood produced that same year.
4. Trees and shrubs without flowers or fruit:
--These should be pruned when they are dormant, typically in late winter or spring, before growth has begun. This includes most deciduous shrubs and shade trees (maple, oak, elm), most needled evergreens, and many of the "nonflowering" broadleaved evergreens such as holly. Pruning when deciduous trees are dormant is especially helpful because it allows one to see the form and structure of the tree without the leafy canopy. Some trees "bleed" after pruning. Although this actually causes no harm, pruning these trees (e.g., maple, birch, butternut) can be delayed until their leaves are fully expanded.
How much do I prune?
Most trees and shrubs benefit from light to moderate pruning every year or every few years. However, most needled evergreens (e.g., spruce, pine, fir) require infrequent, minimal pruning.
HOW DO WE PRUNE?
Basic pruning practices or techniques:
There are many techniques for specialized pruning and the desired outcome is what determines the technique that one would use. However, the three most basic and useful practices are thinning, heading, and rejuvenation. The final goal of any pruning practice is to increase the health and aesthetics without giving the tree or shrub the look of having been pruned.
1. Thinning Cuts:
These types of cuts remove entire branches or shoots. All thinning cuts are made at the base of the branch or at ground level (Figure 5). These cuts are used to literally "thin" out the plant and stimulate more vigorous growth of the remaining branches. When done properly, the natural shape is maintained. This technique is especially useful for plants that are too dense (for example, burning bush).
2. Heading Cuts:
These cuts shorten but do not remove entire branches or shoots. Heading cuts stimulate the buds on the remaining portion of the branch or shoot to grow (Figures 6 and 7). This technique is used to promote a dense, more compact growth habit. It is also used to reduce the overall size or height of a plant. Heading cuts can be used to "shape" the plant by cutting back to inwardvs. outward-facing buds. In order to maintain the natural growth of the plant, it is important not to top or cut all branches back to the same level. This leads to excessive, unattractive growth (Figures 8 and 9).
Ideally, the best pruning often combines both thinning and heading cuts (Figure 10). Thinning helps to open the center and heading helps to control the size and height. Again, the goal is not to look pruned! For thinning and heading cuts, it is suggested that no more than 30% of the branches be cut in a single season.
3. Rejuvenation Pruning:
This is a very useful but daunting method of pruning. It is the most severe of all pruning methods. Rejuvenation pruning is typically used on older plants that are too large, overgrown, or are "leggy" and sparse. There are two methods of rejuvenation pruning:
Drastic: cuts are all made at once.
Gradual: cuts are made over a 3-year period (1/3 is cut each year).
Factors for Consideration Before Rejuvenation Pruning:
Before doing a rejuvenation pruning, there are several important factors that need to be considered:
1. What plants can be rejuvenated?
It is very important to know how the plant in question will respond to this procedure.
Broadleaved evergreens: most broadleaved evergreens such as rhododendron, mountain laurel, and pieris respond well to this procedure provided they are in good health.
Deciduous shrubs: most deciduous shrubs can be rejuvenated as long as they are generally in good health; privet responds very well.
Needled evergreens: those that have the ability to initiate new growth on needleless wood are candidates for rejuvenation pruning such as yew and arborvitae.
However, most needled evergreens do not have adventitious buds on old wood and can't be cut back to wood which has no needles. Examples of these include juniper, hemlock, and chamaecyparis.
2. Ability to give sound before- and after-care:
--In most cases, if rejuvenation pruning is the anticipated goal, it is important to fertilize the plant in late fall (the fall prior to spring pruning) or to fertilize right after the rejuvenation pruning.
--The ability of the plant to respond to this procedure depends upon sound cultural care both before and after. Watering, mulching, and follow-up pruning during the summer are critical to the recovery of the plant after rejuvenation pruning.
3. Impact of this technique on the aesthetics:
--Consider the immediate impact of this procedure on the aesthetics of the landscape. Once the procedure is done, recovery may take several years.
4. Timing:
--Rejuvenation pruning is done in early spring before growth has started.
Drastic Rejuvenation Pruning (Figure 11):
--All cuts are made in the dormant season.
--All wood is cut back to 6-10 inches.
--This technique requires follow-up pruning in midsummer to control new growth.
Moderate or Gradual Rejuvenation Pruning (Figures 12, 13, 14, 15):
--This is usually done over a 3-year period.
--One-third of the top growth is cut back each year. For example, if the shrub has 9 main branches, one would cut 3 the 1 st year, 3 more the 2 nd year, and the remaining 3 the 3 rd year.
HELPFUL SPECIALIZED PRUNING TECHNIQUES
Pruning Hedges:
There are two basic types of pruning methods for hedges--formal and informal (natural) (Figure 16). Formal hedges are usually sheared and have a defined, controlled shape. Informal or natural hedges are usually pruned and have a shape that is determined by the natural growth habit of the plant used in the hedge.
Regardless of which type, there are two important considerations:
1. It is necessary to start pruning to develop the hedge the first year. This is very important since you need to encourage full, low growth right from the start. It is often difficult to try to make a dense hedge after plants have been allowed to grow without any pruning for several years.
2. The shape of the hedge is very important and all hedges need to be wider at the bottom than the top. This is true for both formal and informal types. The triangular shape helps to expose more of the plant to light and eliminates sparse, twiggy growth at the base (Figure 17).
Pruning Needled Evergreens:
Needled evergreens generally don't require much pruning. However, before doing any pruning, you need to be aware of the type of tree or shrub that you have. There are two categories of needled evergreens based on their branching pattern:
1. Whorled branches: these have no buds on needle-less shoots so you would only prune to active, needled shoots. Examples include pine, spruce, fir, Douglas fir, juniper, and chamaecyparis.
2. Random branches: there are two types of random-branching needled evergreens.
b. Those that don't have latent buds--these include juniper and cedar.
a. Those that have latent buds--these can be pruned back to wood without needles. Examples are yew and arborvitae.
SUMMARY
Armed with an understanding of the basics of pruning and the proper tools, pruning should lose some of its anxiety and confusion and become a routine component of any landscape maintenance program.
For electronic versions of this fact sheet: Diagrams are available from the author upon request.
Summary
Pruning is probably one of the least understood and most daunting landscape maintenance practices for most homeowners. Many people aren't sure what to do or when to do it. However, proper pruning is essential for maintaining attractive and healthy trees and shrubs. This fact sheet will cover the basic equipment, principles, and techniques necessary for most pruning jobs. Although the discussion focuses on pruning of ornamental trees and shrubs, many of the same principles will be applicable for more specialized procedures such as those used for tree fruit, small fruit, and roses.
SOURCE
By Dr. Sharon M. Douglas Department of Plant Pathology and Ecology The Connecticut Agricultural Experiment Station 123 Huntington Street P. O. Box 1106 New Haven, CT 06504-1106
Telephone: (203) 974-8601 Fax: (203) 974-8502
Email: firstname.lastname@example.org
MULCH DETAILS – M1
Mulch Volcano is not an acceptable method for mulching trees
- Mulch is beneficial. More than 2-4 inches will affect trees negatively; Reducing needed oxygen and water in the soil.
- Buildup of mulch around the trunks cause cankers, splits and rot as well as leads to invasion from disease and insects which will further inhibit a trees growth and health.
- Mulch properly by applying the prescribed 2-4 inches around the root area of the tree. Do not pile up against the bark.
- Expose the root flare of the tree which prevents unnecessary buildup of mulch around the trunk as well as creates a saucer effect which helps draw water to the roots and not away to the lawn areas.
- Mulch suppresses weeds, reduces compaction, retains moisture and biodegrades into soil but it must be applied appropriately so not to harm young or mature trees alike.
For more information contact Westport Tree Warden's office:
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Pitt County Schools
Foster self-respect to help your child behave respectfully to others
In order to interact in positive ways with others in school, students need to have a sense of self-respect. When children don't value themselves, they find it hard to value other people and treat them with respect.
Several factors contribute to your child's sense of self-respect. Here are some ways to bolster:
* Competence. It feels great to be able to do things well. Give your child lots of chances to learn and
practice skills—everything from reading to playing sports to doing chores.
* Accomplishments. Notice your child's progress and successes. "You worked hard to make your report great. That should make you feel proud."
* Confidence. Encourage your child to stay positive in challenging situ ations. Help him see mistakes as opportunities to learn, and show your confidence in him by displaying a "you can do it" attitude.
* Independence. Allow your child to make age-appropriate choices. For example, "Would you rather organize your binder now or this evening?"
* Support. Show your child that you accept, appreciate and love him for who he is. Ask about his day and listen attentively to his answers.
* Imitation. If you have self-respect, your child is more likely to have it, too. Stick to your principles. Take care of yourself and believe in your worth.
Post a problem-solving guide to math
There is usually more than one way to solve a problem. This is definitely true when students are struggling with a math assignment.
To help your child remember the strategies to use if she gets confused while doing math, have her create a visual reminder to hang in her work area. Give her some posterboard, and help her list everything she can try to get herself back on track. Her list might include:
* Reread the instructions.
* Restate the problem in my own words.
* Draw a diagram.
Avoid activity overload
Concerns about what your child missed during the pandemic may make it tempting to sign her up for every enrichment activity available. Keep in mind that your child also needs time—not in the car—to concentrate on her schoolwork, as well as some time to relax and avoid stress. If too many activities have her overwhelmed, ask her to choose one or two that she truly enjoys.
Asking questions improves reading comprehension
Your child will get more out of reading if he asks and answers some questions along the way. Help him consider questions such as:
* Does the title of the book, chapter or unit offer clues to the content?
* Are there words he doesn't know? He can jot them down to look up later.
* Is this topic similar to anything else he knows? What ideas are familiar? What new things did he learn?
Promote scientific discovery
An understanding of science is vital in today's world. To encourage your child to learn and enjoy the subject:
* Investigate nature. Observe the moon and stars together. Compare the weights of cups of snow, ice and water.
* Ask questions. "Why do you think ... ?" "What might happen if ... ?""How could we find out ... ?"
* Discuss science happening in your home. Why do old apples shrink and get wrinkly?
* Look for a similar sample problem in my book or handout.
* Think about how I solved other problems like this one.
* Estimate an answer and then check it out.
The next time your child is stuck on a math problem, she can refer to her poster to find several ways to approach it.
Source: D. Ronis, Brain-Compatible Mathematics, Skyhorse Publishing.
* Give your child something to take apart to figure out how it works. Try a ballpoint pen, a candle or an old toy.
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My child loves screens and hates rules. What can I do?
Q: Mornings at our house are hectic. In order to get everyone ready on time, I've established a rule: No screen time before school. My nine-year-old constantly tries to break it. Aside from taking away her games and videos forever, what can I do?
A: All kids break the rules once in a while. When your child does, calmly enforce the consequence you have established (banning screen time for a few days, for example). Then remind her that she's responsible for her choices. To help her avoid making the same poor choice again:
1. Have your child name the
problem. "I want to watch videos and play games after breakfast, but Mom says that slows me down and I'm not ready when it's time to get going."
2. Help her brainstorm solutions. "If I do my math and reading right after school, I'll have time to watch a video after dinner." Or "If I put my game device away before bed, I won't see it lying out and be tempted to play with it in the morning."
3. Discuss her options and help her decide which to try first.
4. Try her solution.
5. Evaluate the outcome. Did it work? Fantastic. Did it fail? Help her choose one of her other ideas to try or brainstorm some more.
Do you use these read-aloud strategies?
Daily read-alouds with your child develop his reading skills and help him associate reading with enjoyable times with you. Are you using read-aloud strategies that make the most of this time? Answer yes or no below:
___1. Do you set aside at least 20 minutes a day to get cozy and read with your child?
How well are you doing?
___2. Do you take turns being the one to read aloud?
___3. Do you let your child choose where and what you'll read sometimes?
___4. Do you pause from time to time to discuss what you've read so far?
___5. Do you stop reading at an exciting place in the story so your child will want to con tinue the next day?
More yes answers mean you are helping your child become a better reader. For each no, try that idea.
" Reading should not be presented to children as a chore or duty. It should be offered to them as a precious gift. " —Kate DiCamillo
Supporting homework helps you stay in the know
Homework is a link between home and school. When you supervise your child's efforts, you find out what she is learning. Completing assignments is your child's responsibility, but it helps if you:
1. Make sure your child understands the task. Have her explain it to you. If she's confused, read the instructions together. Display a positive attitude.
2. Review completed work. This tells your child that schoolwork matters.
3. Let the teacher know if your child repeatedly struggles with assignments. Ask how you can help.
Should you pay for grades?
As a form of motivation, paying students for excellent grades shows inconsistent benefits and some serious drawbacks: It misses a lot of effort and progress. Your child is less likely to enjoy the satisfaction of learning for its own sake. And he may lose motivation to do anything he isn't being paid for.
Instead, help your child focus on what he's learning. Help him recognize his new skills. And praise him for working hard and doing his best.
Jump-start writing ideas
If your child can't think what to write about, brainstorming is a good way to get her cre ative juices flowing. Encourage her to:
* Try a new point of view. What would a picnic look like to an ant?
* Use visuals. Have her look at a picture and write down everything it brings to mind.
* Add actions to her ideas. What will happen next? How quickly?
Source: D.B. Reeves, Ph.D., Reason to Write, Kaplan Publishing.
Helping Children Learn ®
Published in English and Spanish, September through May. Publisher: Doris McLaughlin. Publisher Emeritus: John H. Wherry, Ed.D. Editor: Alison McLean. Production Manager: Sara Amon. Translations Editor: Victoria Gaviola. Copyright © 2021, The Parent Institute ® , a division of PaperClip Media, Inc. P.O. Box 7474, Fairfax Station, VA 22039-7474 1-800-756-5525 • www.parent-institute.com • ISSN 1527-1013
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How to come up with examples for your Skills Summary by Aidan
Video transcript and description
Aidan (19) talks about his experience coming up with examples for his Skills Summary
Hi, my name is Aidan and I'm here with Skills Summary to help with coming up with good personal examples to show off your skills.
The first skill I'd like to talk about is leadership. This is a very important soft skill to learn that can apply to almost any job you can think of. There are many different ways you could demonstrate this skill, such as:
being a part of a sports team, taking initiative in your local community or even through school projects.
I'm going to write about my experience with school projects and highlight how I used leadership skills within these projects to my advantage.
[ The following text is shown on the screen:
Leadership skills – level 1: personal example
- Title: School projects
- Please Provide an example for Leadership Level 1: When I worked as a part of a team on school projects, I took into account the strengths and weaknesses of the people around me to help delegate work in a way that will optimise our efficiency and quality of work. ]
Now I can submit this example and move on to the next one, which will be IT skills. Here you can show potential employers how you keep yourself connected to the online world. In school, you may have learned how to use programmes such as Powerpoint or Excel or if you needed to do something more creative you may have used Photoshop or Canva. These types of skills can translate really well into a work environment and showing how you used them to solve a specific problem is a great thing for employers to see. For my first example, I want to show off how I use the internet to my advantage in my daily life. For each person this will be different but I'm sure there is some way that you yourself use the internet to your advantage. For me in particular, I use the internet a lot to learn the skills I need to complete projects so that is what I have chosen to highlight.
[ The following text is shown on the screen:
IT skills – level 1: personal example
- Title: Applications
- Please Provide an example for IT Skills Level 1: In school and my own personal life I have familiarised myself with many different applications such as Microsoft Office and Python. I used online resources to teach myself how to use these programs and was able to complete projects using them. ]
Since I really want to highlight these skills, I will go ahead and go to level 2 and put in another example. Here I'm going to highlight how I use technology in my daily life to my advantage. I'll do this by giving a specific example of an app that I use daily. In my case I use an app called "To do" to keep track of things I need to get done.
[ The following text is shown on the screen:
IT skills – level 2: personal example
- Title: My Laptop
- Please Provide an example for IT Skills Level 2: I keep m,y laptop close to me at all times and love finding new was that I can use different applications to make my everyday goals easier, for example I've used Microsoft "to do" app to allow me to keep track of all the things I want to get done in a day. ]
Finally, I want to give an example for my organisational skills.
There's many different aspects of organisation you could talk about here. You can talk about how you organise your time, for example: do you keep a calendar or a timetable? How do you set reminders for yourself? How do you keep important documents organised? Have you ever been involved in organising an event? A simple example that I'm going to use is how I kept track of my Leaving Cert notes by organising everything into bookmark folders on Google Chrome.
[ The following text is shown on the screen:
Organisation skills – level 1: personal example
- Title: My Laptop
- Please Provide an example for Organisation Skills Level 2: During my Leaving cert I kept a folder on my bookmarks tab for each of my subject so that it would be easy for me to find material later such as exam questions, notes or useful websites. ]
Now that I've got some good examples down, I can go ahead and download a PDF of my Skills Summary.
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Welcome to our Special Places!
The Wayne National Forest has several places called Special Areas. They may contain waterfalls or large rock outcrops. They may have endangered, threatened, or rare plants that together form unique plant communities. Sometimes, the plant community isn't only locally unique, it may be one of only a few of its kind found throughout the world. The locally or regionally significant areas may represent a distinct geologic, ecologic, or cultural value. They may also be an appropriate area for scientific research.
Do you have a place in the forest you think is special? Maybe it's a rock shelter, a secret mushroom patch, or a place you went as a child with your parents.
Designation of Special Areas
Recreation activities are limited to those consistent with the purpose for which an area was designated. A system of hiking trails may provide access. Evidence of human activities will vary but is generally controlled. Boundaries are located where necessary to protect these significant resources.
Special Areas on the Forest vary from a few acres to several hundred acres in size. Designation is based on significant cultural remains or the unique characteristics of terrain, climate, soil, water, flora, or fauna. All activities in these areas are consistent with the protection or maintenance of the unique characteristics for which an area was designated (e.g., protecting and perpetuating populations of rare plants or communities).
Threats from Invasives
In order to protect their special values, these areas are protected. One of the threats we are most concerned about is the introduction of exotic plant species. These are plants non-native to our area. A common one is Japanese stiltgrass. Japanese stiltgrass is native to Japan, not Ohio. Often exotic plants are unable to survive our winters. However, a plant from a climate similar to southeastern Ohio is likely to thrive.
How do they get into special areas? Often their seeds come in on wheels, cleats in boots, or horses. Horse manure frequently contains seeds from vegetation the horse has eaten elsewhere. Limiting access by horses, all-terrain vehicles (ATVs), mountain bikes, and to people will help keep invasive plants out.
Some of these plants have no insect predators or diseases in their new habitat so they take over an area and choke out native species. Without natural enemies, invasive plants have an edge over plants native to the area. Since they are not part of the natural balance of the ecological community, invasives can put the whole ecosystem in peril.
Problems with Erosion
Erosion and loss of soil by wind and rain is also a concern. Erosion begins when vegetation is lost from an area. The plants disappear, the soil begins to erode, and the area impacted expands over time. What was once special and unique, is lost. Erosion can be controlled by prohibiting ATVs, bikes, vehicles, horses, and sometimes people, from the area.
For information on any of these specific areas, contact the Wayne National Forest office responsible for where the area is located (shown in parenthesis after each area description).
Contact Us
The Wayne has three offices to serve visitors. Two offices serve the Athens District. Office hours are 8 - 4:30 Monday through Friday.
Athens Ranger District
Nelsonville, OH 45764
13700 U.S. Hwy 33
Phone: 740-753-0101
Marietta Unit Office 27750 State Route 7 Marietta, OH 45750 Phone: 740-373-9055
Ironton Ranger District
6518 State Route 93 Pedro, OH 45659 (740) 534-6500
Federal relay system for the deaf and hearing impaired: 1-800-877-8339
website: www.fs.usda.gov/wayne
USDA is an equal opportunity provider and employer.
Last updated 5/2012
Special Areas on the Wayne National Forest
America's Great Outdoors
x
United States Department of Agriculture
Special Areas on the Wayne
Bluegrass Ridge – This area harbors a population of the globally rare juniper sedge. It also contains the State-endangered bigtree plum and Virginia ground cherry and a viable population of the State-rare Cumberland sedge and the State-threatened Carolina thistle. Ironton RD
Cambria Creek Wetland – This wetland complex, formed by beaver activity, contains numerous snags. Alder, willow, and buttonbush have become established here. The remains of the Cambria Furnace site are located in this area, giving it historical significance. Ironton RD
Caulley Creek – This is a State-significant, mixed mesophytic community with a well represented hickory component (5 species). The understory of sugar maple, red elm, and wild hydrangea is quite dense, and the herbaceous layer of diverse spring flora is characterized by abundant goldenseal. Ironton RD
Deadhorse Run – A forested watershed provides opportunities to study changes to terrestrial and aquatic systems as a result of active, natural erosional processes. Marietta Unit
Dismal Creek – This scenic area offers visitors the chance for nature viewing and photography. Hemlock regeneration can be studied here since hemlock looper invasion occurred about 1973-1975. Marietta Unit
Eels Run – Contains significant populations of Guyandotte beauty at the northern edge of its Appalachian range. In 1990 this species was identified as potentially threatened by the State of Ohio and is considered globally rare. Athens Unit
Eastern hemlock
Felter Ridge – An upland forest community of Appalachian oak (chestnut oak, red oak, red maple, sourwood, blackgum) that grades to a mixed mesophytic forest community (red oak, beech, white oak, tuliptree). Marietta Unit
Fly Gorge – This deep gorge, with 40-foot cliffs and small waterfalls, contains a Statesignificant mixed mesophytic forest with gradations into various other upland forest types (facing the Ohio River valley). Marietta Unit
Fradd Hollow – Significant for a quality oak barren community (white oak-black oak) and for viable populations of the State-rare butterfly pea, tall nut-rush, and Virginia ground cherry. Ironton RD
Handley Branch – Significant quality oak barren community (white oak-black oak) with one of two Ohio populations of the State-endangered blue scorpionweed. Three other rare species include: the endangered Sampson's snakeroot, the State-threatened balsam squawweed, and the potentially threatened lesser ladies' tresses. Ironton RD
Lick Branch – A mature hemlock-beech forest, a developing floodplain forest with diverse species, and an emergent marsh with arrowhead, lizard's-tail, burreed, smartweed, and hedge-hyssop. Ironton RD
Little Storms Creek – Features a stream, floodplain forest, and locally significant oakhickory, mixed mesophytic forest communities, and small-flowered alumroot. Ironton RD
Minnow Hollow – This is an area of high scenic value. It contains a State-significant mixed mesophytic forest with an abundance of beech and several wet and dry sandstone cliffs. Several State-listed plants occur in this area. Vegetation along the stream is being modified by beavers. Ironton RD
Morgan Sisters Woods – Contains a beechsugar maple communities, much of which has an open park-like understory. Ironton RD
Paine Crossing – This oak-maple swamp forest and nearby buttonbush swamp occurs along an abandoned railroad bed and Monday Creek. Athens Unit
Rockcamp Run – A native hemlock- white pine- hardwood stand where white pine and Virginia pine occur together. It supports habitat for the globally rare rock skullcap. Marietta Unit
Rocky Fork Gorge – A State-significant white pine-hardwood community along a stream which contains a possible oldgrowth and uncut native stand. Marietta Unit
Sardis Wetland – This State-significant wetland includes an old growth mixed floodplain forest, an emergent marsh, and a shrub swamp. Ironton RD
Thompson Cemetery Woods – The area consists of a State-significant, complex Appalachian oak forest community. Ironton RD
Waterfall Cove – A massive and complex sandstone outcrop forms a rockhouse and cliffs that contain large numbers of smallflowered alumroot. A spring-fed stream cascades over the top of the rockhouse, even in the driest of times. Ironton RD
Witten Run – A State-significant hemlockwhite pine-hardwood community is present on the western slope along Witten Run while a fairly mature, good quality oak-maple community occurs on the north facing slope. Marietta Unit
Young's Branch – A State-significant mixed mesophytic forest with large trees and spring coral-root and few-flowered tick-trefoil. Ironton RD
Research Natural Areas
Research Natural Areas (RNAs) are nationally significant areas with unique ecosystems deemed worthy of preservation for scientific purposes. Research may be ongoing.
Reas Run Research Natural Area was established in 1975. It is a 78-acre mature Virginia pine stand. Natural succession to climax hardwood forest is imminent and, therefore, of interest to forest researchers. Marietta Unit
Buffalo Beats Research Natural Area was established in 1999. It consists of 19 acres with the unique feature of a one-acre relict prairie within a mixed oak forest. Significant plants found at this site include prairie species such as big bluestem, rattlesnake master, stiff goldenrod, slender blazing star, and yellow gentian. Athens Unit | <urn:uuid:4931e895-b647-4fd0-b1d3-a617d5cb95c4> | CC-MAIN-2023-50 | https://www.discovermonroecounty.org/_files/ugd/53e18a_a760946f9cbb4bcb985e86bfb471a37a.pdf | 2023-12-01T16:20:28+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00714.warc.gz | 822,566,107 | 2,008 | eng_Latn | eng_Latn | 0.992682 | eng_Latn | 0.993804 | [
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Free informational handouts for educators, parents, and students
What is "Flipped Learning"?
by Rynette R. Kjesbo, M.S., CCC-SLP
Flipped Learning is an approach to teaching in which the "teaching" part of a lesson takes place outside of the classroom and time spent in the classroom is used to give students the opportunity to apply the concepts they have learned in interactive and creative ways. The "teaching" part of a lesson is usually learner-centered (i.e., it is up to the student to choose when and where he/she will learn) and is often accomplished through supplemental videos, assigned reading, group discussions, research, or other tasks. Then, teachers structure classroom time in such a way as to engage students in the content, give them a chance to explore concepts, and apply information they have learned in ways that are meaningful to the students. Classroom activities often include the use of manipulatives, lab experiments, presentations, project preparations, and collaboration.
F-L-I-P, the Major Components of Flipped Learning
The Flipped Learning Network (FLN) has identified four major components, or "pillars" that teachers must incorporate into their classrooms in order to engage students in Flipped Learning:
*
F is for "Flexible Environment." In a Flipped Learning classroom, students have the flexibility to choose where they would like to work, when they would like to explore new concepts, how they would like to apply new skills, and whether they would prefer to work independently or in groups.
* L is for "Learning Culture." Students are actively involved in their own learning process by choosing activities that are meaningful to them and will help them to explore topics and curriculum content further.
* I is for "Intentional Content." Teachers must decide which concepts to teach and how to make the content accessible to their students. They must also decide what materials are needed to assist their students in applying their knowledge.
* P is for "Professional Educator." Teachers must constantly observe their students, provide feedback to them to assist them in learning, and assess their students' work.
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Free informational handouts for educators, parents, and students (cont.)
Handouts
Flipped Learning – Flip or Flop?
Flipped Learning has been around since the 1990s and many teachers who have used it have reported success with it. Those teachers have stated that their students were more engaged, they performed better on standardized assessments, they outperformed other students in traditional classrooms, and their failure rates were lower. But does Flipped Learning work for all students? No. Just as there isn't a "one size fits all" approach to learning, there isn't a "one size fits all" approach to teaching. Critics of Flipped Learning have pointed out many shortcomings of the instructional method – it means more work for students and teachers, the supplemental lessons are not easily accessible to everyone (due to limited internet, inadequate technology, etc.), and some students don't do well in a self-directed learning environment so they fall further behind.
Students learn in different ways (See Handy Handout #369, "What are Learning Styles" for additional information) and most students can benefit from a variety of teaching methods. Flipped Learning is just one of many different instructional approaches that teachers can use to reach their students.
Resources:
"Why Flipped Learning Is Still Going Strong 10 Years Later," accessed October 6, 2017, https://www.edsurge.com/news/2017-10-03-why-flipped-learning-is-still-going-strong-10-years-later "Definition of Flipped Learning," accessed October 6, 2017, https://flippedlearning.org/definition-of-flipped-learning/
®
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Greek School Ayia Triada Birmingham
This document defines the term and sets out the principles, practices and procedures which Greek School of Ayia Triada will follow with regards to the Bulling issues in our school.
Contents
A. INTRODUCTION: WHY IS THIS POLICY SET
It is the intention of all staff whether Teachers, Teaching Assistants or other school staff or any other person with whom pupils come into contact to ensure that pupils feel safe, supported and free of the danger of being bullied.
We are committed to providing a caring, friendly, and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. We will endeavour to provide an environment where every student can feel safe, healthy, able to enjoy learning and achieve at their fullest potential and able to make positive contribution. Bullying or racism of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell someone they trust and will know that incidents will be dealt with promptly and effectively.
We aim at developing students with empathy, understanding and appreciation for other views and opinions. We support children to develop friendships which will last long beyond their time here and empower them to grow into independent, strong people who are equipped with the flexibility and moral courage to deal with the challenges of the modern world."
B. WHAT IS BULLYING?
Bullying is defined in departmental advice published by the DCSF as:
'Behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally'
Bullying is defined on the gov.uk website and states that the four key characteristics of bullying are that it is:
* Repetitive and persistent;
* Intentionally harmful;
* Involving an imbalance of power;
* Causing feels of distress, fear, loneliness or lack of confidence.
Definition shared with our pupils:
'Repeated negative behaviour that is intended to make others feel upset, uncomfortable and unsafe.'
(Definition from Anti-Bullying Pro, Diana Award)
It is generally agreed that a single incident of verbal or physical aggression is not necessarily considered to be bullying – there needs to be evidence of persistent victimisation over a period of time. Similarly, it is not bullying when two children / young people of approximately the same age and strength have the occasional quarrel or oneoff fight.
Related Definitions:
"Bullying is not an individualised behaviour committed by one or more students against another; it is a group phenomenon. Children play different roles, whether they are the assister, whether they are the defender – whether they egg things on; they keep things going. And the actual ring-leader bully might not have to do the work because they have their 'entourage/squad/posse'. (Dorothy Espelage, professor of psychology at the University of Florida.)
"Even those not in that 'club' can be part of the problem too. Bystanders can be key to bullying; bullying rarely happens without an audience. The audience 'boosts' the bully's status and makes them feel more powerful.
Ridiculing someone with no witnesses is only going to give them so much sense of reward, whereas putting someone down in front of a big group of other children is a totally different story, so the bystanders actually play a huge role in this." (Jaana Juvonen, professor of developmental psychology at UCLA.) So, theoretically, an entire class could be playing a role in maintaining a culture of bullying, even if only through bearing witness and not reporting it.
Bullying can take lots of different forms and sometimes children and young people do not realise that what is happening to them is bullying. Examples may include any of the following, repeated over a period of time:
→ Physical – kicking, hitting, pushing, or any use of violence, taking and damaging belongings
→ Verbal – Name calling, taunting, mocking, making nasty comments, making threats
→ Emotional – leaving people out / deliberately ignoring, gossiping, spreading rumours
→ Cyber-bullying –Cyber-bullying is the use of technology such as mobile phones, email, chat rooms or social media sites such as Facebook and Twitter to harass, threaten, embarrass, intimidate or target someone. Unlike physical bullying, cyber-bullying can often be difficult to track as the cyber-bully (the person responsible for the acts of cyberbullying) can remain anonymous when threatening others online, encouraging them to behave more aggressively than they might face-to-face. The police do, however, have the powers and the technology to trace IP addresses and when, where and how inappropriate messages are sent
→ Racist - racial taunts, graffiti, gestures.(including those relating to race and faith
→ Sexual - unwanted physical contact or sexually abusive comments.
→ Homophobic - because of, or focusing on the issue of sexuality.
→ Identity based bullying: Children and young people are too often bullied in schools because of their race, faith, gender, disability sexual orientation, irrespective of whether those differences are real or perceived.
→ Prejudice Behaviour-The term prejudice-related bullying refers to a range of hurtful behaviour, physical or emotional or both, which causes someone to feel powerless, worthless, excluded or marginalised, and which is connected with prejudices around belonging, identity and equality in wider society – in particular, prejudices to do with disabilities and special educational needs, ethnic, cultural and religious backgrounds,
gender, home life, (for example in relation to issues of care, parental occupation, poverty and social class) and sexual identity (homosexual, bisexual, transsexual).
A detailed breakdown of the type of bullying experienced (April 2013-March 2018 Department for Education. Analysis on 10-15 year olds from the Crime Survey for England & Wales, November 2018)
→ being called names, sworn at or insulted (79%);
→ being pushed or shoved (43%);
→ having rumours spread about them (47%);
→ being ignored or left out (34%);
→ being physically hurt (31%);
→ being threatened with physical violence (32%);
→ damaged their belongings (11%);
→ theft of money or belongings (9%).
Aims and Objectives:
Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.
We aim, as a school, to produce a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
This policy aims to produce a consistent school response to any bullying incidents that may occur.
We aim to make all those connected with the school aware of our opposition to bullying, and we make clear each person's responsibilities with regard to the eradication of bullying in our school.
C. ROLES AND RESPONSIBILITIES
In this section the roles and responsibilities are defined and guidelines along with we work in addressing bullying. he Education Act 2002, Education and Inspections Act and Equalities Act 2006 all make reference to a school's legal responsibility to prevent and tackle bullying. By law, all state schools must have a behaviour policy in place and displayed on their website and must also follow anti-discrimination law. This means staff must act to prevent discrimination, harassment and victimisation within the school.
A copy of Anti-bullying Policy for the Greek School of Ayia Triada Birmingham is available from the school office and on the school website for parent/carers, staff and students to access when and as they wish.
Although bullying in itself is not a specific criminal offence in the UK, it is important to bear in mind that some types of harassing or threatening behaviour – or communications – could be a criminal offence, for example under the Protection from Harassment Act 1997, the Malicious Communications Act 1988, the Communications Act 2003, and the Public Order Act 1986.
If school staff feel that an offence may have been committed, they should seek assistance from the police. For example, under the Malicious Communications Act 1988, any person who sends an electronic communication which conveys a message which is indecent or grossly offensive, a threat, or information which is false and known or believed to be false by the sender, is guilty of an offence if their purpose in sending it was to cause distress or anxiety to the recipient.
School staff members also have the power to discipline students for misbehaving outside the school premises. Sections 90 and 91 of the Education* and Inspections Act 2006 say that a school's disciplinary powers can be used to address students' conduct when they are not on school premises and are not under the lawful control or charge of a member of school staff, but only if it would be reasonable for the school to regulate students' behaviour in those circumstances. This may include bullying incidents occurring anywhere off the school premises, such as on school or public transport, or in public communal areas – in the case of Greek School of Ayia Triada this may include all communal areas inside and outside the Greek Cypriot Association Building (playground, car park, church, and hall), it may also extend actions taken at all times during school events and school trips including during transportation to and from school .
*
Sections 90 and 91 are available online at:
http://www.legislation.gov.uk/ukpga/2006/40/section/91
91. Enforcement of disciplinary penalties: general
(1)
This section applies in relation to a disciplinary penalty imposed on a pupil by any school at which education is provided for him, other than a penalty which consists of exclusion.
(2)The imposition of the disciplinary penalty is lawful if the following three conditions are satisfied.
(3)
The first condition is that the imposition of the penalty on the pupil—
(a)is not in breach of any statutory requirement or prohibition, and
(b)is reasonable in all the circumstances.
(4)
The second condition is that the decision to impose the penalty on the pupil was made—
(a)by any paid member of the staff of the school, except in circumstances where the head teacher has determined that the member of staff is not permitted to impose the penalty on the pupil, or (b)by any other member of the staff of the school, in circumstances where the head teacher has authorised the member of the staff to impose the penalty on the pupil and it was reasonable for the head teacher to do so.
(5)The third condition is that the decision to impose the penalty was made, and any action taken on behalf of the school to implement the decision was taken—
(a)
on the premises of the school, or
(b)
elsewhere at a time when the pupil was under the lawful control or charge of a member of staff of the school.
(6)
In determining for the purposes of subsection (3)(b) whether the imposition of the penalty is reasonable, the following matters must be taken into account—
(a)
whether the imposition of the penalty constitutes a proportionate punishment in the circumstances of the case, and
(b)any special circumstances relevant to its imposition on the pupil which are known to the person imposing it (or of which he ought reasonably to be aware) including in particular—
(i)the pupil's age,
(ii)any special educational needs he may have,
(iii)any disability he may have, and
(iv)any religious requirements affecting him. (7)For the purposes of subsection (6)(b)(iii) a pupil has a disability if he has a disability for the purposes of the [F1Equality Act 2010].
(8)
A determination or authorisation by the head teacher for the purpose of subsection (4)(a) or (b) may be made— (a)in relation to a particular member of staff or members of staff of a particular description;
(b)
in relation to a particular disciplinary penalty or disciplinary penalties of a particular description;
(c)
in relation to a particular pupil or pupils of a particular description or generally in relation to pupils.
(9)
Where the disciplinary penalty is detention outside school sessions, this section has effect subject to section 92.
(10)
Nothing in this section authorises anything to be done in relation to a pupil which constitutes the giving of corporal punishment within the meaning of section 548 of EA 1996.
(11)
This section is not to be construed as restricting what may lawfully be done apart from this section.
(12)In this section, "paid member of the staff", in relation to a school, means any member of the staff who works at the school for payment, whether under a contract of employment or a contract for services; and, for this purpose, it is immaterial whether the contract of employment or contract for services is made with the governing body or proprietor of the school or with any other person.
Where bullying is reported to school staff, it should be investigated and acted on. During school hours, including while students are taking part in school visits, school events and during extra-curricular activities, the school has responsibility to ensure students feel safe and secure. Staff can only impose disciplinary sanctions and implement that sanction whilst on the school premises or when the student is under the lawful control of
school staff, for instance on a school trip. The school and staff are not responsible for incidents that happen online outside of school hours. If this is brought to our attention, the Headmistress will consider whether it is appropriate to notify the police or anti-social behaviour coordinator in our local authority of the action taken against a student. If the misbehaviour could be criminal or poses a serious threat to a member of public, the police should always be informed.
The Role of the Management Board
The Management Board supports the Headteacher in all attempts to eliminate bullying from our school. The MB will not condone any bullying at all in our school, and any incidents of bullying that do occur will be taken seriously, and dealt with appropriately.
Additionally, the MB monitors incidents of bullying that do occur, and reviews the effectiveness of this policy. The members of the MB require the Headteacher to keep accurate records of incidents of bullying, and to report to the governors on request about the effectiveness of school anti-bullying strategies.
A parent who is dissatisfied with the way the school has dealt with a bullying incident can ask the chair of MB [following the steps of contact and communication of our related policy] to look into the matter. The governing body responds within ten days to any request from a parent to investigate incidents of bullying. In all cases, the MB notifies the Headteacher, and asks him/her to conduct an investigation into the case, and to report back to a representative of the MB.
The Role of the Headteacher
It is the responsibility of the Headteacher to implement the school anti-bullying strategy, and to ensure that all staff (both teaching and non-teaching) are aware of the school policy, and know how to identify and deal with incidents of bullying.
The Headteacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The Headteacher draws the attention of children to this fact at suitable moments. For example, if an incident occurs, the Headteacher may decide to use an assembly as the forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.
The Headteacher endeavours to ensure that all staff receive sufficient information to be equipped to identify and deal with incidents of bullying.
The Headteacher sets the school climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.
The Role of the Teaching and Support Staff
All the staff in our school take all forms of bullying seriously, and seek to prevent it from taking place.
Teachers keep their own records of all incidents that happen in their class, and that they are aware of in the school. If teachers witness an act of bullying, they will either investigate it themselves or refer it to the The Action on Bullying Leader(usually this person is a member of staff) or the Headteacher as appropriate. Teachers and support staff do all they can to
support the child who is being bullied. If a child is being bullied, then, after consultation with the Headteacher, the teacher informs the child's parents.
When any bullying has taken place between members of a class, the teacher will deal with the issue immediately. This may involve counselling and support for the victim and sanctions for the offender.[This policy can be used jointly with our Behaviour Policy on Levels of Action] .Time is spent talking to the child who has done the bullying, explaining to them why their action was wrong and how they should change their behaviour in future. If a child is repeatedly involved in bullying the member of staff informs the Headteacher, the Action on Bullying Leader and the Management Board. The teacher will then invite the child's parents into the school to discuss the situation. In more extreme cases, e.g. where these initial discussions have proved ineffective, the Headteacher may contact external support agencies.
Teachers use a range of methods to help prevent bullying and to establish a climate of trust and respect for all. They use drama, role-play, stories etc., within the formal curriculum, to help pupils understand the feelings of bullied children, and to practise the restraint required to avoid lapsing into bullying behaviour.
The Role of Parents
Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying should;
→ Find out all the facts first
→ Try not to get angry or more involved than your child wants you to. Ask your child what they want you to do, if anything
→ Contact the school for further support
→ Provide support for your child
Parents have a responsibility to support the school's anti-bullying policy, actively encouraging their child to be a positive member of the school
Procedures for Parents
If a parent suspects that their child is being bullied, then the following procedure should be followed:
- Listen to your child. Consider whether this is 'several times on purpose' or whether it
is a single incident.
- Talk to your child and find out the facts. Keep a diary of 'incidents'. This will help the school or setting ascertain the events.
- Encourage your child to tell the child who is upsetting them that what they are doing is not making them feel good and if they don't stop they will tell an adult.
- Encourage your child to inform their class teacher or inform the class teacher directly who will discuss the issue with you and record the key information.
- Approach a member of staff within school, ideally the class teacher.
- Don't try and sort it out yourself by approaching the other child or parent
.
or carer
- Make an appointment, with enough time to talk.
- When talking to the school try not to be aggressive, or lose your temper. A good working relationship between parent or carers and school is essential and will help to resolve the situation more quickly.
- Allow time for the class teacher/school to investigate allegations and deal with your
- concerns, and initiate support activities for the children.
- Make a note of the action school intends to take.
- There may be things you can do at home to help. Please ask.
- Stay in touch
Sometimes the outcome of 'incidents' is uncomfortable for parent or carers or carers and children to deal with, particularly if the episode is found to be genuine. If you learn that your child has been unkind to others, try to stay calm. The school will work with you and your child to make things better.
The Role of Pupils
Pupils are encouraged to tell anybody they trust if they are being bullied, and if the bullying continues, they must keep on letting people know. Pupils are invited to tell us their views about a range of school issues, including bullying, in pupil questionnaires, school council and at any other time.
Procedures for Pupils
What do you do if you are being bullied?
First of all – don't worry - this can be sorted out. Think about what is happening to you, stay calm. Are you sure you are being bullied? It could be something else that is making you unhappy such as:-
→ Falling out with friends
→ A game (that has gone wrong)
→ An argument
→ People not letting you join in with a game or activity
These things are important, and they make you sad, but this is not always bullying. If someone is being very unkind, or hurting you – and you don't know why, and you can't stop it – then this is what to do.
→ It is important that you talk to someone. This could be:
→ An older pupil
→ A teacher
→ Your friend
→ Someone at home
→ Anti-Bullying Peers from School Council
→ Someone you trust
→ A lunchtime supervisor -usually this person is a teacher or member of the Management Board
Don't be afraid to tell someone, bullies rely on you keeping quiet. Don't keep it to yourself
D. RECOGNISING BULLYING
Signs of someone being bullied
There are many warning signs that may indicate that someone is affected by bullying—either being bullied or bullying others. Recognizing the warning signs is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help.
It is important to talk with children who show signs of being bullied or bullying others. These warning signs can also point to other issues or problems, such as depression or substance abuse. Talking to the child can help identify the root of the problem. Members of our staff and Management Board. Members of Staff will be looking forward for changes in the child and at the same time will be aware that not all children who are bullied exhibit warning signs. Some signs that may point to a bullying problem are:
* Unexplainable injuries/self harm
* Lost or destroyed clothing, books, electronics, or jewelry
* Frequent headaches or stomach aches, feeling sick or faking illness
* Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch.
* Declining grades, loss of interest in schoolwork, or not wanting to go to school
* Sudden loss of friends or avoidance of social situations
* Feelings of helplessness or decreased self esteem
* Self-destructive behaviours such as running away from home, harming themselves, or talking about suicide
* defensive body language;
self-harm;
*
* sadness;
* avoids eye contact;
* irrational behaviour;
* crying;
* stops doing activities they enjoy;
* change in personality;
* extreme reactions;
* becomes a school refuser;
* fall in grades;
* inability to effectively communicate;
* always seems to have a 'phantom illness';
* depression;
* isolates themselves from social groups;
* begins to emulate negative behaviour displayed by other students.
Prevention
Our school has created an ethos of good behaviour whereby students treat one another and the school staff with respect because they know that this is the right way to behave. That culture extends beyond the classroom to the corridors, the dining hall, the
playground, and beyond the school gates including travel to and from school. Values of respect for staff and other students, an understanding of the value of education, and a clear understanding of how our actions affect others permeate the whole school environment and are reinforced by staff and older students who set a good example to the rest.
We involve parents wherever possible to ensure that they are clear that the school does not tolerate bullying and are aware of the procedures to follow if they believe that their child is being bullied. We want parents to feel confident that the school will take any complaint about bullying seriously and resolve the issue in a way that protects their child, and they reinforce the value of good behaviour at home.
All our students understand our school's approach and are clear about the part they can play to prevent bullying, including when they should be upstanders not bystanders. They also know that the school will implement disciplinary sanctions and that the consequences of bullying reflect the seriousness of the incident so that others see that bullying is unacceptable.
We do our best to create an inclusive atmosphere in school by encouraging open discussions about the differences between people that could motivate bullying, such as religion, ethnicity, disability, gender, sexuality or appearance related difference. Also, students with different family situations, such as looked after children or those with caring responsibilities. We also teach our students that using any prejudicebased language is unacceptable.
In line with our safeguarding policy, procedures and training, staff make it easy for students to report bullying so that they are assured that they will be listened to and incidents acted on.
Strategies to reduce Bullying
Greek School of Ayia Triada has adopted a range of strategies to prevent and reduce bullying, to raise awareness of bullying and support victims and those displaying bullying behaviour, including:
* the consistent promotion of the school's code of behaviour which requires all pupils to respect the rights of others;
* A Set of Expectations is displayed across the school
* teaching students to self-regulate their behaviour and encourage them to selfreflect following inappropriate behaviour;
* Members of the Pupil Council act as Anti-Bullying Peers
* Assemblies on Bullying and open discussions in classrooms on bullying
* staff model appropriate moral conduct and expect students to develop an understanding that they should not engage in bullying behaviour because it is not the right thing to do, rather than just because they are told not to do;
* staff reward positive behaviour and attitudes;
* the reinforcement of the clear message that violence has no place at our school;
* Anonymous posting letter box-where anyone can report anything which is a cause of concern.
* Encourage students to have voice
Vulnerable pupils
We aim at recognising and providing support to those students who are bullied and who they may be at greater risk of being bullied, those children with SEN, with emotional,
social and behaviour difficulties and those who may come forward and seek support openly. Having said this, our staff support all pupils who are bullied. This means being alert to the effect any form of bullying can have and being especially alert to where it may have a severe impact. There is evidence to suggest that pupils that are badly bullied in school are more likely to be bullied out of school, for instance either on their way to or from school or through cyberbullying.
Some students are more likely to be the target of bullying because of the attitudes and behaviours some young people have towards those who are different from themselves. These young people are often the same young people who might need greater support to deal with the impact of bullying, for example those who are going through a personal or family crisis. In addition, children with special educational needs or disabilities can often lack the social or communication skills to report such incidents so it is important that staff are alert to the potential bullying this group faces.
Intervention
Greek School of Ayia Triada Birmingham aims at supporting students who are bullied and makes appropriate provision for a student's needs. The nature and level of support will depend on the individual circumstances and the level of need. These can include a quiet word from a teacher that knows the student well, asking the Educational Team of the Management Board to provide support, providing formal counselling, engaging with parents, referring to local authority children's servicesdepending on the extent of needs and the level of seriousness, completing a Common Assessment Framework or referring to Child and Adolescent Mental Health Services (CAMHS).
The Greek School of Ayia Triada Birmingham has disciplinary measures for pupils who bully in order to show clearly that their behaviour is wrong. Our disciplinary measures are applied fairly, consistently, and reasonably taking account of any special educational needs or disabilities that the students may have and taking into account the needs of vulnerable students. It is also important for us to consider the motivations behind bullying behaviour and whether it reveals any concerns for the safety of the perpetrator. Where this is the case the student engaging in bullying may need support themselves. For any disciplinary actions the Anti-Bullying policy will be utilised in conjunction with the Behaviour Policy of the School.
→ take part in initiatives such as Anti-Bullying Week through assemblies;
→ training for all members of staff on the Anti-bullying policy and strategy;
→ a clear policy of mobile phones not permitted to be in use during school hours;
→ staff keep up with online trends to ensure our practices and policies are up to date and we can provide the best information, advice, and support for everyone in our community;
→ all websites accessed in school are screened. This software screens the language used in all documents, emails and websites. Rude or offensive emails, websites, documents are sent to the Headteacher. Action will be taken and recorded;
→ work with multi-agency teams including police and children's services as appropriate;
→ contact with the parents of both the student being bullied and the bully;
→ sharing information with parents via the Class Dojo and Parent Info link on the school website and also at key events during the year, e.g. Welcome
Evenings;
→ challenging sexual content within verbal abuse especially challenging the word 'gay' and other homophobic language;
→ challenging 'banter' and racist language and instilling a collective understanding of the power of words which can cause harm to others if used in the wrong way
E. REPORTING, SANCTIONS AND MONITORING
How to report bullying – student
Any incident of bullying, however small, should be reported immediately, ideally by the victim(s) or friends or parents. When you observe a situation, intervene, and make it clear that such behaviour is totally unacceptable – do not ignore the bullying. BE AN UPSTANDER.
Students are taught that silence is the bully's greatest weapon and are encouraged to tell themselves that they do not deserve to be bullied and that it is wrong. Students should also try hard not to show they are upset as bullies thrive on fear. It is important to be confident and walk away. To report an incident of bullying, students should:
→ Speak directly to your class teacher and explain the situation. Students must report bullying directly to school, rather than via a parent telephone call. Staff at school can then act quickly to gather as much information as possible. Your class teacher will need to hear the information in your words.
→ Alternatively, any member of staff can be approached to report incidents of bullying, and they in turn will report to the Action on Bullying Leader
→ All the relevant information will be recorded on an incident information sheet. All relevant facts need to be noted down in your own words, together with the name of the alleged bully, names of other students who are involved or are witnesses. Do not use the word 'bully'.
→ If the bullying is happening via social media, ensure that you do not delete what you have been sent. As part of our Behaviour for Learning Policy, we have the right to search an electronic device if we believe it contains data or files which have been, or could be, used to cause harm, to disrupt teaching or break the school rules.
→ Never be afraid to speak to a member of staff; we are here to listen and help you. Bullying is not tolerated at this school and our aim is to end it, not to make matters worse.
→ We treat all information sensitively and only use it as a basis for action when appropriate.
Reporting and Sanctions
Sanctions used in our school are those also referred to Level 3 Actions according to our Behaviour Policy and also depending on the extend, and seriousness additional measures may be taken. Indicatively:
a) Parents of both parties will be contacted
b) Formal Caution issued and Case discussed
c) Short term exclusion from school/branch
d) Close Lunchtime supervision of students involved
e) Monitoring and reporting over time incidences related thought to be bullying related
f) Permanent exclusion if persistent and beyond solving despite Staff/Headteacher/Management Board efforts to address bullying and to provide support
g) Request for the perpetrator to be moved to another branch
h) Anti-Bullying Assemblies and open discussions in class
i) Police to be informed in those cases where the bullying case is
Links with other policies
This policy is linked with the following policies:-
Behaviour / Child protection/ Safe guarding procedures Equal opportunities
F. VERSION CONTROL
The efficacy of this policy will be reviewed every two years by the governing body- The Greek School of Ayia Triada Management Board. If the school decides to change the way in which it uses AntiBullying Policy. | <urn:uuid:1fe249ad-e210-4ecc-9ba2-83174857217a> | CC-MAIN-2023-50 | https://www.greeksat.org.uk/sites/greeksat.org.uk/files/antibullying_22.pdf | 2023-12-01T17:37:00+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00717.warc.gz | 889,511,636 | 6,697 | eng_Latn | eng_Latn | 0.996201 | eng_Latn | 0.998714 | [
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PET CARE DURING A DISASTER
* If possible, take your pets with you if you evacuate. If it is not safe for you, it is not safe for them. Leaving them may endanger your pets and emergency responders.
* Plan in advance where you will go if you evacuate, as pets (other than service animals) are usually not allowed in public shelters.
* Contact hotels and motels outside your immediate area to check their policies on accepting pets and restrictions on the number, size, and species. Ask if "no pet" policies could be waived in an emergency.
* Ask friends, relatives, or others outside your area if they could shelter your animals. If you have two or more pets, they may be more comfortable if kept together, but be prepared to house them separately.
* Prepare a list of boarding facilities and veterinarians who could shelter animals in an emergency; include 24hour telephone numbers.
Ask local animal shelters if they provide emergency shelter or foster care for pets in a disaster situation. Animal shelters may be overburdened, so this should be your last resort unless you make such arrangements well in advance.
* Keep a list of "pet friendly" places, including their telephone numbers,
with other disaster information and supplies. If you have notice of an impending disaster, call ahead for reservations. Hotels and motels with "nopet" policies may waive these policies during a disaster, particularly if the pet is housed in a carrier. Contact establishments along your evacuation route to see if they will waive "no-pet" rules, and make sure you have adequate facilities and supplies for your pets.
* Carry pets in a sturdy carrier. Animals may feel threatened by some disasters, become frightened, and try to run. Being in its own carrier helps reassure a pet.
* Have identification, collar, leash, and proof of vaccinations for all pets. At some locations, you may need to provide veterinary records before boarding your pets. If your pet is lost, identification will help officials return it to you.
* Assemble a portable pet disaster supplies kit. Keep food, water, and any special pet needs in an easy-to-carry container.
* Have a current photo of your pets in case they get lost.
First Aid Kit for Pets
A fully equipped household first aid kit contains almost all of the supplies you may need for your pets. A simple first aid kit for your pets should include these additional items in a waterproof container:
* Latex (or hypoallergenic material) gloves
* Gauze sponges ( a variety of sizes)
* Gauze roll, 2-inch width
* Material to make a splint
* Adhesive tape, hypoallergenic
* Non-adherent sterile pads
* Small scissors
* Grooming clippers or safety razor
* Nylon leash
* Towel
* Muzzle
* Compact emergency "blanket" (available in the camping department of many stores)
* Water-based sterile lubricant
* Hydrogen peroxide (3 percent)
* Rubbing alcohol
* Topical antibiotic ointment
* Epsom salts
* Baby-dose syringe or eye dropper
* Sterile eye lubricant
* Sterile saline wash
* Diphenhydramine, if approved by your veterinarian
* Glucose paste or syrup
* Styptic powder or pencil
* Plastic card (such as old credit card) to scrape away stingers
* List of emergency phone numbers including those for your pet's veterinarian, an after-hours emergency veterinary hospital, and the National Animal Poison Control Center (1-888-426-4435)
* Petroleum jelly
* Penlight
* Clean cloth
* Needle-nose pliers
For a complete list of items for your pet first aid kit and detailed information on how to provide first aid for your pets, consult Pet First Aid by Barbara Mammato, DVM, MPH, a handbook sponsored by the American Red Cross and The Humane Society of the United States. | <urn:uuid:90df4e38-5a36-461b-b092-8c39cc0bb9bc> | CC-MAIN-2023-50 | https://fire.escondido.org/Data/Sites/3/media/pdfs/Pets.pdf | 2023-12-01T15:32:55+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00716.warc.gz | 299,475,850 | 815 | eng_Latn | eng_Latn | 0.993164 | eng_Latn | 0.997624 | [
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Parent and Student Band Handbook
Parent and Student Band Handbook
Throughout human history music has always had the power to move us deeply. In our Catholic tradition music has the power to connect us with God. Music strengthens our spiritual experience by entering our hearts and feeding our souls. When we create and perform music, God works through us to be his instrument in ministering to others. St. Paul says, "Sing psalms, hymns and sacred songs; sing to God with thanksgiving in your hearts." (Colossians 3:16b)
Band Program:
1) Definition of Band
a. Purpose
- Band is a means to introduce and develop the art of music through group instrumental instruction using Band designated instruments which include Woodwind, Brass and Percussion.
b. Locally Developed Option
- Greater Saskatoon Catholic Schools' Band program is a locally determined 7 year music option for grades 6‐12.
- Although Band is not a mandatory means to experience music instruction it is strongly encouraged that all students enter Band in their grade 6 year to get the full benefit of the grade 6–8 Band program. Entering after grade 6 is at the discretion of the Band teacher.
c. Instruments
- Concert Band instrumentation consists of Woodwind, Brass and Percussion instruments:
1. Woodwinds‐ Flute, Oboe, Clarinet, Bass Clarinet, Alto Saxophone, Tenor Saxophone, Baritone Saxophone, Bassoon.
2. Brass‐ Trumpet, French Horn, Trombone, Baritone/ Euphonium, Tuba.
3. Percussion‐ Mallets (Bells), Snare Drum, Bass Drum, Auxiliary Percussion.
d. Benefits of Band
- Provides a broader educational experience.
- Provides lifelong skills.
- Helps develop:
1. Leadership skills
2. Teamwork
3. Effective communication skills through aural and non‐aural means
4. Creativity, artistic, and emotional expression
5. Open mindedness
6. A sense of culture and heritage
7. Unique friendships
2) Board Expectations
a. Minimum requirements
- Student will receive 2 – 45 minutes classes/week delivered by a Band teacher at each grade level.
- There may be extra‐curricular performing opportunities at the discretion of the Band teacher.
- Instruction is based on theGrade 6‐9 Curriculum Support Document (1997)provided by the Saskatchewan Band Association.
- Performances occur throughout the year based at the discretion of the Band teacher.
b. Band Assessment
- Band assessments are both formal and informal.
1. Formal assessments may include playing tests, written tests, aural tests, and assignments.
2. Informal assessments may include ongoing observation and feedback on performance participation, practice, behaviour and progress during class instruction and rehearsals. Informal assessment helps provide the direction for instruction to help improve student learning and skill development.
3) Responsibilities
a. The Parent
- Provide the instrument, Band instruction book, and other Band specific supplies.
- Show support and encouragement to your child through:
1. Positive feedback.
2. Encourage regular practice to occur in the home in a designated practice area (see Appendix for Helpful Hints for Practicing).
3. Make sure Band instrument is in good working order and any repairs needed are done in a timely manner.
4. If desired, provide private lessons to help students further develop their instrumental skills.
5. Provide the Band uniform (see Appendix for Band Teacher Supply List).
6. Commitment is for the entire school year.
7. Participation of your child at all performances.
8. Participation of your grade 6 Band student at the Beginner Band Workshop in the fall.
b. The Student
- Bring to each Band class the instrument, book and supplies.
- Practice regularly at home (see Appendix for Helpful Hints for Practicing).
- Commit to Band program for the entire school year.
- Attend all required performances, practices and Band events.
- Show respect and care of your instrument, other students' instruments and the band room equipment.
- Attend the beginner Band Workshop in the fall (for grade 6 Band students) or students learning a new instrument.
c. The Band Teacher
- Provide instruction as outlined in theGrade 6‐9 Curriculum Support Document (1997)from the Saskatchewan Band Association.
- Provide a positive and respectful teaching and learning environment.
- Arrange for performance opportunities.
- Provide communication to parents about student progress and programming.
4) Instruments
a. The recruiting process provides the determination of the appropriate instrument based on a set of instrument specific criteria with the goal of helping each student achieve success and enjoyment on the instrument.
b. The School Board provides the following instruments for a yearly fee of $120
- Tuba, baritone, euphonium, French horn, baritone saxophone, tenor saxophone, bass clarinet, bassoon, oboe, and piccolo.
- Each school has a standard set of percussion equipment. Percussion students are expected to rent a bell/percussion kit to practice with at home.
c. The following instruments are expected to be obtained by the parents:
- Flutes, clarinets, alto saxophone, trumpet, trombone, bell/percussion kit (includes sticks and mallets).
- Families with financial challenges in obtaining an instrument should speak to their Band director.
d. Ways to obtain an instrument
- It is strongly recommended that all instruments are rented or purchased from a reputable, local Band music store. Instruments obtained from other sources may not be able to be repaired by Band repair technicians. Better quality instruments contribute to success in Band.
1. From a local Band music store:
a. Long & McQuade, Musicraft and St. John's Music
b. Options include rent, rent‐to own or purchase an instrument.
c. It is strongly recommended that an instrument is booked in June to guarantee it is available for the fall.
2. Purchasing a used instrument or using a family owned instrument:
.
a. Ensure the instrument is in good working condition Have the instrument checked by a reputable Band Repair Technician at one of the local Band music stores.
b. Ensure the instrument is ready for use before the beginning of the upcoming school year.
e. Band Supplies
- Each Band teacher has a specific supply list for each Band instrument and for each grade.
1. Please see Appendix for Band Teacher Supply List for your specific school or visit the division Band website: www.scs.sk.ca/arts.
5) Recruiting process
a. Band Information Sessions
- Band teachers will make initial contact in the spring with current grade 5 studentsthrough a Band presentation and/or informal demonstration concerts.
- Parent Band information nightsare held on both the east and west side of the city. Parents are strongly encouraged to attend one of the information nights.
- Parent Band Information nights will provide a discussion and information on programming, acquiring an instrument, expectations, and any other relevant information relevant.
b. Instrument Tryouts
- All grade 5 students are able to try out the designated Band instruments available for grade 6 Band.
- Specific instrument assessments are applied to each instrument and students are evaluated on the potential to achieve success based on this criteria.
- Following the instrument tryouts, the Band teacher will discuss with each student the best instrument choice. The instrument choice is then shared with parents/guardians and is confirmed through the Band registration form.
c. Band Registration
- Registration forms are handed out at the end of the instrument recruiting process.
- Registration forms must be handed in to the Band teacher in June in order to be registered for grade 6 Band.
- You may receive a confirmation letter confirming registration and instrument choice.
- Upon receiving a completed Band registration form a Parent/Student Band Handbook will be given to each registered student.
- If you are renting from the division you will receive an invoice from your school at the beginning of the school year.
- Payment for school division instrument is due within 30 days of receiving invoice
- Cheques are to be made out to:
1) Name of school or
2) St. Paul's RCSSD #20 or
3) Greater Saskatoon Catholic School Division
d. Beginner Band Workshop
- There are two Beginner Band Workshops in September – one for west side schools and one for east side schools.
- This workshop is provided free of charge by the school division. Professional players are hired to provide specific instrument instruction in a small group setting.
- Attendance is required as this workshop provides the specific and initial technical foundations for playing each Band instrument. This is critical to the overall enjoyment and success the student will experience in Band.
6) Performance Expectations
- Band is a performing art and therefore attendance at all Band performances is required as part of the Band assessment.
- All Band performances require the Band uniform unless otherwise indicated by the Band director.
a. Band Concerts
- Each school will determine their Band performance schedules. Generally, there is a Band concert slated for December and one in late spring.
- Band concerts are determined by the Band teacher.
- Participation is required by all Band students.
b. Music Festivals
- Saskatoon Music Festival occurs each spring (March/April). Each Band director will determine their involvement in the local Music Festival.
- Student participation is required if the Music Festival performance option is chosen.
7) Extra‐Curricular Performance Options
a. Band Trips
- Band trips are determined by each Band Director and are not an expectation of the school division.
- Information package including permission forms, health forms and itineraries will be distributed as needed.
- All Band trips must include performances which meet division guidelines.
b. After School Band
- Tuesdays are designated After School Band days by the school division to avoid conflicts with other after school activities.
- After School Band is open to all grade 7 and 8 Band students.
- After School Band plays different and often more challenging music than what is given to the Band classes.
- After School Band provides the students an opportunity to expand their musical skills and experiences and to meet students from other schools.
- More performance opportunities are available through After School Band concerts and Band trips.
For After School Bands to be offered there must be:
1) An expression of interest from the students and parents directed to the Band teacher of the school.
2) An available rehearsal facility in the area.
3) Band teachers from the area willing to support the extracurricular request.
Please check with the Band teachers in your area to see if there is an After School Band Program being offered at your school.
c. Small Group Ensembles
- Small group ensembles are options determined by each Band teacher and are based on student interest and needs.
- This may include Jazz Bands, wind ensemble, duets, trios, Pit Bands, Pep bands and other types of small ensembles.
- The Band teacher has the discretion to determine the criteria for participation.
Appendix – A
Helpful Hints for Practice
Practice Routine and Space
Establish a regular practice time that fits your schedule
Establish a quiet place to practice away from interruptions
If possible, set up a permanent space with everything you need (music stand, chair, pencil, metronome, tuner, method book)
What to Practice
Warm ups (including posture and breathing exercises)
Scales and long tones
Songs and exercises from the method book
Band repertoire
Playing familiar songs by ear
Additional song or solo material
How to Practice
A couple of shorter sessions are better than one long session
Set goals for yourself – what do you want to accomplish today?
Frequently listen to recordings of your instrument
Frequently check your posture, breathing, embouchure, hand/instrument position
Ask your parents to listen and observe your practice session
Take Care of Your Instrument
Obtain all necessary instrument maintenance supplies
Never leave your instrument lying around – keep it in the case
Do not keep music and method books in your instrument case
Clean brass instruments with warm water and soap about once a month; use a brass mouthpiece brush once a week
Swab out woodwind instruments after EVERY use
Return reeds to reed case, do not leave on the mouthpiece
Appendix B
June 2014
Dear Parents,
Re: Annual Band Rental Fees
This is to inform you that there will be an annual Band rental fee charged on instruments borrowed from the school division. The annual fee is currently set at $120.00. The fee is charged to offset the cost of maintenance and repair of the instruments. If payment is made by cheque, the cheque should be made out to either: 1) The name of the school; 2) St. Paul RCSSD # 20; or 3) Greater Saskatoon Catholic School Division.
You will receive an invoice from your home school at registration time. All fees are paid directly to the school. Receipt of payment is due no later than September 30, unless otherwise arranged with the school administration.
Please speak to your school administration or Band teacher if you have any questions regarding the annual Band rental fee.
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ISSB Intelligence Test 1 For Joining Pak Army PAF Navy
1. Which One is Out of List?
- Horse
2. A is Father of B but B is not A's Son then what is Relationship between B and A?
- Daughter
3. Fly is to aero plane as Sail is to _________?
- Ship
4. What Will Come Next in Following Series? 20 25 23 28 26 31 29 34 ______?
- 32
5. Write Next Two Numbers in this Series? 5 , 3 , 6 , 4 , 7 , 5 , 8 , 6 , ____ , ____ ?
- 9 , 7
6. What Will Come Next in the Following Series? 17 35 72 147 ________?
- 298
7. Wag is to Dullard as Idiot is to __________________?
- Clever
8. What will come next? 16 12 28 8 4 _________?
- 12
9. What Will Come Next In Following List? 4 12 36 108 ________?
- 324
10. What Will Come Next in the Following Series?
EGXFXHJXIXKMXLX ________?
- N + P
11. Which Word is From Out of List?
- Diagonal
12. Which Word is Out of List?
- Kit
13. If BOX is coded as CDPQYZ, How would you write COAT in Code ____________?
- DEPQBCUV
14. Which Word is Out of List?
- Cure
15. If Sunday Dawned three Days before Yesterday what day will dawn two days after tomorrow?
- Tuesday
16. Spot Out the Stranger in the Following?
- Atheist
17. What Will Come Next in the Following Series? 10 50 250 1250 ________?
- 6250
18. Essence is to Flower as _____________ is to Oven?
- Heat
19. Meat is to Vegetarian as ______________ is to Teetotaler?
- Liquor
20. My Mother is Sister of your Brother, What relation am i to you?
- Nephew
21. What Number Comes in this Series? 13 15 17 19 21 _______?
For more free Past Papers, PDF, experiences, and online practice visit https://www.pakshaheens.com/
- 23
22. Free is to Imprison as Forgive is to _______________?
- Punish
23. What is Next Number? 62 31 34 17 20 _________?
- 10
24. Finger is to Elbow as Toe is to __________________?
- Knee
25. What Will Comes Next in Following Series of Number? 10 20 30 40 50 ________?
- 60
For more free Past Papers, PDF, experiences, and online practice visit https://www.pakshaheens.com/
ISSB Intelligence Test 2 For Pak Army PAF Navy Joining
1. Fish is to Swimming as Sneak is to ________________?
- Crawling
2. If STEP is coded as 3165 then PETS is Coded as ______________________?
- 5613
3. What will come Next in the Following Series ? 3 4 10 11 17 18 __________ ?
- 24
4. What Number will come Next in the Following Series ? 120 108 97 87 78_____?
- 70
5. Write the Correct Answers ? 17 23 30 38 ________?
- 47
6. Saw is to Seed as Reap is to______________________?
- Crop
7. Which one is different from the Rest ?
- Chair
8. Single is to Double as One is to______________?
- Twice
9. Which Will Come Next in the Following Series ? B D G k P________?
- V
10. What will come Next in the Following Series ? 11 8 16 17 14 28 ________?
- 29
11. Light is to eye as Sound is to ____________________?
- Ear
12. Girls Wear Glasses Because _____________________?
- looks Smart
13. What will come Next in the Following Series ? 8 7 6 5 4 3 ________?
- 2
14. Book is to Title as Man is to _________________?
- Name
15. Insert Correct Number ? 49 48 45 40 33 24 ________?
- 13
16. Write the Correct Answer ? 64 32 16 8 4 2 ________?
- 1
17. What will come Next in the Following Series ? 1 10 19 28 ________?
- 37
18. Which were Does not belong to the list ?
- Necktie
19. What will come Next in the following Series ? 2 90 4 80 6 70 8 60 _____?_____
- 10 , 50
20. What will come Next in the Following Series ? 5 9 17 33 _______?
- 65
ISSB Intelligence Test 3 Test For Pak Army PAF Navy Joining
1. What Will Come Next in the Following Series? 6 12 36 72 216 ______?
- 432
- Kamal
2. What Will Come Next in the Following Series ?
3 8 12 13 17 ________?
- 18
3. If 1800 O' Clock is to 6 O' Clock then 1400 O ' Clock is To _____________?
- 2
4. Continue the Following Series ? 40 5 25 20 15 __?__
- 10
4. Complete the Given Series ? 1 100 2 50 4 25 8 ________?
- 12.516
6. Saw is to Cut as Iron is to _______________?
- Press
7. What Will Come Next in the Following Series ?
53 48 50 45 47 ______?
- 42
8. Which One is Different from the Rest list ?
- IJ
9. If Shoe is to Foot then Helmet is to ________________?
- Head
10. Continue the Following Series ? 25 50 100 125 ___?___
175
12. Complete the Given Series ? 20 33 46 __?__
- 59
13. Bed is To Sleep as Chair is to __________________?
- Sit
14. Bulb is to Current as Lamp is to ____________?
- Oil
15. If Sheep is to Wool as Cat is To ______________?
- Fur
16. Gun is to Soldier as ____________ is to Photographer.
- Camera
17. What Will Come Next in the Following Series? 2 9 14 21 26 _________ ?
- 33
18. Ring is the Finger as Watch is to _______________?
- Wrist
19. Hot is To Burn and Cold is To __________________?
- Freeze
20. Kamal is Older than Jamal, Jamal is Older then Hussain, Hussain is Older then Waqar Who is the Oldest ?
ISSB Intelligence Test 4 For Pak Army PAF Navy Joining
1. What Will Come Next in the Following Series ? 8 8 16 9 9 18 10 10 ______?
-
20
2. Which One is Different from the list ?
- Cook
3. Complete the Given Series ? 11 12 14 15 ______?
- 17
4. Insert the Correct Number ? 0 5 12 21 __?__
- 32
5. which Word Does Not belong to the List ?
- Professor
6. Continue the Following Series ? 7 49 6 36 5 ______?
- 25
7. Which One of the Following is Different from the Rest ?
- Great
8. Complete the Following Series ? 3 8 15 24 ______?
- 35
9. If Brush is to Painting as Pencil is to _____________________?
- Drawing
10. Continue the Following Series ? 2 4 16 256 12 ______?
- 4
11. What Will Come Next in the Following Series ?
3 4 6 7 9 10 __?__
- 12
12. What Will Come Next in the Following Series ? 101 105 111 119
__?___
- 129
13. What will come Next ? 19 9 29 8 39 ________?
- 7
14. Which One is Different from the Rest ?
- Spaceship
15. Which Word Does not Belong to the List ?
- Ship
16. One Third of One Half is _________________?
- 1/6
17. Which One is the Different from the Rest ?
- AC
18. Complete the Given Series ? 111 115 120 126 ________?
- 133
19. Which One is the Different from Following ?
- Heaven
20. What Will Come Next ? 2 5 10 17 ________?
- 26
ISSB Intelligence Test 5 for Pak Army PAF Navy Joining
1. Which One is the Different from the List ?
- Invention
- Adult
2. If Box is to 3 then Boxer is to _______________
- 5
3. Good is to better as bad is to ____________
- Worse
4. Which One is Different from List ?
- Circle
5. If ACNPNPJL means Book, What does GINPQSRTDF mean ?
- House
6. Son is to Father as Nephew is to __________________
- Uncle
7. What Will Come Next in the Series ? 11 7 7 539 __?__
- 3773
8. Which one is the Different from the Following List ?
- Lahore
9. A is to E as C is to _____________________
- G
10. What Letter Comes Alphabetically in order in the letter Mother ?
- E
11. Laugh is to Gay as Weep is to ______________
- Sad
12. If A is Smaller than B , But Taller then C and D, Who is the Tallest of the three?
- B
13. What Comes Next in the Series ? 9 24 39 54 69 84 99 __?__
- 114
14. 3 has the same ratio to 15x as 5x has to _________________
- 25x²
15. Which one of the Following is Different from the Rest ?
- Union
16. Which One is the Different from the List ?
- QS
17. A Railway Station always has
- A Railway Line
18. Complete the Following Series ? 234 342 423 ___?___
- 234
19. Men is To Women as Boy is To _________________?
- Girl
20. Which One is Different from Other in list ?
ISSB Intelligence Test 6 For Pak Army PAF Navy Joining
1. Car have Mirrors Because_______________?
- RAT
- To See the Car Coming From Behind
2. What Number Comes Next in the Following Series ? 18 13 9 6 __________?
- 4
3. If A=2 , B= 4 , C= 6 and So on then what word following number stand for ? 8 10 10 32____?
- DEEP
4. Which one is different from the rest ?
- QS
5. Confess is to Deny as Release is to ________________________
- Arrest
6. The Opposite of Never is ____________________________?
- Always
7. If FACE Coded as 6135 then ACE is coded as _______________
- 135
8. What Number Comes Next in the Following Series ? 63 3 44 0 91 __?
- 8
9. If Crate is Excrete the Cute is to ________________________
- Execute
10. Which Word is Out of List ?
- Gossip
11. Driver is To Car as _______________ is to Aeroplane.
- Pilot
Question was not answered
12. Mountain is to high then train is to ________________
- Length
13. MAN is to RUN as BIRD is to ____________________
- FLY
14. What Number Comes Next in the Following Series ? 10 70 11 6 7 13 64 16 61 ________?
- 20 , 58
15. What letter comes alphabetically in the Word Fluctuation.
- I
16. What Number Comes Next in the Following Series ? 8 10 14 18 26 __?
- 34
17. Pakistan is to Asia as UK is to ______________________
- Europe
18. Which One is Different from the Rest ?
- Tuesday
19. Which One is Different from the Rest ?
- Carrot
20. If FET is TEF then TAR is to _________________________
ISSB Intelligence Test 7 For Pak Army PAF Navy Joining
1. Which Word does not belong to the List ?
- Lamb
- Ugly
2. What Will Come Next in the Following Number Series ? 10 18 15 23 20 28 __?__
- 25
3. Complete the Number Series ? 10 11 13 16 20 ________?
- 25
4. What Letter comes next in this series ?
A C F J o ________?
- U
5. What Will Come Next in the Following Series ?
A C F ________?
- J
6. If Yesterday was Monday, What day is after Tomorrow ?
- Thursday
7. What Will Come Next 7 8 6 7 5 6 4 ________?
- 5
8. Write the Next Number in the Series ? 1 4 10 22 46 ________?
- 94
9. What Will Come Next in the Following Number Series ? 32 6 43 12 64 ________?
- 24
10. Nib is to Pen as Blade is to ________________
- Knife
11. Insert the Correct Number ? 9 5 8 5 7 5 ________?
- 6
12. Insert the Correct Figure ? 3 10 18 27 ________?
- 37
13. A is to E as C is to ___________________
- G
14. What Will Come Next in the Following Number Series ? 1 2 4 8 16 __________ ?
- 32
15. Which Word does not belong to the List ?
- Stone
16. Acre is to Kanal as Square is to ______________________
- Acre
17. Which Word is Out of the List ?
- Touch
18. Skardu is to Cold as Multan is to _________________
- Hot
19. Heavy is to Light as Rough is to ________________________
- Smooth
20. Which is Out of List ?
ISSB Intelligence Test 8 For Pak Army PAF Navy Joining
1. Saw is to Seed as Reap is to _____________________
- Crop
- ONE
2. What Will Come Next ? 3 21 4 22 5 ________?
- 23
3. What Number Comes Next ? 3 8 14 21 29 38 ________?
- 48
4. Tight is to Loose as Hard is to _____________________
- Soft
5. Book is to Read as Notebook is to _________________________
- Write
6. In a Class of 60 Male and 35 Female students, 80% Class Failed in Chemistry.30 % Failed in English then which one is True ?
- Both Male and Female are Failed.
7. What Will Come Next ? 7 49 343 2410 ________ ?
- 16807
8. Write the Numbers of the Two Words which have the same relationship as Bird and Cage from ? Stable and Horse
9. What Number comes Next in the Following?
LACK =9381 and CALK= 8391 then CKAL = _________?
- 8139
11. What Will Come Next in the Following Series? 24, 13, 24, 20, 24, 34, 24, 62, 25, 18 ________?
- 2630
12. Which Word Does Not Belong to the List ?
- Sugar
13. Sweeper is to Sweep as Washerman is to _______________
- Wash
14. What Will Come Next in the Following Series ? T S R T S R R S _________?
- R
15. Point out the Word Which is Different from others in Group ?
- Handful
16. ( 8 10 6 ) Divide the Largest of these Numbers by the Difference of Two Smaller Number then Answer will be ?
- 5
17. What Will Come Next ? 5 7 9 ________?
- 11
18. Which One is Different from the Rest ?
- Cook
19. What Will Come Next in the Following Series ? 431, 532, 743 __________?
- 84-4
20. Which Choice Supplies the Answer if
BME = DOG
MLC = ?
ISSB Intelligence Test 9 For Pak Army PAF Navy Joining
2. What letter comes next in the following series? J H F D
- B
3. What letter comes next in the following series? B D G K P
- V
4. Which one of the following is different from the rest?
- SISTER
5. Which one of the following is different from the rest?
- DRINK
6. Which one of the following is different from the rest?
- Small
7. What number comes next in the following series? 18 13 9 6
- 4
8. Which one of the following is different from the rest?
- POTATO
9. Which one of the following is different from the rest?
- FIVE
10. What number comes next in the following series? 27 20 14 9
-
2
11. What number comes next in the following series? 49 36 25 16
- 9
12. NORTH is to SOUTH as EAST is to?
- WEST
13. What number comes next in the following series ? 40 30 35 25 30
-
25
14. Which one the following is different from the rest?
- Billiard
15. Forests are useful because?
- They help in building the economy
16. If Asif is 12 years old and all boys over 10 are hockey players?
- Asif is a hockey player
17. Which one of the following is different from the rest?
- AXE
18. Student play games because?
- They want to kill the time
19. What is the area of a square which is 8 feet long and feet wide?
- 64
20. Which one of the following in different from the rest?
-
CART
21. ENGINE is to CAR as cell is to ?
- TORCH
22. What number comes next in the following series? 34 24 16 10 6
-
4
For more free Past Papers, PDF, experiences, and online practice visit https://www.pakshaheens.com/
23. Sick is to sack as lick is to?
- Lack
24. If 5 is subtracted from 30 what will be the square root of remaining?
- 5
25. NEAR is to FAR as CLOSE is to?
- OPEN
26. Women go to market because?
- They have to buy things
27. What number comes next in the following series? 48 24 12 6
- 3
28. Which one of the following is different from the rest?
- LENGTH
29. Children go to school because?
- They want to gain knowledge
30. Which one of the following is different from the rest?
- MONDAY
2. Arrange the following words into a complete sentence then write the last letter of the last word as your answer?
- Bite
3. All animals have tails Some birds have tails X has a tail therefore it is an animal?
- Uncertain
4. In a group of players 30% play hockey 80% play cricket are there any who play both hockey and cricket?
- Yes
5. White is to black as live is to?
- Die
6. What letter comes next in the following series? B D G K
- P
7. If pencils sell at 4 for 60 paisas how much will 2,1/2 dozens cost?
-
4.50
8. If amber is younger than Mahmood and Ayaz older than Mahmood and Zubair is younger than Ayaz who is the oldest?
- Ayaz
9. Chose the word that makes the most sensible sentence A father is always____ than his daughter?
- Older
10. Which one of the following is different from the rest?
-
PRAYER
11. Which one of the following is different from the rest?
- Chest
12. Which one of the following is different from the rest?
- COCKROACH
13. A well always has ?
- Bottom
14. Brass is to metal as sparrow is to?
- BIRD
15. If mangoes sell at rs.17 per kilo how much will 5 kilos cost?
- 85
16. If mangoes ar sold at the rate of rs.25 per kilo how many grams can you buy for rs.5?
- 200
17. A tribe consisted of a man his five wives his seven daughters his six sons and their wives each son had two children how many members were there in the whole tribe?
- 37
18. Add the number which comes in the middle of the series to the largest number and divide the total by the smallest number? 28 5 18 6 7
- 7
19. Clean is the opposite of?
- Dirty
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20. INCH is to FOOT is FINGER is to?
-
HAND
21. What number comes next in the following series?
21 15 20 16 19
- 17
22. A person who treats animals is called?
- Veterinary
23. OFTEN is the opposite of?
- Seldom
24. HEAR is to EAR as CHEW is to?
- Teeth
25. Which figure represent the smallest amount?
- .017
26. If 5 boxes of soap weigh 75 kilos and each box when empty weight 3 kilos how much is the weight of the soap?
- 60
27. Which ground of letters is different from the others?
- Fgkl
28. Which is different from the rest?
- Vague
29. If Aftab is a brother of Azra and Azra is the daughter of Yasmin which one of the following statements is true?
- Yasmin is mother of Aftab
30. What number comes next in the following series? 65 61 81 9
- 3
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1. What comes next in the following series? 324 108 36 12—?
- 4
- Gun
2. Think a number divide it and 4 to it if the result is 31 what is the number?
- 81
3. Which one is different from the rest?
- 142
4. We read book because?
- We want to gain knowledge
5. What number comes next in the following series. 48, 45, 40, 33, 24, ___?
- 13
6. Which one is different from the rest?
- 345
7. What will come next . 3, 7, 14, 18, 36, 40, ___?
- 80
8. What is the different from the rest?
- Intelligent
9. What comes next in the following series? 75 70 35 30 15 10
- 5
10. What will come next? 2 , 4 , 7, 9, 12 , 14, 17________?
- 19
11. What will come next5, 20, 6, 24, 7, 28, ___ ,___?
- 8, 32
12. What is different from the rest?
- Fruit
13. What will come next. 4, 12, 15, 45, 48, ____?
- 144
14. What figure comes next in the following series. 1 , 4 , 2 , 5 ,3 , 6 , 4 , 7 ,____?
- 5
15. Write the letter which is as far from the beginning of the alphabet as is T from the beginning of the word 'CHARACTER'
ABCDEFGHIJKLMNOPQRSTUVWXY Z?
- E
16. What will come next. 3, 6, 18, 72, ___?
- 360
17. What is different from the rest ?
- Lahore
18. What number comes next in the following series? 16 13 10 7—–?
- 4
19. What will come next. 2, 6, 5, 9, 8, 12, 11, 15, ___?
- 14
20. Writer is to pen as soldier is to?
21. What will come next. 3 , 5 , 4 , 7 , 5 , 9 ,6 ,11 ___?
- 7
22. EXPAND IS THE OPPOSITE OF ?
- Contract
23. What is different from the rest?
- Stop
24. What will come next. 217, 437, 657, 877, 10, ___?
- 7
25. If Amjad is heavier than Saleem and Saleem is lighter than Majeed then may be as heavy as Amjad?
- Yes
26. Which one of the following is different from the rest?
- Uncle
27. What is different from the rest ?
- Body
28. What number will come next. 7, 10, 20, 23, 46, ___?
- 49
29. What will come next. 5, 2, 5, 4, 5, 16, ___?
- 5
30. Hafiz is same age as Akmal Akmal is younger than Tahir Tahir is older than Hafiz Assuming the first two statements are true is the third statement?
- False
1. 2 6 18 54 162 486 ___?
- TRADYHIU
- 1458
2. What will come next: 1/16 1/4 1/2 2 4 16
- 32
3. Which one is different from the rest ?
- 5786
4. what number comes next in the following series : 6 8 12 20?
- 36
5. Milk is to white as grass is to ____?
- Green
6. GOLD Is more expensive than iron because ?
- It is a rare metal
7. If 6 and 4 make 10 write 3 your answer otherwise write 5 ?
- 3
8. A train left Rawalpindi at 6.45 AM and reached sahiwal at 3.30 P.M how long did it take ?
- 8.15 hours
9. Hand____?
- Shoulder_
10. How long a car will take to cover a distance of 440 kilometers if its speed is 40 kilometers per hour and it stop for 30 minutes on the way ?
- 10.30hrs
11. What will come next: 48 24 20 10 6 3__?
- -1
12. 112_____?
- 445
13. If A = 1 ,D = 2, N = 3, R = 4, S = 5 T = 6 then standard ?
-56132142
14. What are the missing letters? Tio_____?
- N
15. Rs 14000 is 70% of what amount ?
- 20,000
16. Window___?
- Door
17. Which of the following is different from the rest?
- Billiard
18. Which one is different from the rest?
- Dcef
19. Which is different from rest ?
- Wheat
20. What is the odd words_?
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21. What are the missing letters? Pul____?
- A
22. ACDB___?
- DFGE
23. What number comes next ?
40 35 30 25 20 __________ ?
- 15
24. ABCZ ABCY ABC ____?
- X
25. 3 is to 5 as to_____?
- 10
26. If a gets rs.5 mode than B and B gets rs.4 less than C what would be B,s share in a total of Rs 129?
- Rs 40
27. Which one is different from the rest?
- Hge
28. A G L P S ______?
- U
29. A Z C X B ___?
- 22
30. 3.2 5.9 11.3 22.1___?
- 47.3
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1. Answer the following in yes or no : Lahore is the capital of Sind?
- No
2. Write the serial number of the word which denotes a different object?
- Web
3. Complete the words: N—ed—e ? (Tool)
- E,L
4. Good is to bed as white is to?
- Black
5. Eat is to bread as drink is to?
- Water
6. The speed of the train is twice of the speed of the truck both are staying on the road side by side which will reach the destination which is 100 km away?
- No one
7. State the choice which provides the best answer in the following statement: Students play games because?
- They want to remain healthy
8. Write the serial number of the pair which is different from others in the following?
- Start and begin
9. X's son is cousin of Y's son if Y has no brother what is X to Y?
- Sister
10. Complete the words: V—o—– et? (Colours)
- I , L
11. Flying is to bird as creeping is to?
- Snail
12. Name the serial number of the word which is of a different class from other in the following?
- Germany
14. Army is to navy as soldier is to?
- Salior
15. Write with number of pair the words of which are unlike the others in the following?
- Bright and shining
16. If 455 stands for DEED then what will 6554 stand for: 6=F 5=E 5 =E 4=D __?
- Feed
17. Aslam tells is friend that our cock is the best cock can you tell how many eggs can be obtained from that cock is one year?
- zero
18. Bicycle is to motor car as biped is to ?
- Quadruped
19. Complete the words: S—r— p ? (Medicine)
- Y,U
20. January is to December as Sunday is to ?
- SATURDAY
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21. A helicopter rises up to 15 km. then travel 10 km, towards north at the time of landing does it need some direction if yes ,which one?
- South
22. Cause is to effect as disease is to?
- Death
23. Pointing to a girl a woman said‖her mother is the only daughter of my mother ―what is the girl to woman?
- Daughter
25. Dawn is to dusk as morning is to?
- Evening
26. Iqbal ‗s father is the brother of your sister what relation Iqbal has with you?
- Nephew
27. What will come next: 3=3 3=9 3=15 3 =?
- 3=21
28. Complete the words: L—–n—h ? (meals)
- U ,C
29. Answer the following in yes or no : Washington is the capital of USA?
- Yes
30. What will come next : 6= 0 7=7 8=16 9 = ?
- 9=27
1. If 10 years are added to 3/5 of Abid he will be 4 years younger to the present age of his elder brother who will be 25 years What is the present of Abid ?
- 18.33 years
2. The combined length of two rivers a and b is 1000 kilometer if the river a is 200 km shorter than the river b find the individual length of each river?
- 600 km
3. What will come next: 4 16 36 _____?
- 64
4. the cost of one car or four bicycles is rs.180,000 Akram wants to purchase one car and one bicycle and also willing to pay rs.90,000 as down payment. what will be the credit for Akram?
- Rs. 135000
5. If a price of rope 20 ft. long is cut into 2 pieces so that one is 2/3 as long as the other how long will that longer piece be?
- 13.33
6. If 5 boxes of soap weight 75 kilos and box when empty weight 3 kilo how much is the weight of soap?
- 60k.g
7. A shoes maker industry produces 1200 pairs of shoes in one month ,having 40 workers if it receives an order of 1800 pairs in one month how many workers should it want to employ more ?
- 20 Workers
8. A tribe consisted of a man his five wives his seven daughters his six sons and their wives each son had two children How many members were there in the whole tribe?
- 37
9. Khalid is now four times as old as this daughter , ten year ago ,if the sum of their ages was sixty. find the present age of daughter?
- 16years
10. A city is 100 km away from B city . if A bus radius of two feet of its Tyre and it reaches to city B from A after completing 1000 revolutions of its Tyre then a car having radius of one foot of its Tyre will complete the distance in_ revolution of its Tyre?
- 2000
11. Ono person can complete a piece of work in eight day while the other can complete the same work in four days(if both work 10 hours per day)How many hours are required to complete the same work if both person do the same combined?
- 26 Hours , 40 Mint
12. A figure comprises of four digits first and second digit are same while third is zero and fourth is square of the first digits is 15 them what is the figure ?
- 3309
13. Zahoor is 5 cm taller than Nasir , while Akram is 3 cm taller than Zahoor . if Nasim is 2 cm shorter than Nasir and having a height of 5 feet . what is the height of Akram?
- 5feet – 10cm
14. Add the number which come in the middle of the series to the largest number and divide the total by the smallest number: 28 5 18 6 7__?
- 7
15. If a train is runing 4 mints lates and losing 4 seconds per minute how many more minute will it take for the train to running half an hour late?
- 369 Mint Running Fast
16. A father's age is twice his son's age ten years ago he was thrice as his son find their present ages?
- Son age 20 years
- Father age 40 years
17. Complete the words: D—nk– y? (Animal)
- O, E
18. If pencils sell at 4 for 60 paisas how much will 2 1/2 dozen cost ?
- 4.50 Paisa
19. In a thank there is 100 liter of water before starting the taps. if each tap fills 25 liters per hour and 5 tap continue to fill 4 hours and 4 taps for only 15 minutes each .during this filling 125 liter s are consumed. what is the position of water in tank now?
- 500 Liters
20. One basket of oranges has one third again as many oranges as a second basket if the first basket has has 3 more oranges as a second basket,how many has the first basket?
- 12 Orange
21. If 5 is sutracted from30 what will be the square root of remaining?
- 5
22. In a cricket_tennis ball tournament based on knock out system the winner of final match won six matches in whole tournament .How many teams took part in the tournament ?
- 64 Teams
23. In a group of 50 players 30% play hockey 80% play cricket Are there any who play both hockey and cricket?
- Yes
24. There is a two digit figure in which one digit is exacity half the other. if the position of both fonts or digits is interchanged ,the resultant figure when added with the original figure sum to 99 . what is the original ?
- 36
25. There are eight balls arranged in such a way that one is the center while other from a circle a round the first How many lines have to draw in order to join each ball with both adjacent balls and also with the central balls? no line can interest the other line also?
- 14
26. A swimmer can swim a distance of 36 kilometer in the direction of water current in the same time ,which he requires to swim 36 kilometer in the opposite direction of water current in stream if in stil water swimmer has speed of 12 kilometer per hour more than the speed of that of water in stream then what is the speed of water?
- 3 km/h
27. Two trains are traveling in opposite directions one of these is 500 meter long having a speed of 120 km/h while other is 100 meter long having a speed of 60 km/h in what time do these crose each other ?
- 30 Seconds
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28. A watch lost two minutes per hour if on Monday 9 A.M the watch was exactly showing 9 A.M then what is the time on watch on Wednesday 9 A.M ?
- 7 A.M
29. There is a wooden block of two feets wide and there feets long. a carpenter required one minute to cut one right foot. how much time will be required to cut the block in equal blocks of one squarer feet ?
- 7 Minutes
30. If a boy is 24 year younger than his father and after two year the sum of their will be 40. How old is the father?
- 30 Years
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1. What profit percent is made by selling an article at a certain price if by selling it at half of that price there would be a loss of 15% ?
- 70%
2. Find the cost of white washing a room 40 feet long 30 feet wide and 20 feet high at rate of 50 paisas per square foot?
- Rs.2000
3. What sum of money invested at 12% simple interest will secure the same income as rs .25,000 can secure at 18% ?(simple interest):
- 37,000
4. A sells an to article to „b‟ at a profit of 20% „b‟ sells the same to „c‟ at the profit of 10% if C pays rs,6600 What did it cost to A?
- 5000
5. The costs of a pair of pants and shoes total Rs. 175/if the shoes cost Rs.25/more Than the pants ,what is the cost of pants?
- Rs.75
6. A man walks a certain distance and rides back in three hours 45 mint. He could ride both ways in 21/ 2 hours. How long would he take to walk both ways?
- 5 Hours
7. In first wage plan ,one worker gets , 1000 rupees for a month doing 20 hours only , the management offered another plan to all its workers that normal rate of rupees 50 is to be given on 15 hours and then 20% extra commission is to be given on every extra hour of work done .if the same worker does the same work done if the same worker does the same work in 20 hours. what will he earn in the second wage plan ?
- Rs1050
8. There are 29 teams in a cricket tournament. the main condition of contest is "knock _out" How many match will take place in the whole tournament?
- 28 Matches
9. There are three departments A, B and C department B produces two units from one unit of "A" while C produces two units from one of "B" A &B department sold half of their product to next department and half to outsiders then what is the total production of A department?
- 24,000 Units
10. The cost price of 25 articles is equal to the selling price of 20 articles Find the price percent?
- 25%
11. An arithmetic figure is comprising of two fonts. if we add both and square the digits and add 9 to it, the final figure is the same if we interchange the position of original figure What is the final figure? i.c Refix the final figure?
- 90
12. A man went to market with 24 taperecorders and rs.4000 in his pocket he sold 24 taperecorders and bought 4 televisions at rs.14,000 each .he then hand rs.8,000 .what sum did he get each taperecorder?
- 2500
13. A watch lost one minute 18 seconds in 39 days. How many seconds did it lose per day?
- 2 Seconds
14. A man bought 200 books .he sold 80 of them at a profit 15% and the remaining at a profit of 50% he realized rs.27200 in total .what was his cost of books?
- 20,000
15. A man employed a peon on the conditions that he would get rs.3000 and a watch after a month but after ten days he dismissed him and giving him only the watch, Find the value of watch?
- Rs.1500
16. The circumference of the fore wheel and hindwheel of a carriage are 10 feet and 12 feet respecityely After how much distance will the former make 100 revolutions more than the latter?
- 2000 Yards
17. Is it possible and if then what is the number?
- 2
18. Two trains are moving in opposite directions at a speed of 50 and 70 km/hr Their lengths are 150m and 100m. the time required for their crossing each other is ?
- 7.5 Seconds
19. Book shop sells its books it its customers on 40% discount if one third books are sold on 33% discount and the total cash received is rs.6222 then what was the original price of all books.?
- Rs.100,00
20. Mr, Aslam is a chief accountant in a textile mills he spends one third of his salary on personal affairs, then gives half of remaining amount for the household purpose and finally he invested 75% of final remaining amount for emergency .if he has 1000 in head now , what is his total salary ?
- 12,000
21. The average age of a class of 50 students is 14.4 years ten of them leave there by diminishing the average of 14.2 years Find the average of those who leave?
- 15.2 Years
22. A man spend 2500 per month for four months and runs into debts. he then reduces his expenses 1750 per month and just clears of his debts after eight months Find his income per month?
- 2000
23. Saleem has three children the sum of weight of the two smallest children is 71 ponds, the sum of the two largest children is 96 pounds, and the sum of the weight of the smallest and the eldest is 87 pounds,What is the sum of the weight of all three children?
- 127 pounds
24. If the price of silk is reduced by 20% its consumption increased by 30% by what percent revenue increases or decreases?
- 4% increase
25. If there are 27 teams in a tournament based on knock out system .the winner of the tournament would win matches?
- 5
26. A man is going on his car at the of 40km/hr After thirty miles he rests for 10 minutes How long will it take for him to cover 150 km ?
- 3 hours 55 mint
27. The average age of a group of 10 students is 15 years When 5 more boys joined the group the average age rose by 1years The average age in years for a new students is ?
- 18 years
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28. A man spends 15% of his money and after spending 60% of the remainder he has rs.4080. Find the money he had at the beginning?
- Rs.8000
29. There is an arithmetic word consisting of two fonts if we add both fonts and then square them the figure thus obtained is the same when we interchange the position of both fonts of original word What is the original word?
- 18
30. What is the product of following multiplications 16% * 9% ?
- 1.44%
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1. A photocopier machine is marked up 50% and then later on marked down 30% if the final price is rs.3360 then what was the cost price of photocopier?
- Rs.3200
2. The speculator sells goods at a profit of 40% but his customers fail and only 75% of the amount due How much percent does the speculator gain or lose by his venture?
- 5% gain
3. If rs.6000 maintains a family of 5 persons for thirty day's for how long will rs.7200 maintain a family of 10 persons?
- 18 Days
4. By selling a t.v set for rs.12,000 a dealer would loose 4% For what amount should he sell it to gain 20%?
- Rs.15,000
5. A man donated 5% of his income to a charitable organization and deposited 20% of the remainder un the bank if he now has 1919 left what is his income ?
- Rs.2525
6. The seventh part of a certain number exceeds its ninth part by four find the number ?
- 126
7. 'A ' & 'B ' together can mow a field in 5 days if A ALONE CAN DO IT IN 15 DAYS then in how many days will B alone be able to mow the same field?
- 71/ 2 days
8. 15 Man should build a wall in 12 days ,How many of them were removed if it took them 20 days to finish it?
- 9 Men
9. A father's age is three time the sum of the ages of his two children 20 years hence his age will be equal to the sum of their ages Find the father's present?
- 30 years
10. There were 12 girls sitting in a merry go round one of them got down and was replaced by her mother thus the average weight increase by 11/ 2 kg if the weight oof the girls who got down was 45kg then find the weight of the mother ?
- 63kg
11. The average of 12test scores is 55. when the two highest and two lowest scorers are dropped the average of the remaining score has dropped the average of the remaining score is 50, the average of the score dropped is?
- 65
12. Five years ago father's ago was seven times his son's ago. ten years hence their ago will be in the ratio of 5:2 Find their percentage ?
- 40*10
13. A sum of money lent at simole interest amount to rs.16,500 in 3 years and to rs. 19,500 is 5 years Find the sum lent ?
- Rs.12,000
14. A man planted corn and oats the ratio of the number of acres of corns to the number of acres of oats is 3 to 5 he planted 225 acres of oats how many acres of cores of corn did he plant?
- 135
- 15. The face value of a 12% share is rs.100 a person invests rs.7875 in it at rs.105 per share Find his income in this bargain?
- Rs.900
16. A bankrupt can pay 56% of the amount due if his assets were rs.160,000 more he could pay 64% find his debt ?
- Rs.2,00,000
17. Find the larger side of a rectangular whose area is 24 and whose parameter (sum of all four sides) is 22.?
-
8
18. In an examination a candidate must get 33% marks to pass A candidate who gets 220 marks fail by 11 marks what was the maximum marks in the examination?
- 700
19. A loan of rs.15,000 is made at a simple interest rate of 12% the amount that borrower owes at the end of the ten month is ?
- Rs.16,500
20. A man distributes his property worth rs.80,000 among his wife four sons and two daughters his wife received one fourth of the property the rest is distributed in a way that every son gets double of what one daughter receives Fine the shares of both the daughter's?
- 12,000
21. If rs.4500 can maintain a family of 5 persons for 30 days for how long will rs.6000 maintain family of 10 person or members?
- 20 days
22. A firm borrowed a certain sum at 165 simple interest in four years the interest paid by it amounted to rs.18,000 less than the sum borrowed What was the sum borrowed?
- Rs.50,000
23. A businessman allows 25% discount on his advertised price and makes a profit of 20% what is the advertised price of the machine of which his cost is rs.15,000 ?
- Rs.24,000
24. A computer is marked up 50% and then marked down by 30% if the final price is rs.33600,the cost price is ?
- Rs.32,000
25. A person bought 2 cows at the same price he sold one of them at profit of 10% and for the other he received rs.500 more than he received for the first by his bargain he got 12.5% on the whole.What did each cow cost to him?
- Rs.10,000
26. A rectangle is three times as long as wide the parameter (sum of all sides) is 160cm Find its area?
- 1200 Cm
27. A man invested money in 15% bonds at rs.105 per bond after paying 10% with holding tax his income was rs.13,500. what sum was invested by him ?
- 105,000
28. An artical when sold at a profit of 7.5% yields rs.150 more, when it is sold at a loss of 12.5% Find the cost price of the artical ?
- Rs.750
29. A man's net income after paying income tax a rate of 10 percent is rs.108,00.What will be his net income when tax is 15% on the original ?
- Rs.102,000
30. A train starts full of passengers at the first station it drops one fifth of them and take in 50 more at the next station it drops one third of the new total and taken in 50 more on reaching the third station there were found to be 350 left find the starting number of passengers?
- 500
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1. The product of two number is 40 if the sum of both number is 13 then what is their difference?
- 3
2. If a father's ago was three times to his son's ago after 20 years it became two times of his son age What is the age of son now?
- 40 years
3. A man sold two houses for rs.792,000 each one he gained 10% and on the other he lost 10% find also the percent loss or gain?
- Loss rs.16000,1%
4. The cost price of a product is rs.4000 and the seller attains 20% profit on sale what is the profit which the seller gains?
- Rs.1000
5. A camp has food for its 40 members only 3 days if members go back how much long they can use the food?
- 4 days
7. If three men or five women or ten children can do a piece of work in 90 days in what time two men 10 women and 30 children do the same job?
- 15.88 days
8. There are two figures the sum of both figures is 99 if the first is 9 short of second what is the second figure?
-
54
9. NBQ = MAP , CBU ?
- BAT
10. A saller receives rs.6120 of an article allowing 10% trade discount and 15% cash discount what is the printed value of the article?
- Rs.8000
11. A man can run 20 miles in one hour and forty minutes in which time it in covers a mile?
- 5mint
12. King is to queen as prince is to________________[no answer]
13. A father is four times old as his son now . after 24 years he will be twice to his son what is the age of father now?
- 48 years
14. The cost price of books is rs. 180 the first book is rs. 10 cheaper than the second what is the cost price of first book?
- Rs.85
15. The selling price of a radio set costs rs.1950 and the markup is 40% on cost What is the amount of profit per set?
- Rs.780
16. In a college there are 14 and 7 boy in chemistry 10 girls and 18 boys in mathematics and 15 girls and 20 boys in physics departments How much students are there in the college?
- 84
17. Out of the 80,000 seats in a cricket stadium 12.2% seats were occupied by vip's and 39040 seats by general public What percentage of seats remained unoccupied?
- 39%
18. Nib is to pen as blade is to_________[no answer]
19. A clock strikes 14 times in 28 seconds what time is required to strike 5 times by the clock?
- 10 seconds
20. Before three years Sajid invested some amount in a bank and now he receives rs.14,160 what was the original amount which he invested if the rate of interest was 6% (simple interest)?
- Rs.12,000
21. When the price of a t.v set was increased by 30% the number of t.v sets sold decreased by 20% what was the effect on sales?
- 4% Increase
22. If 'x' is 90% of 'y' then what percent of 'x' is 'y'?
- 111.11
23. If 50 male employees are there in an organization and the ratio of male to female employees is 10:15 What percentage of the organization is a male employee?
- 40%
24. A room is 20 feet long 16 feet broad and 12 feet high How many yards of paper 2 feet wide will be required to cover its walla ? Find also the cost of this paper at the rate of rs.5 per yard ?(3feet = 1 yard)
- 144 yards ,rs. 720
25. If the sum of two number is 30 and their difference is 8. What is their product?
- 209
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Sir Hugh Calveley
Chronologically, the first of our heroes is Sir Hugh Calveley, born c.1320, the eldest son of David de Calveley of Lea, and his wife, Joanna. The family had held the manor of Calveley, a township of Bunbury, since the time of King John. During his lifetime Sir Hugh achieved both national and international fame for his exploits. At one time Hugh Calveley led a free company of soldiers perhaps best described, in modern terms, as mercenaries in the Hundred Years War, and received his knighthood after success in Brittany c.1346. Certainly some of Sir Hugh's exploits were of doubtful legality as in 1354 he was pardoned for "all felonies, trespasses and ouwlawries" committed before 10 September 1353 and granted letters of protection prior to further service in Brittany for the King. Clearly he received English Royal favour for, at various times, he was Seneschal of Calais, an Admiral of the English Fleet, Captain of Brest and Governor of the Channel Islands. Sir Hugh also campaigned in France, Gascony, Flanders and Spain. In Spain he received many honours from both the rival claimants to the throne of Castile and it has been stated that he married Dona Constance of Aragon, possibly a daughter of King Peter IV.
Sir Hugh Calveley's reputation has survived the centuries being described as "a giant of a man, with projecting cheek bones, a receding hair line, red hair and long teeth." He had a large appetite eating as much as four men and drinking as much as ten. He was kind and chivalrous, honoured among men and of great strength. He was a religious man, whenever he seized booty he had it sprinkled with holy water, to absolve him of his sins in taking it! In later life, he became a generous benefactor to Bunbury Church.
Sir Hugh's connection with Bunbury Church dates from 1385 when he purchased the advowson. Traditionally Sir Hugh is credited with being the founder of the present Bunbury Church, but architectural considerations suggest he adapted the existing stone church to his own needs, possibly to ease his way to heaven, after an adventurous and perhaps not, an entirely chivalrous career. He also founded and endowed a College at Bunbury in 1387, which consisted of a warden, sub-warden, two chaplains and two choristers, to say daily prayers for his soul, the king and their respective ancestors. Some years after the Dissolution in the reign of Edward VI, the patronage of the church was bought by Thomas Aldersey, a Haberdasher, in 1595. Later the patronage passed to the Worshipful Company of Haberdashers who remain the Patrons in the year 2000.
Without doubt Sir Hugh Calveley's association with Bunbury Church has been remembered continuously since his death on 23 April 1394. Certainly every bride coming to the altar has detoured around Sir Hugh's Calveley magnificent tomb situated in the centre of the chancel.
It is noteworthy that a chancel tomb location is usually assigned to none but a king, but maybe Sir Hugh, as "owner" of Bunbury Church thought he had a similar entitlement. The white alabaster effigy confirms his great stature and his claim to be "the giant of Bunbury".
Yet another puzzle concerning Sir Hugh Calveley is posed by his tomb for it is uncertain even if Sir Hugh was ever buried at Bunbury. There is no evidence for or against, and the tomb may be merely a cenotaph erected by his campaign companion and probably close relative, Sir Robert Knollys. In an attempt to clarify this uncertainty the tomb was opened on 25 April 1848, and according to Jno.Fenna, Churchwarden, "I found the fragments of an oak coffin, apparently of uncommon size, almost crumbled to dust; the handles of the sides being iron were nearly entire. By the side of his coffin lay a lead coffin quite fresh, with the initials D.M.C. which I suppose to be that of Dame Mary Calveley. I measured some of the bones, which I have no doubt were Sir Hugh's, from their extraordinary size, . . the thigh-bone, was two inches or more larger than the average size of men. He is supposed to have measured seven feet six inches in height when he lived. There is a mark on the wall in Bunbury Church [probably lost in the 1865 restoration] which old people say was the memorandum of his height." Despite the above statement, later historians consider the bones "were quite clearly those of Dame Mary Calveley (ob.1705) and her husband, another Sir Hugh Calveley (ob.1648)." What is certain, however, is that most of Sir Hugh Calveley's alterations beautified Bunbury Church and remain visible at the present day.
To conclude, the real facts about Sir Hugh Calveley's birth, his supposed marriage and his burial remain unresolved, but trying to ascertain true facts is the life-blood of Family Historians.
John Elsworth
Churchwarden Dated 23 May 2000 | <urn:uuid:6a0c46ed-0116-4f82-8ddb-3aa764f3c7cd> | CC-MAIN-2023-50 | https://www.stbonifacebunbury.org/_files/ugd/2ae44a_a50f538ffec04b2d8e23b80b0d297e1c.pdf | 2023-12-01T15:34:18+00:00 | crawl-data/CC-MAIN-2023-50/segments/1700679100290.24/warc/CC-MAIN-20231201151933-20231201181933-00716.warc.gz | 1,116,193,533 | 1,085 | eng_Latn | eng_Latn | 0.998214 | eng_Latn | 0.998535 | [
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City of Tukwila Business Recycler of the Year Hall of Fame
Since 2006, City of Tukwila Business Recycling Program has selected an outstanding Business Recycler of the Year. Businesses that join the Tukwila GreenWorks program are eligible for this award. These businesses exhibit excellence in recycling, buying recycled products, reducing waste as well as conserving resources such as energy and water. For more information on the Business Recycler of the Year program or to apply for the Tukwila GreenWorks Program, contact the City at firstname.lastname@example.org.
2022 Seattle Chocolate Factory
* Recycling rate: 61%
* Set up specialty recycling for plastic film, steel drums and shredded paper.
* Compost food and paper towels.
* Their products have sustainably sourced ingredients.
* Goal for reducing their carbon footprint 10% each year.
2018 Blanchard Electric
* Recycling rate: 98%
* Reuse materials like bags, packing materials, Styrofoam, pallets.
* Utilize special recycling programs for unusual items.
* Collection containers are easily accessible throughout the facility.
2017 Cascade View Elementary (two winners in 2017)
* Recycling rate: 54%
* All 500 students and staff participate in recycling and composting in the cafeteria.
* Fourth grade class made posters, crafts, and announcements. They also stood by containers to help students with sorting.
* The first school in Tukwila to compost food scraps.
2017 Jeld-Wen (two winners in 2017)
* Recycling rate: 50%
* Conserve resources through innovative strategies such as eliminating waste water.
* Reuse materials like bags, super sacks and toters.
* Recycle unusual items such as pallets.
2016 Pro Time Sports
*
Recycling rate: 75%
* Water stations are provided for staff to refill water containers.
* Reuse materials such as shipping supplies and pallets
* Purchase recycled-content supplies.
* Recycle pallet wrap and bags through a local program.
2015 Sahale Snacks
* Recycling rate: 67%
* Phased out plastic cups. Staff receive reusable containers.
* Use reusable containers throughout their process.
* Goal of 95% recycling rate.
* Excellent composting practices.
2014 Mighty O Donuts
* Recycling rate: 70%
* Packaging is compostable or recyclable.
* Reusable dishes provided to employees.
* Reusable crates are used for transporting products.
* Over-baked donuts are given to local food banks.
2013 King County Housing Authority
*
Recycling rate: 57%
* Adopted an environmental purchasing policy and conservation standard.
* Decreased paper use by 9% using Papercuts program.
* Eco-friendly construction of new buildings with features such as replaceable carpet squares, low flow/dual flush toilets and low flow sink aerators.
* Compost onsite.
2012 Rainier Industries
* Recycling rate: 70%
* Recycle many unusual items with specialty recyclers such as vinyl.
* ISO 14001 certified.
* Waste reduction and recycling results are shared with employees.
* Containers for recycling are well labeled and located throughout their facility.
* Compostable products are used for all employee events.
2011 United Stationers
* Recycling rate: 84%
* Increased recycling rate from 51% to 84% through aggressive waste reduction and recycling strategies.
* Waste reduction strategies include: centralized printing materials, reusing packaging, and donating usable items to local charities.
* Formed a team to focus on green strategies.
2010 Grainger
* Recycling rate: 51%
* Installed hand dryers to replace paper towels.
* Utilize green cleaning products.
* Conserve water and energy through low flow urinals, timed faucets, point of use water heaters, retrofit fluorescent fixtures, occupancy sensors and programable thermostats.
* Reduced energy costs from $15,000 per month to $8,000 as a result.
2009 Complete Office
* Recycling rate: 81%
* Recycled 36,000 pounds of scrap wood and 100,000 pounds of paper and cardboard per year.
* Save approximately $2,300 annually by recycling.
* Changed warehouse lighting and saved $2,400 per year in energy costs.
* Organized a green symposium to promote green initiatives.
2008 Red Dot (two winners in 2008)
* Recycling rate: 75%
* Implemented an environmental policy and held environmental trainings for all 416 employees.
* Won EPA's climate protection award.
* Phased out Styrofoam products.
* Implemented a battery recycling program.
2008 Starfire Sports
* Recycling rate: 75%
* Reduced electricity use for lighting by 25%
* Added environmentally friendly turf to fields.
* Uses reclaimed water for fields.
* Purchased recycling containers to implement recycling on all soccer fields.
* Increased recycling from 0 – 75% in one year!
2007 Shasta Beverages
* Recycling rate: 80%
* Reuse materials such as buckets, drums, and pallets.
* Strong recycling program with well-labeled containers.
* Buckets are listed through King County's IMEX program.
* Prioritizes waste reduction strategies.
2006 Pacific Metal
* Recycling rate: 90%
* Within one year started recycling cardboard, paper, plastic film, pallets, bottles, and cans.
* Reduced garbage by 92% in two years.
* Saved approximately $6,000 in garbage disposal costs in the first year of the program.
* Incorporated staff ideas to improve recycling.
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Insect Safari
Overview: Gardens usually have more insect inhabitants than plants. In this lesson, students sharpen their observation skills by going on an insect safari to uncover the secret lives of these important garden residents.
Grade Level/Range: K – 12
Objectives: Students will hunt for insects in the garden and determine if they are beneficial or harmful to their plants.
Time: 30 minutes to an hour
Materials:
* Paper
* Pencils
* Clipboards or cardboard pieces
* Insect ID book or website
* Optional: hand lens, insect net
Background Information:
There are over one million known species of insects in our world, making up nearly 75% of the animal kingdom. Unfortunately, we often give insects a bad rap by focusing on those we consider pests - those that cause damage to our food crops (such as aphids, whiteflies, and potato beetles), our homes (such as termites) and our bodies (like mosquitoes and ticks). But these pests are a very small percentage of the overall insect population. Most insects play unseen but important roles in our ecosystem, and some provide us with very obvious benefits such as useful products (honey from bees and silk from silkworms), protection from pest insects through predation and parasitism of pest species (ladybugs and lacewings), pollination of food crops (about 30% of our food crops depend on insect pollinators such as bees) and decomposition of dead organic materials (blow flies, dung beetles). We often call these important six-legged creatures beneficial insects.
Advanced Preparation:
None.
Laying the Groundwork:
Ask students to share their thoughts about insects. As individuals or as a class, write descriptions of insects, create word webs, and/or draw insects using their current conceptions. Ask questions that prompt students to reflect in greater detail. If they mention that insects have legs, for instance, ask them how many and where they're found. Have them brainstorm and list what they know about how insects interact with plants. This will give you and your students something to revisit as they later explore insects and plants up close.
Exploration:
1. Announce to students that they will be going on an insect safari in the school yard. Encourage them to wear comfortable clothing and shoes. For fun, younger students may enjoy crafting special safari hats.
2. Before going out on the safari, explain that their job is to observe, draw, and gather information about garden insects. They can work as individuals or in teams. To adapt the activity for younger students, you may want to provide flash cards of specific insects for them to search for. With older students, you may want to add equipment for more intense study such as hand lenses or insect collecting nets.
3. Remind them to look in the soil, under leaves, on flowers, and in the air. After all, many creatures carry on their lives out of sight. What is the largest insect they find? The smallest? The most interesting? Instruct them to write about and draw pictures of their findings. Encourage them to include as much detail as possible.
Making Connections:
After you return to the class, create a list of all the insects observed and their characteristics. Refer back to the students' reflections before the safari. Did they find any differences between their original ideas about insects and what they observed in real life? What preconceptions were accurate and which were false? What new things did they learn about insects?
Use guide books or internet sites to help positively identify all insects observed. Next challenge students to group the insects based on similarities and differences. Follow up by having students research how scientists classify insects, then compare those categories with their own. (Insects are grouped into orders according to physical characteristics and life cycles. Beetles, for instance, are in the order Coleoptera, the members of which are distinguished from other insects by their hardened outer wings that form two halves when folded, two pairs of wings, chewing mouthparts, and complete metamorphosis.)
Lastly, determine whether the insects observed are beneficial, harmful, or neither to plants. To help you identify common beneficial insects, check out online resources such as Beneficial Insects in the Yard and Garden (University of Nebraska Extension); Natural Enemies Gallery (University of California IPM); or Beneficial Insects – Nature's Pest Control (Cornell University). A good resource for identifying common garden pests is Twenty-five Pests You Don't Want in Your Garden (PA IPM Program).
Branching Out:
* Use the information collected during the safari and the follow up research to create an insect guide for your schoolyard to share with other classes. Make sure to identify which insects are garden pests and which are beneficial.
* Invite a local entomologist to speak to your class. Ask him/her to bring an insect collection to share with the students for further study.
* Middle school and high school students may be interested in starting a bug collection.
* Adopt garden methods and add design features to your garden to attract beneficial insects. To make sure your garden is hospitable to beneficial insects don't use any pesticides (organic or chemical). Although some target specific pests, many will harm both problem and beneficial insects.
Also make sure your landscape includes plants the beneficial insects need for food. Although many of these insects prey on other insects, they may also need nectar and pollen for a well balanced diet at different stages of their lives. To provide the appropriate food resources plant a diversity of plant species, especially ones native to your area. Many beneficial insect species are attracted to the flowers of plants in the cabbage, carrot, and sunflower families. Some examples of beneficial insect attracting plants are bee balm, borage, broccoli, buckwheat, columbine, calendula, candytuft, chervil, chives, cilantro, clover, daisy, dill, milkweed, Joe Pye weed, fennel, goldenrod, mint, parsley, Queen Anne's Lace, sunflower, sweet alyssum, tansy, thyme, and yarrow. The caterpillar or immature stage of butterflies and moths often has specific food plant requirements. For example, the caterpillars of monarch butterflies feed exclusively on milkweed plants.
Resources:
Beneficial Insects in the Yard and Garden http://lancaster.unl.edu/pest/resources/339_beneficialbugs.pdf
Natural Enemies Gallery http://ipm.ucanr.edu/PMG/NE/index.html
Beneficial Insects - Nature's Pest Control http://idl.entomology.cornell.edu/files/2013/11/Beneficial-Insects-1sdvh6p.pdf
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STUDENT WELFARE FREEDOM FROM BULLYING
FFI
(LEGAL)
"Bullying": Definitions
Bullying
1. Means a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that satisfies the applicability requirements below and that:
a. Has the effect or will have the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm to the student's person or of damage to the student's property;
b. Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student;
c. Materially and substantially disrupts the educational process or the orderly operation of a classroom or school; or
d. Infringes on the rights of the victim at school; and
2. Includes cyberbullying.
"Cyberbullying" means bullying that is done through the use of any electronic communication device, including through the use of a cellular or other type of telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a social media application, an Internet website, or any other Internet-based communication tool.
These provisions apply to:
1. Bullying that occurs on or is delivered to school property or to the site of a school-sponsored or school-related activity on or off school property;
2. Bullying that occurs on a publicly or privately owned school bus or vehicle being used for transportation of students to or from school or a school-sponsored or school-related activity; and
3. Cyberbullying that occurs off school property or outside of a school-sponsored or school-related activity if the cyberbullying:
a. Interferes with a student's educational opportunities; or
DATE ISSUED: 10/16/2017 UPDATE 109 FFI(LEGAL)-P
Cyberbullying
Applicability
STUDENT WELFARE FREEDOM FROM BULLYING
FFI (LEGAL)
b. Substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school-related activity.
Policy
The board shall adopt a policy, including any necessary procedures, concerning bullying that:
1. Prohibits the bullying of a student;
2. Prohibits retaliation against any person, including a victim, a witness, or another person, who in good faith provides information concerning an incident of bullying;
3. Establishes a procedure for providing notice of an incident of bullying to:
a. A parent or guardian of the alleged victim on or before the third business day after the date the incident is reported; and
b. A parent or guardian of the alleged bully within a reasonable amount of time after the incident;
4. Establishes the actions a student should take to obtain assistance and intervention in response to bullying;
5. Sets out the available counseling options for a student who is a victim of or a witness to bullying or who engages in bullying;
6. Establishes procedures for reporting an incident of bullying, including procedures for a student to anonymously report an incident of bullying, investigating a reported incident of bullying, and determining whether the reported incident of bullying occurred;
7. Prohibits the imposition of a disciplinary measure on a student who, after an investigation, is found to be a victim of bullying, on the basis of that student's use of reasonable self-defense in response to the bullying; and
8. Requires that discipline for bullying of a student with disabilities comply with applicable requirements under federal law, including the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.).
The policy and any necessary procedures must be included annually in the student and employee handbooks and in the district improvement plan under Education Code 11.252. [See BQ]
Internet Posting
The procedure for reporting bullying must be posted on a district's Internet Web site to the extent practicable.
DATE ISSUED: 10/16/2017 UPDATE 109 FFI(LEGAL)-P
STUDENT WELFARE FREEDOM FROM BULLYING
FFI (LEGAL)
Prevention and Mediation
A district may establish a district-wide policy to assist in the prevention and mediation of bullying incidents between students that:
1. Interfere with a student's educational opportunities; or
2. Substantially disrupt the orderly operation of a classroom, school, or school-sponsored or school-related activity.
Education Code 37.0832
DATE ISSUED: 10/16/2017
UPDATE 109 FFI(LEGAL)-P | <urn:uuid:497bd2c3-258e-4a16-97c4-7d098d8af260> | CC-MAIN-2021-43 | https://pol.tasb.org/Policy/Download/306?filename=FFI(LEGAL).pdf | 2021-10-22T23:18:27+00:00 | crawl-data/CC-MAIN-2021-43/segments/1634323585522.78/warc/CC-MAIN-20211022212051-20211023002051-00557.warc.gz | 590,130,394 | 956 | eng_Latn | eng_Latn | 0.991567 | eng_Latn | 0.995191 | [
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WHOLE SCHOOL CURRICULUM POLICY
Rationale
We aim to create a curriculum, that is relevant and purposeful for all our pupils and which raises their attainment and personal skills.
Aims of the Policy
The purpose of our curriculum is to help pupils to:
- Develop lively, imaginative and enquiring minds
- Acquire knowledge and skills relevant to adult life and a world of rapid
- and continuous technological change
- Have sound numeracy and literacy skills
- Develop an understanding of the world in which they live
- Develop personal and moral values, respect for shared values and for other cultures, religions and ways of life
- Appreciate human achievements and aspirations
- Take their place in society as informed, confident and responsible citizens
Main Principles
Our curriculum takes into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan. The curriculum embraces the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. The curriculum will have the following characteristics: breadth, balance, relevance, differentiation, progression and continuity and coherence.
The curriculum will promote: knowledge and understanding; mastery of intellectual, physical and interpersonal skills and personal qualities, values and attitudes and equality of access for all pupils to academic experiences.
Our school will provide appropriate tasks and teaching techniques to support high expectations and appropriate challenge and will follow the National Curriculum when appropriate to the needs of the students. The curriculum will give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative education. Pupils will acquire speaking, listening, literacy and numeracy skills.
Outcomes
The curriculum will:
- Deliver the current and future statutory requirements
- Be broad, balanced, relevant and differentiated
- Enable pupils to be challenged and fulfill their potential
- Prepare pupils to make informed and appropriate choices post 16
- Meet the needs of the full range of abilities within the school
- Ensure continuity and progression within the school and between phases of education
- Encourage a respect for the school and its environment so that learning is a positive and pleasurable experience for all
- Foster teaching styles which will offer and encourage a variety of relevant learning opportunities
- Help pupils develop lively, enquiring minds, an ability to question and argue rationally and an ability to apply themselves to tasks and physical skills
- Help pupils acquire understanding, knowledge and key skills relevant to school, adult life and employment in a fast-changing world
- Help pupils to use language and number effectively
- Help pupils understand the world in which they live
- Help pupils develop personal moral values, respect for religious values and tolerance of other races, religions and ways of life
- Help pupils to appreciate human achievements and aspirations
- Students should be well prepared for their future careers through the development of independence of thought, self-reliance and a questioning approach which challenges prejudice.
- Will aim to prevent extremism and radicalisation – for further information refer to the preventing extremism and radicalization policy
The School therefore will Endeavour to provide:
- An environment in which students of all abilities are able to develop the skills and attitudes, which will facilitate lifelong learning and sustained personal development.
- A flexible curriculum at KS4 in partnership with other providers.
- An extensive range of opportunities available to pupils, which best meet their needs and interests.
Within our child-centred approach to education we maintain the following five expected outcomes:
1. Being healthy: all pupils are encouraged to maintain a healthy lifestyle and become confident and safe in an environment in which they can live and learn without fear or anxiety.
2. Staying safe: students continue their education within our organisation with all of the necessary support and provision required. Our students are entitled to learn in a safe and secure environment.
3. Enjoying and achieving: our staff and pupils together strive to deliver and achieve high standards in all aspects of education.
They are encouraged to achieve, whatever their abilities, and are confident in their abilities and those achievements.
The requirements of the National Curriculum are taken into consideration as far as possible and that pupils proceed through the examination system appropriate to their abilities and needs.
No one is disadvantaged educationally and that education provision is a continuous process.
4. Making a positive contribution: all pupils see the celebration of achievement and are encouraged to make a positive contribution to their education. All pupils are taught the importance of Citizenship and how they can contribute
meaningful to the community and the wider society.
5. Economic well-being: all pupils when appropriate will be offered a specifically designed programme through work experience within local businesses and the community in order to offer activities, work awareness and job opportunities.
Key Stage 3
Our curriculum gives pupils of compulsory school age experience in the following areas of learning: linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative.
Support is given to those with particular special educational needs and those who have, or require and EHC plan.
Games activities are compulsory and students take part in competitive games, when appropriate, during Key Stage 3.
Key Stage 4
Pupils continue to follow the curriculum experience of the areas of learning, whilst embarking on the opportunity to access accreditation from Entry Level up to GCSE in all subjects.
As an examination centre, our pupils have the opportunity sit their exams at home or at Meadows School.
KS4 pupils are all offered independent guidance with regards to potential career options; all students are given the opportunity to visit colleges and have access to the apprenticeship matching service.
Curriculum Development
Our subject schemes of work are modified specifically for the needs of our pupils incorporating Personal Learning and Thinking Skills (PLTs), using National Curriculum Programmes of Study for most subjects.
Pupil's progress is constantly monitored through a programme of continuous assessment, both formative and summative.
Subject teachers develop assessment where evidence is moderated each half term to form robust judgements about standards of achievement for each pupil in each subject.
Responsibilities and Roles
The Head teacher has overall responsibility for the curriculum and overseeing the delivery of the creative curriculum through:
- Regular formal and informal discussions with staff
- Monitoring planning to ensure curriculum coverage
- Observing learning and teaching to ensure progress is being made within the topics
- Work scrutiny
- Regular reviews of the curriculum through staff and pupil open dialogue
- Making changes where necessary
- Speaking with the students about their learning
All teaching staff are responsible for the planning and delivery of the curriculum on a day-to-day basis and for making cross-curricular links where appropriate. Staff must make amendments to planning in order to optimise learning opportunities when they arise.
Management and allocation of resources as well as whole school curriculum enrichment opportunities are the responsibility of the Head teacher.
Inclusion
It is expected that all students will be given the opportunity to learn in a creative and encouraging learning environment which encompasses a range of learning and teaching styles. All students are entitled to this as part of the ECM agenda. It is hoped that this approach will motivate and support students' learning at all levels including the Gifted and Talented and students identified with a Special Educational Need (SEN).
Curriculum Review
Monitoring of the curriculum takes place on a termly basis.
| | Name |
|---|---|
| Created by: | Shazia Sarwar-Azim |
| Updated by: | Paula Forth |
| Proofread by: | Linda Robinson |
| Reviewed by Governing body | Governing Body meeting |
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Brampton: 220 Wexford Road Unit 2 Brampton, ON L6Z-4N7
Ph: (905) 840-WELL Fax: (905) 840 -LIFE
www.drjustineblainey.com www.blaineywellness.com
Jet Lag Hurts Both Mental and Physical Performance
By Dr. Mercola | February 23 rd , 2017
Jet lag, also known as flight fatigue, time zone change syndrome or desynchronosis, occurs when travel across time zones disrupts your internal body clock, resulting in mental, emotional and physical symptoms such as:
* Daytime sleepiness and lethargy followed by nighttime insomnia
* Anxiety, irritability, confusion and poor concentration
* Constipation or diarrhea
* Headache, nausea, indigestion, dehydration and/or general malaise
Helpful Tips to Minimize Jet Lag
As a general rule, your body will adjust to the time zone change at a rate of one time zone per day. To prevent athletic deterioration due to jet lag, Allada suggests baseball teams may want to make sure their starting pitchers are on location a day or two earlier when cross-country travel is required.
This would allow their internal body clocks to adjust to the local time zone, allowing them to perform at their best. Other athletes would be wise to follow the same advice — especially if you're traveling eastward, which tends to desynchronize your internal clock more severely than westward travel.
If you cannot squeeze in an extra day or two, you could fake it by pretending you're in your destination time zone while still at home.
This suggestion may be particularly helpful if you're traveling with young ones. It's hard to rest and recuperate when you have one or more bright-eyed and bushy-tailed children rearing to go at 4 a.m. once you reach your destination.
To do this, simply wake up and go to bed according to the destination time rather than your local time. In the morning, be sure to expose yourself to bright full-spectrum light. If the sun is not yet up, use a clear incandescent light bulb along with a cool-blue spectrum LED to shut down melatonin production.
As an example, if you were to travel from New York to Paris, start going to bed an hour earlier each day, three days ahead of your flight, and avoid bright light for two to three hours before going to bed.
This may necessitate closing the blinds or shades, and turning off all lights and electronic screens. Avoid stimulants such as caffeine and nicotine. When you wake, be sure to get some bright sunlight exposure.
If it's still dark out, use a light box or the artificial light combination mentioned above. Also be sure to shift your mealtimes accordingly.
Wear your blue-blocking glasses on the plane if you are traveling at night and continue wearing them until you get to bed. The excess blue light without the balanced red and near-infrared will seriously impair your melatonin production.
Once you get to your destination, it is best to get up close to sunrise and go outside and look in the direction of the sun. You can safely do this for about an hour after sunrise.
This will help to reset your melatonin production. If weather and circumstances allow, it would be best to do this outdoors with your bare feet on the ground.
Ancient Trick to Eliminate Jet Lag
1. The day of your trip, set your clock to match the local time at your destination (depending on the time of your flight, you may have to do this a day ahead)
2. At 11 a.m. (the local time at your destination), stroke your heart meridian three times on the left and three times on the right. Your heart meridian begins just to the outer side of your nipple, up through your armpit and down the ulnar aspect (inner side) of your arm, down the outside of your pinky. Once you reach the end of your pinky, gently press into the base of the fingernail (heart point in Traditional Chinese Medicine).
3. At noon, repeat the heart meridian strokes
Before and after boarding the plane, take a high-quality, broad-spectrum antioxidant. Astaxanthin may be an ideal choice, as it also helps shield against cosmic radiation exposure, provided you've been taking it for at least three days ahead of time.
Once you reach your destination, take a fast-acting sublingual melatonin along with a slow-release oral melatonin around 10 p.m. (or just before bedtime if you go to bed earlier). Keep in mind that only a very small dose is required — typically 0.25 mg or 0.5 mg to start with, and you can adjust it up from there.
Taking higher doses, such as 3 mg, can sometimes make you more wakeful instead of sleepier, so adjust your dose carefully. Also be sure to stay well-hydrated, whether you're flying or driving to your destination. Your brain controls sleep and it functions best when fully hydrated. | <urn:uuid:0a3e86fc-47c5-419e-87fd-8a8987e923c5> | CC-MAIN-2021-39 | https://www.blaineywellness.com/wp-content/uploads/2017/03/Jet-Lag-Hurts-Both-Mental-and-Physical-Performance.pdf | 2021-09-19T05:53:45+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00462.warc.gz | 708,227,980 | 1,057 | eng_Latn | eng_Latn | 0.996492 | eng_Latn | 0.996744 | [
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√ Class: VI Subject: Chemistry Topic: Fibre to fabric No. of Questions: 20
1. What are natural fibres? Give example.
Ans: The fibres of some fabric are obtained from plants and animals. These are called natural fibres. For example-cotton, jute, silk etc. 2. Choose the correct option- a. Cotton is obtained from ____________of plant. (seed/stem) b. Nylon is ____________fibre.(natural/synthetic) c. Jute is obtained from ____________. (plant/animal) Ans: a) Seed. b) Synthetic. c) Plant. 3. From which parts of the plant cotton and jute are obtained? Ans: Cotton is obtained from the fruits of the cotton plant, called cotton balls. Jute fibre is obtained from the stem of the jute plant. 4. Match the correct option-
Ans: C, D, A, B
5. Explain the process of making yarn from fibre.
Ans: The process of making yarn from fibres is called spinning. In this process, fibres form a mass of cotton wool are drawn out and twisted. This brings the fibres together to form yarn.
Spinning is done at home using simple devices like hand spindle (Takli) and charkha. On large scale big spinning machines are used.
6. What are looms?
Ans: Looms are those on which weaving of fabric is done. They are either hand operated or power operated.
9. Synthetic fibers are obtained from______.
askIITians 7. Name the processes involved in making cotton fabric from cotton bolls Ans: 1. Hand picking cotton bolls: when cotton bolls mature, they burst out white cotton fibre. These bolls are hand picked. 2. Ginning : It is the process of removing cotton seeds from bolls. The seedless cotton mass is combed into lints and bales. 3. Spinning: It is the process of turning cotton mass into yarn. It is done by home made spinning machines like takli or charkha. At large scale big spinning machines are used. 4. Weaving and knitting: The process of combining two sets of yarns is called weaving it is done on a machine called loom (handloom or powerloom) . in knitting , single fibre is used to prepare a fabric . Knitting can be done by hand or by knitting machines. 8. What will happen if we pull the yarn from torn pair of socks? Why so? Ans: A single yarn gets pulled out continuously as the fabric gets unravelled. It is because they are made of knitted fabric.
a. Animals
b. Plants
c. Petroleum
d. All of the above
Ans: (C) Petroleum
10. Where does cotton wool come from?
Ans: Cotton wool is grown in fields. Plants are grown at places having black soil and warm climate.
11. Name two items that are made from coconut fibre.
Ans: Coir is the natural fibre obtained from coconut husk. Items made from coir (coconut fibre) are:
(i) Coir Mattresees
(iii) Baskets 12. How is spinning done on large scale? Ans: Spinning is done on large scale with the help of spinning machines. After spinning yarns are used for making fabric. 13. Name two items that are made from jute fibre. Ans: (i) jute sack bags (ii) Ropes 14. What happens after maturing of fruit of cotton plant (cotton bolls)? Ans: After maturing, the bolls burst open and seeds covered with cotton fibres can be seen. Then the cotton can be picked. 15. State whether the following statements are true or false: (a) Yarn is made from fibres. (b) spinning is a process of making fibres.
(ii) Mats
(c) jute is the outer covering of coconut.
(d) the process of removing seed from cotton is called ginning.
(e) weaving of yarn makes a piece of fabric.
(f) silk fibre is obtained from the stem of a plant.
(g) polyester is a natural fibre.
Ans: (a) true (b) false (c) false (d) true (e) true (f) false (g) false
16. Define weaving.
Ans: The process of arranging two sets of yarns together to make a fabric is called weaving. Weaving of fabric is done on looms.
17.
18.
19.
Classify the following fibres as natural or synthetic:
nylon, wool, cotton, silk, polyester, jute
Ans: Natural fibres: wool, cotton, silk, jute Artificial fibres: nylon, polyster
What is ginning?
Ans: Cotton fibres are separated from the seeds by combing. This process is known as ginning. Machines are also now used for ginning.
Define natural fibres.
Ans: The fibres which we botain from nature i.e. from animlas and plants are called natural fibres.
20. Write the difference between natural and synthetic fibres.
Ans: The fibres of some fabric are obtained from plants and animals. These are called natural fibres. For example-cotton, jute, silk etc. The fibres that are made from chemical substances are called synthetic fibres. For example-nylon, polyester etc. | <urn:uuid:64cea78f-2146-4d9f-b3b2-d0cd64af26c9> | CC-MAIN-2021-39 | https://files.askiitians.com/static/cbse/class-6/homework/chemistry-fibre-to-fabric-solutions.pdf | 2021-09-19T04:35:49+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00461.warc.gz | 320,891,829 | 1,128 | eng_Latn | eng_Latn | 0.997953 | eng_Latn | 0.998737 | [
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International Journal of the Whole Child
2020, VOL. 5, NO. 2
The Importance of Learning Through Play in Early Childhood Education: Reflection on The Bold Beginnings Report
Manal ObedAullah Alharbi a , Mona Mohsen Alzahrani b a Prince Sattam Bin Abdulaziz University, Saudi Arabia; b King Khalid University, Saudi Arabia
Manal O. Alharbi is a Lecturer in the Early Childhood Education program at Prince Sattam Bin Abdulaziz University in Saudi Arabia. Manal Alharbi has worked as a kindergarten teacher in Saudi Arabia, and experienced training in American schools. Alharbi's research interests focus on early childhood policy, curriculum development, and play-based pedagogy. Alharbi is a strong advocate of play-based instruction which, in addition to supporting academic growth, remains holistic and most appropriate for young children's learning. Alharbi currently is pursuing her doctorate in Early Childhood Education at the University of South Florida.
Mona M. Alzahrani is a Lecturer in the Early Childhood Education program at King Khalid University in Saudi Arabia. Alzahrani has worked as a kindergarten teacher in Saudi Arabia, and experienced training in American schools. Alzahrani's research interests focus on children's development, play, and parent involvement. Alzahrani currently is pursuing her doctorate in Early Childhood Education at the University of South Florida.
Abstract
In this paper, authors reflect on the implications of the report titled "Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools" (Ofsted, 2017). This report is a review of curriculum for four-and five-year-old children in the United Kingdom. The Bold Beginnings report argues for teaching young children more academic subjects, instead of introducing learning through play. The report claims when children learn more academic curriculum early without spending too much time on play, they become ready and qualified in their academic lives which in turn, makes instruction easier for their future elementary school teachers.
In contrast, this paper focuses on the importance of allowing young children to learn naturally through a variety of play experiences. The authors argue play is holistic and provides children with a range of support including mental and emotional well-being, social interactions, and physical challenges. The premise for this paper underscores the critical importance that children play and learn about the world with relevance, authenticity, and developmentally appropriate opportunities. Early childhood settings become an extraordinary space for this natural and
holistic learning to occur. After describing how play most effectively accommodates children's unique needs and individual development, authors explain how learning through play provides children the opportunities to grow in a risk-free environment, communicate with peers, express feelings and thoughts, discover and investigate various subjects, improve social-emotional skills, develop language and vocabulary, enhance cognitive capacity, build self-esteem, prepare for life, and establish a foundation for the next stage of school. Early childhood teachers can help students to do all this and more by providing learning through play.
Keywords: Play-based learning, learning through play, academic curriculum, early childhood settings, early learning, children's holistic development.
Critique of Bold Beginnings Report
Bold Beginnings: The Reception Curriculum in a Sample of Good and Outstanding Primary Schools (Ofsted, 2017) report highlights the importance of early learning in preparing four- to five-year-old children for an effective and supportive transition to kindergarten in the United Kingdom. Ofsted is the acronym for The Office for Standards in Education, Children's Services and Skills whose main purpose is to regulate and inspect childcare. The Majesty's Chief Inspector of Ofsted (2017) collected data for the period of 2016-17. The report generated data using a thematic survey, school visits, an online questionnaire, and analyzed more than 150 inspection reports of primary schools in the UK. The aim of this report was to gain a deep understanding of the curriculum and how it is implemented. Ofsted used the information sources and observations of 41 school visits to compare these schools and distinguish differences in practices. This data is intended to improve the different aspects of education such as informing policy makers, advising counselors, and influencing curriculum designers, as well as impacting the global thinking about the importance of academic curriculum.
The Ofsted report describes the potential of using academic curricula to teach the basics of reading, writing, and mathematics to young children as well as to prepare them for life and their first year of school. According to the report, it is important for children to learn these academic skills and apply them in the early years. In addition, this report discusses how children who daily practice the academic skills demonstrate academic success in later years. Furthermore, the report claims successful learning programs set their targets with appropriate academic curricula to meet children's needs for the first year of school instruction. For example, the report suggests that teachers instruct reading through systematic phonics direct instruction and teach mathematics with a focus on children's ability to count and compare numbers. The report states that "the ability to read, write and use numbers is fundamental. They are the building blocks for all other learning. Without firm foundations in these areas, a child's life chances can be severely restricted. The basics need to be taught – and learned – well, from the start" (Ofsted, 2017, p. 10). Bold Beginnings emphasizes transforming learning in the early-childhood setting from freeplay, exploration, and child-guided experiences to traditional, direct instruction based on literacy, mathematical understanding, teachers' guidance, and less play. However, an open letter signed by more than 1,850 educators believe this report should be rejected as it would have a negative effect on children and undervalues play-based approaches for children (TACTYC, 2017; Ward, 2018).
What is Early Childhood?
Are the early years an important designation of time for children to learn through play? The Ministry of Education in the Kingdom of Saudi Arabia [MOE] (n.d.) recognizes early childhood as a stage in which children require nursery education and learning through exploration and play; this means, teachers should prepare children, ages three to six, for entry into general education with the important foundation of play. In the United States of America, the National Association for the Education of Young Children [NAEYC] (n.d.) defines early childhood as a period of time in which children go through a rapid period of development and growth. NAEYC indicates that children's brains develop quickly, so these years are essential for the foundation of children's social skills, self-esteem, and cognitive development. Moreover, Heikkilä, Ihalainen, and Välimäki (2004) emphasize that early childhood settings are places where children spontaneously play and interact educationally. Such settings promote the balanced growth, venues of learning and development, and are designed to advance children's knowledge and realization.
The online Free Dictionary (n.d.) defines early childhood as "the early stages of growth or development." According to the online Etymology Dictionary (n.d.), the Old-English word cildhad divides the word into "child and hood" and means the "state of being a child; period of life birth to puberty." The online Oxford English Dictionary (n.d.) also references the OldEnglish word cildhad and defines early childhood as the "state or period of being a child." These three online dictionaries agree that early childhood is the time of being a child.
Theories in Play
The "time of being a child" is the focus of many early childhood theorists. According to Mooney (2013), Dewey's, Montessori's, Erikson's, Piaget's, and Vygotsky's theories stress the importance of learning through play in early childhood settings. These theorists agree that "education should be child centered; education must be both active and interactive; and education must involve the social world of the child and the community" (Mooney, 2013, p. 4). Play provides all these necessary components (Dewey, 1938; Montessori, 2008; Piaget, 1962; 1976; Vygotsky, 1976).
Children will easily explore and learn through play in an effective way, including content skills. The most important role of children's educational setting is to build their experiences based on their past learning and knowledge and help the students to understand the content effectively. Preparing the environment for children's learning is a vital task that every teacher in the earlychildhood setting seeks to accomplish. In a prepared and planned environment, children will learn by exploring, discovering, investigating, thinking, and using the materials in their classrooms.
Montessori (2008) believes that children learn effectively through sensory experiences and can develop life skills through interactive classroom opportunities. Piaget (1962, 1976) emphasizes the idea that the interactions between the children and their environments create learning. Piaget and Montessori describe the importance of an open environment which provides a range of possibilities for children to discover and construct. Piaget (1976) also stresses the importance of play as an important avenue for learning (Mooney, 2013). Through play, children experience opportunities to become well prepared for life and fully develop in mental, physical, emotional, and social ways.
Furthermore, Vygotsky (2004) confirms that children learn when play takes place in their journey of learning and development. Vygotsky transformed the ways in which educators think and view play. Play is an essential part of children's learning in all different domains. In addition, he believes development and language remain connected and build on one another, and play assumes an integral role in children's development and learning. He highlights in his explanation of the Zone of Proximal Development (ZPD) that teacher's scaffold children's learning and development through play-based learning. In this ZPD, through play, teachers can support children at the first stage and then withdraw slowly so children can independently complete the task. Children can go beyond their limits of their ZPD with the support of the teacher through play.
The Importance of Learning through Play in Early Childhood Education
Similar to the Ofsted report in the UK, the early childhood curricula in the United States is making rapid changes from learning through play to following more standard curricula (Miller & Almon, 2009). Compared to the previous curricula, the new standard curricula require children to spend more time on mathematical and literacy instruction instead of allowing children to learn these concepts through play.
Even with a movement toward direct academic instruction in the early years as indicated by the Ofsted report, there is still a shift toward the use of play-based learning in early education in various countries (i. e., China, Canada, New Zealand, Sweden, United Arab Emirates) (Danniels & Pyle, 2018). Play-based learning understands that children learn while they play, both developmentally and academically (Danniels & Pyle, 2018).
Playing does not mean children are wasting time; at this young age, children predominately learn through play (Danniels & Pyle, 2018; Thomas, Warren, & deVries, 2011). Learning through play develops children's health, imagination, social-emotional competencies, language skills, and physical capacities. Moreover, children at this age are growing in all domains of development, especially their mental health. Through play, teachers are able to recognize and address any developmental or health problems that children may exhibit. When children engage in complex socio-dramatic play, they have the opportunity to develop their language and social skills, empathy, imagination, self-esteem, self-control, and higher levels of thinking.
Aljarrah (2017) describes Froebel's and Vygotsky's claim that play is a developmental tool in children's pre-school years, and creativity can be fostered effectively as an essential skill for life. According to Aljarrah, play is the children's business and their way of discovering the world.
Vygotsky (2004) states that play-based learning is necessary in early childhood in order to learn the new ideas and experiences about the world. Rich experiences are necessary for adequately informing imagination. Some researchers argue that this increased focus on direct instruction is developmentally inappropriate, because children are expected to learn academic content that may be beyond their developmental level in a manner that does not actively engage students. Pyle and Danniels (2017) state that a teacher-directed focus is depriving children of stress-relieving play opportunities.
Through play, children also learn to read, write, and use math and science knowledge; young children learn with sensory activities and build the experiences that will help them in their lives. Research supports play as effective in establishing the curriculum such as reading, writing, science, and mathematics. Many existing studies demonstrate the role of play in each of these curricular areas. For example, James Christie for literacy (Christie, 1987, 1991; Roskos & Christie, 2000), Constance Kamii (1988, 2000) for mathematics, and Brian Stone (2016) for science. Christie (1987) found when children play out stories in dramatic play, it increases their story comprehension. In addition, when children use symbols in play (symbolic play), it provides them with the foundational ability they will need for future reading and writing (Stone & Burriss, 2016). Kamii (1988, 2000) understands how play helps children put things into relationships which is important for developing number sense. Stone (2016) says "playing around in science presents children with opportunities to think creatively and divergently, to solve problems in innovative ways, and to develop a unique scientific identity" (p. 6).
Crehan (2016) explains that starting formal schooling when the children are a little older makes no lasting difference to children's later reading ability. Children need the opportunities to develop their basic knowledge gradually through rich activities, and therefore, depend on learning through playing. Encouraging children to learn pre-reading and pre-math skills through play helps them develop their cognitive skills, preparing them for a new type of learning, which is an effective and reliable practice. Children need to develop their individual confidence levels and understand their abilities, which they cannot achieve without playing with peers and manipulating a variety of materials.
Besides providing important foundations for academic learning, play elicits imagination which draws on elements of reality (Diachenko, 2011; Vygotsky, 2004). Personality development is also important in children, ages four to five, because children develop the essential foundations in their early years for their future beliefs and knowledge. Furthermore, preschool years remain foundational for children to positively shape their personality, habits, skills, and basic knowledge (Kazu & İş, 2018; Tarman & Tarman, 2011). Children who develop positive self-images will become well prepared for school and life. Toward supporting well-being and self-confidence, play is important in helping children to develop later life skills such as social interaction and emotional competency.
Crehan (2016) describes the purpose of learning through play is to provide children with the opportunities to enjoy their learning. Preschool children, learning through play, assume ownership in the process, and demonstrate more confidence in their abilities and express joy while learning. Thus, play is an effective, developmentally appropriate, and holistic approach for educators to implement for young children's learning.
Crehan (2016) understands the important nature of learning for young children, "because children don't do formal learning at desks in preschool or kindergarten, they learn through
playing" (p. 15). Four- to five-year-old children are active and while learning, they are likely to move more instead of sitting and listening. Children understand the content more effectively with opportunities to participate in active learning through playing and interacting with peers. Children learn in everyday activities while engaging with peers and adults, sharing learning, negotiating, and building strong relationships (Fasoli, Wunungmurra, Ecenarro, & Fleet, 2010). Furthermore, teachers, during playtime, indirectly encourage children in reading, writing, and mathematics. Children are more likely to learn by listening, speaking, observing, and exploring during playtime than through direct instruction. Teachers focus on supporting the children's learning by asking insightful questions and discussing their answers.
Choice play time is a rich time for children to learn reading, writing, and mathematics. Learning through play provides children at this age the opportunity to practice essential activities such as thinking, exploring, and investigating in a risk-free environment. These skills established through play will provide valuable life-long learning for children.
However, it remains critical for teachers to understand how to most appropriately prepare the environment for children's quality play experiences. Kemple, Oh, and Porter (2015) emphasize the idea that using appropriate teaching strategies through play are fundamental in meeting children's learning and development needs in their early years. Children can play at school, home and in other community settings. However, many children may face limitations in entering some of these play settings effectively; for example, over-structured curricula activities, lack of complex materials, and sparse peer interactions. Nothing can compare with the holistic, authentic, and risk-free experience of learning through play.
Playing at school is important because at school, children have access to materials and to their peers as playmates. Furthermore, Miller and Almon (2009) describe how Finland's children go to a playful early childhood setting before entering first grade at age seven. They found that the experience of learning through play did not negatively affect Finish children's learning outcomes in the long-term. In fact, children in Finland receive the highest scores on the Program International Student Assessment [PISA], which is an international exam for 15-year-olds.
The epistemology in children's play, learning, and development is that young children grow quickly, and as they adapt, play experiences provide a natural and developmentally appropriate pathway for authentic learning. The more children interact with one another, the more learning experiences will occur. Learning through play and hands-on activities will remain important teaching methods in early childhood.
Recommendations
The following recommendations support children learning through play:
1. Use block centers to provide opportunities for children to explore mathematics and science. For example, counting, colors, sorting, patterns, size, balance, and comparisons.
2. Through dramatic play, children rehearse and explore language skills in a risk-free experience. For example, ask children to role play and act out characters from a familiar
story, invite children to write a script and identify characters they wish to represent, or provide children with relevant props in the family living and block centers.
3. Include a variety of different writing and drawing materials in the family living, block and art centers.
4. Pay attention to children's representations. Request and invite they display their products. It is important children gain their own internal sense of competence and not rely on an external evaluation. Children practice/rehearse for themselves and not for the teacher's approval.
5. Provide opportunities for individual, small and large group play events.
6. Ensure outdoor and nature play for exploring science and mathematics.
Conclusion
Children naturally play during most of their time in or out of the school. Play is the center of children's lives and also one of the most common ways of enjoying and exploring life. Children benefit from playing in many ways; they develop their language, self-regulation, socialemotional skills, problem-solving skills, interact with others, and discover the world (Dinnerstein, 2016). Teachers can support children's learning and stimulate their attention to learn from play by asking children to observe, record, ask, explore, confer, and participate. Additionally, children who experience play-based learning/inquiry in the early childhood years, become more likely to sustain a higher level of engagement and motivation in later more formal learning experiences.
When we challenge children to solve complex problems through play, they will benefit from these experiences, thus, these learning experiences by play will assist children to be prepared for future academic learning. Using play to facilitate children's needs is a more effective way for teachers to meet children's naturally occurring stages of development than direct academic instruction. In order to support children successfully, it is essential to provide teachers with various ways to use play for optimal learning as well as train pre-service teachers on mastering these approaches to achieve effective learning through play.
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Kamii, C. (2000). Young children reinvent arithmetic. Teachers College Press.
Kazu, İ. Y., & İş, A. (2018). An investigation about actualization levels of learning outcomes in early childhood curriculum. Journal of Education and Training Studies, 6(3), 66-77.
Kemple, K. M., Oh, J. H., & Porter, D. (2015). Playing at school: An inquiry approach to using an experiential play lab in an early childhood teacher education course. Journal of Early Childhood Teacher Education, 36(3), 250-265.
Miller, E., & Almon, J. (2009). Crisis in the kindergarten: Why children need to play in school. Education Digest,75(1), 42–45.
Ministry of Education in the Kingdom of Saudi Arabia [MOE] (n.d.) The General Goal. https://departments.moe.gov.sa/EducationAgency/RelatedDepartments/Kindergarten/Pag es/MainObjective.aspx
Montessori, M. (2008). The Montessori method. Wilder Publications.
Mooney, C. G. (2013). Theories of childhood: An introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky. Redleaf Press.
National Association for Young Children [NAEYC] (n.d.).
https://www.naeyc.org/resources/topics/dap-kindergartners
Ofsted (2017). Bold beginnings: The reception curriculum in a sample of good and outstanding primary schools. The Office for Standards in Education, Children's Services and Skills. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_ data/file/663560/28933_Ofsted_-_Early_Years_Curriculum_Report_-_Accessible.pdf
Oxford English Dictionary (n.d.). Definition of childhood. https://en.oxforddictionaries.com/definition/childhood
Piaget, J. (1962). Play, dreams, and imitation in childhood. Norton.
Piaget, J. (1976). Symbolic play. In J. Bruner, A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution (pp. 896-921). Basic Books.
Pyle, A., & Danniels, E. (2017). A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play. Early Education and Development, 28(3), 274-289.
Roskos, K., & Christie, J. (2000). Play and literacy in early childhood. Lawrence Erlbaum Associates, Inc.
Stone, B. (2016). Playing around in science: How self-directed inquiry benefits the whole child. International Journal of the Whole Child, 1(1), 6-15.
Stone, S. J., & Burriss, K. (2016). A case for symbolic play: An important foundation for literacy development. The International Journal of Holistic Early Learning and Development, 3, 59-72.
TACTYC (2017, December). A response to Ofsted's (2017) report, 'Bold beginnings: The reception curriculum in a sample of good and outstanding primary schools'. TACTYCAssociation for Professional Development in Early Years. https://tactyc/org/uk/wpcontent/uploads/2017/12/Bold-Beginnings-TACTYC-response-FINAL-09.12.17.pdf
Tarman, B., & Tarman, I. (2011). Teachers' involvement in children's play and social interaction. Ilkogretim Online, 10(1).
Thomas, L., Warren, E., & deVries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australasian Journal of Early Childhood, 36(4), 69–75.
Vygotsky, L. S. (1976). Play and its role in the mental development of the child. In J. S. Bruner, A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution (pp. 537-544). Basic Books.
Vygotsky, L. S. (2004). Play and its role in the mental development of the child. Soviet Psychology, 5, 6–18.
Ward, H. (2018, January 16). Ofsted's Bold Beginnings report is 'flawed' and should be scrapped, says open letter. TES. https://www.tes.com/news/ofsteds-bold-beginnings-report-flawedand-should-be-scrapped-says-open-letter | <urn:uuid:ee390600-8ae6-42aa-a86c-a0de7c1b37c6> | CC-MAIN-2021-39 | https://files.eric.ed.gov/fulltext/EJ1286551.pdf | 2021-09-19T05:07:55+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00462.warc.gz | 312,619,677 | 5,644 | eng_Latn | eng_Latn | 0.9614 | eng_Latn | 0.993705 | [
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VASHON ROCKS FAQA (Frequently Asked Questions Answered)
Feb 2020: Brought to you by VUG - Vashon Union of Geologists
Q. Why is Vashon an Island?
A. Vashon is sandwiched between two active East-West fault systems (named the Seattle & Tacoma faults) and is being horizontally pressed from the south, lifting it higher than its surroundings. Intense erosion by streams of water under the most recent ice sheet, prior to 10,000-15,000 years ago, carved deep channels to Vashon's east and west. After the ice sheet melted away, the sea entered Puget Sound and filled the lowlands to the north and south of Vashon Island and the channels to the east and west, thereby creating an island. Prior to the last glacial advance, rivers draining the Cascades deposited sands on Vashon, prior to it becoming an island.
Q. Should residents and visitors be concerned about geological hazards on Vashon?
A. Yes, depending on where you live or stay. You could be impacted by landslides, which commonly occur during very wet winters. Slopes that have been over-steepened by wave erosion or human activity are most liable to fail, as are slopes underlain by deep slip surfaces. You could be impacted by ash from volcanic eruptions, although the last nearest eruption was on Mt. Rainer almost 600 years ago. Mudflows related to catastrophic slope failures on Mt. Rainier happen more often than major eruptions, but mudflows are exceedingly unlikely to cross Puget Sound and reach Vashon Island. This is not so for Orting, WA (population of over 3,300), situated between Carbon and Puyallup Rivers less than 30 miles from Mt. Rainier and built entirely on several layers of lahar deposits.
For Vashon islanders, major earthquakes in the Puget Sound region pose a real risk, being capable of producing much more damage than the 2001 Nisqually earthquake, which had a magnitude of 6.8, or two equally large earthquakes in 1965 and 1949. The largest earthquakes, fortunately, occur less frequently. The most recent very large earthquake inside Puget Sound happened about 1100 years ago with a magnitude of about 7.5. Parts of Bainbridge Island and Alki Point shot up 20 feet from beach level and a 16-foot-high tsunami bore down on the north end of Vashon Island. The most recent major "subduction earthquake" happened 300 years ago off the coast of Washington and had a magnitude of about 9.0. Such an event would be devastating for the Washington coast but somewhat less inside Puget Sound. However, the intensity of shaking and height of tsunami waves inside Puget Sound resulting from a subduction earthquake are not yet well understood. Over 25 earthquakes have been felt on Vashon in the last century. Based on the sizes of the Seattle and Tacoma Fault Systems, earthquakes of maximum magnitude 7 are expected (less than a minute of shaking) in contrast to the magnitude 9 possible on the mega-thrust fault to the west (several to ten minutes of shaking).
Q. Why is Vashon in the Puget Lowlands surrounded by mountain ranges to the west & east? A. The Puget Lowlands are located in a forearc basin with the Olympic Mountains to the west thrust up by collision and subduction of the Juan de Fuca Plate and the Cascade Range to the east resulting from subduction-related magmatism and the growth of volcanoes.
Q. Where do the rocks on Vashon beaches come from?
A. Rocks on Vashon beaches come from the erosion of the glacial and fluvial deposits that cover all of Vashon and Maury islands. Waves remove all the finer sand, silt and clay from the beach, leaving behind pebbles, cobbles, and boulders that ice sheets had and rivers carried down from elsewhere in Washington State, Vancouver Island, and British Columbia.
Q. Are there fossils on Vashon?
A. Yes, although they are rare. You can find rounded bits of petrified wood and a variety of fossils in sedimentary rock boulders, cobbles and pebbles on the beaches that were transported here by glaciers, as well as much younger Pleistocene mammoth and other bones in the glacial outwash deposits.
Q. Is there an underground lake beneath Vashon?
A. No, there are no underground lakes nor any open river channels below the surface of Vashon and Maury Island. Such bodies of water only exist where underground caves exist, like in Florida. The water that does exist beneath the surface of the island, termed groundwater, lies within tiny spaces between grains of sand in rock or sedimentary layers called aquifers.
Q. Where does Vashon groundwater come from?
A. Vashon groundwater comes from the atmosphere. Rain and meltwater from snow percolate into underground aquifers that feed natural springs and water wells drilled by humans; Vashon is considered a single source aquifer.
Q. Why is till so hard to dig?
A. Glacial till consists of sand and gravel but also silt and clay, which fill the spaces between larger grains, making for a dense and hard material. The glacial till deposited on Vashon about 15,000 years ago was further compacted by an ice sheet over 1000 feet thick, which helped to produce our modern cement-like hardpan.
Q. Why is there a sandspit at KVI beach?
A. The KVI sandpit is caused by the intersection of two opposite-flowing drift cells that erode sand from the bluffs to the north and south and transport it along the coast by wind, waves, and currents.
Some Resources:
Books:
Geology Underfoot in Western WA by Dave Tucker (2015) Roadside Geology of Washington by Marti Miller & Darrel Cowan (2017)
world wide web links:
King County Vashon Water Resources Review (2013)
King County Vashon Geology Underfoot
WA DNR Geology of King County Bulletin 63 (1971)
USGS Geological Map Vashon Quadrangle (2015)
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Conspiracy – UFO Worksheet
LISTEN AND WRITE
A. What are they saying about UFOs?
Take notes while watching and summarize what you heard. Organize the information in the boxes below.
Marc Briscoe
Darren Perks
Norio Hayakawa
Dave Thomas
David Aaronovitch
David Icke
SPEAK
B. Retell
1. What happened in 1947? Where was it?
2. Where is the UFO museum located?
3. What are they saying about Dulce, New Mexico?
4. What is the Manzano underground facility?
5. What pictures is Dave Thomas showing?
6. How does Dave Thomas explain the hieroglyphs on the weather balloons?
7. How does Marc Briscoe explain that we haven't seen any evidence of aliens so far?
8. How does David Icke explain the UFO controversy?
9. What is David Aaronovitch's standpoint?
10. What do you think? Do you believe that there are UFOs? Why? Why not?
WRITE
C. Write an article
Pretend that you are a local news reporter in a small town in Texas. You are to write an article about a UFO that several people in town claim that they have seen. Do some research before you start writing and use the information in your article. Your article must include answers to the questions: When? Where? What? Who? Why? How?
Useful phrases:
On Tuesday afternoon a gigantic UFO was spotted in…
A waitress at the Guadalupe Peak Diner saw…
According to…
Another witness claims to have seen…
It is possible that…
It is denied to be…
Most likely the UFO is in our neighbourhood because….
There is no doubt that…
The UFO suddenly appeared …
Suddenly it disappeared, says…
RESEARCH AND COLLABORATE
D. UFO – Facts and fiction
Find information about UFO on the Internet and present your findings to a group. What is fact and what is fiction?
When you present your results in class don't forget to point out where you found your information. Discuss the reliability of your sources.
You may start your search using these sources:
http://ufodigest.com/article/ufos-perspective-0309
http://www.crystalinks.com/ufohistory.html http://www.ufoevidence.org/
http://www.newrealities.com/index.php/articles-on-ufos/item/970-interesting-factsabout-ufos--aliens http://www.history.com/topics/history-of-ufos
http://www.ufocasebook.com/nasafacts.html
E. Compare You Tube clips of UFOs
On the Internet there are a lot of film clips of UFO sightings all over the world. Work in groups of four. Search for You Tube clips of UFOs and select two or three that you think are the most convincing. Present the clips in class and explain why you chose them.
Use these questions to organize your presentation:
- Who is presenting the information in the film clip?
- Where was it filmed?
- Do you think the filming is real or could it be a film trick?
- Is there a way to confirm that this really happened?
- Do you consider the film clips to be solid evidence of UFO?
- What makes these film clips convincing?
- Do you consider the film clips to be solid evidence of aliens?
- What is the difference between believing in UFOs and aliens?
F. UFOs in ancient art
Ufologists sometimes claim that there are many examples of UFOs in old paintings and that this is evidence that UFOs exist. Do you believe that? Search the Internet using the keywords UFO in art history or UFO art and find out more! Select a few pictures that you like and show them to your friends.
Use these questions when you prepare your assignment:
- What does the picture represent?
- Where is the painting from?
- Who painted it?
- Why do I like this picture?
G. Paint your own UFOs
Use some of the pictures that you have found on the Internet as inspiration and invent your own UFOs. Draw your UFO and paint it. Write a short text about it and prepare an exhibition.
Use the questions below to get started:
- Where is my UFO coming from?
- Is it different from the UFOs I have seen on the Internet?
- Who is flying it?
- Is this UFO dangerous or benevolent?
H. The Alien stereotype
Do you see aliens as little green men with big heads and long fingers? Let's talk about the alien stereotype!
Search the Internet for different pictures of aliens. Compare your pictures and talk about them in class.
Use these questions as starting points for your discussion:
- What different pictures have we found of aliens?
- What skills could they have?
- Why do people believe that aliens look like this?
- If we met them what would we talk about?
- What could they learn from us?
- Why would aliens be interested in us and in our planet?
- Why do people believe in aliens?
- If you were an alien, how would you feel about the way you are represented in the media?
- What is the most common fear that people have when it comes to aliens?
- In an alien family, how do they treat each other?
- Do aliens work? What do they do?
- If aliens came to visit you, what would you show them?
- Do aliens study? What subjects?
- What emotions do aliens have?
- How does an alien stay fit?
- How do aliens react when someone hurts their feelings?
- Is there bullying among aliens? Describe the bullied and the bullies! What would you do to help them out?
- Do aliens like to party? What is an alien party like?
- Can aliens feel bored? What is boring to an alien?
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Study Guide on Thomas Aquinas' On Kingship
According to St. Thomas, what is the best form of government, and why?
Does St. Thomas consider government to be a natural good or a necessary evil? What premises underlie his understanding? Do they seem convincing to you? (See especially Book I, Chapter 1 of On Kingship. 1 )
What distinguishes kingship from tyranny? (See Kingship 4–10 for the basis for kingship and the definition of "king," and 8 for an account of "tyrant.") Is this a categorical distinction, or can a ruler be somewhere in between?
"Yet it is natural for man, more than for any other animal, to be a social and political animal, to live in a group" (4). What does St. Thomas mean by "natural" here? Explain how this idea of nature pertains to the overall argument regarding kingship and government.
Explain why, according to Aquinas, groups require some means by which to be governed (5–6)?
What is the end of kingship? What goal must the king strive to achieve? (See 11–12.)
What seems to be St. Thomas's view on the scope of government?
* How does the distinction between private and common good relate to this question? Consider that the common good is the proper concern of the king, yet this is something "higher" than the good of the single man.
* How does the authority of the king relate to the authority of the priests and especially the pope (61–63)?
* How might Aquinas respond to someone who claimed that, since men are fallen, it is better to have a weaker form of government than a stronger?
Why does Thomas think that, despite the evil of tyranny, kingship remains the most desirable form of government? (Consider Book I, Chapter 5.) What kinds of reasons does he give? Are they convincing? Consider:
* "It is expedient therefore that a just government be that of one man only in order that it may be stronger; however, if the government should turn away from justice, it is more expedient that it be a government by many, so that it may be weaker and the many may mutually hinder one another" (15).
1 Thomas Aquinas. On Kingship to the King of Cyprus. Translated by Gerard B. Phelan. Toronto: Pontifical Institute of Mediaeval Studies, 1949. (All page numbers refer to this edition.)
* " . . . When, on the other hand, one man is in command, he more often keeps to governing for the sake of the common good" (22).
* "A polyarchy deviates into tyranny not less but perhaps more frequently than a monarchy . . . " (22).
In what way is the good of one man subordinate to the good of the city? What implications does this have for the relation between government and the individual person?
What is St. Thomas's view of trade and its effects on men and the city (76–78)? Does trade necessarily lead to vice?
* "Again, if the citizens themselves devote their life to matters of trade, the way will be opened to many vices" (76).
* "Since the foremost tendency of tradesmen is to make money, greed is awakened in the hearts of the citizens through the pursuit of trade. . . . good faith will be destroyed . . . the cultivation of virtue will fail . . . " (76).
* "The pursuit of trade is also very unfavourable to military activity" (77).
* "[T]he perfect city will make a moderate use of merchants" (78).
How does the king bring about virtue in the kingdom? What hints does Aquinas give in these works as to the means at the king's disposal?
Consider Book II, Chapter 8. What ill effects come from overindulgence in pleasure, according to St. Thomas? Consider how each effect influences the life of the man and the life of the city.
Suggested use: This study guide includes a few questions and observations about Thomas Aquinas' On Kingship. Among possible uses, one could consider these comments while reading the work; or one could use them as starting points for a classroom discussion. | <urn:uuid:af890ee1-827e-4b40-b71b-769fe71b9578> | CC-MAIN-2021-39 | https://artsofliberty.udallas.edu/wp-content/uploads/2017/04/FINAL-Aquinas-study-guide-10.3.13_0.pdf | 2021-09-19T05:54:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00462.warc.gz | 172,731,264 | 873 | eng_Latn | eng_Latn | 0.998626 | eng_Latn | 0.998729 | [
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TOPICAL QUESTIONS
CLASS: FORM FOUR
TOPIC:
SOIL CHEMISTRY
1. Give the meaning of the following terms:
i. Soil pH
ii. Liming
iii. Macronutrient
2. (i) Define soil erosion.
(ii) List down four main causes of soil erosion.
3. List down four advantages of organic manure over artificial fertilizers.
4. (i) What is meant by the term "nitrogen fixation"?
(ii) State two major processes by which the atmospheric nitrogen is converted to usable form in the soil.
5. (a) What do you understand by each of the following?
i. Soil reaction
ii. Fertile soil
(b) Differentiate active acidity from potential acidity
(c) State four (4) factors that affect soil fertility.
(d) Name four (4) nitrogenous fertilizers.
6. i. What is manure?
ii. Name four (4) types of organic manure.
7. (a) What do you understand by the following terms?
i. Soil erosion
ii. Leaching
iii. Soil fertility
iv. Soil pH
(b) The weight of fresh soil collected from a farmer's field was 24g. It was ovendried at 106°C for 22 hours, cooled in a desiccator and weighed. The oven-dry weight was 19.5g. What was the percentage of moisture in the soil sample?
(c) Explain why a good farmer is advised to include leguminous plants in crop rotation.
8.
a) Group the following plant nutrients into macro-nutrients and micronutrients:
S, Zn, Mo, N, Cl, P, Co, K and Ca.
b) Give one function of each of the following essential plant nutrients: (i) N (ii) P (iii) Zn
c) A certain soil requires 40kg of nitrogen per litre in order to fulfill the plant requirement of nitrogen. Calculate in kg the quantity of ammonium sulphate {(NH4)2 SO4} fertilizer required to meet the demand.
9. (a) Define the following terms:
i. Soil
ii. Soil profile
iii. Micronutrients
(b) Explain why a fertile soil is not necessarily productive.
(c) Soil erosion is one of the problems facing many farming areas in Tanzania leading to poor harvest. As a chemist give four advices to the farmers to overcome soil erosion.
10. a) The weight of a fresh soil sample from a school farm was 55gm. The sample was dried in an oven at 200°C, cooled in desiccators and re- weighed. The weight of the sample, after cooling to constant weight was 46gm. What was the percentage of water in the soil sample?
b) (i) List at least two chemical substances used to neutralize soil acid.
(ii) Why do we classify nitrogen as a macronutrient in regard to plants nutrients?
11. (a) (i) What are the natural causes of soil acidity?
(ii) What cations prevail in acidic soils?
(b) (i) On treatment with calcium hydroxide the soil pH was raised from E to 7. What can you say about the properties of calcium hydroxide-
(ii) What effects can the alkalinity of a soil have on the availability of nutrients?
(iii) Is it sensible to add lime to a field which has received an application of ammonium sulphate fertilizer? Explain.
(c) With reference to pH, solubility and any other factors, list the main properties of the following fertilizers used in our country:
i. Ammonium sulphate
ii. Super phosphate
iii. Urea
12. Addition of inorganic fertilization in the farm is not as important as addition of organic manure. Discuss the correctness of this statement in four points. | <urn:uuid:e8069185-d10a-410a-8f8d-bd23ca884d55> | CC-MAIN-2021-39 | http://barambagirls.ac.tz/wp-content/uploads/2020/04/CHEM-F.4.pdf | 2021-09-19T04:25:06+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00462.warc.gz | 6,663,052 | 799 | eng_Latn | eng_Latn | 0.985242 | eng_Latn | 0.985956 | [
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Year 6 Home Learning Plan
| WEEKLY TIMETABLE | | | | | |
|---|---|---|---|---|---|
| Monday | Maths (1 hour) | Writing 1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Tuesday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Wednesday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Thursday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
| Friday | Maths (1 hour) | Writing (1 hour) | Spelling (15 mins) | Reading (1 hour) | Daily diary (20 mins) |
Here are some of the things you must do during the period when school is closed.
Maths
- Please ensure you complete the Power Maths pages of work set. The supported lesson content will be uploaded too to help you.
- Pages will also be set from your homework books each week.
- Check the Mathletics website to see and complete the tasks that have been set. https://www.mathletics.com/uk/
Writing
- Everyday, complete the writing task which will be uploaded to the website. There will be a week-long unit of work on a specific type of writing. The tasks throughout the week will lead towards a final extended piece of writing at the end of the unit.
Spelling
- Each week a spelling list of 20 words will be uploaded to the school website – over the week please learn the spellings, write them in a sentence and ask someone to test you on the Friday.
Reading
- Reading comprehension tasks will be set each day on the website.
- Read every day for at least 30 mins. Ensure you read a selection of texts including fiction and non-fiction.
- Fill in your reading record book.
- There will also be tasks set from the homework books.
Daily diary
- Complete a daily diary of what work and activities you do, remember to include your emotions and opinions.
PE
"PE with Joe." Joe Wicks (The Body Coach) will be hosting a live work out for kids on his You Tube channel every morning at 9:00am.
Make sure your work is presented neatly with the date and is checked by a parent on a daily basis. | <urn:uuid:b128521a-9c72-46cf-b528-4cb163016625> | CC-MAIN-2021-39 | http://www.princessfrederica.brent.sch.uk/uploads/8/9/1/7/8917260/year_6_home_learning_plan.pdf | 2021-09-19T05:35:54+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00463.warc.gz | 115,699,780 | 547 | eng_Latn | eng_Latn | 0.999767 | eng_Latn | 0.999767 | [
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Personalized Plan for Recovery and Resilience after COVID-19
1. Assess your needs:
Check any areas that are concerns for you currently.
| √ | Area of Need: |
|---|---|
| | Physical Health: concerns about your own or a family member’s physical health |
| | Safety: concerns for your own or your family’s safety right now or in the future |
| | Substance Use/Abuse: concerns about your own or a family member’s use of alcohol, drugs, or prescription |
| | medications |
| | Interpersonal Life: concerns about how you are getting along with people— your spouse/partner, family |
| | members, neighbors, friends, or people at work or school |
Distress is a function of the unique challenges of the role (not the individuals in the role!)
2. Prioritize your needs:
Make sure you are focusing on something you have control over. Circle the one area of need above you would like to focus on first.
| Focus on problems that are: |
|---|
Start small and build from there.
3. Brainstorm Solutions:
Use the space below to note possible solutions:
| | Start with what you know… |
|---|---|
| | What have you already been |
| | doing that is working? |
| What have you done in the past that has worked? | |
| | What ideas do you already have |
| | about possible solutions? |
Remember… you are already resilient
BONUS: Tool to support resilience & Recovery:
COVID Coach
Created for everyone, including veterans and service members:
* Education about coping during the pandemic
* Tools for self-care and to improve emotional well-being
* Trackers to check your mood and measure your growth toward personal goals
1
Personalized Plan for Recovery and Resilience after COVID-19
4. Build your skills
Use the chart below to identify 1-2 skills that you will learn or practice
| | Resilience and Recovery Skills | |
|---|---|---|
| Problem Solving Skills | Problem Solving Skills | Problem-solve specific problems |
| | | Other: |
| Positive Activities | | Plan positive activities |
| | | Use your creativity |
| | | Focus on meaning and purpose |
| | | Other: |
| Managing Reactions | | Square breathing |
| | | Journaling |
| | | Calming and soothing activities |
| | | Other: |
| Helpful Thinking | | THINK through your thoughts |
| | | Other: |
| Healthy Social Connections | | Map your connections |
| | | Other: |
Resilience is a skill that can be built with practice
5. Plan ahead for success!
Details…
When? Date? Time?
Where? How?
What do I need to be successful?
Who will support me? How will I seek their support?
What might get in my way or make it more difficult to stay focused on my plan? How will I know if I have been successful?
If I get off track, how will I reset and restart?
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HOME LEARNING
Reception
22/02/21
Morning Message
Good morning,
Welcome back! We hope you had a fantastic half term break. Did you do anything exciting? We had lots of fun going on long walks, baking tasty treats and keeping in touch with family and friends online. We can't wait to hear all about your adventures in our lessons today.
Today's live sessions will happen at 10am (phonics), 1pm (maths) and 3pm (story).
Phonics - You will need paper and a pencil for writing words and sentences today.
Maths – Before the lesson, please hide a teddy or toy somewhere in the room your child will be working in. We will be asking them to describe their teddy's position – e.g. The teddy was under the chair/behind the lamp/next to the table.
Ms Mulry and Ms O'Sullivan
Writing
Think about some of the things you did over the half term. What was the best part of your break? Maybe you enjoyed getting outside in the fresh air. Or perhaps you video called a friend and had a virtual play date. Write about your half term in your red book and draw a picture to go with it.
Reading
Choose a book from Oxford Owl and read it to your parent or carer. Choose the colour band that you are currently on, or if you are feeling ambitious, try to go one band higher. Can you answer the questions at the back of the book to show your understanding of the story?
Phonics
Live session follow up activity:
Today we learned the oa sound. Make some flashcards of oa words like the ones below. You can then use them throughout the week to practise reading. Here are some words that you might like to use, but feel free to choose your own: road, toad, soap, moat, coat, boat, goal, foam, toast, roast, coast, loaf, goat.
You can make your flashcards as colourful and creative as you like! Remember, Miss Oh No makes the oa sound, so maybe you could colour the digraph in pink.
Maths
Live session follow up activity:
This week, we are learning all about spatial awareness and direction. Hide some treasure (or something else that your child loves) somewhere in your home. Give your child directions to help them find it – e.g. Go up the stairs, turn left, walk into the bedroom, walk across the room, climb on top of the bed, look under the pillow.
Physical Development
Today we are going to work on our balance and coordination. Stick a straight line of tape down on the floor and see if you can walk along it without falling off to one side. Can you stick more than one line of tape down and see if you can jump from one line to the other while maintaining your balance?
Topic Work (for the week)
Creative
Task 1
Go into your garden or out for your daily walk and collect some leaves, twigs and flowers. Can you create some nature brushes to paint with?
Task 2
Make up a batch of salt dough using this recipe – https://www.bbcgoodfood.com/howto/guide/howmake-salt-dough-recipe. What can you create with it? We love this handprint decoration and these sparkly heart ornaments.
Task 3
Build a bug hotel for the creepy crawlies in your garden. You can make your hotel as simple or as complicated as you like but remember, using a wider variety of materials will attract lots of different types of insects to stay. Take a look at the images below for some inspiration:
Collect some pretty flowers from your garden and put them in a cup. Fill it with water and place it in the freezer. Remove the ice block from the cup and explore the flowers as the ice melts.
Task 5
Make some pretend soup with different things you can find in your garden or home. Maybe you could make a flower soup using the flowers from your ice block! What do you think your soup might taste like?
Understanding the World
Usually at school, we would be out in the embankment looking at how the plants and wildlife are changing with the seasons. This week, we are going to learn all about ladybirds.
Task 1
Watch this video showing the life cycle of a ladybird. Parents and carers, please read the text to your child so they can follow along: https://www.youtube.com/watch?v=ws_D5nXOAJg
What an amazing video! We learned so much about ladybirds and we hope you did too. Can you answer any of these questions about what you just watched?
What do the larvae (baby ladybirds) like to eat when they first hatch from the egg?
Do ladybirds have a bright red shell from the start?
Why are ladybirds red?
What does the number of spots on a ladybird tell us?
Task 2
Did you know that ladybirds are a type of minibeast? Go on a minibeast hunt in your garden or local park. Most minibeasts prefer dark, damp spots, so this is a good place to start your hunt. Remember to use your best detective skills to track creatures down:
- Peek under large stones and logs to find woodlice and millipedes.
- Peer into the cracks in tree bark and deadwood to find beetles and spiders.
- Poke your nose into long grass to see ants and grasshoppers.
- Look closely at leaves to discover caterpillars and ladybirds.
- Keep your eyes peeled after rain – can you spot slugs, snails and worms?
Remember to respect the minibeasts by putting them back where you found them and treating them and their homes with care.
Task 3
There are around 5,000 different species of ladybird in the world and in the UK, we have 46 species.
Take a look at this ladybird guide:
https://www.theguardian.com/environment/gallery/2013/jul/22/ladybird-species-harlequin-uk-insects
Do you recognise any of them? Maybe you have seen some of them before. Go into your garden or out for your daily walk and see if you can spot any of these magnificent creatures.
Task 4
One of our favourite stories is What The Ladybird Heard by Julia Donaldson. Do you have it at home? If so, read it with an adult or sibling. If you don't have the book at home, you can listen to it being read here: https://www.youtube.com/watch?v=Eu9mPX7DuLA
We think the ladybird was very clever to come up with such a brilliant plan. Can you remember all of the sounds that the animals make? What sound do you think a ladybird might make? Perhaps you could use the internet to look it up!
Task 5
Can you invent your own insect on Purple Mash? Log in and check your 2Do tasks – we have set you two new activities this week.
Challenge: Using what you have learned this week, can you answer the following questions about insects? You can find the answers below – no peeking!
- How many species of ladybird are there in the world?
- What are the three parts that make up an insect's body?
- How many legs does an insect have?
Answers:
- How many species of ladybird are there in the world? – 5,000
- What are the three parts that make up an insect's body? – Head, thorax, abdomen
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THE RESTORED BOURBON MONARCHY IN FRANCE 1814-1830.
After the defeat of Napoleon and his 1st exile to the land of Elba (1814), the Vienna Congress powers restored the Bourbon monarchy in France under Louis Stanislus Xavier de France who took the title Louis
XVIII. This was in accordance to the principle of legitimacy by which rightful rulers were to be restored to their legitimate thrones. Louis XVIII was 60 years and was the eldest brother of King Louis XVI who was executed in Jan 1793.
Louis XVIII was both intellectually and by character suitable to be a king. He had a lot of common sense and had learnt a lot from the French revolution and Napoleonic era .He was aware of the faults of his brother that caused his death .He had suffered enough in exile and would never wish to go back. He therefore stood for a policy of compromise and reconciliation between the new and old order in France.
However on 1st march 1815, Napoleon escaped from Elba and landed in Paris with 1100 men. He received overwhelming ovation and support from the peasants. The soldiers sent to engage him fraternized when he dimply moved forward, opened his coat and asked, "Which of you will fire against his emperor"? This event forced Louis XVIII to flee to exile once again and Napoleon ruled for 100 more days the allies, who had suffered in the hands of Napoleon, reorganized themselves and defeated Napoleon at the battle of Waterloo on 18th June 1815. Louis XVIII returned from exile with a charter to rule as a constitutional king. The support by the French men to Napoleon showed Louis XVIII that the Bourbon monarchy was no longer fashionable in France. He therefore, had no desire to revenge against the supporters of the previous governments. Although he would have like to enjoy life as it was in the old days, he had learnt that the good old days were no more and he was able to let bygones be bygones. He was therefore ready to accommodate the revolutionary and Napoleonic gains and accepted to rule by the provisions o f the constitutional charter provided by the Vienna peacemakers of 1815.
However, Louis XVIII was too old, ugly, sickly and died in 1824. He was replaced by his brother Comte De-Artois who self styled himself Charles X. Charles X*s unrealistic policies shortened the reign of the restored Bourbon monarchy and in July 1830, it was overthrown by yet another revolution.
As already noted, the restored Bourbons were not to be absolute monarchs but constitutional ones. This was provided by the victorious allies in 1814 and became known as the 1814 constitutional charter. It provided for the following amongst others:-
I. Freedom of speech, association, worship and ownership of property.
ii. Equality before the law and trial by Jury.
iii. Parliamentary democracy with two chambers i.e. Chambers of peers and Deputies. iv. Equality of all forms of opportunities be it in civil, military or public works.
V. Permanent ownership of land and property acquired during the 1789 revolution.
vi. The king alone was the head of the administration, army and had the right to conclude treaties and prepare the bill to be debated in both houses. vii. The white flag was considered the national flag.
The significance of the charter was that it recognized the revolutionary and Napoleonic gains in France e.g. equality in all circles, freedom of worship, code Napoleon, concordat etc.
The charter was also not oblivious (unaware) of the principle of divine rights of kings .It was not imposed by the people on the king. It was passed over by the king to the people as a matter of grace and conferred upon him powers over the army, parliament and foreign affairs. The charter was intended to be; a treaty of peace between two parties into which France has been divided, a treaty by which both parties yield some of their pretensions in order to work together for the good of their country.
This constitution was provided in good faith to make the Bourbon monarchy comfortable in a dynamic and revolutionary France. However as time went on, the restored Bourbons violated the charter and pursued unrealistic policies against the interests of the Frenchmen and the European big powers. This shows that they learnt nothing and forgot nothing from the French revolution and
Achievements Of Louis Xviii (1815 -1824)
1. King Louis XVIII was less despotic. He maintained a parliamentary system of government and tried to abide by the provisions of the constitutional charter of 1814. This helped to cool down the French revolutionaries and Napoleonic supporters whose fear was that the restored Bourbon monarchy would revive the despotic and undemocratic pre 1789 system of rule. His acceptance of the 1814 constitutional charter also won him diplomatic recognition from the Great powers especially Britain. All these helped to consolidate the rule of the restored Bourbon monarchy in a dynamic and revolutionary France.
2. Louis XVIII succeeded in paying off the war indemnity that had been imposed on France after the downfall of Napoleon I. At the 2nd Paris peace treaty of20th Nov 1815, the victor powers imposed a huge war indemnity of_700'million francs on France. King Louis XVI cleared off the whole indemnity within only three (3) years. This made the victorious powers to withdraw the army of occupation from France in 1818 at the congress of Aix Lachapalle.
3. Louis XVIlI restored the greatness of France in Europe. France had been in a hostile relationship with Europe right from the revolutionary government through the reign of Napoleon ), However in 1818, Richelieu, the French representative at the congress of Aix Lachapalle advocated for the admission of France in the congress system. This was accepted and France was admitted in the congress system, which ended her isolation amongst the great powers of Europe. This meant that France under Louis XVIII was still a great power to reckon with in European politics.
4. Louis XVIII succeeded in reorganizing and re- equipping the French army under military genius of Marshall Cyr. The French military apparatus and army were completely disorganized by the allied forces that defeated Napoleon. Louis XVIII improved the military position of France by recruiting young Frenchmen into the army and re- deploying old generals. Furthermore, the ministry of Duke de- decades (1818-1820), a liberal army law was passed that provided for on merit and voluntary recruitment.
5. Economically, during Villeles' ministry (1821 - 1827), high import duties were adopted to protect home industries from competition. Financial reorganization that was begun by -eon I was also successfully accomplished. This helped to restore some degree of financial stability of an economy that had been destroyed by war for over two decades.
6. Louis XVIII was realistic and was not ready to tamper with the achievements of the French Revolution and its heir Napoleon. These included trial by jury and the code Napoleon. He to restrain the ultra royalists in their quest for revenge (The white terror). This is why he granted amnesty for the victims of ultra-royalist quest for revenge who had not yet been compromised. All that Louis XVIII wanted was peaceful coexistence between the past revolutionaries and. The royalists as he said that, I will not be a king of two people.
7. In his foreign policy, Louis XVIII recorded success when he suppressed the Spanish revolts in 1823 and restored Ferdinand VII to power. This earned him and France glory and prestige showing that he had not learnt nothing and forgotten nothing of how adventurous the French men were.
However, he failed to help Ferdinand VII and Spain to recover the Spanish American colonies due to opposition from Britain and President Monroe of the United States of America nevertheless; he had succeeded in reestablishing the Bourbon dynasty in Spain,
Lastly, Louis XVIII succeeded in his reconciliation policy. He avoided to completely adopt the ultra royalist programs and even warned his brother Charles X about it on the eve of his death. He sided with moderate ultra- royalists. Louis also created a strong solidarity with some former revolutionaries and Napoleon's supporters. For example, he appointed Napoleon's former ministers like Fochi to his cabinet. This brought harmony after the white terror showing that he had learnt something from the reign of terror during the course of the French Revolution.
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Weaknesses Of King Louis Xviii
Although Louis xvi had realized that the best way to rule France was through a constitutional charter, he failed to hide his monarchial hang over. He still considered himself as a king by the grace of love other than by the will of the people .He regarded the charter simply as a gift that ff was to use according to his wishes. This showed that Louis had not learnt enough lessons from the French revolutionary aim for the need peed for a constitution.
1. The 1814 charter that he boasted of was not liberal as expected. The new parliament was undemocratic. Louis XVIII utilized his powers and chose ministers and members of the chamber of peers from nobles than the middle class who would have offered his government constructive criticisms. Since the chamber of peers was empowered to propose national laws, it remained favourable to the monarchy in the pre-1789 fashion. He put a full stop to the little Arm of democracy by banning the parliament after the murder of Duke De- Berry.
Louis XVIII maintained a narrow franchise that disqualified a majority of the French men from free participation in politics especially the peasants. For one to be elected in the chamber ...f deputies, he had to be over 40 years of age and pay a direct tax of 1000 francs, while for one to vote one had to pay 300 Francs. Such criteria entitled only about 100,000 citizens out of a population of about 29,000,000 the right to vote. This was against universal manhood propagated by the French revolution.
4. Louis XVIII further banned the popularly cherished revolutionary tri-colour flag and restored the white flag of the Bourbons. This shows how he tended to revive the pre-1789 order. He also tailed to either reconcile or harmonize the different political groups in France and to utilize their differences by applying divide and rule policy. The relationship between the republicans, Bonapartists, liberals vis-avis the ultra-royalists remained very hostile even after his death.
5. Although Louis XVIII was prepared to let by gones be by gones, he failed to carry on the activities of the ultra royalists who conducted a revenge program against the Bonapartist, 'liberals and anyone suspected to have anti-Bourbon feelings. About 7.000 Frenchmen either executed, mutilated, imprisoned or exiled between 1816-17 during the "white terror" these included French military heroes like Marshall Bruno, Ney (The bravest of the braves) these created more chaos and political instability in France. It showed that Louis XVIII had learnt and gotten nothing from the reign of terror of 1792 -94.
6. Press freedom that the Frenchmen had achieved through the revolution of 1789 was banned after the murder of Duke De-Berry in 1820. Only newspapers that supported the restored monarchy were allowed to operate, the rest were censored and their offices were locked up including their publishers.
This was against freedom of expression and thought that the Frenchmen cherished.
7. Louis XVIII further restricted political freedom of the Frenchmen between 1816 – 1820. He did this by dissolving the parliament, banning political parties, restricting meetings and stopping by jury.
This was a return to Bourbon despotism of the revolutionary period that the French men had signed off in the 1789 revolution.
8. Louis XVIII also hark the control of education to the Catholic Church. In 1822, a bishop was made the minister of education. He also kept aloof from the claims of the nobles and clergy over their former land that had been acquired by die peasant. This was very unrealistic ^ both the Concordat and the 1814 charter had guaranteed possessions of such land by the peasants.
9. Internally, Louis XVIII did not go so far to alleviate the economic conditions of the Frenchmen.
France had been heavily ravaged by the revolutionary and Napoleonic wars. She therefore needed a comprehensive economic recovery program that Louis failed to provide.
10. Lastly, Louis dismissed reformist Chief minister Richelieu and replaced him with Villele who was an ultra-royalist in 1821. Villele took advantage of Louis' poor health and successfully implemented ultra-royalist programs against supporters of the revolutionary and Napoleonic regimes. This showed that he had learnt nothing and forgotten nothing from his brother Louis XVI who dismissed the popular financial controllers like Turgot and Necker and used the influence of his unpopular wife Marie Antoinette that had partly led to the outbreak of the French revolution of 1789.
NB. Louis XVIII tried to control the activities of the ulto-royalist between 1817 -1820 that was making the throne "hotter" for him. However, the murder of Duke De-Berry, a son of Charles X by a Bonapartist (other sources stress a republican) in 1820 was utilized by the ultra-royalists to persuade the king and parliament that liberalism and Bonapartism were bad and must be stopped. Villele accomplished this for example in 1822, he passed a severe law limiting the press, trial by jury and surrounded himself with hard core ultras. The murder of Duke De-Berry was considered a calculated move to destroy the Bourbon monarchial rule in France. The Duke was the son of Charles X mid since Louis XVIII had no son, he was the only heir for the Bourbons after Charles X.
CHARLES X
Charles X was originally called Comte-De-Artois. He rose to power after the death of his brother King Louis XVIII in 1824 and took the title Charles x after his coronation in 1825. He was a leader of the Émigrés who had suffered the pains of the revolutionary and Napoleonic reforms and actively contributed to the defeat of Napoleon 1. After the restoration of the Monarchy in 1815, Charles X became a leader of the ultra-royalists who executed the famous white terror from 1816 -1817 against supporters of previous regimes i.e. Revolutionary and Napoleonic governments.
This experience made him to be an avowed/open enemy to the changes of the French Revolution and the rule of Napoleon I. He pursued and sustained policies that were very unrealistic as he tried to undo the revolutionary and Napoleonic reforms, which were favourable to the masses. He took pride in the fact that both he and Lafayette had not changed at all inspite of the change of times. He thus learnt nothing from the French revolution and forgot nothing from the mistakes of his brother Louis XVl. On the contrary, he remembered each and every thing of the outlived aristocratic principles that he attempted with disastrous consequences to resurrect. This caused the 1830 July revolution that swept him and the monarchy from the political landscape of France and indeed Europe,
CHARLES X'S UNREALISTIC POLICIES
1. Compensation scheme
In 1825, Charles X passed a compensation bill by which the émigrés who had lost their properties during the French revolution and the rule of Napoleon were to either regain their property or be compensated. He set aside 1.000 million Francs (£ 40.000.000) for this scheme. Whereas it was necessary to compensate the émigrés, the way the money was raised was very unrealistic. This was achieved by lowering the interest rate on public debts from 5% - 3%, taxing the peasants and die middle class. The peasants and middle class lost the land that they had acquired during the revolution which had even been confirmed by the Concordat,
NB. This aspect of Charles X's policy showed that he intended to revive the privileges of the aristocrats and the unfair tax system which the French men had fought and buried in 1789. He thus learnt nothing and forgot nothing from the French revolution and the ancient regime.
2. His policy towards the Catholic Church
Charles X restored the privileges of the church in disregard to the civil constitution of the clergy and the concordat. He passed a law regarding defiling religious places and things in which death sentence was fixed for theft in churches and making holy utensils in church unholy. This law was so extreme and was never given a practical shape due to intensive opposition against it. Even then, Charles X pursued pro church policies. For instance, he revived the influence of the church on the state and education. A clergy was made the minister of education and Bishops were permitted to appoint ail teachers in primary schools.
This is why Wellington asserts that Charles X established a government by priests, through priests and for priests.
NB. Charles X's religious inclination was shown right from 1825 in his coronation ceremony, e.g. His body was pierced seven times with a golden needle kept right from the 5^ century. This was to make him receive blessings from the holy oil. He is reported to have moved from place to place to heal the sick with his holy touch. A Bishop crowned Charles at the Rheims Cathedral. He led a religious procession in Paris. He was dressed in violet robes with a burning candlelight in his hand. The procession moved through the streets of Paris which increased fear in the people. This was an all out restoration of the pre-1789 church privileges showing that he was a deaf monarch to the revolutionary bells.
3. The National Guard
Charles' unrealistic policies provoked a protest from the National Guard, which prompted him to disband it in 1827. He was too suspicious of an armed revolt or coup detat by the Bonapartists, liberals and republicans who had dominated the National Guard. This was unrealistic considering two things. First, the National Guard was guaranteed by the 1814 Charter. Secondly, it had championed the revolutionary cause against various European coalitions and stood for military glory in the conquest of Europe up to 1814. It was even the only protector of the freedom of the Frenchmen. Charles is reported to have said that; Concessions ruined Louis XVI and so he thought that by destroying the National Guard he was learning something and forgetting something from the faults of his brother. However, this boomeranged on him as the National Guard and the regular troops joined the masses in 1830 revolution that destroyed him and the Bourbon monarchy.
4. Dismissal of Comte De-Martinac and the appointment of Polignac
Charles X dismissed his moderate counselor (Reformist minister) Comte De- Martinac (who had succeeded Villele in 1827) and replaced him with Prince De- Polignac in 1829. Polignac was a former prisoner of Napoleon and an ultra of ultras. Like Marie Antoinette, he was very unsympathetic to the masses, a poor advisor and strongly inclined to aristocratic and conservative principles. He bluntly stated that his policy was to; re-organize society, give back the clergy their weight in state affairs, create a powerful aristocracy and surround it with privileges.
This led to a political consciousness that provoked crisis and confrontation that climaxed into the 1830 revolution.
NB. This showed that Charles X failed to learn lessons from the pre-1789 events that led to the revolution against his brother Louis XVI i.e. he failed to learn from the mistakes of Louis XVI of discarding popular people like Turgot and Necker and using unpopular elements like Marie Antoinette.
5. Despotism
One aspect of Charles administration was despotism. He hated and detested being a constitutional monarch. Asked why he was not adhering to the 1814 Charter, Charles boasted that I would rather chop wood than rule in the fashion of the king of England. He had nothing in his dictionary to do with democracy and constitutionalism. This was very unrealistic Mid showed that he had learnt nothing and forgotten nothing out of the French revolution considering that despotism had been overwhelmed by the 1789revolutionary forces of equality, liberty and fraternity.
6. Freedom of the press
Press freedom that was gained out of the 1789 revolution came to a halt when it was suppressed by Charles X due to its critics against his unrealistic policies. Liberal journalists were either punished with a heavy fine or imprisoned for 7 years. Newspapers were to be sanctioned by the king .In 1827, a law was passed which completely destroyed press freedom. This amongst others provoked liberal protests that climaxed into the July 1830 revolution
7. St. Cloude Ordinance 1830
On 25 th July 1830, Charles X issued the St Cloude Ordinance in which he clearly stated that; ....A government that has not the right to take measures for the safety of the state cannot exist
Consequently, he declared a state of emergency, dissolved the newly elected chamber of deputies, renewed the ban on the press, reduced the life of the parliament from seven years to five years and ordered for fresh elections after reducing the number of voters from 100.000 to 25,000 just to cling on power.
The ordinance was a challenge to the achievements of the French revolution and completely destroyed the 1814 charter. It provoked people who erected barricades throughout the streets oi Pans, although the government demolished them. However, the National Guard and the regular troops joined the masses who became the masters of Paris on 29 th July 1830. Thiers, Guizot and Tallyrand offered the throne to Louis Philippe, Duke of Orleans and the offer was accepted by him. Charles X abdicated in favour of his nine years grandson Henry, Duke of Bordeaux commonly known as Count of Chambord. However, nobody bothered about him and the throne was given to Louis Philippe. Charles X and his family left for England and later Austria where he died in 1836.
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REALISTIC POLICIES OF CHARLES X
Charles appears to have learnt something from the poor economic policies of his brother Louis XVI. This made him to embark on socio-economic developments. In his administration, agriculture, transport and industry progressed; railways and gas lighting were coordinated throughout Paris and its immediate towns by 1830.
In his foreign policy, Charles X pursued an adventurous foreign policy that brought glory to the Frenchmen. He colonized Algeria in 1830 for France and France became the first effective colonial power in Africa. Algeria became a potential area for future exploitation through grains and olives that were shipped as raw materials for French industries.
In the Greek war of independence, France under Charles X allied with Britain and Russia, and assisted the Greeks against the Turks. The French fleet took part in the destruction of the Turkish fleet at Navarino bay in 1827. Although Charles X later withdrew the French troops from the Greek struggle, he had co operated with England to reduce Russian imperialism in the Balkans.
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CHRONOLOGICAL TIMEFRAME OFSIGNIFICANTEVENTS
1814-1824: The reign of King Louis XVIII
1816-1817: The white terror
4^ June 1814: King Louis XVIII issued a liberal charter
1821: Lafayette unsuccessfully organized a rebellion against Louis XVIII at Belfort
1822; Appointment of a bishop as the minister of education
1824-1830: The reign of Charles X
1815-1818: 1820-1821, Due de Richelieu as chief minister
May 1816: Peasant revolt at Grenoble, Suppressed with a lot of brutality.
1818-1820: Decazes as chief minister.
1820: The murder of Duke de Berry, Decazes resigned
1821-1827; The ministry of Villeie who became unpopular and resigned
1823: French troops suppressed the revolution in Spain and restored Ferdinand I to his throne.
1825: Coronation of Charles X as King
Compensation scheme to indemnify Émigrés for the loss of their property in the course of the revolution was initiated.
1827: Charles X disbanded the National Guard
1828-1829; Comte De Martignac as Chief minister, Dismissed in 1829.
1829-1830: Prince De Polignac as Chief Minister
1830: The St Cloude ordinance
July 1830 The outbreak of a revolution that led to the downfall of the restored Bourbon
Monarchy and Mouarchism in France.
1 st Aug 1830: Charles X abdicated the throne and fled to England
THE 1830 REVOLUTIONS IN EUROPE
In 1830, Europe experienced revolutionary movements in states such as France, Belgium, Poland, Spain, Portugal, Italian states and of German states. Even before 1830, there was a state of unrest / instability in Europe due to tension between the new forces of liberalism and nationalism against the old forces of despotism and conservatism. Such tension gathered momentum and exploded into the 1830 revolutions in Europe.
GENERAL CAUSES OF THE REVOLUTIONS
1. The 1815 Vienna settlement
The Vienna settlement of 1815 was primarily responsible for the outbreak of the 1830 revolutions in
Europe. The settlement ignored and undermined the forces of nationalism and liberalism in Europe. It restored very unpopular rulers like the Bourbons in France, Ferdinand VII in Spain, Ferdinand II in Naples and Victor Emmanuel I in Piedmont' to their thrones. It became a forum for Metternich to impose his anti liberal and anti nationalistic policies against smaller nations like Italians and Germans. The settlement also forcefully amalgamated Belgium with Holland to form the Kingdom of Netherlands. All these were cardinal mistakes that brought instability in Europe, which climaxed in the 1830 revolutions in France, Belgium, Italian and German states. It should be noted that the settlement ignored the independence of
Poland and ratified the partition of Poland between Russia, Austria and Prussia. This left the Poles with no other better option to regain their independence than a revolution.
2. Unrealistic parliamentary system
Unfair parliamentary system also caused the outbreak of the 1830 revolutions in Europe. In the kingdom of Netherlands, the Belgians whose population was 3.5 million were given equal number of seats in the parliament with the Dutch whose population was only 2million. The Belgian members of parliament were given equal number of seats in the parliament with the Dutch whose population was only 2million. The Belgian mps were government officials/sycophants who supported Dutch interest against Belgian interest in parliament just to gain favour from King William I. This left the Belgians who had social, political and economic problems hopeless, which dragged them to the 1830 revolution.
In Poland, Tsar Nicholas I ignored the polish parliament and never summoned it until 1825. Even then the parliament remained powerless since the king continued to rule according to his wishes. In France, Charles X and his chief Minister Guizot issued the St- Cloude ordinance of 1830 that dissolved the parliament.
They nullified elections because many opposition had won seats in parliament and ordered for fresh elections after reducing the number of eligible voters from 100,000 to 25,000, which left 75,000 Frenchmen disenfranchised. By 1830, there was popular demand for parliamentary reforms and the government s insensitivity to such demands in Belgium, Poland and France is what caused revolutions in such states.
3. Unrealistic constitutional system of governance
Unfair constitutional system of governance was yet another issue that contributed to the outbreak of the 1830 revolutions in Europe. In the' kingdom of Netherlands, the constitution favoured the Dutch to the disadvantage of the Belgians. This was also extended in the courts of law, which conditioned the Belgians to revolt in 1830. In Italian and German states, Metternich and Austria ruled autocratically without a constitution. In France, the 1814 constitution made property qualification the basis of voting, which left about 100.000 Frenchmen out of about 29 million eligible to vote. The violation of the 1814 constitutional charter by the restored bourbons discredited them from liberal Frenchmen
The Belgians, Italians, Germans and Frenchmen therefore wanted a constitutional system of government such as that of Britain, which their leaders refused to adopt, hence the outbreak of revolutions.
4. Political margilisation
The 1830 revolutions were also caused by unfair distribution of key government positions. The Belgians were marginalized in favour of Dutch, for instance, only one cabinet minister out of 7 was a Dutch, 9 out of 39 ambassadors were Belgians and all the 9 army generals were Dutch. In Poland key government positions were awarded to Russians and Russians replaced Polish officials in high positions. The Belgians and Poles could not tolerate this political margilisation beyond 1830, hence the outbreak of the revolutions.
5. Press censorship
Denial of press freedom also contributed to the outbreak of 1830 revolutionary movements in Europe. In the kingdom of Netherlands, the Belgian press was severely censored while that of Holland was left free to operate. In France, the restored bourbons (Louis XVIII from 1821 and Charles X from 1824) also censored the press just to avoid their weaknesses from being made public. In Poland, the situation was the same. In all these states there were heavy penalties on liberal journalists who defied the ban on press freedom. This explains why the liberals, journalists, intellectuals and editors spear headed the revolutions in states such as Belgium, France and Poland.
6. The French revolution of 1789
Inspiration from the French revolution of 1789 also occasioned the outbreak of the 1830 revolutions in Europe. The 1789 revolution came with revolutionary ideas of equality, liberty and fraternity that inspired oppressed masses with similar problems e.g. Italians, Belgians, Germans and Poles to rebel in 1830. This was because the French revolution of 1789 provided a practical example of how equality, liberty and attained against an oppressive and exploitive government. They also learnt that the power belongs to the oppressed people who can use revolutionary means to cause the biggest political change. In France, the restored Bourbons learnt nothing and forgot nothing from the French revolution of 1789, which made the Frenchmen to stage yet another revolution in 1830.
7. Success of the French revolution of 1830
The success of the French revolution of 1830 against the restored Bourbon monarchy also contributed to the outbreak of the 1830 revolutions in other states. By 1830, the Italians were fed up with foreign domination and oppression. They could not revolt due to fear of the Troppau protocol through which Austria, Russia and Prussia had pledged to suppress Lope and maintain the Vienna Settlement. However, they were inspired to revolt in 1830 when they realized that the French succeeded without any opposition/ intervention from neither the signatories of the Vienna settlement nor the Troppau protocol powers. This is because the success of the French men in the Feb. revolution portrayed the vulnerability/ vincibility of the Vienna settlement and how it had lived its usefulness.
8. British support of liberalism and nationalism
The British liberal tendency and support towards liberalism was also responsible for the outbreak of the 1830 revolutions in Europe. Britain was a liberal and democratic country that was displeased with foreign domination and oppression. She pursued a non-interventionist foreign policy but gave moral and indirect support to oppressed nations who were struggling for freedom. This encouraged the Belgians, Italians, Germans, French and Poles to revolt in 1830. This was because they anticipated support and no opposition from British government.
9. Weakness and collapse of the congress system
The weakness and collapse of the congress system by 1830 also contributed to the outbreak of the 1830 revolutions in Europe. The congress system was established to maintain the Vienna settlement, which had undermined nationalism and liberalism of the Belgians, Italians, Germans and Poles. These nations were afraid of the congress powers that were bound to crash any revolutionary movement against the Vienna Settlement. However, the weaknesses of the congress system such as lack of joint army, disunity of the members together with self-interest provided a line of weakness for these nationalities to mobilize and revolt by 1830. It's eventual collapse by 1830 left Europe more divided without any spirit of togetherness in defending the Vienna settlement. The Belgians, Italians, Germans and Poles used this as a golden opportunity to mobilize and revolt by 1830.
10. Economic hardship
Economic hardship prior to 1.830 made indispensable contribution to the outbreak of the 1830 revolutions in Europe. There was massive corruption, embezzlement of public funds and excessive/ over taxation of the Italians, Germans, Poles, French and Belgians. Italians and Germans were exploited through over taxation by corrupt Austrian officials and Metternich. The French were affected by the effects of revolutionary and Napoleonic wars plus the heavy war indemnity that was imposed on her after the downfall of Napoleon. Belgian economy was paralyzed by Leopold's free trade policy and over taxation of bread to the advantage of the Dutch. The overall effects of these were poverty, famine, inflation and unemployment that provided desperate conditions for the outbreak of the 1830 revolutions in Europe.
11. Side effects of industrial revolution
The negative effects of industrialization also contributed to the outbreak of the 1830 revolutions in Europe. It created more problems like unemployment and low payments for long hours of work in poor working conditions. The unemployed population in Belgium and France blamed their governments for their problems. The workers also hated their governments for failing to address their poor conditions of work.
Besides, industrialization led to die rise of a strong middle class with ambitions to gain political prominence/ positions by criticizing their governments for failing to address the problems of unemployment and poor conditions of work. This created the necessary atmosphere for the explosion of the 1830 revolutions in Europe.
12. Religion.
Religion was responsible for the outbreak of the 1830 revolutions especially in Belgium and France. In the. Kingdom of Netherlands, Protestant religion was made a state religion amidst protest from the Belgians who were Catholics and excitement from the Dutch who were Protestants. Education was made to be under the church, which meant that catholic schools were indirectly given to Protestants since Protestants dominated key government positions. Belgian religious leaders criticized such polices and thus influenced the outbreak of the revolution. In France, Charles X revived the church influence on state affairs and the privileges of the clergy. This was a resurrection of the pre-1789 church influence and privileges which the Frenchmen had shed blood to abolish in the 1789 revolution. Eventually, it dragged the Frenchmen to yet another revolution in 1830.
13. Despotism
The need to end dictatorship in Europe was also responsible for the outbreak of the 1830 revolutions. In France, Charles X established a perfect dictatorship in 1830 when he enacted the St. Cloude ordinance e in which he declared a state of emergency, nullified elections and ordered for a fresh one after reducing the number of voters from 100,000 to 25,000. Tsar Nicholas I killed many Poles whom he suspected to have played a role in the death of his father. He also proposed to use the Polish army to suppress the revolution in France that made them to mutiny against him. In Belgium, Leopold II dictated policies that favoured the Dutch against the Belgians e.g. he forced the Belgians to use Dutch as official language. In Italian and
German states, Metternich system denied the Italians freedom of speech, association, worship, press etc.
The above dictatorial and anti-liberal policies were unacceptable to the French, Belgians, Italians and Germans, hence the outbreak of the 1830 revolutions in Europe.
14. The struggle for national independence and unification
The desire to achieve independence and unification also caused the 1830 revolutions in Europe. The Vienna Settlement of 1815 undermined nationalism and subjected Belgium to Dutch control, Poland to Russian rule, Italians and Germans to Austrian influence. Metternich frustrated Italian and German unifications through his repressive policy of divide and rule, espionage and force. This made Italians and Germans who had started struggling for unification earlier to continue after 1815, which climaxed into the outbreak of 1830 revolutions. Thus, one can comfortably assert that the struggle for national independence and unification in Belgium, Poland, Italian and German states contributed to the outbreak of 1830 revolutions in Europe.
15. Role of intellectuals and revolutionary leaders
Lastly, the role-played by intellectuals and revolutionary leaders also caused the outbreak of the 1830 revolutions in Europe. In spite of press censorship, Journalists, professors, teachers and lawyer's clandestinely/ secretly condemned unrealistic policies of their governments and inspired the masses with revolutionary emotions. Their role was very influential in planning and mobilizing the masses and foreign assistance for the revolution. Polignao led the revolution in Belgium while, Lafayette, Louis Philippe, Adolph-Theirs, Lamar tine, Tallyrand and Cavainag worked together to lead the revolution in France. The revolutions in Poland and
German states were led by intellectuals especially university students. They read and interpreted the writings of philosophers to the oppressed masses and made it easy to mobilize them for the revolution.
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EFFECTS/SIGNIFICANCE OF THE 1830 REVOLUTIONS ON EUROPE
The 1830 revolutions had positive and negative effects on the political, social and economic developments of Europe. Some of its effects were short term while others were long term and everlasting in the history of Europe.
Negative effects
1. Loss of life and destruction of property
The 1830 revolutions resulted into massive loss of lives and destruction of property. In Belgium, the Dutch troops attacked and killed thousands of Belgians while the revolutionaries destroyed important places like opera house. In Italian states, Spain and Portugal, civil war developed after the revolutions and led to more death and destruction of property.
2. Downfall of Kings and their governments
The 1830 revolutions led to the downfall of Kings and their governments. The revolution in Belgium overthrew the Belgian crown as the Belgians regained their independence from king Leopold II of the Kingdom of Netherlands. In France, Charles X and the restored Bourbon monarchy were overthrown and never again re-surfaced in the political leadership of France. In the German states of Brunswick, the ruling Duke was overthrown. In the Italian states of Modena and Parma, King Francis IV and Marie Louise were overthrown respectively. The downfall of these Kings and governments were a direct consequence of revolutionary activities against them.
3. Downfall of Louis Philippe and Orleans monarchy
The 1830 revolutions in Belgium, Italian states and Poland contributed to the downfall of Louis Philippe and Orleans's monarchy in France. The liberals. Catholics and glory seekers in France pressurized Louis Philippe to assist the revolutionaries in Belgium, Italy and Poland but Philippe declined. It made them to criticize his government and leadership as incompetent of reviving the French lost glory and prestige in Europe. This undermined the popularity of Louis Philippe and Orleans monarchy right from the start and contributed to outbreak of 1848 revolution, which terminated Louis Philippe and the monarchy from the "political landscape" of France.
4. Total Collapse of the Congress system
The 1830 revolutions led to total collapse of the congress system. The congress system that was instituted maintain the Vienna settlement and peace was finally brought to an end by the 1830 revolutions. The revolutions created more divisions amongst the congress powers and consequently undermined the concert of Europe/ spirit of togetherness. For instance, Britain and France supported the revolution in Belgium, which was opposed by Austria, Prussia and Russia. Britain and Russia also supported the revolutions in Italian and German states against Austria. All these undermined the concert of Europe and made it impossible to revive the congress system that had already been weakened by other factors.
5. Outbreak of1848 revolutions in Europe and 1863revolution in Poland
The 1830 revolutions also contributed to the outbreak of the 1848 revolutions in Europe. The suppression of Italian, German and Polish revolutions left them more determined to fight due to unfulfilled aims and objectives i.e. freedom. This partly explains why Italians and Germans kept resisting Austrian influence, which climaxed into the 1848 revolutions. The success of the Belgium and French revolutions of 1830 discredited the Vienna settlement and moral boosted the Italians, Germans and Poles to fight and overthrow the arrangement of the Vienna settlement in their states. Besides, the revolutions made Metternich to toughen his repressive policy against Italians, Germans and Hungarians only to drag them the 1848 revolutions. The failure of the Poles to achieve their aims and objectives in 1830 made them continue with the struggle that led to the outbreak of yet another revolution in 1863.
6. Weakened Metternich's influence in Europe
Metternich's influence and system in Europe were undermined by the 1830 revolutions. In the Vienna settlement of 1815; Metternich influenced the delegates to restore the Bourbon monarchy in France and amalgamate Belgium with Holland. This was successfully reversed in 1830 when the restored Bourbons were over thrown and Belgium broke off from Holland. Metternich failed to influence European statesmen to suppress the revolutions and preserve the Vienna settlement. The rise of Louis Philippe in France and Leopold Saxe-Coburg in Belgium with anti-Metternich background and policies left Metternich isolated from 1830. It helped to shift the balance of power from Vienna to London. This partly explains why there was increased opposition to Metternich's influence in Europe from 1830 -1848.
7. Oppression and suppression of the masses
The 1830 revolutions had disastrous consequences in areas where the revolutionaries failed to succeed.
Oppressive policies were adopted to safeguard the re-emergence of further revolutionary movements.
Metternich oppressed the Italians and Germans more by tightening his conservative and anti-liberal policies e.g. press censorship, imprisonment and exile of liberals, spy network and use of force. Tsar Nicholas I abolished freedom of press and parliament in Poland. He forcefully took polish children for military training in Russia. He went ahead to close the University of Warsaw and turned the entire city of Warsaw into a military garrison. It should be noted that severe suppression and militarism in the aftermath of the revolutions forced hundreds of Italians, Germans and Poles into exile especially in Western Europe and America.
Positive effects
8. Success of the revolutions in France and Belgium
The revolutions in France and Belgium succeeded and the revolutionaries were able to take power from conservative and despotic leaders. This strengthened the forces of liberalism and nationalism not only in France and Belgium but also all over Europe. However, the revolutions in Poland, Spain, Italian and German states failed to succeed. The revolutions in Poland were suppressed by Russian troops while those of German and Italian states were crushed by Austrian and local royalists.
9. Success of the Greek war of independence
The success of the Greek war of independence was facilitated by the 1830 revolutions. The Greeks started are rebellion against Turkey in 1821 and were still fighting by 1830. The outbreak of revolutions in France, Belgium, Poland, Italian and German, states created more instability in Europe that diverted the attention of European powers. This made the major powers of Europe unable to oppose the Greek revolt and instead support the declaration of her independence in 1832 i.e. Britain, France and Russia.
10. Rise of new men and governments
The 1830 revolutions also led to the emergence of new men and governments in the politics of Europe. In Belgium, an independent constitutional monarchy was established under the leadership of Leopold Saxe-Coburg, as its first king. In France, the Orleans monarchy under the leadership of Louis Philippe took over power after the success of the revolution. IPs also important to acknowledge that the middle class who had been discriminated in French politics dominated key positions in government. The failure of the revolution in Italian states led to the rise of Mazzini who formed the young Italian movement to fight for Italian independence and unification.
11. Consolidation of constitutional liberal system of government
The revolution led to attainment of constitutional liberal system of government in Europe. In France, the 1814 charter was revised in 1830 and thus the Orleans monarchy became a liberal constitutional monarchy. Belgium was also declared a liberal constitutional monarchy with an independent judiciary, elected parliament and executive. In Brunswick [a German state], Spain and Portugal, the post revolutionary governments were forced to grant liberal constitutions. One can therefore conclude that the 1830 revolutions consolidated the idea of constitutionalism in Europe.
12. Exposed the weakness of the Vienna settlement
The revolutions undermined the credibility of the Vienna settlement and destroyed its achievements. The settlement had undermined liberalism and nationalism in Belgium, Poland, Italian and German states by imposing foreign rule. In France, the settlement underrated the achievements of the French revolution and Napoleon by restoring the rule of the Bourbons. However, the outbreak of the 1830 revolutions in these slates manifested that the Vienna settlement was unrealistic in maintaining a lasting peace in Europe. The revolutions also helped to overturn the bad arrangements of the settlement in Belgium and France. Even where the revolutions did not succeed e.g. Italian and German states, the forces of liberalism and nationalism were strengthened, which kept undermining the credibility of the settlement. This was shown when the restored Bourbon monarchy was over thrown and Belgium separated from Holland.
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CHARACTERISTICS/COMMON FEATURES OF THE 1830
REVOLUTIONS
INEUROPE
The 1830revolutions in Europe occurred in France, Belgium, Poland, German stales, Italian states etc.
They possessed similar characteristics in their causes, course and consequences.
1. The roots / origin of the 1830 revolutions can be traced back to the French revolution of 1789. The revolution came with the idea of liberty, equality and fraternity that inspired ItaU.ans, Germans and Poles to rebel in 1830. They also used strategies and tactics adopted from the French in 1789. Besides, the success of the 1830 revolutions in France also moral boosted these states to revolt in 1830.
2. The revolutions were also caused by the unrealistic Vienna settlement of 1815. The settlement imposed foreign rule on the Belgians, Italians and Germans. It also restored the unpopular bourbon rule in France. These brought bitter resentment that flared up into 1830revolutions.
3. The revolutions were either liberal or nationalistic in nature. The revolutionaries revolted in demand for liberal reforms and independence or liberal reforms only. In France, they demanded for liberal reforms only because they were already independent. In Belgium, Poland, Italian and German states the revolutionaries needed liberal reforms as well as independence.
4. The timing and spread of the 1830 revolutions provides some similarities. The revolutions broke out in the same year i.e. 1830 and those that failed were suppressed by the end of 1830. It started from France in Feb. 1830 and spread to other states.
5. Foreign intervention is yet another feature that characterized the 1830 revolutions in Europe. Britain and France sent their troops to assist the Belgians in 1831.They were also influential in proclaiming Belgium as an independent and neutral state by 1832. On the other hand, Russian troops crushed Polish revolution by the end of 1830. In Italian and German states, Austrian troops were used to quell the revolutions.
6. The revolutions were based in the urban centers. The rural dwellers played little role in the revolutions.
Urban towns like Paris in France, Berlin and Brunswick in the German states, Milan in Piedmont and
Warsaw in Poland became the base for mobilization and fighting by the revolutionaries. This was because urban centers had the greatest impact of industrial revolution. Above all, the workers, middle class and intellectuals were the residents of such towns.
7. The 1830 revolutions were led by intellectuals and middle classmen. They included lawyers, journalists, teachers and university students. For instance, Adolph Theirs, Lafayette, Lamar tine etc. led the revolution in France. Mazzinni, Gilbert and Garibaldi co-coordinated the rebellion in Italian states. University students in German states and Poland provided leadership to the revolutionaries.
8. Apart from the revolutions in Belgium and France, the other revolutions failed to achieve their main objectives. The Italians, Germans, poles and Spaniards were all quelled down by 1831. They failed to dislodge foreign rule and were persecuted there after the revolutions were quelled down.
9. The 1830 revolutions were also characterized by heavy bloodshed, destruction of property and exile to thousands of people. The counter revolutionary measures by the existing governments led to loss of thousands of lives and self-exile of key suspects e.g. Mazzini and Garibaldi in Italian states.
10. The desperate socio-economic conditions coupled with the side effects of industrial revolutions were similar factors that caused the outbreak of the 1830 revolutions in Europe. Famine, poverty, inflation, unemployment, poor working conditions, income inequality, unfair taxation system and corruption were problems that the pre-revolutionary governments failed to settle. These were issues that drove the French, poles, Italians, Germans and Belgians to take a revolutionary stand in 1830.
11. Other than Belgium, the revolutions occurred in less industrialized countries with poor economies. Countries like France, Poland, Italian and German states were agrarian/ agricultural with poor economies. This explains why the problems of poverty, inflation, famine, unemployment etc. were so profound that the revolutions became inevitable by 1830. On the other hand, Britain survived because of her strong economy and industrial base.
THE 1830 BELGIAN REVOLUTION
The Belgian Revolution refers to political, social and economic changes that occurred in Belgium from 1830 - 1839. It was a triumph of Belgian Liberalism and Nationalism over despotic and conservative forces of Europe. The root cause of this revolution can be traced to the Vienna settlement of 1815. In
1815, the Vienna peacemakers forcefully amalgamated Belgium with Holland to form the kingdom of Netherlands, as a defense barrier against further aggression from France. The other aim of the Vienna peacemakers was to punish the Belgians for supporting Napoleon and reward Holland for not siding with him. This is why the new state of Netherlands was dominated by Dutch from top to the bottom positions.
The above arrangement was unviable (unworkable) due to historical, cultural, religious, linguistic and Economic differences between the Belgians and the Dutch. The Belgians did not approve and indeed protested this forceful combination and domination of their motherland by the Dutch. This forceful combination together with the unrealistic policies pursued by the Dutch against the Belgians made the outbreak of the 1830 revolution inevitable.
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CAUSES OF THE REVOLUTION:
The circumstances that led to the outbreak of the Belgian Revolution of 1830 can be categorized into political, economic, social -cultural and religious factors:
POLITICAL FACTORS
1. The unrealistic Vienna Settlement/Nationalism
The Vienna Settlement of 1815 was primarily responsible for the outbreak of the Belgian revolution. The settlement forced Belgium to combine with Holland to form the kingdom of Netherlands as a bull – work against further French aggression. The Dutch were made to dominate the government because the peacemakers were suspicious that Belgium was an ally of Napoleon. This forceful union was unworkable because of historical, social, cultural, linguistic and economic differences between the Belgians and their Dutch masters. It was protested by Belgian liberals and nationalists, which explains why they mobilized the Belgians to revolt by 1830. To this extent one can argue that the Belgian revolt was a nationalistic protest aimed at restoring the lost glory and independence of the Belgians. •
2. Unfair parliamentary system
Unfair parliamentary representation was an issue that was responsible for the outbreak of the revolution.
The Belgians who were 3.5 million were made to have equal representatives with the Dutch who were only 2 million. This was undemocratic and unfair to the Belgians who deserved more seats in the parliament on account of their population. The Parliament itself met in Hague (Holland) than Brussels (Belgian). Worst of all the Belgian MPs were government officials who could not oppose King William's unfair policies against the Dutch. This made the parliament to pass and sustain anti- Belgian policies, which made the Belgians to resort to a revolution as the only solution to their grievances.
It should be noted that unfair parliamentary system is the reason why the Netherlands constitution favoured the Dutch at the expense of the Belgians. The Belgians enjoyed lesser rights and had more duties towards the state than their Dutch counterparts (according to the constitution). For instance, the Belgians were unfairly treated at the courts of law compared to the Dutch.
3.Domination of Administrative positions
The monopolization of public offices by the Dutch was a source of concern that made the Belgians to revolt. King William, the president of the Kingdom was himself a Dutch, At one time 6 out of 7 cabinet ministers were Dutch, 30 out of 39 ambassadors were Dutch, 1,800 out of 2,000 army officers were Dutch and all the 9 Generals were Dutch. This political marginalization and prejudice against the Belgians made the Belgians to revolt in a bid-to set up an independent state and manage their own affairs.
4. Press censorship
Press censorship was another cause of the Belgian revolution of 1830. The Belgian newspapers, articles, journals etc were severely censored while those of the Dutch were being published without any restriction.
It was feared that the Belgians would use their press to criticize the Dutch discriminative policies against the Belgians. This irritated Belgian Liberals, journalists, writers and editors who spearheaded the revolution in 1830.
5. The influence of French Revolutionary Ideas and the support of the French men
The spread of French revolutionary ideas of equality, liberty, fraternity and nationalism also contributed to the outbreak of the Belgian revolt. These ideas made the Belgians whose problems were to some extent similar to those of the Frenchmen (before 1789) to rebel against their Dutch oppressors. Moreover, the Frenchmen supported the Belgians to regain their independence, which would-weaken the barrier created to the N.E. and provide opportunity for annexing Belgium to France. This is why Tailyrand, other French radicals and Louis Philippe gave indirect assistance to the Belgians. All these encouraged the Belgians to start the revolution with hopes of foreign assistance from France.
6. The success of the French Revolution of18S0 and influence of external Events
The success of the French Revolution of 1830 against the Bourbon monarchy under the leadership of Charles x inspired the Belgians to revolt. Although the Belgians were opposed to Dutch domination, they could not rise up against the Dutch. This was due to the fear of Troppau protocol through which Austria, Russia and Prussia had vowed to suppress revolutions throughout Europe and maintain the Vienna settlement. However, when the French revolted successfully in 1830 and there was no intervention from neither the Vienna powers nor the Troppau powers, the Belgians were moral boosted to demonstrate against Dutch domination at opera house which climaxed into the revolution. This is because the French success was a practical example of how the Vienna settlement had out lived it usefulness and exposed it s vulnerability.
On the other hand, the Belgians were moral boosted by other external events in the Austrian Empire and
America. In these areas oppressed nationalities like Italians, Germans and Brazilians were violently struggling to regain their freedom and independence. This encouraged the oppressed Belgians to wage a similar struggle, which led to the revolt.
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7. The Downfall of the congress system
The collapse of the congress system by 1830 also inspired the Belgians into the revolution. It should be noted that the congress system was to maintain the Vienna settlement, which had forced the amalgamation of Belgium with Holland. The Belgians were thus threatened by the congress powers who were bound to intervene to crush any movement against the Vienna settlement. However, the congress system collapsed by 1830 and there was no spirit of togetherness in defending the settlement. The Belgians used this as a, golden opportunity to revolt and regain their freedom and independence.
8. The Role of Polignao
The rise and role of Belgian revolutionary leader Polignao was influential in the outbreak of the revolution. Polignao condemned the discriminative, exploitative and oppressive policies of the Dutch against the Belgians, which inspired the Belgians with revolutionary emotions. Polginao's role in criticizing Dutch administration, planning for the revolt and mobilizing support from foreign agitators most especially the French, made the outbreak of the revolt inevitable.
ECONOMIC FACTORS
9. Free trade policy / laissez fare Economy
The Belgians were disappointed by Leopold's economic policy, which favoured the Dutch economy at the expense of their economy. Belgium was an industrialized state and Holland was basically an agricultural and sea faring state. The Belgians therefore wanted a protectionist policy to safeguard their infant industries from foreign competition. The Dutch under Leopold's leadership preferred and pursued a free trade policy, which was intended to avail the Dutch cheap manufactured goods and food staff. It should be stressed that this Leissez fare policy led to the influx of superior and cheap foreign goods that out competed the Belgian products. This was resented by Belgian middle class, businessmen and traders who were experiencing serious losses and closed factories. It caused inflation, unemployment, famine and starvation, which forced the Belgians to rebel for their freedom in 1830.
10. Unfair taxation system
Unfair taxation system also prompted the Belgian revolution of 1830. The Belgians revolted due to heavy and unnecessary taxes that were imposed on them. They were angered by the imposition of new taxes on flour and meat in 1821 whose benefits they never saw. The most annoying was that bread, which was their staple food, was over taxed and yet potatoes, which was the Dutch staple food was never taxed. This made bread very expensive, increased the cost of living, reduced the standard of living and disposable income of the Belgians in favour of the Dutch. It was these deplorable conditions due to indiscriminate tax policy that made the Belgians to rebel against their Dutch oppressors and exploiters.
11. Payment of National Debt
The Belgians were irritated by an arrangement, which subjected them to pay half of the total debt of the kingdom, some of which were incurred before the union. This was unfortunate because Holland had a heavier debt burden than Belgium. The imposition of a uniform tax to meet this debt burden was resisted by the Belgians. They considered foreign domination as a root cause to unfair exploitative policies and revolted in 1830.
SOCIAL - CULTURAL AND RELIGIOUS FACTORS
12. Language Difference
King William's introduction of Dutch as a national and official language in 1822 also caused the revolution. This was against the Belgians who wanted French (which they spoke) to be used as an alternative language. It should be emphasized that employment in public offices and official communications were to be in Dutch. This frustrated the Belgians who regarded this as an abuse and caused the 1830 revolution.
13. Religious Differences
Religious difference between the Belgians and the Dutch was a long-term factor that contributed to the revolt. The Belgians were Catholics while the Dutch were Protestants. But because the leadership of the kingdom was dominated by the Dutch, Protestant religion was made the state religion. Protestants were favoured in appointments, recruitment and promotion in public offices against Catholics. This forced the Belgian Catholic religious leaders to criticize the union government and influence the outbreak of the revolution. The fact that the revolution was started when conservative Belgian Catholics allied with the liberals is a clear testimony that religion was one cause of the rebellion.
14. Education control
Conflict between the Dutch and Belgians over control of Education also precipitated the outbreak of the 1830 Belgian revolution. Before the union, Education in Belgium was controlled by the church, which the Belgian Catholics wanted to maintain. However, after the union, the Dutch dictated and education was put under state control, which means that Catholic schools were indirectly given to Protestant administrators.
These administrators made Dutch language to be compulsory in schools and allocated more resources for the development of Protestant schools to the annoyance of Belgian Catholics. All these injustices were unacceptable to the Belgian Catholics and the clergy. It made them to think of their own state where they would manage their schools, which made them to spear head the revolution.
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IMPACT/SIGNIFICANCE OF THE BELGIANREVOLUTION
The Belgian revolution had positive and negative impacts on the political, social and economic structures of Belgium as well as Europe.
Positive impact
1. The Belgians succeeded in regaining their independence. The Belgians fought and repelled Dutch invasion several times. This made King William to bow to pressure from Britain and France to recognize Belgian independence by 1839. It led to the emergence of a new Belgium that was independent on the map of Europe. On the other hand, this practically ended Dutch exploitative, oppressive and discriminative rule over the Belgians.
2. Belgium was declared neutral in the London conference of 1839 by the big powers. This was because France and Russia had hidden ambitions to dominate Belgium. Besides, the Vienna powers were afraid of war amongst themselves over Belgium, which was bound to cause a major war in Europe.
This is why Belgium was declared independent and neutral. This stayed in force until it was violated by Germany in 1914, which forced Britain to declare war on Germany.
3. Belgium was declared a constitutional monarchy with Leopold SaxeCoburg as it's first King. The new constitution had 18 articles, which was non discriminative and emphasized equality of all by nature. The constitution established an independent constitutional monarchy with an executive, elected parliament and an independent judiciary. This made Belgium to be accepted and recognized within the ranks of the big powers of Europe.
4. It promoted the development and industrialization of Belgium. The declaration of Belgian independence and neutrality freed her from Dutch exploitation and oppression, which favoured economic development.
Belgium became free to adapt a protectionist policy and safeguarded her infant industries from foreign competition. This turned Belgium into the second most industrialized nation in Europe before the unification of Germany.
5. The Belgian independence was a triumph for the forces of liberalism and nationalism over reactionary and conservative forces in Europe. The new forces of liberalism and nationalism were ushered in by the French revolution of 1789. From then onwards there was a struggle between the new forces and the old forces of conservatism led by Metternich. The success of the revolution undermined the role of conservative aristocrats like Metternich and contributed to their downfall.
6. The revolt promoted European diplomacy at the time when it was on the verge of total collapse. The revolution created a crisis that necessitated European powers to come together and settle it. It led to the calling of the London conference of 1839, which was to find a final settlement to the revolution in Belgium. This led to the revival of European diplomacy and created a spirit that partly led to the calling of the 1840 and 1841 London conferences.
7. The success of the revolution increased British involvement and 'influence in European and Belgian affairs. British influence in Belgian affairs increased because Leopold Soxe - Coburg was a relative to the queen of Britain, Britain used the revolt as an opportunity to change the balance of power from Vienna to London. This was one of the issues that made Britain to call the London conference and champion Belgian independence and neutrality.
8. The Greek war of independence was facilitated by the outbreak of the Belgium revolution. The Greek revolt started way back in 1821 and by 1830, the Greeks were still fighting for their freedom. However, the outbreak of the Belgian revolt apart from creating more instabilities in Europe, diverted the attention of European powers. This favoured the success of the Greek war of independence by 1832.
9. The Belgian revolution contributed to the outbreak of subsequent revolutions in Europe. It discredited the Vienna settlement and provided a practical example of how freedom and independence could be attained.
This inspired the outbreak of the 1830 revolutions in Poland and Italy, 1848 Revolutions in Europe and the Russian Revolution of 1917. These revolutionary movements took the challenge and example from the Belgian revolution of 1830. Such revolutions directly and indirectly led to political, social, economic and religious reforms in different parts of Europe. Negative impact
10. There was massive loss of life and destruction of property. The Belgian revolutionaries became rowdy and destroyed important places like opera house. On the other hand. King William II sent Dutch forces that frequently attacked and fought Belgian revolutionaries. These led to loss of lives and destruction of property.
11. The revolution had negative consequences on the growth and development of Holland. Before the evolution, Holland exploited the Belgians and depended on her industrial products for her prosperity, however, the revolution terminated her exploitation and dependence on Belgian industries, which impacted negatively on her economy. Besides, Dutch invasions and wars on Belgium had short run effect of contributing to economic decline.
12. The protectionist policy adopted in the aftermath of the revolution had negative impact on economies of Europe in the short run. It undermined international trade between Belgium and other European powers.
Nevertheless, in the long run Belgium industrialized and her Economy improved. European countries benefited by buying superior quality and cheap manufactured products from Belgium.
13. The revolution led to antagonism amongst European powers. It created a strong enmity between Belgium, Britain and France on one hand against Holland, Austria, Prussia and Russia on the other hand.
This was because Britain and France supported the revolution which was opposed by Austria, Prussia and Russia.
14. The revolt violated the Vienna settlement and led to the total collapse of the congress system. It denounced and discredited the Vienna settlement showing that it was unrealistic in an attempt to create a lasting peace in Europe. This was shown in 1831 when France and Britain who were the signatories of the settlement supported the revolution, which was opposed by other powers. Besides, this undermined the concert of Europe and led to the total collapse of the congress system.
15. The revolt undermined the popularity of Louis Philippe and contributed to his downfall by 1848. The Frenchmen wanted Louis Philippe to assist the Belgians who had offered the throne to Louis Philippe's son. However, Philippe declined to support the Belgians because of the fear of reactions from the great powers. This disappointed the glory seekers, Liberals, Catholics and Bonapartists who criticized and undermined his government. Even when Louis Philippe allied with Britain and Belgium against Holland in
1831, they still criticized him for being a stooge of Palmer stone and Britain. All these created circumstances that contributed to the downfall of Louis Philippe in 1848.
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REASONS FOR THE SUCCESS OF THE B ELGIAN REVOLUTION
The Belgian Revolution was a significant victory of Belgian liberalism and nationalism against Dutch domination and conservative forces in Europe. The Belgians succeeded in establishing an independent and neutral state that was guaranteed by the London conference of 1839. The Belgian success was due to social, political and economic factors within and outside Belgium.
1. The Downfall of the congress system was a blessing in disguise that contributed to the success of the Belgian revolution. It should be noted that the revolution was a violation of the Vienna settlement, which was to be defended by the congress system. However, the collapse of the congress system by 1830 left the powers divided and destroyed the spirit of togetherness in preserving the Vienna settlement. This is partly why there was no intervention against the revolution, which made it to succeed.
2. The role of France and Louis Philippe was significant in the success of the revolution. A number of French agitators supported the revolution with the hope of weakening the barrier created against France and annexing Belgium to France. This made Palmer stone who never wanted French annexation and influence in Belgium to caution and frustrate Louis Philippe from suppressing the revolution. It made Louis Philippe to withdraw his son's choice over Belgian throne in favour of Leopold Saxe-Coburg. This reduced tension between Britain and France to the advantage of Belgian revolutionaries.
Besides, Louis Philippe's non interventionist foreign policy frustrated his opponent's (opposition in France) attempt to annex Belgium, which favoured quick mobilization of the Belgians against the Dutch. It should be stressed that the French troops played a crucial role in repulsing the Dutch invasion of 1831, which determined the success of the revolution.
3. Britain played the most significant role in the success of the Belgian revolution. The Whig government in Britain was sympathetic to the Belgian cause and never wanted any intervention, which was bound to jeopardize British commercial and strategic interests in Belgium. This is why Palmer stone pressurized Louis Philippe not to suppress the revolution. It indirectly explains why Britain authorized Louis Philippe in 1831 to intervene and protect the Belgian revolution against
Dutch invasion. It should be noted that Louis Philippe would not have done so if it was not for Palmer stone's will and authority. It was the same Palmer stone of Britain who called the London conference in 1839 that finally guaranteed Belgian independence and neutrality.
4. The success of the revolution was also due to unity and strength of Belgian nationalism. It was a mass movement that included the middle class, traders, peasants, clergy, intellectuals, civil servants and soldiers. There were no collaborators or betrayers and everyone was ready to fight for freedom and independence. This was partly why the great powers especially Britain and France instead of suppressing the movement, helped the Belgians to succeed in setting an independent and neutral state.
5. Genuine grievances also account for the success of the Belgian revolution. The Belgians were struggling against the Vienna settlement, which had unrealistically imposed Dutch control over them. This was worsened by Dutch exploitative rule. Even after 1830, the Dutch displayed ruthlessness when they invaded Belgium in 1831, where they caused unjustifiable destruction and killings of the Belgians. This brutal act installed a lot of fear and doubts to the great powers as to what the Dutch were prepared to do should they regain Belgium. This partly made Britain and France to assist the Belgians in their struggle for freedom.
6. The defeat of Dutch invasion in 1831 determined the success of the Belgian revolutionaries. King William refused to accept the Belgian independence that was declared in 1830 and sent Dutch troops to suppress the movements, with hopes of regaining control. However, his efforts were rendered fruitless when French troops and the British navy allied with Belgian troops and defeated the Dutch troops. Had Holland succeeded in this war; she would have regained control of Belgium and the Belgian independence would have been delayed.
7. the strength of Belgian economy was also responsible for the success of the revolution. Belgium was an industrialized nation with a strong economy while Holland was a poor agricultural and sea faring nation.
Belgian's strong economy made her able to train, arm, maintain and motivate a big army that defeated Dutch forces and defended the revolution. It should be noted that Belgian's strong economy is what made her to sustain the struggle until 1839 when she was declared free and neutral.
8. The size of Belgian population was one reason that contributed to the success of the revolution. The Belgians were 3.5 million while the Dutch were only 2million. This means that the Belgians were able to mobilize more resources and men than their Dutch masters. This more resources and men explains why the Belgians succeeded against the Dutch.
9. The success of the Belgian revolution was also due to Belgian's military superiority over their Dutch masters. The Belgians had a bigger army, well motivated, better armed and more determined than the Dutch troops. This explains why the Belgians (although assisted by French troops and British navy in 1831) were able to repulse Dutch invasion and remain free.
10. The declaration of Belgian as an independent constitutional monarchy rather than a republic facilitated the success of the revolution. This was a wise decision that made European powers not to oppose the revolution. Otherwise, had the revolutionaries declared a republican government, European powers would have intervened and crushed it. This is because European powers knew republican governments in Europe as a source of instability.
11. The 1831 constitution excluded King William from the throne. It embraced the principle of equality and was all inclusive, non partisan and non discriminative. The constitution provided for a government with an elected parliament, an executive and an independent judiciary. Generally, the constitution was better than the French and similar to those of Britain and U.S.A. This is part of the reason why Belgians and western powers accepted and recognized the revolutionary government.
12. The outbreak and success of previous revolutions in Europe also account for the success of the Belgian revolution. For instance, the French success in 1789 and 1830 morale boosted the Belgians, even those who were initially reluctant to join the revolt. One must emphasis that the 1830 revolution in France, Poland, Italy and the Greek war of independence diverted the attention of European powers that would have assisted the Dutch. For instance, Austria and Russia were tied to suppressing the revolts in Italy and Poland respectively. These were events that favoured the success of the Belgian revolution.
13. Lastly, the London conference of 1839 was a Land mark for the success of the Belgian revolution. The London treaty guaranteed the independence and neutrality of Belgium, which was recognized by the great powers as well as Holland. Besides, the treaty clearly defined the boundaries of Belgium and her neighbours like Holland. For instance, she retained Antwerp and the western part of Luxemburg. All these made the Belgian revolution an international issue and put her on the map of Europe as an independent and neutral state.
THE 1830 JULY REVOLUTION IN FRANCE.
The 1830 July Revolution was skillfully and successfully manufactured in Paris from which the Orleans monarchy under Louis Philippe rose to power. The revolutionaries (especially Lafayette and Tallyrand) planned to, establish a constitutional monarchy of the British type with Louis Philippe as a constitutional King.
Louis Philippe was born in 1773 to Philippe who was a cousin of Louis XVI. He had a revolutionary background. His father (Philippe Egalite) had voted for the death of his own cousin Louis XVI in 1793. Philippe was a member of the Orleans monarchy that supported the French revolution of 1789. He was also a member of the Jacobins club and had fought in the revolutionary wars up to 1793.
However, he was suspected to be a traitor and so he fled from France and visited various parts of Europe and America including southern Europe, Sicily, the United States, England and later Switzerland where he worked as a tutor.
After the restoration of the Bourbon monarchy in 1815, Louis Philippe came back to France. He regained his hereditary estate, stayed in the village for some time and entered the chamber of peers. Although he was a noble, Philippe did not identify himself with the Bourbons as he was opposed to their unrealistic policies. Instead, he associated himself with the middle class and workers of Paris whom he correctly judged to be politically very useful. He made them aware of his liberal, democratic and republican principles.
When the 30 th July 1830 revolution succeeded, there was a political vacuum and Philippe was the only person seen as capable of handling French affairs without tampering with the interest of the common man.
He had declared his support for the new government. He was duly elected by the chamber of deputies in July 1830 and was declared king of France on 7 th August 1830. Louis Philippe was the first elected king in the history of France with a democratic and high sounding title, King of the people with the grace of God, which was later supplemented with the words and by the will of the people, Philippe was to rule as a constitutional monarch with the help of a parliament. He accepted to rule as a constitutional King without reservations.
LOUIS PHILLIPE /ORLEANS MONARCHY.
He rose to power in 1830 after the collapse of the restored Bourbon Monarchy.
FACTORS FOR THE RISE OF LOUIS PHILIPE IN POWER.
1. Revolutionary Background
Louis Philippe had a revolutionary background that became a political asset for his rise to power in 1830. His father had supported the French revolution of1789 and had even voted for the death of his own cousin, Louis XVI in 1793. In 1789, Louis Philippe at a tender age of 16 was already a member of the Jacobin club. He participated in the French revolution and physically fought in the revolutionary wars up to 1793. For instance, he fought against Austria and the Royalists at the battle of Jemappes in 1792. This made him the only hope for the middle class, peasants and workers whose interest was jeopardized by the restored Bourbon monarchy hence they voted him to power.
2. Weaknesses of the restored Bourbons
The Bourbon monarchy had outlived its usefulness as early as 1789. From 1815 when it was restored, it was too unpopular and survived on the support of external powers. Louis XVIII and Charles X pursued very unrealistic policies and tried to resurrect the pre -1789 socio-political and economic order that the Frenchmen never wished to see. The Frenchmen wanted a democratically elected King who would be answerable to the people, hence the title "King of the French by the grace of God and the will of the people". This made the restored Bourbon monarchy very unpopular, triggered the outbreak of the 1830 revolution and paved way for the rise to power of Louis Philippe.
3. The success of the 1830 revolution in France
The success of the 1830 revolution in France was a landmark in the rise of Louis Philippe and Orleans monarchy to power. The 1830 revolutionaries (Louis Philippe inclusive), staged a massive demonstration that climaxed in the overthrow of the Bourbon monarchy. The success of the revolution created a political vacuum that led to Louis Philippe's rise to power in 1830. If the revolution had failed, Louis Philippe would either be imprisoned, executed or exiled having supported the revolution. Thus, the success of the revolution gave him an open chance to rise to power in 1830.
4. His personality
Louis Philippe had a unique and humble character that won him the support of the common man.
Philippe had a simple life style, for example he lived principally on soup, walked on streets with no bodyguards, carried his own umbrella, went shopping himself and saved his beards himself. Such personality made him to be very popular amongst the workers and peasants who were fed up with the luxurious lifestyles of the previous kings. Consequently, they overwhelmingly voted him to the chamber of deputies from which he was finally voted to power.
NB. It was the long period of exile and poverty that taught Philippe to be economical and lead a simple lifestyle.
5. Personal relations with revolutionary leaders
Besides, Louis Philippe had a strong solidarity with the leaders of the 1830 July revolutions. He had a good personal relationship with Lafayette, Adolph Thiers, Lamar tine and Tallyrand who were the brains behind the success of the 1830 revolution. It's on record that Philippe openly embraced and kissed Lafayette on 3 th July 1830 when the success of the revolution was very clear. This increased his popularity most especially amongst the republicans under the leadership of Lafayette. Adolph cheirs, a reputable journalist and politician was a very serious mobiliser and campaign agent of Louis Philippe. On 30th July 1830, he flooded Paris with placards of Louis Philippe, which popularized him and paved way for his rise to power.
6. His Association with the middle class
By 1830, France had the largest middle class in Europe that comprised of about 29% of the total population. Philippe was not slow at exploiting this to his advantage. He associated with the middle class, mixed freely amongst them and identified himself with middle class interests as early as 1815 (when he returned from exile). This made him to be a favourite and familiar candidate to the middle class and the peasants who are always influenced by the middle class. This also explains why he won the election that brought him to power in the chamber of deputies because it was dominated by the middle class. Had it not been for the votes of the middle class who were the majority in the chamber of deputies, the story of Louis Philippe's rise to power would have been different.
7. Effects of industrial revolution and support of workers
The negative effects of industrial revolution gained Louis Philippe the support of workers. The industrial revolution had by 1830 encroached into France. It came with socio-economic evils like unemployment, exploitation of workers by capitalists inform of low payments for long hours of work, poor sanitation and child labour. The working class in France was living a very horrible life compared to their colleagues in Britain where conditions were far better. Louis Philippe promised to improve their housing and working conditions, which made the workers to solidly rally behind (support) him, hence his rise to power.
8. Unpopularity of Republicanism
Unpopularity of Republicanism in France and Europe contributed to the rise of Louis Philippe to power. After the success of the 1830 revolution, republicans tried to establish a republican government in France. They set up a provisional government under the leadership of Lafayette at Hotel de
Ville.
However, republicanism was only popular in Paris and did not have a nationwide popularity (outside Paris). It faced opposition from moderate royalists, liberals and monarchical powers like Russia and Austria. Moderate royalists and liberals argued that, the establishment of a republic in France would provoke the hostility of monarchial powers of Europe and gave their support to Louis Philippe as a constitutional monarch. The fear of great powers' reaction also made republican leaders like Lafayette and Adolph Thiers to give up and support Louis Philippe who was presented and accepted as a citizen King.
9. Influence of constitutionalism
By 1830, France was fed up with absolutism (despotism) and had great admiration for constitutionalism. Charles X had declared the 1814 constitutional charter null and void and ruled autocratically. The Frenchmen therefore wanted a constitutional monarchy of the British type.
Fortunately, Louis Philippe's exile in England had widened his knowledge of constitutional monarchy that the Frenchmen badly needed. When he promised to rule France as a constitutional state just like Britain, no one could doubt him on account of his experience hence paving way for his election as a constitutional King in France.
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DOMESTIC POLICY OF LOUIS PHILIPPE (ORLEANS MONARCHY), 1830 - 1848
Louis Philippe's government was very unstable from 1830 - 1840. It was characterized by revolts, strikes and demonstrations. These were master minded by republicans who felt cheated in 1830 since they had played a leading role in the revolution of 1830. They had wanted a republican government but had failed because of the fear of the possibility of war with other monarchial governments in Europe. From 1830-1840, ten different chief ministers (prime ministers) held office. Adolph Thiers was the last who resigned in 1840 because of dissatisfaction over Mehemet All's affairs. From 1840 - 1848, Guizot's cabinet held power. His policies greatly contributed to the downfall of Louis Philippe in 1848. The following were the achievements, failures and weaknesses of Louis Philippe's domestic policies.
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Achievements and positive impact of Louis Philippe (Orleans monarchy) in France
1. Industrialization
Louis Philippe made commendable progress in the industrialization of France. His pro-middle class and peaceful foreign policy attracted massive investment in the industrial sector from the middle class.
Consequently, new machines were imported from England and new industries like wine, steel and cotton ginning were established. Transport and communication networks were improved to complement industrial progress. Many railway lines including the one from Paris to St.German were also constructed to facilitate transportation of raw materials and finished products. By 1940, France was the third most industrialized state in Europe. Industrialization created more employment opportunities, improved the standard of living and promoted other sectors like agriculture, trade and transport.
2. Trade
Louis Philippe under took special measures for the progress of trade. A network of roads, canals, railways and harbours for docking of ships were constructed to promote export trade. He also encouraged a free market economy and free trade with the rest of Europe. However, free trade policy was dropped when it was realized that the French infant industries could not manage to compete with superior British manufactured products. This forced Louis Philippe to resort to the policy of protectionism that safeguarded infant industries in France and promoted economic prosperity.
3. Education
In 1830, a law was passed to regulate education. Primary education was entrusted to the church.
However, government control over secondary and higher institutions was maintained. It was compulsory to educate children about spiritual and social responsibilities. Louis Philippe also encouraged free education and children were forbidden from any form of employment to avoid child labour. His education policy produced useful citizens who steered the socio-economic and political developments of France.
4. Religion
In the field of religion, Louis Philippe's government followed a policy of neutrality. He allowed freedom of worship, which Charles x had undermined by making Catholicism a state religion. The Concordat that Napoleon had signed with the pope was maintained and the government continued to nominate Bishops and pay salaries of the clergy. In 1831, Judaism was put on an equal footing with Christianity. The government began to pay the salaries of Jewish rabbis just as it paid the protestant reverends and catholic priests. This promoted freedom of worship as opposed to religious intolerance that was being propped up by the restored Bourbons.
5. Constitutionalism
Louis Philippe tried to rule as a constitutional monarch, which Charles x had discarded. He rose to power in 1830 through the revised constitution of 1830. From 1830 up to 1840, Louis Philippe ruled according to the provisions of the constitution. This includes fundamental human rights and freedoms like freedom of speech, press, worship and association. He was assisted by a two chambered parliament i.e. the chambers of peers and deputies. These transformed France from absolute monarchy into a constitutional monarchy by 1840.
6. Restoration of the National Guard and the tri colour flag
Louis Philippe is credited for the restoration of the National Guard and the tri colour flag. The National Guard that had been disbanded by Charles x in 1827 was reinstated and reorganized into a disciplined national army. It was used to maintain internal stability and protect the territorial integrity of France. The revolutionary tri colour flag that Charles x had discarded was restored as the national flag. This was recognition of the French revolutionary changes, which 'harvested' Louis Philippe support from the patriotic Frenchmen.
7. Political freedom
From 1830-1840, Louis Philippe granted political freedom. Many political groups surroimded him with varied interests. Such were the Bonapartists, republicans, liberals, legitimists and socialists. He allowed them to operate and granted political liberties like freedom of association, speech, assembly, press etc. He also adopted the policy of Golden Mean in which he tried to follow a middle path policy and satisfy all the parties. This promoted democracy, fundamental human rights and freedoms like freedom of association and press.
8. Financial management
Louis Philippe is on record as the only King in the history of France who was most economical with resources. His days in exile and the many years of poverty taught him a lesson to avoid extravagancy and luxuries. He pursued a non-interventionist foreign policy partly to avoid wasting human and financial resources. Similarly, he lived a simple life style like walking in the street with no bodyguards and living principally on soup to avoid unnecessary expenses. Some historians have argued that Louis Philippe's life style was an economic asset to France because it saved French resources and enhanced economic progress.
NB: Louis Philippe's simple lifestyle became a political liability to him as it reduced his popularity amongst the nobles and clergy who underrated him as not worthy to be a king.
9. Consolidation of power
Louis Philippe used repression to consolidate his power against internal opposition. There were uprisings, demonstrations and coup attempts engineered by internal opposition i.e. the Bonapartists, republicans, liberals, Catholics, royalists and socialists. However Louis Philippe consistently used the National Guard and the police to suppress any oppositeion activities against his government. For instance, from 1830-1835 he quelled down six uprisings in Paris, Lyon, Lavandee and Marsailles. Louis Napoleon Ill's assassination attempt against Louis Philippe and the coup attempts of 1836 and 1840 were foiled for which Louis Napoleon was imprisoned. These helped to create internal stability that fostered economic development
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Weaknesses, Failure s and negative impact of Louis Philippe monarchy) in France
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1) Side effects of Industrialization
Industrialization had negative effects on the welfare of peasant, workers and craft men. Machines displaced many artisans and craft men rendering them jobless. The working class suffered low payments or long of work, poor accommodation and sanitary conditions amongst others. There was child labour where a kid of 5 years old could work for 16 hours a day. This led to the growth of socialism under the leadership of Louis Blanc and Ledru Rollin. The socialists demanded for immediate solution to unemployment and poor working condition. Louis Philippe kept a deaf ear and a blind eye to the appalling conditions of the workers and the jobless craft men. It was therefore not a surprise that the socialists mobilized the unemployed and the disgruntled workers through reform banquests that climaxed into the 1848 revolution, which terminated Louis Philippe's reign.
2) The low Franchise (The right to vote)
Louis Philippe failed to democratize and liberalize French politics. Many French citizens were disenfranchised because of the high tax and age qualification. When there was a massive demand for reduction of taxes, Guizot his chief minister insisted that those who wanted to vote or be voted should work hard, save money and qualify to vote. Consequently, the chamber of deputies was dominated by the propertied middle class members whose wealth made them eligible to contest i.e. they could afford the high, tax fee. This was undemocratic as it disenfranchised majority French peasants and the poor from political representation.
3) Political repression and dictatorship
By 1840, Louis Philippe had drifted from his good intentions because of the growing opposition and threats unleashed against him by the different political factions e.g. Bonapartists, liberals, republicans etc. These factions had intensified criminal activities like strikes, demonstrations, attempted coups and assassination attempt on the life of King Louis Philippe. Eventually, Louis Philippe dropped the policy of Golden Mean and resorted to conservative, radical and reactionary policies. For instance, in April 1834 he passed the law of association, which restricted the freedom of association. He also imposed the law of discussion and banned the press in 1835. Those who defied these laws suffered arrest, imprisonment, death and exile. Although these measures checked the subversive activities of the opposition, it nevertheless brewed more political dissatisfaction that led to the downfall of Louis Philippe in 1848.
4) Internal instability
Louis Philippe's repressive measures led to violent opposition and internal instability. The laws; of association, discussion, ban on the press, arrest and imprisonment of the opposition provoked uprisings,demonstrations and coup attempts from the Bonapartists, republicans, liberals and socialists. For instance, from 1830-1835 there were six uprisings in Paris, Lyon, Lavandee and Marsailles. In 1836 and 1840, there were assassination and coup attempts against Louis Philippe's life and his regime. Although violence was contained from 1840onwards, they had nevertheless led to lawlessness, death and loss of property.
5) The return of Napoleon's body
Louis Philippe's return of Napoleon's body in 1846 was a boomerang that contributed to his downfall. To satisfy the revolutionaries and the Bonapartists, Louis Philippe requested to be given Napoleon's body from St. Hellena, brought it to France and laid him in the most magnificent of resting places at the Invalids. Some roads and streets were named after Napoleon. He further decorated Versailles with pictures of revolutionary events and periods. However, this rekindled the memories of Napoleon I's achievements and when the Frenchmen tried to compare it to Louis Philippe's, they realized as Lamar time put it that "France was bored". It aroused Napoleonic nostalgia and strengthened Bonapartism under the leadership of Louis Napoleon Bonaparte III, a nephew of Napoleon Bonaparte III. Thus, the event boomeranged by reducing Louis Philippe's popularity and conditioning his downfall by 1848.
6) Middle class/Bourgeoisie oriented policy
Louis Philippe pursued middle class oriented policies and programs at the expense of the Frenchmen.
They monopolized key government positions and the National Guard. They also dominated the chamber of deputies since they could afford the property qualification and were the only ones that enjoyed freedom of discussion. The middle class were also aided with soft loans to boost their investments and trade. All these were done against the conditions of workers and peasants that deteriorated with industrial revolution.
Actually, Louis Philippe set up a government of the middle class, by the middle class and for the middle class. His pre-occupation was the interest of the middle class and capitalists who were the basis of his power and hence survival. His popularity was eventually confined to the middle class and no wander that he fell in 1848 following desertion by the middle class after the Spanish marriage in 1846. 7) Unrealistic Economic policy
Louis Philippe's labour policy was unfair to the working class. The government did not restrain the middle class's exploitation and oppression in form of low payments, long working hours, poor sanitation and accommodation. These led to poverty, famine, low standard of living and unemployment. Poor sanitation and accommodation led to the outbreak of calamitous diseases like cholera, typhoid, dysentery and death of some workers. Trade unions that the workers had formed to voice their grievances were banned. Louis Philippe's labour policy accelerated exploitation and oppression of workers by middle class industrialists.
The overall consequence was high income gap between the rich and the poor in France.
8) Corruption and embezzlement of funds
Corruption, bribery and embezzlement of funds characterized Louis Philippe's 18 years reign. The middle class who dominated key government positions and the chamber of deputies made corruption and bribery part of their lifestyle. Guizot, chief minister (1840-1848) rigged elections and maintained a strong hold over the chamber of deputies through bribery and corruption in awarding tenders. According to Karl Marx; Louis Philippe's government was like a joint stock company which was using up national wealthy and whose profit was distributed between ministers, members of the national assembly and limited voters.
The overall impact was lack of integrity in leadership, high income inequality and inadequate socio economic developments i.e. education, health and transport.
9) Personality and character
Louis Philippe's humble personality and character was a personal weakness that reduced his popularity.
The long years of poverty and hard life in exile made Louis Philippe to be too economical with resources.
Consequently, he lived a very simple life style e.g. he walked freely on streets unguarded holding a green umbrella, lit his own study fire and lived principally on soup. This made some sections of the Frenchmen particularly the royalists and Bonapartists who were used to seeing their kings living luxuriously to disown him as unworthy to be a king.
10) Inglorious foreign policy
Louis Philippe's inglorious foreign policy was a disappointment to the glory seekers, Bonapartists, liberals, Catholics and revolutionaries. He pursued a non interventionist foreign policy in order to avoid wastage of resources and conflicts with other powers like Britain. For example, he refused to be moved by pressure from the liberals, Bonapartists and glory seekers to intervene in the 1830 revolutions in Belgium, Italian states and Poland not excluding the Syrian war of 1831 -184 1. This made him to be regarded as a person who was incompetent of reactivating and consolidating France's high status in Europe that had been established by Napoleon 1.
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FOREIGN POLICY OF LOUIS PHILIPPE
After his rise to power, Louis Philippe was immediately faced with a series of complicated problems across the borders of France. There were political unrest and disturbances in some parts of Europe right from 1830. The different political factions i.e. Bonapartists, republicans, liberals, legitimists and Catholics expected and pressurized Philippe to intervene in such affairs and bring glory for France. They wanted Louis Philippe to revive French military glory that was achieved by Napoleon I but disappeared during the reign of the restored Bourbons.
Unfortunately, Louis Philippe was not bellicose (warlike), he was a man of peace who did not wish to find himself in a hostile relationship with any of his neigbours. He therefore, pursued a peaceful, cautious, unadventurous and often inglorious foreign policy. This was dictated by some considerations; First he wanted to avoid war with the great powers of Europe who had fought and defeated Napoleon I. This is because they were still suspicious of France as a distabiliser of peace. Secondly, Philippe accurately realized that France had a different political ideology with despotic Russia, Prussia and Austria except constitutional and liberal Britain. He therefore, forged a cordial Franco-Anglo alliance where he took extracare not to antagonize the interest of Britain. This also helped him not to antagonize the interest of the middle class who could not do without Britain (as the workshop of Europe). Lastly, he was aware that although public opinion favoured war, France was not yet militarily strong enough to engage in war.
It should be emphasized that Louis Philippe's inglorious foreign policy was a great disappointment to the Frenchmen. This intensified internal opposition against his rule and by 1848 he was very unpopular even to his legislators. For example, in an assembly session of1847 one member rose up and shouted what have they done for the past 17years?Lamantine shouted back. Nothings Nothing, Nothing, France is bored. This combined with his failure in domestic policy to cause the 1848 revolutions that sent him to exile.
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ASPECTS OF LOUTS PHILIPPE'S FOREIGN POLICY
1. The Belgium Revolution (1830)
The Belgium revolution of1830 was an event that put Louis Philippe in a precarious position. The various political groups wanted Philippe to assist the Belgians for various reasons. The Bonapartists wanted Philippe to revive French military glory in Belgium that had once been under Napoleon Bonaparte I. The republicans wished to establish a republican's government in Belgium. The liberals were bent on destroying the 1815 Vienna settlement that had forced the Belgians under Dutch administration. The Catholics hated the Dutch Protestants and preferred Catholic control of education, press and state amongst others.
However, Louis Philippe knew very well that any assistance to the Belgians would be a violation of the Vienna settlement to which France was a signatory. His intervention would provoke the other four powers to declare war on him in accordance with the quadruple alliance that had pledged to maintain by force for 20 years the territorial arrangements of Vienna. He therefore decided not to assist the Belgians. This made him to be in good terms with other powers. In Dec 1830, the big powers met in London over the Belgian question. After realizing the strength of Belgian nationalism and the extent of Dutch mal-administration, they accepted the Belgium independence but under some conditions and one was that Belgium should choose a king acceptable to the great powers. The Belgians promptly offered the throne to Duke of
Nemours who was Louis Philippe's second son.
Britain openly opposed the choice and Louis Philippe turned down the offer in favour of Leopold Soxe Coburg (a British choice) who was accepted by the Belgians out of their desire for freedom.
This was a diplomatic victory for Britain and a loss for France. He was criticized for bending too low and promoting British supremacy over France. This offered a rallying ground for opposition against him. However, Louis Philippe regained some prestige when other powers gave him freedom to repel Dutch invasion, which he successfully accomplished in 1831. Nevertheless, he was still accused of cowardice only to act when told to do so.
2. The1830revolution in Italy
Napoleon I s conquest and re-organization of Italy had instilled the spirit of nationalism amongst the Italians. The Vienna settlement of1815 ignored this and instead gave Austria direct and indirect influence over the Italian states. The Italians therefore rose in a revolt in 1830 against Metternich's unfortunate policies. Austria began using force to suppress the revolutions and restore the ousted kings. Italians and the liberals in France wanted Louis Philippe to give military assistance. However, Louis Philippe as usual followed a cautious policy. He was not slow to declare that he had no desire to clash with Austria over the situation in Italy.... my government is opposed to all foreign intervention in the peninsular. This was a great disappointment to the liberals and Bonapartists who viewed the revolution as a heaven sent opportunity to rekindle (revive) French influence in Italy. They accused him of being too weak to revive French military glory in Europe.
3. The 1830 Revolution in Poland
The 1830 revolution in Poland was yet another event that put Louis Philippe in an awkward situation. Like the Italians, Polish nationalism had been strengthened by Napoleon's conquest and reorganization of the Grand Dutchy of Warsaw from 1807. This was tampered with at the Vienna settlement of 1815 by the Great powers. Poland was shared as a wedding cake between Austria, Prussia and Russia (greatest share).
Their desire for independence took them to the revolution in 1830. The liberals in France argued Louis Philippe to support the Poles in their struggle. Aware of a possibility of fighting Austria, Prussia and Russia, Louis Philippe refused to assist the Poles. So as early as 1830, the revolt died down. Although he avoided war with the great powers, his popularity at home was undermined.
4. The Syrian question (1840)
Louis Philippe's peaceful foreign policy received a diplomatic blow over the Syrian question. In the Greek war of independence, Mehemet Ali of Egypt had helped the Sultan of Turkey after being promised territorial rewards amongst which was Syria. However, the Sultan did not keep his promise and Mehemet Ali occupied Syria forcefully. The war was sparked off between Egypt and Turkey over Syria. The French glory seekers led by Adolph Thiers argued Louis Philippe to extend military support to Egypt.
They wanted to revive the Napoleonic tradition in Egypt and gain a valuable ally in the East for commercial prosperity. Louis Philippe welcomed the ideas and sent French troops to fight alongside Egypt against Turkey. It threatened other powers particularly Britain and Russia who pledged to fight Mehemet Ali and his ally (France). This forced Louis Philippe to resort to his usual policy of "do nothing" and withdrew the French soldiers. The 1840 London conference in which France was not invited gave Egypt part of Syria. This intensified opposition against Louis Philippe to the extent that his chief minister Adolph Thiers resigned his post. Even Louis Philippe became so furious that he threatened Palmer stone with war. However, when Palmer stone took the challenge and started to prepare for war, Philippe got so scared and backed down. This act injured the national pride of France.
5. French imperialistic designs over Tahiti Island
In 1840, Louis Philippe conquered Tahiti one of the islands in the south pacific. This satisfied the glory seekers and militants in France. However, Tahiti was so close to S. America where Britain had built a commercial empire, so she threatened France to withdraw. As usual, Louis Philippe withdrew the French troops from the island in 1843 in favour of Britain. This frustrated a large section of the Frenchmen especially glory seekers who accused him of cowardice,
6. Control of Algeria
Algeria was colonized by France in 1830 under Charles X. When Louis Philippe came to power, the liberals urged him to withdraw but Louis Philippe ignored them and consolidated French rule in Algeria.
Charles X had occupied only the coastal areas with only 20.000 settlers. But Louis gradually penetrated into the interior. However, Abdel Kader declared a jihad against the French. Philippe sent General Bugeaud with about 100.000 troops who captured Abdel Kader in 1847 and consequently the whole of Algeria. By 1848, the number of settlers had risen to about 100.000. This was the beginning of the French colonial empire.
7.The 1846 Swiss Civil War
1846, a civil war erupted between Catholics and Protestants in Switzerland over the form of government be adopted. The Protestants were secretly assisted by Britain and the Catholics appealed for French resistance. The British foreign secretary Palmer stone outmaneuvered Philippe by blindfolding him that was organizing a conference to settle the Swiss crisis. Indeed before the conference sat, the Swiss Protestants had defeated the Catholics. The French Catholics felt betrayed. They expected Philippe to resist Co-religionists/brothers in faith. However, Philippe was conscious to note that it would antagonize Britain and the liberals at home. It made him to refuse to support the Swiss Catholics. This disappointed the Catholics and glory seekers who accused him of pursuing a boring foreign policy.
8. The Spanish marriage 1846
In 1846, Louis Philippe took a bold stand and registered some degree of success over Palmer stone.
Princess Isabella and her sister Infanta of Spain were still not yet married. Royalists were sought from Europe to marry them. Britain and France were the most interested powers in providing candidates to marry the two sisters. This was because of the possibility of providing a heir to the Spanish throne since Spain was strategically located. So France and Britain agreed that Isabella was to be married to Francisco Duke de Cadiz, a German Prince (favoured by Britain) and her sister Infanta Maria was to get married to Duke de Montpensier, a French prince. However, it was rumoured that the German prince was impotent and yet Infanta was not to marry the French prince until Isabella was married and had children with the German prince.
Following the above discovery, Philippe and Guizot organised and celebrated the marriage of Infanta on the same day (October 10 th 1846) when Isabella got married to the German prince. This was a triumph for Philippe, which so ably and so completely satisfied the glory seekers. However, Palmer stone protested bitterly against the 'indirect influence' and the 'illegitimate methods' of Louis Philippe. This was a blow to the AngloFrench diplomatic relationship. It deprived him of the only ally and undermined his support from the middle class. This made Britain to just watch Louis Philippe pack up for exile without raising any accusing finger in 1848.
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REASONS/FACTORS FOR THE DOWNFALL OF THE ORLEANS MONARCHY AND LOUIS PHILIPPE
Right from 1830 when he was elected, Louis Philippe was surrounded by internal and external problems.
This weaknesses in settling internal and external problems made his downfall inevitable by 1848. It was largely his inglorious and non adventurous foreign policy that made his fall a foregone conclusion .The reasons as to why Philippe fell from power are hereby discussed below:-
1. He was the first elected king in the history of France with the title by the grace of God and will of the election. This meant that the Frenchmen could use their votes to unseat him if he went contrary to their expectations. The revised 1830 constitution greatly reduced his powers. Amongst others, he could not like special decrees, dissolve the parliament and the parliament was composed of voted members who could even debate the budget. These made him a weak king with no proper control over the social, political and economic affairs of France hence contributing to his downfall.
2. Louis Philippe was not the most popular politician at that time. He won election by a mere majority of 219 votes out of430 members in the chamber of deputies. This meant that right from the start he had a majority of 211 opposition members in the chamber of deputies. Even his election was largely due to misconception rather than any concrete support for him. The liberals thought that he would be a liberal king. The workers thought that the long years of poverty had taught him a lesson of the need to alleviate poverty. The Bonapartists thought that he would revive Napoleon's glory over Europe. Unfortunately, Louis Philippe had none of such in his political programs. Apart from the middle class who were appeased up to 1846, the rest were disappointed and their disappointment was displayed in the 1848 revolutions that sent Louis Philippe to exile.
3. Louis Philippe made a fatal mistake by over relying on the middle class who had elected him. He pursued middle class oriented policies and programs at the expense of the Frenchmen. The middle class dominated key government positions, the chamber of deputies, trade and were granted soft loans for investment. The conditions of the workers and peasants that deteriorated with industrial revolutions were ignored. His popularity was eventually confined to the middle class. Unfortunately, the very middle class deserted him after the Spanish marriage in 1846. This left him with almost no support and made him vulnerable to the revolution of 1848.
4. The rise and growth of socialism became a stumbling block to Louis Philippe's reign. The worsening conditions of peasants and workers due to industrial revolution led to the rise of socialism. The socialists condemned the bourgeoisie government of Louis Philippe and his insensitivity to the plight of the workers.
Louis Blank demanded that the state must guarantee a living wage to all workers. He said; to the able bodied citizens the state owes work, to the aged and infirm, it owes aid and Protection. The socialist propaganda did a lot to add on the discontentment of the people. Socialist Propaganda was more instrumental in the reform Banquet of 1848 through which Louis Philippe lost his power.
5. The return of Napoleon I's remains from St. Hellena to France was a boomerang that led to the downfall of Louis Philippe. In 1846, Louis Philippe returned Napoleon's body and reburied it at a place called Invalids. It provoked Napoleonic nostalgia as the Frenchmen remembered all that Napoleon did for them.
Consequently, Napoleonic legend became very popular with the writings of Louis Napoleon who was the nephew of Napoleon Bonaparte. The result of Napoleonic legend was that Louis Philippe became more unpopular with the Frenchmen who compared his achievements with those of Napoleon Bonaparte and practically found nothing. This made him to be rejected by the Frenchmen.
6. Louis Philippe's personality also undermined his popularity. Having experienced poverty and hard life in exile, Philippe became obsessed with how to economize resources. He lived a very simple life style, for instance he walked freely on streets unguarded, lit his own study fire and lived principally on soup. This made some sections of the Frenchmen particularly the nobles and clergy to disown him as not worthy to be a king. They were used to seeing their kings living luxuriously. They therefore criticized his simple lifestyle and undermined his popularity.
NB His personality and character won him the admiration of the common people who viewed him as a citizen king.
7. Louis Philippe's dictatorial tendencies strengthened his opponents and led to his downfall. By 1848, he had censored the press and restricted people's liberty through the laws of discussion and association. All kinds of people were thrown in prison for leading strikes, demonstrations and revolts. However, prison life became one of the main breeding grounds for republican propaganda and socialist ideas that blew Louis Philippe out of power in 1848. It should be stressed that Louis Philippe's dictatorship was a violation of the revised 1830 constitution, which was a disappointment to the Frenchmen who had trusted him as a leader who would revive constitutionalism in France.
8. Internal political instability also contributed to the downfall of Louis Philippe and Orleans monarchy.
Louis Philippe's unrealistic policies e.g. dictatorship, favouratism of the bourgeoisie and inglorious foreign policy were used by the opposition to mobilize the masses in a series of uprisings, demonstrations and coup attempts. For instance, from 1830-1835 there were six uprisings in Paris, Lyon, Lavandee and Marsailles. In 1836 and 1840, there were assassination and coup attempts against Louis Philippe's life and his regime. These undermined the credibility of the Orleans
Monarchy and denied it internal support. It should be emphasized that Louis Philippe's suppression of violence by 1841 backfired as it strengthened the opposition and left them more united. This explains why opposition e.g. the liberals, republicans, socialists etc coordinated and mobilized the masses to over throw the Orleans monarchy of Louis
Philippe through the 1848 revolutions.
9. Corruption, bribery and embezzlement of funds also contributed to the downfall of Louis Philippe. The middle class who dominated political, social and economic affairs of France were very corrupt and took bribes shamelessly. Guizot, the chief minister (1840-1848) was too corrupt to the extent that corruption became official government policy e.g. in awarding tenders and bribing opposition members of the chamber of deputies. Corruption and embezzlement made the government inefficient in provision of social services and incapable of addressing the challenges of unemployment and poor working conditions. The opposition most especially the liberals, republicans and socialists capitalized on these problems to decampaign the Orleans monarchy under Louis Philippe's leadership. This caused the 1848revolution that led to the downfall of Louis Philippe and Orlean monarchy.
10. The economic crisis that befell France prior to 1848 fomented troubles for Louis Philippe. The bad harvest of 1846 gave way to a serious famine. Besides, epidemic diseases like Typhoid and gonorrhea had psychological and physical effects on the masses. Louis Philippe was unbothered about the conditions of the people. This forced people to move to a few large towns and became desperate mobs who greatly participated in the revolution that ousted Louis Philippe from power in 1848.
II. Louis Philippe's insensitivity to public outcry for parliamentary reforms became a turning point in his political career. Property qualifications made the chamber of deputies to be flooded with middle class members who were not concerned with the welfare of other classes especially peasants and workers. The Frenchmen wanted an expanded Franchise by lowering property qualification but Louis kept a deaf ear.
When Guizot his chief minister was questioned, he insisted that those who wished to vote or be voted should work hard, save money and qualify to vote. This prompted the socialists and republicans to organize reform banquets with barricades that forced Louis Philippe to exile in
1848.
12. it's in foreign policy that Louis Philippe clashed head long with all the political groupings in France. He pursued a submissive and nonadventurous foreign policy, contrary to the expectations of the Frenchmen except the middle class. This made him very unpopular to be ousted out of power in 1848.
The first event was the Belgium revolt of 1830. The Belgians expected assistance from Philippe and the Frenchmen even wanted Louis to intervene and gain glory. But Louis declined to assist the Belgians for fear of antagonizing other powers. Even when the Belgians offered the throne to Louis Philippe's son, he backed down after a stem warming from Palmer stone. This disappointed the liberals, Bonapartists, republicans, legitimists and glory seekers who viewed him as a stooge of Palmer stone. It reduced his popularity and made his fall inevitable by 1848.
13. Similarly, the poles and the Italians revolted in 1830. Both of them had keen eyes on French assistance. But Louis declined to assist them for fear of the hostility of other powers. He refused to assist the Poles because he feared war with Austria, Prussia and Russia who had Polish subjects. In a similar manner, he declined to aid the Italians for the fear of Austria. This frustrated the liberals, Bonapartists and glory seekers who wanted him to utilize such opportunities to revive French influence in Europe. By 1848, they were fed up with his boring foreign policy and decided to participate in the revolution that sent him on his feet to exile.
14. Louis Philippe also met his political fate through the Mehemet Ali's affairs in the Syrian question.
Mehemet Ah had declared war on the Sultan of Turkey for failing to give him the territories he had promised after assisting him (the Sultan) in the Greek war of independence. Frenchmen wanted Philippe to assist Mehemet Ah and revive the Napoleonic tradition in Egypt. He sent troops but withdrew after being threatened by Britain and Russia. To crown up the humiliation, Palmer stone called the 1840 London conference to settle the issue and did not invite France. This provoked a wave of protests from the liberals, Bonapatists and glory seekers. His liberal chief ministers Adolph Thiers urged him to organize war against the powers that had excluded France from the London conference but Louis declined to do so.
This made Thiers to resign his seat and join the opposition. This was a blow to Louis Philippe and Orleans monarchy. Thiers was the most influential leader whose resignation weakened the government and strengthened the opposition. His successor Guizot was very unpopular and his policy made the fall of Louis Philippe inevitable.
15. By colonizing Tahiti Island, Louis had lived to the expectations of the glory seekers and bellicose (war like) French citizens. However, his withdrawal due to protest from Pahner stone destroyed the little popularity he might have gained and made him more unpopular. They accused him of being too weak to uphold France's high status and humiliating her in Europe and consequently rejected him.
16. The 1846 Swiss crisis was yet another diplomatic setback for Philippe. He refused to assist the Catholics who were battling with the Protestants about the form of government to adopt. This led to the defeat of Catholics by the Protestants. It made the Catholics in France to be very bitter for they felt he was morally bound to support their fellow brothers in faith. The glory seekers equally denounced him for not rendering the assistance. These undermined his power and contributed to his eventual downfall in 1848.
17. Louis Philippe's fall can be explained from the Spanish marriage campaign. Although he succeeded over Britain by breaching the agreement and arranging the marriage of Infanta on the same day with that of Isabella, nevertheless, he lost the friendship of Britain, the only ally at the time. Britain cut off diplomatic ties and trade with France. This touched the pockets of the middle class whose trade suffered since Britain was the workshop of Europe. They therefore denounced him and henceforth he was left with no support in France. The middle class joined the workers and peasants in the February 1848 revolution through which Louis Philippe was unceremoniously seen off the French throne. Britain just watched him pack without raising any accusing finger.
18. Lastly, the outbreak of the 1848 revolutions in Europe (France inclusive) prompted the downfall of Louis Philippe. The revolution started from Palermo in Italy on 12th Jan 1848, spread to other Italian slates and reached France in Feb 1848, The outbreak of the revolution in Italian states inspired the Frenchmen who were already dissatisfied with Louis Philippe's policies to revolt. The various opposition groups most especially the socialists mobilized the French men through reform banquets to start the revolution that swept Louis Philippe and Orleans monarchy from power.
Note: - Louis Philippe lost control of French political affairs largely because of his over reliance on the propertied middle class. They were very small in number and had no moral or historical right to control a government that was hated by the aristocracy and the masses. If he had made reforms in the social, political and economic fields, he would have won over people's support. However, he closed his eyes and ears to the problems that faced the masses and no wonder that he was dethroned. He would have perhaps escaped the fate that befell him if he had pursued an adventurous foreign policy that would have cooled down most domestic factions who yearned for glory. All the same, we should not over condemn Louis
Philippe for if he pursued a vigorous foreign policy, he would have entered war with the big powers and risked to be defeated in the very way Napoleon I was defeated in 1815.
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EVENTS FOR THE DOWNFALL OFLOUIS PHILIPPE (1848 REVOLUTIONS)
As Louis Philippe increasingly became adamant to parliamentary reforms and the issue of franchise the republicans and socialists organised reform banquets in Paris and other centers. At these Banquets, a great number of people turned up to listen to reformist political propagators. The reform Banquets gained popularity throughout France and people were fully mobilized for reforms.
The largest of these reform Banquets was scheduled to take place in February 1848 in Paris. The principle
Guests were to be 87 sympathizers from the chamber of deputies. Sensing danger, Guizot banned it and the organizers called it off. Although it was cancelled, all the same people turned up in big numbers. They assembled and shouted for reforms. On the night of 22"^, barricades were put up throughout Paris. The next day, Louis ordered the National Guards to restore order but demoralized as they were, they just joined the people; the crowd shouted down with Guizot and Louis Philippe asked him (Guizot) to resign.
The situation went out of control when the soldiers guarding Guizot's residence fired on the demonstrators killing 23 and injuring 30. The demonstrators put the dead bodies on a wagon and displayed the same to the people of Paris in the glaring daylight. This resulted into a revolution.
More Barricades were erected in Paris and Placards with the following contents were displayed in all parts of the city; Louis Philippe massacres us as did Charles X let him go to join Charles X. Hopeless as he was, Louis Philippe abdicated the throne in favour of his grandson Count of Paris. On 24 th February 1848, the revolutionaries plundered his palace and set it ablaze. This was the end of the road for the Orleans monarchy and monarchical rule in the history of France. Thus, the 1848 revolution in France was successful and socialist leader Lamar time proclaimed the Second French Republic in Hotel de Ville on 24th February 1848.
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ORLEANSMONARCHY'S CONSOLIDATION OF POWER/SURVIVAL FOR
EIGHTEEN YEARS, 1830-1848
Louis Philippe's government was constantly challenged right from 1830 when he rose to power.
Internally, there were revolts, strikes, demonstrations, assassination attempts on his life and conspiracies as he observed, "It is only in hunting me that there is no close season". Opposition parties like Republicans, Bonapartists, legitimists, liberals had varied and divergent interests that made life hard for Louis Philippe.
External events like the 1830 revolutions in Europe, 1840 Syrian question, 1846 Swiss crisis and the way he responded to them intensified domestic opposition against him. In spite of all these, Louis Philippe managed to sit on the throne for 18 years and this can be attributed to the following:-
1) Louis Philippe's peaceful foreign policy was the basis for his survival up to 1848. It made him to legitimize his power amongst European powers who were scared of revolutionary France. Although he was opposed as a coward, his failure to interfere in events outside France like Belgium, Italy and Poland won him the friendship of the 1815 Vienna signatories who would have fought and overthrown him the way they did to Napoleon I.
More so, his peaceful foreign policy pleased the middle class who were the basis of his rise and hence survival up to 1848. This is because all that the middle class needed was a peaceful atmosphere to conduct their business and Britain's friendship that was won by Philippe. This explains why when the middle class abandoned him in 1846 following the Spanish marriage, Philippe became too vulnerable only to be ejected out in 1848.
2) Similarly, Philippe's peaceful reign won him the confidence of a large section of the Frenchmen who were fed up with the vicious circle of violence and bloodshed since 1789. The peasants and workers had suffered enough in 1789, 1792 -94, 1815 - 1817 and 1830 .All they wanted was a stable and peaceful era for economic development. Indeed, under Philippe's administration, there was economic progress and France was second to none other than Britain in Europe. Although this was monopolized by the middle class, it nevertheless helped to cool down criticism against him with the exception of the socialists.
3) Philippe's survival can also be gauged from the Anglo-Franco alliance that he forged. He realized that France under a constitutional monarchy was bound to be isolated from conservative and despotic powers like Russia, Austria and Prussia. This made him to dance to the times of Britain and became Palmer stone's rubberstamp in Europe. Although this was opposed by a large section of Frenchmen, it earned him of official and diplomatic co-operation which the despotic powers could not give him.
NB: 1 it was only in 1846 when Britain broke this diplomatic alliance that Philippe's popularity was seriously eroded
2: The fact that France was not declared a republic in 1830 saved Philippe from the hostility of divine monarchs who would have fought him right from the beginning of his reign.
4) Louis Philippe's humble personality and simple lifestyle and helped him to consolidate his reign in France. Having suffered poverty and hard life in exile, Louis Philippe developed a simple lifestyle that helped him to gain and retain power, e.g. he walked freely on streets unguarded holding a green umbrella, shave his own beards and sent his children to the common man's school. This saved French resources that were used for socioeconomic development. His simple lifestyle earned him the support
Of the common man who used to suffer excessive taxation to supplement extravagancy of the royalists.
5) Louis Philippe's policy of neutrality on religious affairs also enabled his survival for 18 years. He granted freedom of worship, which Charles x had undermined by making Catholicism the state religion. The concordat that Napoleon had signed with the Pope was maintained and the government continued to nominate Bishops and pay salaries of the clergy. In 1831, Judaism was put on an equal footing with Christianity. The government began to pay salaries of Jewish rabbis just as it paid the protestant reverends and catholic priests. These gained Louis Philippe support from different religious groups, hence consolidation of power up to 1848.
6) The absence of revolutions in Europe that would have inspired Frenchmen against Louis Philippe also made him safe for 18 years. Metternich system was very effective in suppressing revolutionary movements from 1830-1847. Thus, there was relative peace and stability that favoured some degree of economic growth in many states. Absence of a revolution in Europe by 1848 denied the opposition of an event that they could have utilized to convince the Frenchmen to revolt against Louis Philippe. The fact that the Frenchmen were the first to revolt (Feb 1848) following the Italians (Jan 1848) is a clear testimony that absence of such a revolution prior to 1848 helped Louis Philippe to survive for the 18 years.
7) Ideological difference amongst the opposition also accounts for the survival of Louis Philippe up to 1848. The liberals wanted a more democratic and liberal system of government, republicans demanded an expanded franchise, legitimists desired consolidation of their privileges, socialists aspired for nationalization of property and establishment of state workshops and Bonapartists were nostalgic about the revival of Napoleonic influence in Europe. By 1843, these factions could not sacrifice their ideological interest for the purpose of defeating Philippe who was their common enemy. Apart from leaning towards the middle class, Philippe played the opposition well. He was not an ultra-royalist as the Bourbons; neither was he a republican, a Bonapartist nor an extreme liberal. Thus, ideological difference amongst the opposition and Philippe's neutrality helped him to survive for 18years.
8) Although Philippe was surrounded by a cocktail of pressure groups since 1830, he managed to survive for 18years because it was not until 1840's that they intensified their criticism of him, Louis Blank (a socialist) gained prominence from 1840's when the conditions of workers reached frightening levels.
Bonapartism regained grounds after the return of Napoleon's body and the writings of Napoleon
Bonaparte. It was even not until 1843 that the socialists, republicans and liberals forged a united front through reform Banquets. Thus, Louis Philippe managed to rule up to 1848 because his opponents were too disorganized to put a formidable challenge to him. Secondly, by the time his opponents got organized and united, he had effectively consolidated his power and that is why they could not over throw him before 1848.
9) The 1830 constitutional charter was an instrument that also helped Louis Philippe to survive from 1830-1848. The charter provided for a two chambered parliament i.e. the chambers of peers and deputies, which transformed France from absolute monarchy into a constitutional monarchy by 1840. The constitution acted as checks and balances to any despotic tendency of the king, which could have earned Louis Philippe a revolution. For example, he could no longer issue special decrees as Charles X did in 1830 to dissolve the parliament. This could have incited a revolution against Louis Philippe.
Secondly, it was not the king but the parliament to introduce laws. This also checked Philippe's despotism, which would have provoked a revolution earlier than 1848. Thirdly, the charter limited the franchise (voting power) to the rich middle class. Although this was too undemocratic because it deenfranchised majority peasants, it nevertheless offered Philippe majority support in the parliament. In other words, he lacked opposition to force him to resign in times of a national crisis.
10) Louis Philippe's throne was protected by the restored, transformed and re-equipped National Guard.
The loyalty of the army to him was indisputable. Had it been the army other than the different pressure groups who were disappointed by Louis Philippe's cautious non-adventurous foreign policy, he would not have survived up to 1848. Philippe used the National Guard to suppress internal strikes, revolutions and demonstrations such as the republican rising of 1830 and the Lavandee Legitimist uprising.
NB. It was not until 1848 when the National Guard fraternized with the socialists and republicans that Louis lost his power.
11) On top of that, Philippe had a secret spying network against his opponents in state organs. They were very effective in unearthing subversive elements and conspirators against his government. For example, assassination attempts against his life and Louis Bonaparte's attempts to overthrow him in 1836 and 1840 were exposed by state intelligence that promptly arrested such "bad" elements like Louis Bonaparte.
12) Louis Philippe's violation of the 1830 charter also aided his survival on the French throne for 18 years.
When opposition intensified their activities from 1840, Louis Philippe resorted to severe laws that drove opposition against him underground. He banned the press and this reduced open criticism against him. He also passed the laws of discussion and association that prohibited any obedience to past governments. These undermined Bonapartism and Bourbons and left the Orleans monarchy unchallenged up to 1848.
13) Socio-economic reforms were also used by Louis Philippe to consolidate his power up to 1848. His pro-middle class and peaceful foreign policy attracted massive investment that led to commendable progress in industrialization, agriculture, education and trade. Transport and communication networks were improved to enhance socio-economic development. Many railway lines including the one from Paris to St German were also constructed to facilitate transportation of raw materials and finished products. These created more employment opportunities, improved the income level and standard of living. All these earned Louis Philippe support that he used to survive amidst hostile opposition up to 1848.
14) Lastly, Philippe's long reign can also be attributed to his chief ministers. His government was managed by statesmen of talents, integrity and force of brain like Thiers and Guizot whose patriotism and ability were great. Theirs (1836 -1840) commanded a strong domestic loyalty and the great powers' respect in favour of France. He effectively controlled liberal attacks in the chamber of deputies that was against Louis Philippe. His successor, Guizot (1840 —1848) supported his peaceful foreign policy to the advantage of the middle class that earned him support in the chamber of deputies. He also maintained a strong hold over the chamber of deputies through bribery, corruption in tenders and was highly inclined to Britain's interest. Although this was a weakness in government, it nevertheless enabled Philippe to survive attacks in the chamber of deputies.
THE AUSTRIAN EMPIRE
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Introduction
By 1814, the Austrian Empire had up to 13 different nationalities under Austria's control. It was composed of people who were culturally, historically, religiously and politically different. The Austrian authorities were therefore tied by the challenge of maintaining close unity and administrative control over the different races. The greatest challenge to the empire were the new forces of nationalism and liberalism that were sweeping across Europe and challenging the old order. The survival of the Empire required a ruthless and efficient administration to keep liberalism and nationalism at bay. Therefore, the manner in which the Empire was administered was determined by the level of nationalism and liberalism.
Since the French revolution of1789, the Austrian administration had struggled to safeguard Austria from the revolutionary ideas of equality, liberty and fraternity. This explains why Austria supported the Émigrés - and fought against France in the revolutionary wars. She also struggled against Napoleon until his final defeat at the battle of Waterloo in 1815.
By 1804, the Austrian Habsburg (ruling dynasty) had brought their scattered territories into a unit under the common name "the empire of the house of Austria" .The Vienna settlement of 1815 formally established the regions comprising the empire.
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METTERNICH
He was born on 15 May 1773 at Coblenz in the Rhine lands in Prussia. His full name was Klemens Wensel Nepomuk Lothas Von Metternich. In 1792, the invading French army forced him to flee to Austria from where he married the granddaughter of Austrian chancellor, Princess Kaunitz of Marie Theresa. This increased his prestige, respect, rights and influence in Austria and aided his rise to power. Indeed, it was the then Austrian chancellor who gave him the high sounding title Prince Von Metternich in 1813.
In 1809, Metternich was made the minister of foreign affairs of Austria and in 1821, he became the chancellor of the Austrian empire following his achievements at the Vienna settlement and the congress system. Using these positions, he dominated European politics to such an extent that the period 1815 - 1848 has been referred to as the Metternich period and himself as the coachman of European affairs.
Metternich graduated at Strasbourg University in France and later Mainz between 1790 - 1792. He specialized in diplomacy although he was equally interested in linguistics, history, science and astronomy.
By birth, Metternich was from aristocratic family where the new forces of nationalism, liberalism and democracy were bitterly resented. This together with his experience of the reign of terror in Prance made him to believe that revolutions of the French type were the greatest enemy of the aristocracy and indeed the people. He described the French revolution and all that it stood for as; The disease which must be cured by the volcano which must be extinguished, the gangrene which must be burnt out with a hot Iron, the hydra with Jaws open to swallow up the social order". To him, democracy could "change day light into darkest night
He initiated the Metternich system in an attempt to maintain the Vienna settlement where the European aristocrats were to hang together in order to keep under key and lock the forces of nationalism, liberalism and democracy. The system hinged on the principle ofpeace and no change. The major objectives of the Metternich system were;
i) Preservation of European peace
ii)Preservation of the Austrian empire from the forces of nationalism and liberalism.
iii) Maintaining for the European aristocrats their privileges against the new forces of change. Generally the Metternich system aimed at protecting the old socio-economic and political order against the threats of revolutionary disruptions.
However, Metternich's dominance of European affairs was superficial and temporary. The forces of nationalism and liberalism had come to stay. He could only buy time by suppressing and yet not altering the momentum. No wonder that the very forces that he had devoted his lifetime to suppress forced him to abdicate and flee to exile in 1848 i.e. through the 1848 revolutions. His downfall strengthened Italian and German nationalism, which greatly weakened the Austrian empire.
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METTERNICH CONSOLIDATED HIS POWER/ SUPREMARCY IN EUROPE FROM 1815 1848 METHODS USED BY METTERNICH TO CONTROL EUROPEAN AFFAIRS OR HOW
Metternich was the most famous statesman produced by Austria in the 19^^ century. He was the prince of diplomacy and was thoroughly at ease with the diplomatic affairs of Europe between 1815 - 1848. He used both force and diplomacy to influence European affairs and consolidate his power.
i) Metternich posted foreign officers to administer different areas to check on nationalistic movements.
For instance, Croatians were sent to Slovenia, Poles to Austria, Austrians to Hungary, Italians to Germany and vice versa. Being foreign, these officers monitored and suppressed nationalistic movements such as the Cabonari and Young Italian Movements very effectively. This explains why Austria herself survived the 1830 revolutions in Europe. Revolutions within the empire were easily suppressed by the very foreign officials e.g. In Italian and German states.
ii) Metternich also used censorship of the press and control of communication in a bid to seal off the empire from liberal and nationalistic ideas. A censor official was appointed at Vienna to approve all books, newspapers and publications. A special office was set at Vienna for opening, recording and resealing all foreign informations. Through such a network, Metternich was able to know liberal sympathizers, their agents, strategies or targets.
iii) In the German states, Metternich secured for Austria the post of the president of the German diet/parliament. This was a vital post since the president decided on the issues to be discussed and the protocol to be followed. Using this power, he was able to block most of the reforms that would have strengthened German states. Metternich persuaded all the German states to limit the subjects to be discussed in parliament which also limited liberalism and liberal issues in the diet (parliament).
iv) Metternich enacted the Carlsbad decree as a counter offensive against German nationalism that had climaxed into the murder of Kotzbue. By its provisions, student's associations were abolished and ail German universities were to have government inspectors, a spy network to monitor activities of lecturers and students, the press was censored and measures were enacted by which the diet could use the army to suppress revolutions in any German state. The effectiveness of these measures explains why the Germans hardly organised any movement contrary to the Italians before 1848.
v) In Italy, Metternich's position was secured by direct and indirect control. Austria under him gained direct control in Lombardy and Venetia and indirectly over Parma, Modena, Tuscany and Romagna by supplying Austrian officers there. In the Italian as well as German states, he was able to use the policy of divide and rule up to his downfall inl848. These measures ensured that Italians and Germans were firmly under Metternich's and Austrian control.
vi) Metternich further suppressed public opinion by prohibiting the publication of parliamentary debates for public consumption. This was intended and directed at keeping the discontented public too ignorant and conservative, thereby concealing the government's weakness and avoiding or checking open criticism against his inefficiency and dictatorship.
vii) Metternich kept himself on the forefront of European politics by the use of force against rebellions whenever diplomacy and negotiations could not work. The Carbonari and the young Italy movements were all crushed militarily. The 1821 - 1822 revolutions in Naples and Spain and even those of 1830 in Parma, Modena and Tuscany all collapsed under Metternich's iron hand and the ousted kings were restored by Metternich's reserve force.
viii) Metternich further crippled opposition to his system by using fiscal policy. He over taxed his subjects to finance the activities of the intelligence network but primarily to check on their ability to finance liberal and nationalistic movements against his dictatorship. This reduced the ability of his subjects to resist his rule.
ix) Metternich forged an alliance of European monarchs against the new forces of nationalism and liberalism. At the Vienna settlement, he advocated for the restoration of legitimate rulers who became the best agents in suppressing the new forces in Europe. He thus had the support of Emperor Francis I who surrendered all powers in the empire to him. Other European leaders like Tsar Alexander I of Russia, Fredrick William III and IV of Prussia and Charles X of France were all on his side. These became his allies in their respective states.
x) Metternich also consolidated his power by maintaining close relationships between the state and the Church. He won the support of Bishops, priests and the Catholics by recognizing the Catholic Church as a state religion. In other words, he encouraged religious intolerance (except in Prussia) that gained him support from all Catholics within the empire. This was easy because most of the clergy were anti liberal and they became bulwarks against the new forces of change.
xi) Metternich ranks high in European diplomacy for the use of spying network throughout the empire (that was controlled from Vienna). His spying system was entrenched in the army, police, civil service, public places and in strategic or sensitive places like hotels, lodges, cinema halls and schools.
These unearthed all liberal and nationalistic movements against his administration. It was this espionage or spy system that uprooted the German liberal movements that would have overthrown Metternich. From 1815 - 1848, Metternich's spying system was so efficient that an Italian woman lamented that;
My daughter cannot sneeze hut Prince Metternich will know of it It's for the same reason that, one historian referred to the Austrian empire under Metternich as "a classical example of a police state".
xii) Metternich controlled education system within the empire. All professors, lecturers, principals and teachers were made to take an oath of allegiance to the Metternich system. At all levels, the education syllabus disregarded liberal subjects especially history, philosophy, psychology and literature. He went further to prohibit liberal discussions, academic associations, seminars even on subject levels.
Emperor Francis I supported his education policy and remarked that; I want not scholars hut good citizens, whoever teaches must do so according to my will and whoever keeps liberal ideas going must go or I will let him go.
xiii) Lastly, Metternich exploited the congress system to influence European affairs up to 1848. He was the chairman of the Vienna congress that mapped out strategies to suppress nationalism and liberalism in 'Europe. He later became was very active in the congress system between 1818 - 1825. Through the congress system, Metternich was able to bring all the major European powers into one thinking cup.
This made it very easy for Europe to adopt his ideas and principles as "the coachman of Europe".
ACHIEVEMENTS AND POSITIVE IMPACT OF METTERNICH IN EUROPE, 1815 1848 (ROLE OF METTERNICH IN EUROPEAN AFFAIRS)
Between 1815 - 1848, Metternich was so successful in European affairs that this period has been described as the Metternich era and he himself as "the coachman of Europe". Metternich himself felt that the world was resting on his shoulders. To quote him;
My position has this peculiarity that all eyes, all expectations are directed to precisely that point where I happen to be; Again,
Why amongst so many million men must I be the one to think when others do not think, to act when others do not act, to write when others know not how?
After the downfall of Napoleon, the destiny of Europe passed into the hands of Metternich. He was able to achieve much in the socio, political and economic reconstruction of Europe after Napoleon I.
1. Defeat of Napoleon
Metternich made great contributions to the downfall of Napoleon I who had disorganized the whole continent of Europe. He influenced the formation of the fourth coalition with other countries like Britain, Russia and Prussia that led to the defeat of Napoleon at the battle of Leipzig and exiled him to the Island of Elba. Later when Napoleon escaped from Elba and sneaked back to Paris for 100 days, Metternich argued the Vienna congress powers to forget their differences and they mobilized a force of 800,000 men that delivered the final defeat to Napoleon at Waterloo. They finally exiled Napoleon to the rocky Island of St. Hellena where he died in 1821. This brought relative peace and stability in Europe.
2) Disintegration of Napoleonic Empire and redrawing the map of Europe
Metternich contributed to the disintegration of Napoleonic Empire and redrawing the map of Europe.
After the final defeat of Napoleon I, Metternich influenced the Vienna congressmen to reduce the boarder of France to those of 1790 and enforce permanent boarder restrictions. The huge French Empire created by Napoleon I was dismantled and nationalities like Italians and Germans were subjected to imperial rule of other powers. He influenced the restoration of the Bourbon monarchy in France to guard against the rise of any body from Napoleon's ruling line in France. These measures dismantled Napoleonic Empire and kept a Bonapatist out of the French throne up to 1848.
3) Restoration of the balance of power
Restoration of the balance of power in Europe was achieved by Metternich. The French revolutionary and Napoleonic activities had destroyed the balance of power in Europe. Metternich through the Vienna Settlement ensured that disputed territories were partitioned in a way that no one power emerged as the most dominant. Austria gained direct and indirect control over Italian and German states, Prussia got parts of Saxony and Poland. Russia acquired the Grand Dutchy of Warsaw, parts of Saxony and Poland. France lost the control over Italians and Germans to reduce her power since she was the most dominant in Europe.
All these restored the balance of power in Europe, which maintained relative peace and stability in Europe.
4) Reconciliation with France
Metternich realized that it would be a political asset to treat France fairly after the defeat of Napoleon Bonaparte I. He persuaded the allies to believe that the threat to Europe was Napoleon and not the French people. This made France to be treated fairly to the extent that she was admitted in the congress system in 1818 at Aix-Lachapalle. It made France to reconcile and forget of revenging against the allies, which consolidated peace, stability and unity in Europe.
5) The Vienna Congress of1814-1815
Metternich called and successfully chaired the Vienna congress of 18141815. In Sept 1814, Metternich called the Vienna congress to settle the problems caused by revolutionary France and Napoleonic activities in Europe. This created a spirit of diplomacy and cooperation in resolving issues of common concern.
Metternich manipulated the terms of the Vienna settlement of 1815 to pass stringent measures against revolutions and revolutionary movements. This created peace and stability in Europe after the downfall of Napoleon I.
6) Congress system
Metternich's ideas of European monarchs hanging together against the new forces of change led to the formation of the congress system in Europe. The congress system through congresses such as the Aix- Lachapelle of 1818 managed to settle outstanding issues amongst the major powers of Europe. Although the congress system finally collapsed by 1830, it was a good gesture at forming an international organization which provided a background for future organizations like the League of Nations and U.N.O (UN) that have maintained world peace.
7) Peace
Between 1815 - 1848, Metternich was pre-occupied with the restoration of peace in Europe. He was the chairman and pilot of the Vienna peace settlement of 1815 and a champion of the congress system that became an instrument of peace in Europe. That the post war settlement took place in Vienna, the capital of Austria portrays Metternich's seriousness with peace after Napoleon. It should be noted that although Metternich has been accused of dictatorship and oppression, it nevertheless checked the spread of assassinations, revolutionary movements and political demonstrations resulting from liberalism and nationalism. This enabled him to maintain the ramshackle Austrian empire that would have disintegrated the slightest touch of nationalism.
8) Preservation of Heterogeneous Austrian empire from disintegration
Metternich was successful in maintaining unity in the heterogeneous Austrian empire that had Germans, alians, Slavs, Magyars, Orthodox, Catholics, Protestants, Moslems and Atheists. Through his policy of expression, espionage, divide and rule, censorship of the press and force, Metternich was able to insulate the empire from the forces of nationalism and liberalism which would have broken the ramshackle empire into pieces as emperor Francis I lamented; My realm is like a warm eaten house, if one part is removed one cannot tell how much will remain. The failure of Italians and Germans by 1848 to break away and form united independent states illustrates the effectiveness of Metternich in the preservation of the heterogeneous Austrian empire from disintegration
9) Austrian imperialism in Europe
Metternich consolidated Austrian imperialism and Empire in Europe". He used the Vienna Congress particularly the principle of balance of power to expand and formalize the Austrian Empire in Europe. The empire had different nationalities like Italians, Germans, Croatians, Slovenes, Poles and Hungarians.
Although these nationalities had different historical, economic, political, social, linguistic and religious differences, Metternich was able to utilize their differences and effectively rule them through the policy of divide and rule. Thus, Metternich is credited for the creation and consolidation of Austrian Empire in Europe.
10) Alliance of European monarchs
Metternich enhanced unity and diplomatic cooperation amongst European monarchs of the time. He exaggerated the threats of liberal and nationalistic movements against conservative monarchies to bring European monarchs under his control. Consequently, Tsar Alexander I of Russia, Louis XVIII and Charles X in France, Fredrick William III of Prussia, Ferdinand II and Ferdinand VII of Naples and Spain, Charles Albert of Piedmont and the many Habsburg rulers in Germany and Italy came together under Metternich's umbrella'. Such rulers joined Metternich in the struggle to fight the threatening forces of liberalism and nationalism, thus forging alliance of European monarchs.
11) Restoration and protection of legitimate rulers.
Metternich is credited for the restoration and protection of legitimate rulers in Europe in an attempt to restore the privileges of the aristocracy. He succeeded in restoring Louis)CVIII in France, Ferdinand II in Naples and Ferdinand VII in Spain. They were also restored in Italian states like
Parma, Modena, Tuscany, Piedmont and Papal states. Metternich was able to use his reserve force to protect the restored kings whenever and wherever they were threatened by revolutions. This maintained the stability of political systems in Europe. Besides, the restored kings became his best agents against the forces of nationalism and liberalism.
12) Spread of revolutions and revolutionary ideas
Metternich is on record for his success against the spread of revolutions and revolutionary ideas from Vance to the rest of Europe. He once described the French revolution as a hydra with jaws open to swallow up the social order and a volcano which must be extinguished and so he embarked on suppressive measures that checked the spread of revolutions and revolutionary ideas. This explains why Austria survived the 1820's and 1830 revolutions that rocked Europe. Even where revolutions occurred,
Metternich was able to suppress them. Such was the case with Spain, Naples, Carbonari and Young Italy Movements that collapsed due to his repressive measures.
13) French Aggression
Metternich's policies in Europe checked on French aggression that had destroyed peace and tranquilly on the continent. He once remarked at the Vienna congress that; whenever France sneezes, Europe catches cold So, he influenced the Vienna peace makers to create strong barrier states all round France which were too strong to be invaded. The Austrian empire that he ruled was the strongest. He was so successful that France instead of becoming an aggressor became a victim of aggression from other powers like Prussia.
14) Revival of European economy
Remarkable improvement of European economy was witnessed during the Metternich's era. Before Metternich's era, European economy was in shambles due to the continental system and Napoleonic wars.
However, Metternich mobilized European powers to defeat Napoleon and uproot his influence in Europe.
Thereafter, he influenced the Vienna settlement to design measures that ensured peace and economic stability in Europe. For instance, he ensued that there was free navigation on important waters like the Black Sea and Mediterranean Sea. These measures ended the continental system, promoted the spread of industrial revolution and revived European economy.
15) Unifications of Germany and Italy.
Metternich succeeded in keeping the Germans and the Italians disunited as the "rock to the new order (during his period). The German and Italian patriots started serious struggles for unifications as early as l820's. For instance, in Italy the Carbonari and the young Italy movements were very active in the 1820's and 1830's. The German intellectuals started as early as 1817. However, using both force and diplomacy these movements were crushed for example the Carlsbad decree of 1820's crippled German nationalism once and for all. It was not until his downfall in 1848 that German and Italian unifications started experiencing some positive developments.
However, Metternich indirectly laid foundation for the unification of Germany. He reduced the 280 German states into only 39 and created a single diet (parliament) for all the 39 states. This brought in a large measure of unity amongst the Germans and the diet became the hatching ground, for unification ideas. Nevertheless, although Metternich made some positive contributions to the unification of Germany, it was accidental since his policies were against German nationalism and unification.
NB. The Carlsbad decrees that suffocated German nationalism led to a period of political dormancy that favoured the growth of industrialization and trade in the German states. This economic prosperity led to the growth of the middle class who later spearheaded the struggle for German unification.
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WEAKNESSES, FAILURES AND NEGATIVE IMPACT OF METTERNICH
Although Metternich was triumphant in controlling European affairs from 1815 - 1848, he has been criticized by Ketelbey on the grounds that he was an intriguer and an opportunist. Tsar Alexander1 called him a liar, while liberals and democrats then and since have accused him of obscurantism, reactionariness and hostility to the desires and aspirations of the people. His weaknesses, failures and negative influence were as follows:-
1. Restoration and maintenance of legitimate rulers
Failure to restore all the legitimate rulers who were overthrown by the French revolutionary changes and Napoleon was a fundamental weakness of Metternich. For example, those of Belgium, Finland and Denmark never regained their thrones. Those who were restored were the worst rulers Europe ever had. The revolts and political instability provoked by these rulers notably in Spain and France that disorganized Europe can therefore be blamed on Metternich's principle of legitimacy.
2. Promotion of Austrian imperialism, conservatism and autocratism
Promotion of Austrian imperialism, conservatism and autocratism was a negative impact of Metternich in Europe. Metternich consolidated Austrian imperialism and conservatism in Europe through repressive measures against nationalism. He remarked; That which I wished in 1831,1 wished in 1813 and in all the period between. Nationalities within the Austrian Empire suffered lack of political liberties, oppression, imprisonment, exile and press censorship amongst others. The brutal suppression of revolts like those of 1830 in Italian states and Poland led to death of people in thousands. Indeed, Metternich ranks high as one of the worst dictators that Europe has ever hosted. There is a general agreement that Metternich surpassed Napoleon I in dictatorship. He over dwelt on rigidly static conservative policies that suffocated liberalism and nationalism in Europe.
3. Exploitation and oppression
Economically, Metternich over exploited subjects within the Austrian Empire. He used forced conscription into the army to raise a big force to consolidate his exploitative and oppressive rule in Europe. He also embarked on excessive taxation to raise money to meet the cost of administration and deny his subjects excess resources that could be used to resist his mle. Such measures led to financial crisis, poverty, misery, famine, starvation and poor standard of living. These deplorable economic conditions contributed to the outbreak of the 1848 revolutions that prompted the downfall of Metternich.
4. Failure of press censorship
Within Austria itself, strict censorship of the press was not strict in the strictest sense. Liberal books, journals and newspapers reached university professors, students and lectures in great numbers. These were tactfully coordinated from other countries and universities without interception by the censor official. Metternich acknowledged this failure when he said; although I have ruled Europe, I have never governed Austria,' justifying that his achievement in Europe was a sharp contrast to his failure in Austria.
5. Suffocation of German and Italian unifications
Historians have blamed Metternich for blocking the unification's of Italy and Germany during his reign. He arrested tortured, imprisoned and exiled Italian and German nationalists. The Carlsbad decree destroyed German nationalism and it could not triumph until after Metternich's downfall in 1848. One must note that although Metternich laid foundations for Italian and German unifications, it was accidental since they were the reverse of his policy. Thus Metternich is hereby blamed for blocking and frustrating German unification during his era.
6. The spread of revolutions and revolutionary ideas in Europe.
Metternich made a fruitless attempt to prevent the spread of revolutions and revolutionary ideas in Europe. Although Metternich knew the empire's illness through his spy network, he is accused of treating the effects than the causes of the disease. No wonder that Europe experienced periodic revolutions in 1820's, 1830's and 1848. Metternich himself knew that he was fighting a losing battle.
He once confessed;
I have come into the world either too early or too late. Earlier I should have enjoyed the age, later I should have helped to reconstruct it. Today I have to give my life to propping up moldering institutions.
Metternich himself was ejected out of European politics by a revolution in Vienna on 15"^ March 1848 that sent him to exile in England.
7. Education and academic freedom
Metternich's Education system was an insult to people's intelligence and made him very unpopular amongst intellectuals. He promoted illiteracy in the Habsburg Empire through strict control of Education. Metternich forced all teachers, lecturers and professors to swear an oath of allegiance to him, banned the teaching of revolution subjects and students, organizations and instituted a spy network that interfered with academic freedom. These provoked resistance and no wander that the revolution that finally sealed off his career was organized by Austrian university professors, lectures and students in 1848.
8. Religious intolerance
In spite of the cry for religious freedom, Metternich re-imposed religious intolerance in the fashion of the ancient regime. He restored the privileges of the clergy and made Catholicism a state religion and yet the Austrian empire was multi-religious with other religions like Protestantism, Orthodoxy and Islam. All his appointments in public offices favoured the Catholics at the expense of other religious denominations.
9. Weak administrative system
Metternich failed to influence Emperor Francis I to execute administrative reforms. There was absence of a properly centralized administrative system to hold the different races within the empire together.
The different nationalities were therefore semi autonomous, which made it impossible to stop the spread of revolutions and revolutionary ideas. Above all, Metternich over dwelt on European politics at the expense of socioeconomic conditions of the masses. This explains why by 1848 the empire was in acute financial crisis and was referred to as a laughing stock of Europe.
10. Weakness and collapse of the congress system.
Although Metternich is credited as the father of the congress system, he is blamed for killing his own 'child'. His selfish interests and conservative policies alienated liberal monarchies like i.e. Britain, France, Belgium and Greece from the congress system. These powers were against Metternich's manipulation of the congress system to restore and protect the old order of conservatism. Above all, there was no written agreement and protocol that could have bonded the congress powers together and no wonder that the system collapsed by 1830.
11. Failure to influence the post 1820events and leadership
Metternich's idea of putting Europe into the same thinking cup was a failure from 1820's. He failed to prevent Russian imperialism in the Balkans, as was the case with the Greek war of revolt 1821 - 1831.
He even failed to restrain Britain from assisting liberal movement like the Belgium revolution of 1830 and the Greek revolt. He also lost control over
Prussia after Fredrick William IV's rise to power in 1840. Unlike his predecessor (William III), William IV was an enlightened despot whom Metternich could not easily influence. Therefore, Metternich was not all that a "coachman of Europe." Successive developments and leadership proved a challenge beyond his skills.
12. Shift of European balance of power from Vienna to London
Lastly, Metternich's attempt in maintaining the balance of power in favour of Austria and making
Vienna the nucleus (center) of European diplomacy failed in the long run from 1830, European diplomacy shitted from Vienna to London. For instance, the Greek war of revolt was settled by the London treaty of 1830, the Belgium independence was settled by the 1830 and 1839 London treaties. It was even the 1840 and 1841 London conferences that settled the Syrian question. The fact that European diplomacy shifted from Vienna to London is a clear testimony by Metternich's failure in directing or controlling European affairs.
NB. Metternich has been accused of obscurantism conservatism and hostility to the desires and aspirations of the people but this to some extent is a misjudgment. This is because he had correctly studied the political barometer of the time and had accurately seen how liberalism and nationalism could destabilize mankind. It was the aggressive German nationalism, which Metternich had imprisoned that led to the 1864 war between Denmark and Prussia, 1866 Austro-Prussian war and the Franco Prussian war of 1870 - 1871 that destroyed the European balance of power. It was even the same aggressive German nationalism that led not only Europe but the whole world into the first and second world wars. It's against such a background that one should assess Metternich's achievements and failures in Europe.
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REASONS WHY METTERNICH DOMNATED EUROPEAN POLITICS FR OM 1815 1848
Metternich was the most famous statesman produced by Austria in the 19^^ century. He was so successful in influencing European affairs that this period is often referred to as the "Metternich's age.' A number of reasons explain why Metternich was successful in re-organizing Europe after the downfall of Napoleon I.
He was blessed with rare qualities that enabled him to survive on the forefront of European politics up to 1848. On one hand, he had a cool head and was humane yet on the other hand he was ruthless, vigilant and remorseless. These explain why he relied more on diplomacy other than force in dealing with the new forces of change. For instance the carbonari, young Italy movement and German intellectual movements were suppressed more due to Metternich's diplomatic skills than force.
However, where diplomacy could not work he was not slow at using force e.g. Naples in 1821.
2. Metternich was thoroughly educated, had traveled widely and was therefore a cosmopolitan aristocrat of the 19 th century. He was educated at the universities of Strasbourg and Mainz. He studied diplomacy and administration but was equally interested in history, Astronomy, science and linguistics. It is this diplomatic skill which he attained through his education that became the most useful weapon in fighting .the forces of liberalism and Nationalism hence an insight as to why he succeeded.
3. Metternich's linguistic ability made him to be more knowledgeable than anyone else about European affairs. He spoke and wrote in nearly allEuropean languages. He boasted; It*s my habit to write to Paris in French, to London in English, to St. Petersburg in Russian and to Berlin in
German. Indeed throughout European congresses, Metternich became an interpreter for European statesmen and effected decisions without interpretation. This was a fundamental factor that helped him to be aware of events in Europe and consolidate his influence in Europe up to-1848.
4. Metternich traveled widely and had diplomatic experiences that enabled him to be the coachman of European affairs. He was an Austrian Ambassador to Dresden, Paris and Berlin. These made him to be more acquainted with the diplomatic cobwebs of Europe. Although Austria was in alliance with Napoleon through marriage (Napoleon married the Austrian princes Marie Louse in 1810 after divorcing Josephine), his diplomatic insight helped him to withdraw Austria, from Napoleon and consequently Austria joined the allied powers. This gave Austria a high position in the Vienna settlement for which she was given the leadership under Metternich's chairmanship.
5. Metternich's conservative views and policies greatly tallied with those of European aristocrats who gave him overwhelming support. Tsar Alexander I of Russia openly confessed before Metternich that; deplore all that I said and did between 1815 - 1818. I regret the time lost ...you have correctly judged the conditions of things. Tell me what you want and what you want of me and I will do it.
Others like the Bourbons in France, Fredrick William of Prussia, Ferdinand II and Ferdinand VII of Naples and Spain, Charles Albert of Piedmont and the many Habsburg rulers in Germany and Italy were all behind Metternich and his system in Europe. These rulers became Metternich's agents in the struggle against liberalism and Nationalism and that is why he succeeded.
6. Metternich also had strong official support from his emperor Francis I of Austria who was equally conservative and despotic. It's Emperor Francis I who promoted him and supported his politics and programs. He gave him freedom to "govern and change nothing". Since most civil servants, army commanders and government officials were appointed or were approved by the emperor, it was not a surprise that they were dedicated (loyal) antiliberal officers who implemented Metternich's orders.
7. Metternich was also supported by the clergy and the nobles because he was the champion of aristocratic privileges and also because of his policy of "peace and no change". This gained him the support of the pope and a great majority of the conservative Catholics and nobles all over Europe.
Consequently, the Catholic Church was instrumental in censoring the press, implementing conservative policies in schools and influencing state officials and their subjects in favour of Metternich.
8. Besides, the few liberal countries such as France and Britain that could have opposed Metternich's conservative policies were trapped by internal problems. In France, Louis Philippe was faced by internal opposition from various political factions and his concern was a peaceful foreign policy.
Britain was occupied with problems brought by industrial revolution and Russia was tied by Polish rebels. Metternich therefore had no one to restrain him in the struggle to restore the old order of Europe hence a reason for his success.
9. The liberal and Nationalistic movements that were the greatest threat to Metternich lacked co operation and were disorganized. In Italy, the Carbonari Movement was dominated by charcoal burners whose activities were mostly confined to the bush where they burnt charcoal. The young Italy movement that succeeded it under Mazzini ignored the role of kings in the struggle against
Metternich. This earned the movement opposition from those who thought the Italian kings had a great role to play. In Germany, the opposition to Metternich was confined to a few large towns and intellectuals in universities who wrongly thought that Metternich could be ousted using parliamentary debates and resolutions. These weaknesses made it very easy for Metternich to suppress the anti Austrian movements in Italy and Germany up to 1848.
10. The nature and composition of the Austrian Empire favoured Metternich's policies. It was a hybrid of nationalities each with different interest, culture, religion and aspirations. Consequently, they lacked unity and were badly fragmented. This favoured Metternich's policy of divide and rule. For instance, the south German states were Catholics and liberal while the North German states were Protestants and conservative. Yet Prussia that was the most powerful of the German states was too jealous to sacrifice her relative prosperity for the sake of a united Germany (without Metternich). Metternich was therefore able to successfully maneuver and intervene in the internal affairs of the various states within the empire and very often some of them allied with him against their strong enemies. This boosted Metternich's ability to control European affairs up to 1848.
11. Metternich's system also survived in Europe due to lack of common language and easy mobility between his subjects. For example, the Italians in Lombardy, Venetia, Parma, Modena, Poles in Galicia, Czechs in Slovenia remained dissatisfied in their respective areas due to language barrier yet Metternich himself was a linguist. Metternich therefore divided and mled them according to their different languages up to his downfall in 1848.
12. Metternich was able to maintain his system because the ramshackle empire lacked a highly inspired nationalistic middle class to oppose him. The population was mainly peasants who were tied to the land that was not theirs (feudalism) and so they were controlled by their landlords. The landlords hated and feared revolutions. To quote Raynor; Resistance to tyranny generally comes from people who are just well off enough to realize that it is within their power to win for themselves further prosperity and happiness.
Within the empire this class was limited to those whose interest Metternich was defending. Thus, the peasants maintained a lukewarm position in spite of their burdens since the middle class who could have led them against Metternich were in his pockets.
13. Metternich exploited events in Europe after 1815 to rally support for his system. The demonstrations, revolts and assassinations between 1817 and 1820 helped him to convert many European rulers to his side. His real chance was in 1819 and 1820. In 1819, a German university student called Karl sand assassinated professor Kotzbue, a Russian journalist employed by Metternich. In 1820, Duke de-Berry the son of Charles x was murdered in France by a Bonapartist although some sources stress a republican. In the same year (1820), Tsar Alexander I of Russia discovered an assassination plot on his life. These liberal acts helped Metternich to get the
Bourbons on his side and to convert Tsar Alexander from his liberal tendencies to his despotism. At the congress of Troppau, he confessed to Metternich that;
Today I deplore all that I said and did between 1815 and 1818 …you have correctly judged the conditions of things. Tell me what you want and what you want of me, and I will do it.
He used such threats to convince the kings of Europe to support him against liberalism and nationalism. Therefore, Metternich's success in European politics was determined by circumstances in Europe of his time.
14. The existence of the Vienna settlement and the congress system made great contributions to the success of Metternich in European affairs. The Vienna settlement formalized the area composing the Austrian empire and legalized Metternich and Austrian intervention in the internal affairs of such states. The Vienna settlement and the congress system were manipulated by Metternich to implement his policies and programs. The congress system also brought unity amongst the great powers of Europe which was an added advantage to Metternich. For example, the Troppau congress of 1820 bonded Austria, Russia and Prussia to intervene and suppress revolutions in any part of Europe. It was such endorsed policy that empowered Metternich to suppress the Italian revolts of 1820, 1821 and 1830 respectively.
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THE DOWNFALL OF METTERNICH AND COLLAPSE OF THEMETTERNICH SYSTE M
Undoubtedly, Metternich dominated European politics between 1815 - 1848 but failed to save Austria and his political career from the revolution of1848. He misjudged the circumstances of the time and failed to realize that the 1840's were quite different from 1815. As professor Alison puts it;
For a tired and timid generation, he was a necessary man, and it was his misfortune that he survived his usefulness and failed to recognize that while he himself was growing old and feeble, the world was renewing its youth.
These youths were of a new generation who did not understand why Metternich wanted to maintain the status quo and remain a rock to changes. They did not know (since they did not experience) the dangers of the French revolution and Napoleon. All they wanted was freedom and selfdetermination and that is why they rose against Metternich.
Historians have accused Metternich for being rigidly static and too insensitive to the demands of the age.
He is guilty of treating the effects or ends than the causes of the problem. Consequently, he failed to adjust to the growing demands of the time i.e. nationalism and liberalism. He was even conscious that he was playing a losing game when he regretted that he was either born too late or too early and that he had to spend his life propping up rotten institutions. Indeed, the very forces that Metternich was suppressing up rooted him from Vienna to exile. Before leaving Vienna, he said that he was an old physician and he knew very well the difference between a curable and noncurable disease and that his disease was fatal (deadly).
Metternich's failure/downfall is attributed to a number of factors.
1. The series of successful revolutions in France prior to 1848 encouraged the Austrians to rise against Metternich leading to his downfall. The French revolution of 1789 destroyed the Bourbon monarchy and instituted a republican government. Again in 1830, there were successful revolutions in France and Belgium and in 1848 against Louis Philippe. These successes signaled to the Italians, Germans and Austrians that the old order of despotism could be defeated which gave them morale to fight and overthrow Metternich.
2. The death and downfall of close political associates and the rise of new political figures was a heavy blow to Metternich. Emperor Francis 1 who cooperated with Metternich was replaced in 1835 by Ferdinand who never followed Metternich's advice. Tsar Alexander 1 of Russia was replaced by Nicholas I in 1825 who was too aggressive and uncompromising. Fredrick William III of Prussia died in 1840 and was succeeded by Fredrick William IV who was humane, religious and anxious to avoid unnecessary persecutions. George Canning who replaced Castlereagh in 1821 followed the policy of each nation for its self and God for everybody. Other new figures that were against the old order included Von Bismarck in Prussia, Cavour and Victor Emmanuel II in Piedmont. These encouraged the growth of liberalism, which forced Metternich out of European politics in 1848.
3. In Italy, the emergence of a liberal Pope Puis ix encouraged liberalism throughout the Catholic states.
More importantly although the carbonari and young Italy movements failed, they nevertheless inspired the spirit of nationalism through their philosophy of unity and independence. This in what made the Italians to be the first to rise against Metternich in January 1848 that spread to other states leading to the downfall of Metternich.
The Austrian Empire and. Metternich were brainchildren of the Vienna settlement. When the congress system collapsed by 1830, there was no force to maintain the Vienna settlement. There was therefore no European alliance to suppress the rights of the smaller states. When the 1848 revolutions broke out, European countries were left without a concerted effort that could have saved Metternich from the revolution of 1848.
5. Within Austria, Metternich failed to effectively censor the press. Liberal books, publications, journals and newspapers reached students and lecturers in great numbers. Indeed the revolution that ousted him from Vienna was started by university students, lecturers and professors who were partly inspired by external influence through such newspapers, journals and liberal books.
6. 1840's were marked by economic progress in most states. There was rapid growth of industrialization and trade which led to the growth of a strong middle class. In Germany, the formation of the Zollverein or customs union led by Prussia increased industrial and economic developments. The new middle class was ready to challenge Metternich's conservative policies. Moreover, the Zollverein had strengthened nationalism amongst the Germans by bringing the German states together.
7. The Austrian empire was too extensive (large) to be administered effectively by Metternich from a central place. It had up to 13 different races, which explains why he failed to establish a properly centralized administration. Different nationalities managed their own affairs and it became difficult to check the spread of liberalism and nationalism. This climaxed into the revolution of 1848 through which Metternich disappeared from the political landscape of Europe.
8. The role of foreign powers and mercenaries were influential in the downfall of Metternich. Britain hated Austria's domination of the Germans and Italians. Napoleon was a former Carbonari who assisted Italians and Germans against Metternich. Several Carbonari fighters were given asylum in France, Britain and America. This helped the various subject within the empire to rebel against Metternich leading to his downfall.
9. Metternich was a fanatical dictator worst than Napoleon Bonaparte. He is accused of being a reactionary and ruthless ruler. His army was too strict and terrorized his subjects. Both him and his spies also became instruments of violence and plunder (loot). This caused a lot of protests in Italy, Germany and Austria climaxing in the 1848 revolutions which destroyed his political career.
10. Metternich over dwelt on politics at the expense of the other sectors of the economy. This made the Austrian empire economically and industrially backward in Europe. No wonder that by 1848, it had run bankrupt with acute problems like unemployment, poor standard of living, famine etc. These provoked the Masses to rise against him and his system.
11. The immediate cause of Metternich's downfall was natural calamities. In 1847, the empire was hit by winter that destroyed potatoes mid grains. Consequently, there was large-scale famine and epidemic diseases like cholera and dysentery. This forced the masses to move from the countryside to Vienna where they became revolutionary gangsters like that of Paris in 1789. These provided ready manpower for the revolution of 1848, which led to the downfall of Metternich.
THE 1848 REVOLUTIONS IN EUROPE.
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Introduction
The year 1848 is regarded by historians as that of revolutions. It is a turning point in time when the struggle between the new forces of change (Nationalism &Liberalism), and conservative forces in Europe climaxed into demonstrations and wars. The Vienna settlement of 1815 undermined the new forces, which created tension that flared up into the 1848 Revolutions in Europe.
These revolutions were confined to central and Eastern Europe and pronounced in France and the Austrian Empire. Revolts started from the Sicilian capital of Palermo in Italy on 12 th Jan. 1848, spread to other Italian states, crossed to France on Feb 1848, and Austria, Hungary, Prussia plus other German states in March. In all, there were 17 revolutions in different parts of Europe. It should be noted that, although states like Belgium, Britain, Poland and Russia survived, they neverthe less experienced some revolutionary socks and disturbances.
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GENERAL CAUSES OF THE 1848 REVOLUTIONS IN EUROPE:
1. The Vienna settlement /Nationalism
The Vienna settlement laid foundation for the outbreak of the 1848 Revolutions, most especially in the Austrian Empire. The settlement undermined the principle of nationalism and imposed foreign control over smaller states. For example, Austrian control and influence was imposed on the Germans, Italians and Hungarians. The unifications of Italy and Germany that climaxed into the 1848 revolutions in these states were aimed at destroying Austria's control, which was imposed by the Vienna settlement.
The Hungarian revolution led by Louis Kossuth was also provoked by the need to eliminate Austrian's influence, which was also consolidated by the Vienna settlement. To this extent, one can assert that nationalism was responsible for the outbreak of the 1848 revolutions in Europe.
2. Liberalism
Liberalism was a force to reckon with that caused the 1848 revolutions in Europe. In Austria, Hungary, France, German and Italian states, the King's were conservative, rigid and inflexible to liberal desires of the people. There was a popular demand for political liberties like freedom of speech, association and universal suffrage. There was also a popular agitation for a liberal constitution that would guarantee equality, expanded franchise, fair taxation system, fair wage policy etc. The inability of conservative kings to provide the above liberal demands explains why the liberals mobilized the masses for the revolution.
3. Metternich system
Metternich system was influential in causing the revolutions in Austria, Hungary, Germany and Italian states. In these states, Metternich consolidated his influence through unpopular policy of divide and rule, force, spy net work system, imprisonment and exile of political opponents. By 1848, these policies had made Metternich very unpopular in Europe. This is why when the Italians rose against the system in Jan 1848; it inspired the Austrians, Hungarians and Germans to take the challenge and revolt as well.
4. The Downfall of Metternich
The downfall of Metternich weakened his system and provided a line of weakness for the explosion of the 1848 Revolutions in Europe. Metternich had maintained tight control over the Italians, Germans, Austrians and Hungarians through force and diplomacy. These measures effectively suppressed the forces of liberalism and nationalism. However, his downfall and exile in March 1848 became a source of hope and encouragement to the masses who were scared of revolting against him. It should be emphasized that the news of Metternich's downfall is what inspired the Hungarians, Germans, Slavs and Magyar's to rise up and demand for their freedom.
5. The downfall of the congress system
The collapse of the congress system left a vacuum tor the explosion of the 1848 revolutions. The system had provided a spirit of togetherness in defending the Vienna settlement, which was against liberalism and nationalism. However, the collapse of the congress system by 1830 left a divided Europe that could not collectively defend the Vienna settlement. This inspired the liberals and nationalists to start challenging the Vienna settlement, which climaxed into the revolutions in Hungary, German and Italian states.
6. French revolutionary ideas and the success of previous revolutions in Europe
The spread of French revolutionary ideas and the success of previous revolutions in Europe also account for the outbreak of the 1848 revolutions in Europe. The success of the Belgian revolution of 1830 against the Vienna settlement provided a practical example of how unity and determination could overturn the arrangements of Vienna. The success of the 1848 revolution in France provided yet another example of how freedom could be attained. All these provided a chain reaction for the outbreak of several other revolutions such as in Austria, Hungary and German states. This explains why some historians have asserted that whenever France sneezes, Europe catches cold and others have affirmed that whenever France coughs, Europe catches fire.
7. Effects of Bad weather and Economic hardship
The devastating impact of the 1847 - 1848 bad weather hit the agricultural states of east and central Europe, which made the outbreak of the revolutions inevitable. There were heavy rains, storms, frost and freezing of land to the extent that exchange of goods and services were bought to a standstill.
Besides, there were corruption and embezzlement of funds, which were unchecked by the existing governments. All these led to inflation, unemployment, poverty, famine, starvation and rural urban migration. It was these desperate conditions which the existing governments failed to handle that led to hostile groupings of jobless and hungry mobs on major streets. The jobless, hungry and frustrated mobs escalated lawlessness and violence, which degenerated in to the 1848 Revolutions.
NB: The impact of bad weather was more devastating to agrarian / agricultural economies like
Austrian empire and France. This party explains why industrialized nations like Britain and Belgium survived the waves of the revolution.
8. Impact of epidemic diseases
The outbreak and spread of epidemic diseases in east and central Europe was also responsible for the outbreak of the 1848 revolutions. Diseases like cholera, typhoid, tuberculosis and influenza were more pronounced in the urban centers where there was a lot of congestion. Crop and animal diseases were also very active in the rural areas. These diseases led to high death rate, poor harvest, famine, psychological and physical effects on the people. People blamed their kings for failing to provide practical solutions to these problems and consequently revolted.
9. Population Explosion (Demographic Aspect)
The 1848 revolutions were also caused by population explosion. For instance, from 1840 to1848, the population of Europe increased from 187 million to 266 million. These excess populations put a great strain on resources and means of survival especially food. Consequently, there were serious problems of famine, poverty, starvation, unemployment, congestion and inflation, which became fertile grounds for the explosion and spread of revolutions. The government's failure to address these problems dragged the masses to take a revolutionary stand. It should be noted that population pressure led to rural - urban migration and congestion in the urban centers, for example, the population of Berlin increased from about 170.000 in 1800 to over 440.000 by 1848. These provided the revolutionary mobs that made the outbreak of the revolutions inevitable.
10. Negative impact of industrial revolution
The negative consequences of industrial revolution played its role in the outbreak of the 1848 revolutions in Europe. Industrial revolution started from Britain in 1760's and by 1848 it had spread to East and Central Europe. Industries displaced human labour and rendered many people jobless. The few who were employed suffered long hours of work (14-16 hours a day), congestion and severe punishments. Accommodation, sanitation and working conditions were all poor. Indeed, conditions of industrial workers were so grim (very serious / deplorable) that they were expected to die sooner than agricultural workers. Governments went ahead and labeled ground for capitalists to continue exploiting workers. All these made the workers and the unemployed to engage in constant strikes and demonstrations, which climaxed into the 1848 Revolutions.
11. Influence of socialism
The 1848 revolutions were also caused by the growing influence of socialism. The disciples i.e. followers of Karl Marx and his socialist ideas, took advantage of socio-economic problems like unemployment, exploitation of workers and peasants to undermine capitalism and strengthen socialism. Socialists like Lamartine and Louis Blanc in France decampaigned their governments using such problems and demanded for a change of government. This created more awareness and a revolutionary mood in the minds of the people. It should be noted that the socialists played a leading role in mobilizing the workers and the unemployed to participate in the 1848 revolutions.
12. Segregative social class system
The segregative social class system cannot be underrated in the outbreak of the 1848 revolutions in Europe. Apart from France, the social, political and economic system in the Austrian empire was dominated by the clergy and nobles against the peasants and the middle class. The clergy and nobles monopolized key positions in the civil service, church and the army. Besides, these aristocrats (clergy and nobles) were very arrogant when dealing with the peasants and the middle class. The peasants and the middle class joined the revolutions as the only way to end aristocratic arrogance and segregation.
13. The Role of Revolutionary leaders/Intellectuals
The rise and role of revolutionary leaders was influential in the outbreak of the 1848 revolutions.
Patriotic and nationalistic leaders like Louis Kossuth of Hungary, Lamartine and Louis Blanc of
France, Mazzini and Cavour of Italy and Stephan Baron of Prussia played a leading role in the outbreak of the 1848 revolutions in their states. They undermined their governments by criticizing their weaknesses which ploughed ground for the revolutions. It should be stressed that these leaders played a crucial role in mobilizing and leading the masses in the 1848 revolutions
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CONSEQUENCES / SIGNIFICANCE OF THE 184 8 REVOLUTIONS ON EUROPE
The 1848 Revolutions had positive and negative impacts on the social, political and economic structures of Europe.
Positive impact
1. Unifications of Italy and Germany
The 1848 revolutions contributed to the final unifications of Italy and
Germany by 1871. In the first place, the revolutions led to the downfall of Metternich and collapse of his system that had been obstacles to the unification of both states. Secondly, the failures of the revolutions in Italian and German states exposed the real obstacles and enemies in the unification process of both nations.
Thirdly, these revolutions led to the rise of new men like Victor Emmanuel II, Cavour and Bismarck who corrected the weaknesses of the 1848 revolutionaries and successfully accomplished the unifications of Italy and Germany by 1871.
2. Partial Achievements
I Temporary and partial successes were realized out of the 1848 revolutions. In Italy, Mazzini and Garibaldi succeeded in establishing a Roman Republic under Dr. Manin by 1849. However, Napoleon III sent French troops under General Oudinot who destroyed the republican government and the revolution in Rome. In Hungary, Kossuth succeeded in establishing the Hungarian Republic in March 1849 with himself as the president. However, like the Roman Republic, the Hungarian Republic was demolished by Russian troops who were sent by Tsar Nicholas I. The revolutionaries in the German states succeeded in establishing the Frankfurt assembly of May 1848 that revived parliamentary democracy. This was also achieved temporarily in Hungary where Kossuth established a parliament at Budapest. Nevertheless, the achievement of parliamentary democracy did not radically change European society because class division persisted.
3. Destruction of Feudalism and serfdom
The 1848 revolutions gave a blow to Feudalism and serfdom that had characterized Metternich's rule in Europe. In Austria, Emperor Francis I passed the emancipation act of Sept. 1848 in which peasants were allowed to own and inherit land without compensation to their landlords. Serfdom was also abolished in Hungary. All these increased the productivity of peasants, led to increased output and reduced the problems of famine and starvation in Europe.
4. Effect of the revolutions in Denmark, Holland and Switzerland
The wave of the 1848 revolutions had fundamental effects on Denmark, Holland and Switzerland. In Denmark, the king was influenced by the revolutions in other countries to grant a liberal constitution and parliamentary democracy. This was a strategy that the king used to preempt the outbreak of a revolution in Denmark. In Holland, the revolutions influenced the election of the middle class in parliament contrary to the pre- 1848 era where the nobles and clergy dominated the parliament. In Switzerland, the revolutions accelerated the success of the liberals in the Swiss civil war and the promulgation of a new constitution. This was inspired by the success of liberalism in France and Austria during the course of the 1848 revolutions. One can therefore argue that the 1848 revolutions planted seeds of parliamentary democracy and constitutionalism in countries that survived.
5. Rise of New men
The rise to prominence of new men was one of the consequences of the 1848 revolutions in Europe.
The revolutions provided favourable opportunity for the rise of formerly insignificant men of low status to positions of significance. For instance, Stephan Born and Bismarck emerged from the revolution in Prussia, Louis Blanc and Cavainag from France, Schwazenburg from Austria and Victor Emmanuel 11 from Piedmont. These were new and prominent men who played a great role in shaping the destiny of their respective states.
Negative impact
6. Loss of Lives
The revolutions led to massive loss of lives in Europe. It is estimated that 3-5 thousand people were killed in Austria by Windischgratz (after proclaiming martial law). In Hungary, Haynau (who was nicknamed Hyena for butchering people), butchered Bethany (the Prime Minister of the short lived Hungarian republic), 13 Generals and over 1,000 politicians. It is alsoestimated that 300 people were butchered in Berlin, 3^0 in Milan and over 500 in Trance. These, significantly reduced the populations of Europe as many people were forced to flee abroad.
7. Destruction of property
Besides, there was wanton destruction of property. In many areas, the revolutionaries recklessly dismantled administrative offices, recreational centers, health centers, educational facilities, bridges, etc. These left a burden of reconstruction in the post revolutionary era, which reduced the phase of economic recovery and development.
8. Displacement and Exile
There was displacement and exile of people and key figures in Europe. In Austria, Metternich was forced by pressure of events to flee to London. The failure of the revolutions in different parts of Europe and the quest of revenge by anti - revolutionary leaders forced prominent revolutionary leaders like Kossuth, Charles Albert, Mazzini and Garibaldi to flee to exile. 9. The Downfall of Metternich and collapse of Metternich system
The 1848 Revolutions led to the downfall of Metternich and the collapse of his system. From 1815 -1848, Metternich was the most dominant political figure in Europe. However, the massive demonstrations against him by the 1848 revolutionaries forced him to resign and flee to London.
Metternich was replaced by Schwarzenburg (as the new chancellor). It should be noted that
Metternich's downfall weakened his system and left it ineffective. Although, Metternich came back from exile in 1851, he was fatigued and died in 1852 as a common man.
10. Downfall of Louis Philippe and Orleans monarchy
In France, the 1848 revolution led to the downfall of Louis Philippe and Orleans monarchy. It forced Louis Philippe to abdicate and flee to exile on 24'^^ Feb. 1848. This ended the era of monarchism in the history of France and opened apolitical vacuum for the rise of Napoleon III and the second French republic.
11. Economic Decline
The 1848 revolutions led to economic decline in Europe. There was a lot of destruction and disorganization, which hindered industrial and agricultural progress. These accelerated the prerevolutionary economic hardship such as poverty, famine, starvation, diseases, unemployment and inflation.
12. Effect of the revolutions on Britain
The 1848 revolutions had some effects on countries that survived. It caused political disturbances in Britain due to spillover effects. Before the revolution, the chartist movement in Britain was unable to achieve much success. But, the news of the success of the revolution in France inspired the chartists to organize a mass demonstration which was foiled by the government counter measures using the army and spy network. Although this demonstration was suppressed, the chartists succeeded in presenting a charter to the government.
13. Influence of socialism
The 1848 revolutions consolidated the influence of socialism in Europe. The socialists had mobilized the workers and peasants to revolt against capitalists and the governments of Europe. However, the revolutions were suppressed and the problems of workers and peasants did not receive immediate attention. It left the workers and peasants 'cursing' capitalism and governments of the day. This strengthened the spread and consolidation of socialism in Europe. It should be emphasized that this set in an ideological struggle between communism visa - a- vis capitalism that was responsible for the cold war in the post world war II era.
14. Success of new order against old order
Lastly, the 1848 revolutions were a triumph for the old order of conservatism against the new order of liberalism and nationalism. Although the revolutions started with much vigour and prospects, by 1850 almost all with the exception of France had failed. The anti revolutionary forces had succeeded in re establishing Austrian control in Vienna, Hungary, Italian and German states. Nevertheless, these revolutions shook the Austrian authorities and forced them to embark on reforms such as constitutional rule and parliamentary democracy.
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COMMON FEATURES / CHARACTERISTICS OF THE 1848 REVOLUTIONS
The 1848 Revolutions in Europe had common features. The similar characteristics of these revolutions are found in the causes, course and consequences.
1. The origin of the 1848 Revolutions in Europe can be traced back to the French Revolution of 1789.
The revolution came with the ideas of equality, liberty, fraternity and nationalism that spread and contributed to the outbreak of the 1848 revolutions in Europe. It should be noted that the 1848
Revolutionaries used similar strategies and tactics that was adopted from the French revolutionaries.
2. Apart from France, the 1848 revolutions in other countries was a protest against the Vienna Settlement of 1815. The settlement imposed foreign rule and influence over smaller states. For instance, Austrian and Metternichian influence were imposed on the Hungarians, Italian and German states. Thus, the revolutions in these states were primarily to undo the Vienna settlement and the Metternich system.
3. The revolutions were either liberal or nationalistic in nature. The revolutionaries aimed at achieving liberal or nationalistic goals. The revolutions in France and Austria were liberal because people had achieved political independence but were denied political liberties. However, the revolutions in Hungary, German and Italian states were both liberal and nationalistic. This is because the masses were struggling for political liberty as well as independence.
It should be noted that the outcome of these revolutions strengthened the forces of nationalism and liberalism, which led to the unifications of Italy and Germany by 1871. This is because the revolutions led to the rise of Bismarck, Cavour and Victor Emmanuel who learnt lessons from the revolutions and championed the unification of both nations.
4. The immediate events that sparked off the 1848 revolutions were the effects of natural disasters and epidemic diseases. Bad weather and epidemic diseases led to famine and psychological problems in the agrarian economies of France and the Austrian Empire, which conditioned the outbreak of the revolutions in those states.
5. The 1848 revolutions were more pronounced in less industrialized states and those who depended on agriculture (agrarian economies). It was because agricultural states are more vulnerable to the devastating impact of natural calamities and diseases. This explains why the agrarian economies of France and the Austrian empire experienced the revolutions while the industrialized states of Britain and Belgium survived.
6. The timing and spread of the revolutions provides yet another common feature. All these revolutions broke out in the same year, i.e. 1848 from January to June. The spread of the revolutions were contagious and sequential i.e. it started from Sicily and spread like a bush fire to other Italian states, France, German states, Austria and Hungary.
7. The 1848 revolutions were also characterized by lack of foreign assistance and foreign intervention.
The revolutions broke out in the same year and countries who were busy suppressing the revolutions could not give foreign assistance to revolutions in other countries. Those who survived the revolutions were also tied by political disturbances and shocks that they could not also support revolutions outside their boundaries. On the contrary, there was foreign intervention, which led to the failure of the revolutions in different states. France suppressed the revolution in Rome and frustrated the success of the revolution in Italy, Russia suppressed the revolution in Hungary and Austria did the same in Italian and German states.
8. Military weakness and lack of support from domestic army (except France) are other characteristics of the 1848 revolutions in Europe. The revolutionary armies were poorly armed, coordinated, trained and disorganized. They lacked support from domestic armies, which explains why the ruling kings used the army to suppress the revolutions.
9. The 1848 revolutions were urban based. There was poor mobilization that left the revolutions confined to a few cities and towns like Paris and Versailles in France, Vienna in Austria, Budapest and Press burg in Hungary, Milan in Piedmont and Berlin in Prussia. This is because urban centers were administrative areas, which made it the target of the middle class and intellectuals who were also residents in such cities and towns. The other reason is that urban centers had the greatest impact of side effects of industrial revolution. Besides, workers were also resident in such urban centers, which explain why they massively participated in the revolutions.
10. The Revolutions were led by intellectuals and financed by the middle class. These included university students, lectures, professors, journalists, lawyers and other professionals. For example, Mazzini in Italy, Stephan Bora in Prussia, Louis Blanc and Lamartine in France and Kossuth in Hungary. This explains why the rural peasants did not participate in the revolutions. It's for this reason that some historians have described the 1848 Revolutions as Intellectual movements of1848-1850.
11. The 1848 revolutionaries were divided along ideological, racial, religious and social lines. The Italians were divided between the supporters of the Pope, Mazzini and Charles Albert. The Germans were divided into North German states, which supported Prussia and South German states, which supported Austria. Besides, there were betrayers and cowards like Charles Albert of piedmont, Pope Pius ix of the Papal states, Fredrick William IV of Prussia and Kossuth (betrayed Croats and Slovenes) of Hungary. All these, explain the failure of the revolutions in such states.
This was precisely because the existing kings who could have supported the revolutions declined to do so.
12. The failure of the revolutions by 1850 is yet another similar characteristic of the 1848 revolutions in Europe. Due to military weakness, disunity, economic backwardness, foreign intervention etc, the revolutions in Austria, Hungary, Italian and German states were completely suppressed by 1850. The earlier concessions such as parliamentary democracy and constitutional rule were also withdrawn. In France, the second French republic, which was a great success of the 1848 revolutionaries, was dissolved by Napoleon III who replaced it with an empire in 1851. However, there were permanent achievements like destruction of feudalism and serfdom, constitutional rule and parliamentary democracy.
13. Lastly, the revolutions were characterized by heavy bloodshed, destruction of property and exile to thousands of people. The counter revolutionary measures by the existing governments led to the loss of thousands of lives and self-exile of key suspects. There were also key revolutionary targets like Metternich who fled to exile. Besides, there was destruction of infrastructure and other valuable assets during the revolutions.
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GENERAL REASONS FOR THE FAILURE OF THE 1848 REVOLUTIONS IN EUROPE / AUSTRIAN EMPIRE:
1. Military weakness vis-a-vis- strength of anti revolutionary forces
The failure of the 1848 revolutions was due to military weakness. The revolutionaries were poorly armed, hurriedly trained and disorganized yet without support from their domestic army (except France). On the other hand, the anti - revolutionary forces were properly armed, well trained, disciplined and loyal to their kings. They were commanded by skillful and experienced commanders like General Windischgratz who quelled the revolution in Vienna and Prague, Haynau and Jellcic who crushed the Hungarian Revolt and Radetsky who defeated the Italians at the battle of Custozza.
2. Economic problems vis-a- vis strength of the Austrian empire
The success of the 1848 revolutions was hindered by economic problems such as inflation, unemployment, poverty and famine. These explain why the revolutionaries failed to mobilize, finance and arm a big army, which could have earned them success against Austrian forces. On the contrary, the Austrian empire had sufficient resources, which was due to taxes collected from the different races within the empire. The Austrian empire was the biggest in Europe with a high population and hence a big army. The army was motivated by resources exploited from the very Italians, Germans, Austrians and Hungarians who were revolting. This tilted the military balance of power against the 1848 revolutionaries, hence their failure.
3. Metternich system
Metternich system was a stumbling block that led to the failure of the 1848 revolutions in. Europe.
Metternich had used a complex policy like diplomacy, spy net work, divide and rule and force to frustrate any united opposition to his dominance of
European politics. This explains why the 1848 revolutionaries in Austria, Hungary, Italian and German states failed to stage a properly co ordinate and united resistance, which made them to fail. It should be noted that although Metternich fled to exile, his system was successfully used by his successor, prince Schwarzenburg against the revolutions in Vienna, Prague, Budapest, Milan and Berlin.
4. Disunity
a) Racial Difference
The 1848 revolutions also failed due to divisions within the revolutionaries. In Hungary, the revolution failed because of racial difference between the Croats and Slovenes against the dominant Magyars.
This is why the Croats led by Jellacic allied with the Austrian king and suppressed the revolution in Hungary. In Italian and German states, when the workers and peasants started advocating for communism, it threatened the property of the middle class and made them to support their kings to suppress the revolutions. Thus, divisionism provided a line of weakness for the triumph of anti revolutionary forces and failure of the 1848 revolutions.
(b) Ideological difference and lack of common strategy
Lack of a common strategy due to ideological difference was also responsible for the failure of the 1848 revolutions. The Italians were divided between supporters of a republican government. Federal government and a unitary system of government. The republicans, led by Mazzini disregarded foreign assistance and the role of kings which was rejected by federalists. In Germany, the North German states led by Bismarck wanted a "little Germany" led by Prussia, which was rejected by the South German states who wanted a "big united Germany" led by Austria. Other Germans opposed them and wanted a republican government. All these explain why the revolutionaries failed to stage a coordinated and limited movement that could have succeeded against Austria.
c) Religious difference
Religion was a social factor that divided the revolutionaries and made them to fail. In the German states, religious consideration made the northern Protestants to support Prussia and the Southern Catholics to support Austria (being a fellow Catholic state). In Italy, Charles Albert hesitated to attack Austria because he was a Catholic and the Pope defected for the same reason. Religious consideration also explains why Napoleon III and Tsar Nicholas II intervened against Italian and Hungarian revolutions respectively.
5. Lack of capable and reliable leadership
The 1848 revolutions also failed due to incapable and unreliable leaders. The revolutionaries had hopes in leaders who were driven by self interest and ended up betraying the revolutionary cause.
In Italy, Charles Albert was a coward, who was only interested in expanding his kingdom and that was why he delayed to attack Austria. The pope betrayed the Italians when he defected, sought for support from Catholic states and was restored to Rome by Napoleon III. Kossuth became a dictator after establishing the Hungarian republic and denied the Slovenes and Croatians their independence (which he had promised before the revolution). Fredrick William IV of Prussia was also a coward and too fearful of Austria, which partly made him to refuse to lead the revolution. The role of these incompetent and unreliable leaders favoured the success of anti - revolutionary forces and made the failure of the revolutions inevitable.
6. Role of intellectuals
The poor and theoretical approach of the intellectuals also contributed to the failure of the 1848 revolutions in Europe. Intellectuals who led the revolutions over concentrated on theoretical issues like debates, conferences and seminars, which became useless against the mighty anti – revolutionary forces. They neglected the role of the army, kings, foreign assistance and distanced themselves from die peasants and rural areas. These left the 1848 revolutions confirmed to cities and few towns, which were easily suppressed by kings and foreign powers.
7. Poor mobilization
The 1848 revolutions failed due to poor mobilization. The revolutions were urban based in a few large towns and cities. The rural dwellers and peasants were not politicized and made little contributions to the revolution. For example, out of 586 members of the Frankfurt assembly, only one person was a peasant and the rest were other professionals. This means that there was no mass support, which led to the failure of the revolutions.
8. The Failure of the Austrian revolution
The failure of the 1848 revolutions in Austria also contributed to the failure of the revolutions in other parts of Europe. On 31 st Oct 1848, the Austrian forces recaptured Vienna, which brought the revolution to an end. This gave Fredrick William IV of Prussia confidence to use force against the Frankfurt assembly and the revolution in Prussia. It also reduced pressure on Austrian authorities and made it possible to release troops to suppress the revolutions in Hungary, Prussia and Piedmont.
9. Foreign intervention/ monarchical solidarity
Lastly, the 1848 revolutions failed due to foreign intervention. The Italians had succeeded in setting the Roman republic but were demolished by French troops who restored the pope in Rome. Similarly, the Hungarians were suppressed by the intervention of Croatians and 200 Russian troops. The Prussian and Italian revolutions were all brought down by the intervention of Austrian troops. One can say that the intervention of foreign powers against the 1848 revolutions in Europe was a disaster that made the failure of the 1848 revolutions inevitable.
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REASONS FOR THE FAILURE OF THE 1848 REVOLUTION IN PRUSSIA
1. Lack of a strong revolutionary army rendered the 1848 Prussian revolution a failure. The revolutionaries were poorly armed, trained and co-ordinate yet they had no support from the Prussian army. On the other hand, the Prussian and Austrian armies were properly armed, well trained, disciplined and loyal to their kings. This is why the revolution was easily suppressed by Prussian and Austrian troops.
2. The political and economic strength of the Austrian empire also contributed to the failure of the Prussian revolution. The Austrian empire was the biggest in Europe and the most influential in European politics. She had dominated and exploited the Germans, Italians, Hungarians, and Bohemians etc. She also had a big population and hence a big army that was maintained by the exploited resources. This rendered the Prussian revolution a failure. It should be noted that Austrian strength is what bullied King Fredrick William IV and made him to reject the offer to lead the revolution and appeal for Austrian intervention against the revolution.
3. The impact of the Metternich system made valuable contribution to the failure of the 1848 Prussian revolution. By 1848, Metternich had disorganized the Germans through his policy of spy network, Carlsbad decree, divide and rule and force. He created a confederation parliament, which was led by an Austrian. He also imposed different rulers to lead the various 39 German states. These undermined nationalism and explains why the Prussians were not united in the revolution. It should be stressed that although Metternich was overthrown, his system was effectively used by his successor Schwarzenburg against the revolution in Berlin.
4. Racial difference was another setback to the 1848 Prussian revolution. This was responsible for the failure of the Frankfurt parliament, which was to decide on the future of Prussia, it was dominated by intellectuals and middle class with very limited peasants and workers representatives. This is why the workers and peasants in Berlin started agitating for communism, which in turn forced the middle class to support King Fredrick to suppress the revolution.
5. The Prussian revolution also failed because of ideological conflict. This was revealed in the Frankfurt parliament. The delegates conflicted over whether Austria should be part of a united Germany or not.
There were also other groups who were advocating for federal and republican governments. This explains why the Frankfurt parliament wasted a lot of time and failed to embark on crucial issues like raising an army. This disagreement and confusion provided a line of weakness for King William IV to use force and dissolve the parliament, leading to the failure of the revolution.
6. The influence of religion in politics was also responsible for the failure of the revolution in Prussia. It made the Catholics in Prussia to sympathize and support King William and Austria against the revolution. This is why the revolution in the German states was more concentrated in Prussia, which was a stronghold of the Protestant religion.
7. Lack of capable and reliable leadership also contributed to the failure of the Prussian revolution.
The revolutionaries had hopes in King William IV who unfortunately was a coward and afraid of fighting Austria. He refused the Frankfurt assembly's proposal to lead a united Germany saying that he was not ready to be serf of the revolution" "nor pick a crown of mud and wood from the gutter".
He turned against the assembly remarking that, "The assembly wished to take from me my divine right. No power on earth is strong enough to do that. I shall hold it as I have inherited it from my ancestors (Years of Nationalism by L.W. Cowie and R. Wolfson, P 173)
Eventually, William IV withdrew Prussian delegates from the parliament, which was followed by other delegates. This marked the end of the Frankfurt assembly, which was a devastating blow to the revolution.
8. The political miscalculation of the liberals and intellectuals was yet another contributory factor to the failure of the revolution. The liberals and intellectuals who dominated the Frankfurt parliament blundered by falsely hoping that they could succeed through speeches and parliamentary resolutions yet the complexity of the Prussian problem needed a field where bullets not views would fly.
Consequently, they vetoed important and crucial issues like raising an army, foreign assistance and using kings against Austria. The liberals wasted time on non issues instead of taking advantage of the downfall of Metternich and the weakened Austrian empire to unite the Germans. This was opposed by Prussian representatives led by Bismarck, which paved way for the success of Fredrick William and Austria against the revolutionaries.
9. The failure of the 1848 revolutions in other parts of Europe also contributed to the failure of the revolution in Prussia. By November 1848, revolutions had failed in other states. In Austria, the Austrian troops recaptured Vienna on 31 st Oct, 1848 and ended the revolution. In Italy, the Italians were also failing to succeed. All these gave the Prussian king, William IV confidence to use force against the Frankfurt Assembly and the revolution in Prussia. The failure of the revolution in Austria also reduced Pressure on Austrian authorities and made it possible to release troops who suppressed the revolution in Prussia.
10. Poor mobilization also account for the failure of the 1848 revolution in Prussia. The revolution was urban based and confined to a few large towns and cities like Berlin and Frankfurt. The rural peasants were not mobilized and that is why there was only one peasant out of 586 members in the Frankfurt assembly. This denied the revolutionaries mass support leaving them confined to urban centers e.g. Berlin, which were easily suppressed.
11. The Austrian intervention against the revolution was also significant in the failure of the revolution in Prussia. The revolution was against Austrian influence in German states, which
provoked Austria and Prince Windischgratz to send troops that brought the revolution to an end.
12. Opposition by conservative Prussian Junkers led by Bismarck also rendered the 1848 revolution a failure. The Junkers opposed the revolutionary aim of integrating Prussia in Germany and wanted Prussia to absorb other German states. They had dominated key government positions in Prussia and encouraged King William IV to use force against the revolution. It should be noted that Prussia was the strongest of all the German states and her moves against the revolution made its failure inevitable by 1849.
13. The nature and composition of the constituent assembly (of May in Berlin) also contributed to the failure the Prussian revolution of 1848. There were 400 members but the representatives of peasants and workers were only about 100 while the rest were representatives ofthe conservative middle class and Junkers. The middle class and Junkers who dominated the constituent assembly were against the revolution and influenced the king to suppress it.
14. The influence and interest of foreign powers in German states made the failure of the 1848 revolution a foregone conclusion. The big powers of Europe had selfish interests to defend or pursue in the German states, which made them to oppose the revolution in Prussia. Russia had the ambition to expand to central Europe and Prussia's leadership of a united Germany would frustrate her ambitions.
Denmark was in control of Schleswig and Holstein, Holland was in possession of Luxemburg, Britain had political influence in Hanover and Austria's influence in German states was legalized by the Vienna settlement of 1815. All these powers were opposed to the revolution partly because they were signatories of the Vienna settlement of1815 and partly because of the need to protect their influence in the German states. This explains why the Prussians did not get foreign assistance but intervention from Austria, which made the revolution to fail.
15. The dismissed of liberal ministers by king William JV also contributed to the failure of the Prussian revolution. The king had appointed liberal minded men to ministerial positions in the initial stage of the revolution. However, he dismissed them in Sept 1848 and replaced them with conservative anti liberal and anti revolutionary men. It was these new set of ministers who pressurized King William IV to use force to recover his authority and suppress the revolution.
16. The outbreak of epidemic diseases also contributed to the failure of the 1848 revolution in Prussia. The success of the revolution was hindered by the outbreak of epidemics such as cholera, potato and animal diseases. These led to famine, which weakened the revolutionaries and made it easy for Austria to suppress the revolution. It should be emphasized that the desperate conditions provided by epidemic diseases is what partly made king William IV to cowardice and support Austria against the revolution in Prussia.
Attachments
Brainshar e
REASONS FOR THE FAILURE OF THE 1848 REVOLUTIONS IN ITALIAN STATES
1. The Italians were militarily weak and were not supported by the various state armies. On the other hand, Austria was a military power with a mighty army, which was commanded by experienced commanders like Radetsky. Radetsky was a great mobiliser and a battle hardened soldier, who had fought Napoleon on several occasions. This is why he defeated Italians at Custozza and Novara, which brought the revolution to a bitter end.
2. Economic backwardness compared to Austria's strength also made the Italians to fail The Italians did not have sufficient resources to mobilize, finance and arm a strong army that could have defeated Austria.
On the other hand, Austria had exploited her subjects (Italians inclusive) and had sufficient resources, which she successfully used to suppress the revolutions.
3. Mettenich system had undermined Italian nationalism in favour of Austrian dominance. His policy of spy network, divide and rule and force explains why the Italians were not united and organized during the revolution. Although Metternich fled to exile, his system was effectively used against Italians by his successor, Schwazenburg.
4. Racial and Ideological differences were also responsible for the failure of the revolutions in Italian states. The middle class supported Austria to suppress the revolutions because they were afraid of communism, which was being advocated by workers and peasants. There were also divisions and conflicts between agitators of republican, federal and military governments. The republicans led by Mazzini disregarded foreign assistance and kings, which made kings to turn against the revolutions. All these provided a line of weakness for the success of Austrians troops against Italians.
5. Religion also divided the Italians and contributed to the failure of the revolutions. It made some Catholics in Italian states not to join the revolution because of Austria being a strong Catholic state. This is what partly made Charles Albert to hesitate to attack Austria and was also responsible for the Pope's defection. It should not be taken for granted that Napoleon's restoration and protection of the pope in
Rome against the revolution was also due to religious consideration.
6. The selfish interest of Charles Albert and his hesitation to attack Austria was a total blunder that led to the failure of the Italian revolution. Charles Albert had a hidden agenda to use the revolution to expand his kingdom of piedmont at the expense of Italians. He did not have a united Italy in his heart and had profound hatred for republicanism, which frustrated some Italians from joining the revolution. Charles Albert's hesitation to attack Austria made him to lose a crucial moment of defeating Austrian troops. It gave Austria enough time to re-organize and reinforce Radetsky's troops who defeated his troops at Custozza.
7. The Italians also failed due to inadequate politicization and poor mobilization. Mazzini's politicization had failed to fully sensitize the peasants because of the high level of illiteracy. This left the revolutions confined to intellectuals in a few towns and cities, which were easily suppressed by Austrian forces.
8. The failure of the revolution in Austria was bad news that contributed to the failure of Italians as well.
The Austrian troops invaded and recaptured Vienna on Oct 1848 from the revolutionaries. This reduced pressure on Austrian troops and made it easy to release troops who reinforced Radetsky and led to the defeat of Italians at Custozza.
9. Lack of foreign assistance was also responsible for the failure of the 1848 revolution in Italian states.
European powers that could have assisted the Italians were busy either with their own internal problems or suppressing revolutions. This left the Italians isolated without any military assistance. It should be noted that the Italians expected assistance from France but were disappointed when Napoleon refused, which demoralized the Italians and contributed to the failure of the revolution.
10. The sudden defection of the Pope made the Italians to lose faith in his leadership and the revolution as well. As the revolution was progressing, the Pope suddenly denounced the war and withdrew his forces with a justification that he was not ready to wage war on Austria who was a staunch Catholic state. This demoralized the soldiers and Italian Catholics who had joined the revolution due to the Pope's liberal attitudes.
11. The French intervention was a landmark that contributed to the failure of the Italian revolution.
Garibaldi and Mazzini had overthrown the pope and established Roman republic in Rome. However, the French soldiers successfully restored the pope in Rome and destroyed the republic. The French intervention also denied the Italians the chance to use Rome for mobilization and left them vulnerable to further defeats. This explains why Austrian forces easily reconquered other Italian states such as Venice and Nice.
12. The role of the Vienna settlement of 1815 should not be underrated in the failure of the 1848 revolutions in Italy. The settlement gave Austria direct and indirect control over Italian states. It also legalized Metternich and Austrian intervention against any revolutionary movement in Italian states. This made Austrian Authorities to crush the revolution without fear of foreign intervention. It's partly for this reason that Napoleon III who had wished to assist the Italians turned round and instead used his troops against the revolution.
13. Lastly, the revolution in Italian states also failed due to the outbreak of epidemic diseases. The Italian city of Venice presented the strongest resistance to Austrian forces. However, by August 1849, the city was hit by cholera epidemic and famine. These reduced people's ability to resist Austrian bombardment and forced the revolutionaries to surrender to Austrian forces. | <urn:uuid:3c564d73-baa9-451c-a294-60641ff7099a> | CC-MAIN-2021-39 | http://stmark.sc.ug/notes/senior5/s.5%20European%20history%20notes.pdf | 2021-09-19T05:46:25+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00465.warc.gz | 64,663,514 | 47,024 | eng_Latn | eng_Latn | 0.998062 | eng_Latn | 0.998653 | [
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Dear parents and carers,
Welcome to the weekly plan for your child. Please check the Classroom Dojo App or website frequently, as tutorial videos and class stories will be posted daily. These tutorials and video are designed to help both you and your child. As evidence of learning, please post samples of work and activities for your child's teacher to assess on Classroom Dojo.
We want to support you and your families as much as possible by providing help and support with the disruption to the daily routines that your child is experiencing, particularly in relation to their learning and education.
As well as your weekly plan, please keep an eye on your class posts on Dojo. Submitted home learning will earn points and the app is so easy to use. Class Dojo is a fantastic resource to communicate remote learning.
In order to get the most out of this remote learning provision, we do ask that the following is adhered to:
1. Teachers will respond to learning submitted during school hours. If submitted outside school hours teachers may respond the next day during working hours.
2. Parents should refrain from using this method of communicating with teachers, unless it is home learning related.
3. Parents who wish to contact members of staff on anything other than home learning should do so through traditional channels of e-mailing the school.
The key message is 'do what you can'. We are all learning is this new and fast-changing climate. Build in breaks, and, if you can, try to find time for your child to go outside and promote physical activity as much as possible. Our recommended life skills are a great way to promote responsibility in the home. Above all, please do not put extra pressure on yourselves or your children and if we can help in any way, do get in touch.
With best regards,
Mr Paine
English: Week commencing – 11.5.20
Reading: Children should be reading 3 – 5 times per week. Reading is one of the most important activities a child should be doing; it reduces anxiety and stress, releases 'feel good' hormones and provides children with higher levels of punctuation, grammar, vocabulary and creativity.
English starters: In school, our English starters are designed to teach children about spelling, punctuation and grammar. We teach these things explicitly before incorporating them into the main 'writing part' of the lesson. This week, I would like children to create a glossary of terms for the grammatical terminology below. Your glossary must contain a definition for the terminology as well as an example in context. There is an example to help.
Writing: This week, I would like you to create a piece of writing based on a video clip. The table below explains what I would like you to complete. A tutorial document will be released on Monday 11 th May providing examples of the work.
To be
Reading (15 – 30mins per day)
completed throughout the
week
Starter (10 – 20 mins per day)
Writing (20 + mins per day) – See writing prompts below.
Tutorial videos and work examples will be made available from Monday 11 th May onwards.
Online learning resources:
Nessy: www.nessy.com (pupils with access only)
Read theory: www.readtheory.org
BBC Bitesize: https://www.bbc.co.uk/bitesize/primary
Literacy shed: www.literacyshed.com
Primary Resources: www.primaryresources.co.uk
Spag.com https://www.spag.com/ (pupils with access only)
Phonics Play https://www.phonicsplay.co.uk/
Letters and Soundshttp://www.letters-and-
sounds.com/
Topmarkshttps://www.topmarks.co.uk/
ICT Gameshttps://www.ictgames.com/
English starter:
Noun
Adjective
Verb
Adjective
Adverb
Expanded noun phrase
Fronted adverbial
Subject (what is the subject in a sentence)
Object (what is the object in a sentence)
Phrase
Clause
Example:
Adjective – An adjective is a word used to describe a noun. The sky was filled with beautiful stars that lit up the night sky. – In this sentence, beautiful is the adjective as it describes the stars.
Choose a grammatical term, write a definition for it and then use it in a sentence. There is an example below to help you with how it should look.
English writing scenario:
https://www.youtube.com/watch?v=X5wABDrzg9I – This is a link to a clip from the huge 2002 film, The Lord of The Rings, Two Towers. Your writing this week, will be based on this clip.
Maths: Week Commencing – 11.5.20
During our home learning experience so far, we have covered a lot of new mathematical topics. This week, I would like to consolidate some of our earlier topics.
Starter: For your starter activities this week, I would like children to work on multiplication and division. A worksheet will be uploaded to the Dojo story on Monday 11 th May. I would like children to complete 10 questions a day and complete the worksheet by the end of the week.
Online learning resources:
RM Easimaths: www.rmeasimaths.com
BBC Bitesize: https://www.bbc.co.uk/bitesize/primary
Timestables rockstars: www.ttrockstars.com (pupils with
access only)
Percy Parker times tables: www.percyparker.com
Topmarkshttps://www.topmarks.co.uk/
Main activity (White Rose Maths): White Rose is a maths activity website used for resources by teachers. It focuses on 3 main areas of maths:
- Fluency: This is arithmetic and calculation based, which looks at numbers, symbols, imagery and visual representations to give children the basic understanding of a topic.
- Reasoning and problem solving: As you work your way through the activities, you will find the become increasingly more challenging. This is because White Rose also assesses children's reasoning and problem-solving abilities. This is the challenging aspect of maths that often requires teacher support and guidance; it focuses on tricky problems and real-life examples which deepens children's understanding of mathematical topics. Do not be alarmed if your child struggles with this aspect of maths. This is designed to be challenging and to stretch the most able
| Day | Year 5 |
|---|---|
| Monday | Lesson 1 – Multiply 2-digit numbers (area model) |
| Tuesday | Lesson 2 – Multiply 4 digits by 2 digits |
| Wednesday | Lesson 3 – Divide with remainders |
| Thursday | Lesson 4 – Calculate perimeter |
| Friday | Lesson 5 – Friday challenge |
Tutorial videos will be available on Classroom Dojo from Monday 11th May onwards.
Keeping active – 11.5.20
Keeping fit and is vitally important. During COVID-19 isolation, we are restricted to our activities. However, we are allowed to exercise as much as we want at home. Furthermore, we can get out in our local area once a day with our family. Moreover, regular daily exercise will boost dopamine levels in your body (feel good chemicals). Here are recommendations for staying fit during isolation periods:
- A long walk with your family
- Running
- Cycling
- Joe Wicks home workouts
https://www.youtube.com/user/thebodycoach1
Here is the link for Joe Wicks You Tube channel.
He starts his morning workouts at 9am every week day.
Mr Paine's hardcore workout challenge
https://www.youtube.com/watch?v=ZMO_XC9w7Lw
The link above will take you to a Les Mills workout. A warning - this workout is tough! You will sweat, you will burn and you will be considerably sore after (if you don't cool down properly). I would love to see some of you challenge yourself with this insane workout!
Wider curriculum opportunities – 11.5.20
VE Day: Friday 8 th May marked the 75 th anniversary of VE day. On 8 May 1945, thousands gathered for parties on the streets of London's West End for the announcement of peace after six years of the Second World War.
In a message broadcast to the nation, then prime minister Winston Churchill announced: "Hostilities will end officially at one minute after midnight tonight, Tuesday the eighth of May. We may allow ourselves a brief period of rejoicing." Your task is to create a medal for British soldiers who served in WWII that is both symbolic and creative. Your medal can be any shape or size but you must consider the metal used and the ribbon. You must include:
- Years of the war
- Colours of the allies
- A symbol that represents the courage, bravery, sacrifice and victory
- Reference to the theatres of war (Europe, Asia, Africa, Air, Land, Sea)
- Annotations that explain your answer.
Opportunities to learn a language – 11.5.20 (Ongoing)
language.
https://www.duolingo.com/ - Follow this link to the Duolingo website.
Attached above is a link to a website called Duolingo, a completely free resource which can help you learn a second language. Get started straight away and dive into any language you like!
This is a great opportunity for you to achieve something amazing during your home learning time; create an account and start with the basics of a new
Life skills – An ongoing task:
Tick off each life skill activity as you do them. If you do some that I haven't thought of please tell me on Class Dojo and I can reward you. It would be great to see some photos or videos of you in action! I think your parents will like this one.
| Make breakfast in bed for your parents, every day for a week. Something different every day perhaps? | Learn how to make the perfect cup of tea / coffee for your parents. | Bake a cake! You have to write down the method and ingredients and bake a cake for your family. | Learn your local geography – how far is the nearest village? How far is the nearest town? How far is the nearest city? |
|---|---|---|---|
| Set a goal that you want to achieve by the end of the week. | Set a goal you want to achieve by the end of the month. | Do the washing up every night for a week. | Cook a two-course meal for your family. | | <urn:uuid:9801a9ea-c6b1-424e-b18c-d5a668a1ccd1> | CC-MAIN-2021-39 | https://www.boasleycross.devon.sch.uk/uploads/6/1/4/4/61443371/week_6_-_11.5.20.pdf | 2021-09-19T04:26:09+00:00 | crawl-data/CC-MAIN-2021-39/segments/1631780056711.62/warc/CC-MAIN-20210919035453-20210919065453-00466.warc.gz | 713,933,297 | 2,170 | eng_Latn | eng_Latn | 0.998141 | eng_Latn | 0.998687 | [
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Context Clues ____________________
Good readers look for context clues when they come upon an unfamiliar word. Using context clues means that you think about the meaning of all the other words in the sentence to help you figure out the unknown word.
Read each sentence below. Tell what the underlined word means. Circle another word (or group of words) in the sentence that gave you a hint to help you use your context clues.
The boy was exhausted. He had absolutely no energy left.
Exhausted means __________________________________________
The alligator looked vicious! It hissed, opening and closing its mouth.
Vicious means _____________________________________________
Since it is hard to do many things in high heels, my mother says they are impractical.
Impractical means __________________________________________
“This cat is enormous !” the veterinarian exclaimed when the scale reached 30 pounds.
Enormous means ___________________________________________
The illusion was amazing! I don't understand how the magician tricked us.
Illusion means _____________________________________________
I like to indulge in desserts! On Thanksgiving Day I ate apple pie, chocolate cake, pumpkin pie, and had ice cream.
Indulge means _____________________________________________
When using context clues to understand unfamiliar words, I feel:
___ confident ____ unsure ____ I need help.
Context Clues Answer Key
Good readers look for context clues when they come upon an unfamiliar word. Using context clues means that you think about the meaning of all the other words in the sentence to help you figure out the unknown word.
Read each sentence below. Tell what the underlined word means. Circle another word (or group of words) in the sentence that gave you a hint to help you use your context clues.
The boy was exhausted. He had absolutely no energy left. Exhausted means tired or worn out. (clue: no energy left)
The alligator looked vicious! It hissed, opening and closing its mouth. Vicious means aggressive, scary, or angry. (clue: hissed, opening mouth)
Since it is hard to do many things in high heels, my mother says they are impractical.
Impractical means not helpful or sensible. (clue: hard to do many things)
"This cat is enormous!" the veterinarian exclaimed when the scale reached 30 pounds.
Enormous means large, big, huge............... (clue: the scale reached 30 pounds)
The illusion was amazing! I don't understand how the magician tricked us. Illusion means fake eye/brain trick (or something similar) . (clue: tricked)
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English Vocabulary, Grammar and Punctuation Curriculum Map from September 2019
Grammar is taught from Years One to Six following the content from the 2014 National Curriculum.
| | Key Stage | Year Group | Link to Coverage |
|---|---|---|---|
| Key Stage One | Key Stage One | Year One | |
| | | Year Two | |
| Key Stage Two | | Year Three | |
| | | Year Four | |
| | | Year Five | |
| | | Year Six | |
Year One
Vocabulary, Grammar and Punctuation Appendix
This document contains the Year One Vocabulary, Grammar and Punctuation appendix and is used to support the planning, teaching and learning in Year One.
| | Year 1: Detail of content to be introduced (statutory requirement) | |
|---|---|---|
| Word | | Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat] |
| Sentence | | How words can combine to make sentences Joining words and joining clauses using and |
| Text | | Sequencing sentences to form short narratives |
| Punctuation | | Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I |
| Terminology for pupils | | letter, capital letter word, singular, plural sentence punctuation, full stop, question mark, exclamation mark |
Year Two
Vocabulary, Grammar and Punctuation Appendix
This document contains the Year Two Vocabulary, Grammar and Punctuation appendix and is used to support the planning, teaching and learning in Year Two.
| | Year 2: Detail of content to be introduced (statutory requirement) | |
|---|---|---|
| Word | | Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman] Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found on page Error! Bookmark not defined. in the year 2 spelling section in English Appendix 1) Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs |
| Sentence | | Subordination (using when, if, that, because) and co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command |
| Text | | Correct choice and consistent use of present tense and past tense throughout writing Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting] |
| Punctuation | | Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name] |
| Terminology for pupils | | noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma |
Year Three
Vocabulary, Grammar and Punctuation Appendix
This document contains the Year Three Vocabulary, Grammar and Punctuation appendix and is used to support the planning, teaching and learning in Year Three.
| | Year 3: Detail of content to be introduced (statutory requirement) | |
|---|---|---|
| Word | | Formation of nouns using a range of prefixes [for example super–, anti–, auto–] Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] |
| Sentence | | Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] |
| Text | | Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play] |
| Punctuation | | Introduction to inverted commas to punctuate direct speech |
| Terminology for pupils | | preposition conjunction word family, prefix clause, subordinate clause direct speech consonant, consonant letter vowel, vowel letter inverted commas (or ‘speech marks’) |
Year Four
Vocabulary, Grammar and Punctuation Appendix
This document contains the Year Four Vocabulary, Grammar and Punctuation appendix and is used to support the planning, teaching and learning in Year Four.
| | Year 4: Detail of content to be introduced (statutory requirement) |
|---|---|
| Word | |
| Sentence | |
| Text | |
| Punctuation | |
| Terminology for pupils | |
Year Five
Vocabulary, Grammar and Punctuation Appendix
This document contains the Year Five Vocabulary, Grammar and Punctuation appendix and is used to support the planning, teaching and learning in Year Five.
| | Year 5: Detail of content to be introduced (statutory requirement) |
|---|---|
| Word | |
| Sentence | |
| Text | |
| Punctuation | |
| Terminology for pupils | |
Year Six
Vocabulary, Grammar and Punctuation Appendix
This document contains the Year Six Vocabulary, Grammar and Punctuation appendix and is used to support the planning, teaching and learning in Year Six.
| | Year 6: Detail of content to be introduced (statutory requirement) | |
|---|---|---|
| Word | | The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter] How words are related by meaning as synonyms and antonyms [for example, big, large, little]. |
| Sentence | | Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech] |
| Text | | Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text] |
| Punctuation | | Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] |
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RAISING THE ACHIEVEMENT OF PUPILS WITH A VISUAL IMPAIRMENT
EFFECTIVE WORKING WITH TEACHING ASSISTANTS IN SCHOOLS
JUNE 2012
ACKNOWLEDGEMENTS
The guidance has been prepared as part of the Workforce Development workstream within the NatSIP DfE Project, concerned with improving the outcomes for children and young people with sensory impairment, by a working group comprising:
Eileen Boothroyd, SENSE Rory Cobb, Royal National Institute of Blind People Brian Gale, National Deaf Children's Society
All of the Services and Schools who contributed the case studies and the colleagues at NatSIP working days are also gratefully acknowledged.
GLOSSARY
The following abbreviations have been adopted in the text:
CONTENTS
Page
CONTENTS (cont.)
Page
1. PURPOSE OF THE GUIDANCE
'There is clear evidence that there is a positive effect on pupils' progress where teaching assistants are effectively trained to deliver specific support programmes, alongside well-planned lessons....... We do know that the most effective deployment of teaching assistants is still patchy.'
(London Institute of Education – published by Department for Education and Skills 2009)
'Members of the wider workforce who were well trained and deployed appropriately made a considerable difference to pupils' learning when they provided intervention for specific groups or individuals.'
(Workforce Reform in Schools - has it made a difference? Ofsted 2010)
The purpose of this guidance is to help schools ensure there is effective support for pupils with a visual impairment (VI) from teaching assistants (TAs).
Effective working with TAs should:
- raise the achievement of blind and partially sighted pupils narrowing any attainment gap with other children;
- enable the inclusion of blind and partially sighted pupils in school activities;
- encourage independent learning.
The guidance reflects findings from research commissioned by the Department of Education into the work of TAs and reviews by Ofsted.
2. DEFINITION AND TERMINOLOGY
2.1 Visual impairment
The term VI refers to a range of difficulties from partial sight through to blindness. For brevity, it will be adopted throughout the body of the text to represent these difficulties. Pupils with VI cover the whole ability range. Many children are born with their visual difficulty while others may develop it later in life. Some conditions are progressive and the child's vision may deteriorate as a result.
In most circumstances, pupils with VI who receive additional support in school require adaptations to their environment and specific differentiation of learning materials. They may also use specialist equipment to enable them to access the curriculum through visual, tactile or auditory means.
2.2 Teaching Assistants and Learning Support Assistants
There is a range of titles used to describe adults who provide additional learning support to pupils with VI. The most commonly used is teaching assistant (TA) although an increasing number of schools are using the title learning support assistant (LSA) to reflect the fact that the focus of the job is on learning.
For the purposes of this document the term TA will be used to cover LSA.
2.3 Definition of Teaching Assistant
A TA is defined in this document as an adult who is employed to support the educational, social and emotional development of VI learners and their access to the curriculum.
3. IMPLICATIONS OF VISUAL IMPAIRMENT ON LEARNING: THE NEED FOR TEACHING ASSISTANTS
'There is general agreement in the literature that teaching assistants can best help visually impaired children if they have an understanding of visual impairment and how it affects the individual child.'
(University of Birmingham - International review of the literature of evidence of best practice models and outcomes in the education of blind and visually impaired children 2009).
"A visually impaired person is the same as everybody else in the world. I guess somebody that's going to start working with someone with visual impairment for the first time should treat them like a normal person for goodness sake. Obviously, treat them like they are visually impaired but don't treat them like they're some strange thing from the planet Mars. Think about what somebody can do, not what somebody can't do because, chances are, they can probably do a lot more than you think they can." (Student aged 15)
3.1 The need for support
Pupils with VI cover the whole range of ability. They have the same potential to attain and achieve as other pupils given the right levels of support and access to the curriculum.
Most teaching and learning takes place through the main senses of sight and hearing, presenting pupils who have visual difficulties with particular challenges which need to be addressed with support from specialist staff including TAs.
All schools are now expected:
- to 'narrow the gap' between different groups of learners in their schools, including those with SEND and others who do not have SEND;
- to be proactive in providing for any known barriers that might impede pupils' smooth personal and educational development and progress. Under the Equality Act (2010) there is a clear duty placed on schools (and others) to ensure that pupils have access to the support they need to overcome barriers to their learning and inclusion and to monitor carefully how effective they are in enabling access and inclusion for all.
3.2 Barriers to visually impaired pupils' development
The TA can make an important contribution in supporting pupils with VI to overcome barriers that can impede their development in many ways:
- Educational progress – VI learners may not have access to the incidental learning through vision that is available to sighted learners and which is fundamental to concept development.
- Speed of working and access to information - many VI learners will take longer to complete tasks for reasons to do with their visual difficulties rather than their inherent ability.
- Communication skills − many VI learners will need to learn specialist skills to enable them to read and write on equal terms with sighted learners. This may involve the use of magnifiers, ICT or braille, all of which require specialist support and training.
- Mobility and environmental awareness - a lack of incidental visual knowledge means that many VI learners, especially those with more severe visual loss, will need to be taught the skills to navigate their environment independently and safely.
- Social interaction - VI reduces the ability to recognise non-verbal clues such as body language and facial expression. The development of pragmatic (social) language can also be delayed in children with VI.
- Self-esteem - growing up with a VI can place considerable emotional pressure on children and influence their self-image and self-esteem, particularly if they experience negative attitudes and stereotyping.
TAs can play a vital role in minimising these barriers to learning, social development and inclusion in a range of ways which are described in detail in the next section.
"The support I get in school is really good because they do it in the right way that I need it to be. We are all different and we have different needs so they get to know all of us and so they can help all of us in our own ways." (Pupil with VI)
4. TEACHING ASSISTANTS: ROLES, DUTIES, SKILLS AND UNDERSTANDINGS
"You're always thinking, right, how can we assist G in accessing the curriculum. It is important that she works independently. You get to know when she hasn't quite grasped something. You don't necessarily always need to intervene. I'm very conscious that the teacher is there to teach the class, including G, so I have to be in the background. But also, I'm there for G if she's not quite sure."
(TA working with blind pupil in primary school)
4.1 Role
TAs play a vital role in enabling access to the curriculum and in supporting the inclusion and achievement of pupils with VI. Their involvement in supporting VI pupils' learning operates in three main ways:
- Promoting the communicative, experiential and visual/tactual development of the pupil so that any gap between the pupil's current level of development and that of their peers is reduced.
- Ensuring the pupil is able to access the lesson and achieve the objectives set for him or her.
- Enabling the pupil to be socially included, to enjoy similar opportunities to be involved and to contribute to lessons and the school community in the same way as other pupils
It can be helpful to think of the role as involving two main strategies:
- Access to learning. The emphasis here is on the TA providing the pupil with experiences and resources to provide the most direct route to learning.
- Learning to access. The emphasis here is on encouraging the pupil to develop the skills to access the curriculum independently. The TA's role is to provide opportunities so that the pupil develops the ability and confidence to become an independent learner.
The balance between these two strategies should be planned to shift over time from 'access to learning' to 'learning to access' so that pupils become increasingly less reliant on adult support as they grow older. This shift should be reflected in the annual review process and the setting of individual education plan (IEP) targets.
TAs provide specialist interventions specifically aimed at helping the pupil to improve:
- their skills in making use of visual, tactual and auditory information;
- their language and literacy levels;
- their access to the visual content of lessons;
- their social and communication skills;
- their independent learning and social experiences.
The TA's role is practical and 'hands on' with the pupil, focused on ensuring the objectives of the pupil's IEP are being implemented. This includes ensuring that everyday experiences and opportunities for incidental learning and extension of language and concepts are built upon so that learning is reinforced in a variety of contexts.
TA support is intended to enable pupils to experience achievement, independence and self determination. It is not intended to develop an expectation of full-time support and an attitude of 'learned helplessness'. This means that TAs should not simply support the content of lessons but may also:
- work outside lessons modifying curriculum materials to enable the pupil to access information in an appropriate format;
- spend time reinforcing learning and skills with a pupil so that their understanding, visual and communicative development are enhanced.
TAs may be asked to carry out specific observational and practical activities to help accelerate an aspect of the pupil's development that is holding back their learning
The allocation of learning support time to a pupil will generally be linked to a detailed assessment of need, the challenges they might face as a learner and their individual education or personal learning plan. Regular evaluation of the impact of the support should be in place and be centred on outcomes relating to the child's personal and academic targets.
A qualified teacher of children with visual impairment should advise and support school staff and parents and carers in implementing such interventions and in identifying next steps for the pupil.
4.2 Specific duties
"The LSAs are not responsible for your education. They just help you to work as best you can with the materials provided. They're not going to say, "Right you do this now, this now", that's your teacher's job, not the LSA's job."
(VI learner, aged 15)
The model job description in Appendix 1 describes the specific duties a TA will undertake in helping to ensure the objectives of the pupil's IEP or personal education plan are achieved. As part of the role in implementing IEPs, TAs should be involved in the following ways:
- Advance planning. Supporting the teacher in the planning of lessons, advising on the suitability of curriculum resources for a VI pupil and modifying resources and tasks to achieve the same learning outcome.
- Adapting learning resources and teaching materials so that they are accessible to the pupil, involving not just conversion to a different format such as large print or braille but also the simplification of visual content. Providing accessible learning resources is an essential part of enabling pupils to be independent in their learning.
"I don't need help in my Punjabi lesson 'cause my teacher's already enlarged everything for the whole year. If all the teachers did that then I don't think I would need as much help by the learning support. It would be better because that way I would be more part of the class and no-one would be like, "Oh that person needs lots of help. He's got a teacher sitting by him". So I'd just be like normal."
(12 year old VI pupil)
- Direct support to VI pupils in class. This is a necessary aspect of the TA role where the content of lessons is highly visual (e.g. some aspects of geography) or where there are safety implications (e.g. preparation of food in design technology). The intention should be to seek alternatives to direct support where possible, particularly as children grow older and need opportunities for greater independence.
- Implementing discrete learning programmes. Carrying out preplanned programmes designed to promote a specific skill that will enhance the pupil's access to the curriculum, e.g. touch typing, the development of tactile discrimination skills.
- Pre-tutoring or post-tutoring the pupil in individual withdrawal sessions or small groups, to reinforce learning and to ensure that key concepts are understood, e.g. familiarisation with complex tactile diagrams for a blind pupil.
- Specialist equipment and technology. Ensuring that any specialist equipment used by the child is working properly and that the class teacher is aware of any implications for their teaching. This might involve managing the use of speech output or screen magnification software on laptops, overseeing the use of manual and electronic braille note takers, and encouraging a pupil with VI to learn how to manage their own equipment.
"My handwriting isn't very good and using ICT makes things easier to read for me and makes it easier for other people to read something I may have written."
(Partially sighted pupil)
- Supporting social and emotional development. Promoting self confidence and self-esteem. Delivering programmes aimed at developing social skills and emotional wellbeing. Facilitating positive interactions with other children.
- Promoting independence. Looking for opportunities for a pupil with VI to experience and become more confident in independent learning. TAs also play an important role in reinforcing skills taught by a qualified mobility specialist within the school context in order to further the pupil's skill level and confidence in independent mobility.
"The mobility officer's taught me how to use the cane for myself and it was really helpful her teaching me that because I've been able to reinforce all her hard work. So when she's not there it doesn't stop. I'm just there to reassure M. So, the ultimate aim is for us to get to the point where M can do this all by himself. We're all working as a team to make sure that he gets the best mobility we can offer." (TA in special school)
"I didn't know all the way around the school when I first came here but now I know all the way around. It's good to have S (TA) there because I know that I can use my cane a lot better. If it does ever go wrong I sort the problems out. I trust her because she lets me get on with it by myself.
(VI pupil in special school)
- Supporting liaison with parents including giving feedback and contributing to the home-school liaison book.
- Observing, monitoring and reporting on pupil engagement, participation and progress to support assessment, the evaluation of teaching strategies, planning and target setting.
- Supporting evaluation by reflecting on how well specific interventions are working and alert the SENCO/Teacher of VI children (QTVI) if progress towards objectives is insufficient.
The balance of such activities will be determined by the annual review, where appropriate, IEP target setting and next steps for the pupil. Consideration will also need to be given to time allocated for in-class support, small group and withdrawal support, preparation of material, and liaison and planning with teachers and other professionals supporting the pupil.
4.3 Skills and understandings required
"The job is about knowing how to get along with individuals and using this to your best advantage. With some teachers I might address ideas directly to them whilst with others a more formal route (through the QTVI) might be more acceptable to them. I feel very accepted by the majority of the staff and students. I see myself as part of the school and really have enjoyed my time working here." (TA, Staffordshire)
TAs who work with pupils with VI fall into the 'specialist' category of support staff and have a very specific role with an individual pupil.
The role requires a skilled, trained professional who can anticipate aspects of a lesson that may create barriers for the pupil, help them access concepts and visual information used in lessons and facilitate their understanding, learning and development.
Appendix 2 contains a person specification for a TA, identifying some of the attributes and skills, knowledge and understanding required if they are to provide effective support for a pupil with VI.
These attributes will differ according to the school, age of the pupil and the specific needs identified. For any appointment it is essential to determine:
- A starting point for the TA in terms of the skills, experience and other attributes which must be evidenced and demonstrated on the application form and at interview.
- The TA's developmental needs in terms of training, coaching and support needed to develop sufficient knowledge, understanding and skills to be able to support a pupil with VI effectively.
Specialist VI support services should be able to advise schools on the person specification and the questions to ask to test whether candidates meet the specification.
5. ENSURING THE EFFECTIVENESS OF LEARNING SUPPORT
'Members of the workforce who were well trained and deployed appropriately made a considerable difference to pupils' learning when they provided intervention to specific groups or individuals.' ........ 'When teaching assistants provided general support in class, they made less of a difference to pupils' learning.'
(Ofsted Workforce Reform in Schools 2010)
"In the 12 years that I have been a teaching assistant I have seen the role develop considerably and take on more and more responsibility. We are actively involved in planning, monitoring, liaising with professionals, administering medication, providing training, running clubs….but primarily and most importantly supporting and effectively meeting the needs of the pupils we work with."
(Teaching Assistant)
'Teaching assistants play a significant role in supporting children with SEN in the classroom but only if there is clear thought to how they are deployed, and they receive proper training to provide that support.'
(Lamb Report. Department for Education 2009)
5.1 Measures to support effective Teaching Assistant practice
There are a number of measures the school leadership should have in place to ensure that the TAs provides effective support for pupils with VI. They include:
- a well designed programme for continuing professional development (CPD) of all staff;
- the appropriate deployment of TAs, focussing support on individual pupils or groups;
- joint monitoring by the leadership team of the use of TAs in the classroom and the outcomes of their work;
- ensuring clarity and understanding of the roles of those involved in the pupil's education;
- agreeing targets and intended outcomes for the pupil with VI and evaluating the impact of support and interventions;
- good collaborative planning and communication between class teachers, TAs and QTVIs;
- effective partnership working, ensuring the use of consistent approaches;
- giving TAs clear professional status and holding them accountable for their work.
5.2 Guidance for Class or Subject Teachers
When working with TAs it is good practice for the class or subject teachers to:
- provide TAs with copies of schemes of work and lesson plans well in advance;
- give TAs copies of any texts, books or resources that will be used well in advance;
- keep to planned lesson activities and resources wherever possible, and inform TAs at the earliest opportunity of any proposed changes;
- set aside time to meet with the TA to plan and discuss lessons;
- explain the role they want the TA to take during different parts of the lesson;
- consult the TA about how best to meet the needs of the pupil with VI and involve them in assessment and target setting (remember that over time the TA is likely to develop considerable knowledge of an individual pupil with VI);
- keep the TA informed of the pupil's progress;
- develop a relationship with the VI pupil, remembering that they are the teacher and to avoid relying on the TA to be the person perceived as teaching the pupil with VI;
- seek opportunities through their teaching to promote the VI pupil's independence and social inclusion.
5.3 Teaching Assistant practice to be avoided
The DfE funded 'Deployment and Impact of Support Staff Project' (2009) identified possible negative features of TA support that needed to be avoided:
- The TA taking responsibility for the task away from the pupil.
- Prioritising the end product of the task rather than understanding.
- Reactive and unplanned interventions.
- TA explanations that are sometimes inaccurate or confusing.
- TAs frequently supplying pupils with answers.
- Teachers delegating responsibility for teaching to the TA.
5.4 Clarity of roles
The TA is part of a wider team supporting the pupil's learning and wellbeing and it is important to be clear about the respective roles of different staff.
The TA's support is focused on improving the skills and access of the pupil so that they become increasingly independent as a learner. The TA may be involved in some direct teaching under the guidance of the QTVI, class or subject teacher. The role of the TA for visually impaired pupils is described in greater detail in the preceding section and in the job description in Appendix 1.
The class or subject teacher is responsible for the overall teaching and learning of the pupil. This includes planning the TA's role in lessons and ensuring lesson plans are clear about outcomes. The teachers, in liaison with the SENCO, TA and QTVI will:
- agree when and if the pupil might be withdrawn from a lesson for one to one or small group support including the objectives for such withdrawal;
- agree whether pre-lesson or post-lesson reinforcement is required;
- be involved in the evaluation of teaching and learning and the effectiveness of the support provided to the pupil, monitoring progress towards targets and outcomes.
The QTVI will be able to provide support and training to the TA and teaching staff and advise on all areas of the pupil's development. In terms of supporting the work of the TA, the QTVI can:
- undertake specialist assessments to inform the setting of learning objectives and provision of appropriate support strategies;
- advise on how visually impaired pupils can access learning activities;
- support the planning of lessons;
- advise on the outcomes that may reasonably be expected for visually impaired children when support is sustained and developed effectively over time;
- advise on the use and maintenance of specialist equipment;
- offer training and coaching.
5.5 Clarity of outcomes and evaluation
The effectiveness of additional support to pupils has to be considered in relation to the clearly defined purpose and intended outcomes of that support – what is the support meant to achieve and is it working? The effective deployment and ultimate success of any additional support provided will be directly linked to:
- how clearly the priority learning needs of the pupil and next steps have been identified and defined;
- how well these have been shared with and understood by those responsible for the pupil's learning;
- how the time available and the activities carried out in it are related to these priority needs.
The quality of the targets set in the pupil's annual review and/or IEP or personalised learning plan is crucial in securing the effective deployment of the available support to the pupil.
5.6 Communication and planning
Support from the TA should be discussed at the time of the pupil's entry to the school, taking into account the views of parents. Agreement should be reached on how:
- the support available to the child and the school will be used;
- its impact will be reviewed;
- the QTVI, support staff and others will plan together;
- the support staff and school will be trained;
- parents will be included.
Measures the school can take to facilitate planning and communication include:
- enabling the teacher and TA to find time to discuss lessons and pupil's participation before/after the school day;
- enabling the teacher and TA to work together to evaluate the pupil's progress and participation, and to plan and review short and medium term curricular plans and the pupil's objectives and targets;
- ensuring the TA is invited to attend meetings where there are issues of relevance to them;
- supporting the TA to take responsibility for planning and reviewing some specific learning opportunities, ensuring they have the necessary training, knowledge and skills to do this.
5.7 Partnership working with parents and other agencies
The school can support effective working relationships with other people involved in the pupil's education by:
- being clear about the respective roles and responsibilities of the TA, teacher and SENCO for liaising with parents and other professionals supporting the pupils such as the QTVI, mobility officer etc.;
- ensuring that where the TA is asked to liaise with parents and other professionals from outside the school this is overseen by the teacher/year teacher and/or SENCO, the TA is given time to record that contact and information is passed to relevant school staff;
- ensuring the TA has the opportunity to meet with relevant people (e.g. QTVI, mobility officer, SENCO) to discuss pupil issues and give feedback.
5.8 Continuing professional development
The TA's development needs will need to be identified, supported and continually reviewed. They will require support and guidance on appropriate strategies for supporting pupils with VI that are specific to the needs and objectives of the pupils concerned.
Measures the school can take to support CPD include:
- a planned induction for the TA followed by regular review meetings that continue until the school and TA feel confident in their new role. The TA is offered a planned programme of mentoring/coaching, including support from specialists such as the QTVI, mobility officer, eye clinic staff;
- an ongoing CPD programme for the TA based on competencies required to undertake the role, their objectives and the monitoring of teaching and learning;
- providing opportunities to attend externally provided courses leading to accreditation/qualifications (see Appendix 4);
- enabling the TA to network with TAs in other schools, particularly those supporting pupils with VI;
- ensuring that the TA has clear objectives or performance management targets and opportunities for regular discussion with team leaders about their work and professional development needs enabling them to identify specific requirements with regard to supporting pupils with VI;
- providing the TA with feedback on their performance including feedback from classroom observations;
- providing training for the class or subject teacher on how to work effectively with TAs and meeting the needs of pupils with VI.
Where training needs are identified, there should be a clear timescale indicated by the school and service as to when the training will take place, how the impact of that training will be evaluated, and when certain skills (such as the ability to produce curriculum materials in alternative formats effectively) will be in place.
APPENDICES
APPENDIX 1: MODEL JOB DESCRIPTION
SCHOOL BASED TEACHING ASSISTANT OR LEARNING SUPPORT ASSISTANT SUPPORTING PUPILS WITH A VISUAL IMPAIRMENT
This job description can be modified to reflect the needs of the pupil and the school.
The duties of the TA and the emphasis put on each duty will depend on the needs of the pupil and the school context.
A qualified Teacher of VI should be able to advise on how to adapt the job description below to best meet the needs of the pupil.
This model job description sets out the tasks/role in more detail than normal to give those agreeing the final job description a little more information on why the task is needed and how it is discharged. Having considered each duty schools may want to reduce the quantity of text.
JOB TITLE: SPECIALIST TEACHING ASSISTANT FOR VISUAL IMPAIRMENT
(Some schools may prefer the term Learning Support Assistant to reflect the focus of the job is on learning).
Reports to: (Give details of the line manager – e.g. the Special Educational Needs Co-ordinator or another member of the school leadership team).
Day to day management/supervision : Class/Subject teacher
Guidance and Support: Qualified Teacher of VI
JOB PURPOSE
Work with teachers to support the learning, educational progress and inclusion of pupil/s (or student/s) with a visual impairment, with the aim of narrowing any attainment gap they have with their fully sighted peers on entry to school.
Give assistance to pupil/s (or student/s) with a visual impairment so that they can access the curriculum, participate in learning, experience a sense of achievement and develop independence in learning and other aspects of school life.
MAIN RESPONSIBILITIES/DUTIES
Supporting the Teacher in the Planning, Delivery and Evaluation of Lessons
1) Work in partnership with the teacher in the planning of lessons including the adaptations, materials and direct support that visually impaired pupils will need to be included and make progress.
2) Support the delivery of learning by:
- Providing direct support as agreed with the teacher (and QTVI). This may include pre-tutoring support to ensure pupils have the necessary knowledge and familiarity with the resources, skills and concepts to be used in the lesson. It may also involve post-tutoring to check understanding, and reinforce key learning points.
- Adapting resources and teaching materials as necessary so that the pupil is able to access the key points of a lesson and achieve the objectives set for him or her, as far as possible independently.
- Developing skills in the use of specialist formats (e.g. Braille) as appropriate.
- Supporting the pupil(s) in participating in class teaching activities, providing support to groups as appropriate to encourage independence and social interaction.
- Using praise, assistance and encouragement to motivate the pupil(s) and to help them stay on task.
- Supporting the pupil(s) understanding of any follow up tasks set by the teacher.
- Taking lesson notes from the board, where required, to support the VI pupils' understanding and inclusion.
- Overseeing the VI pupil's work in practical activities where safety is a consideration.
3) Support the teacher in evaluating the VI pupils' learning and access by:
- Providing constructive feedback to the teacher on the how the VI pupil has responded to the lesson.
- Discussing with the teacher any difficulties experienced in providing the support the pupil(s) needed.
- Providing information on how well the child is engaging in the lesson, any difficulties they appear to be experiencing, work they find relatively easy and work they find more difficult.
Implementing Individual Learning Programmes for Pupils
4) Support the development and implementation of individual learning programmes focused on delivering priority learning targets for pupils. (These might include work in the areas of functional vision, concept formation, language and literacy skills including handwriting and
touchtyping, personal, social and emotional development as required). This will be achieved by:
- Working with the SENCO, class teacher, and QTVI and other specialists where appropriate to plan and agree the programme which contains clear, challenging but achievable objectives for the pupil.
- Reinforce mobility and independence skills under the guidance of a pupil's mobility specialist.
- Delivering the agreed programmes under the guidance of the teacher, SENCO and the QTVI focussing on .................(to be specified depending on the age and needs of the pupil but the focus is likely to include the areas listed in 4 above).
- Providing feedback to relevant colleagues about the pupil's progress towards targets and the effectiveness of the programme in securing this and the pupil's engagement.
Observing and Reporting on Pupil Progress
5) Observe and report on pupil progress, gathering information about their knowledge, skills and understanding, including their progress towards targets, to support teachers in re-assessing need, evaluating teaching strategies and interventions, setting new learning targets and formulating new learning plans.
Contributing to Maintaining Pupil Records
6) Contribute to the maintenance of pupil records as agreed with the teacher and/or SENCO and help to maintain the record keeping system.
Using Technology to Support Pupils' (or the Pupil's) Learning
7) Support the use of technology and optical aids to promote the pupil's learning by:
- Checking that any equipment used by the pupil is functioning properly.
- Developing skill in the use of specialist equipment used by a VI pupil, including software applications.
- Taking steps to ensure any problems with equipment are dealt with as quickly as possible.
- Promptly informing the teacher/technician if there are any problems.
- Supporting the pupil(s) and staff in the use of technology, encouraging pupils to use the equipment independently.
Supporting Children's Emotional and Social Development
8) Support pupils' social and emotional development by:
- Supporting positive behaviour, giving praise and encouragement as appropriate to build confidence and self-esteem.
- Providing support to enable the pupil(s) to have the opportunities to participate in all school activities, to make choices and take decisions for themselves.
- Encouraging pupils to evaluate their own progress and to take an active part in reviews of their progress, when appropriate.
- Observing how pupils express their feelings and emotions and relate to others and feedback to the teacher and/or SENCO, recording any findings accurately.
- Delivering programmes designed by specialists to support this area as appropriate.
- Encouraging other pupils to develop an understanding of the needs and skills of a VI pupil.
Learning Environment
9) Working with colleagues to ensure the classroom provides a good learning environment for a VI pupil, paying particular attention to lighting, layout and auditory factors.
Liaising with Parents
10) Support teaching staff and SENCOs discharge their responsibility in involving parents by providing information on the pupil's engagement
with learning and interactions with other pupils and helping to maintain home-school liaison records.
Continuing Professional Development
11) Participate in training and other learning activities to develop the competencies to effectively support VI pupils and to ensure knowledge and skills are kept up to date.
APPENDIX 2: MODEL PERSON SPECIFICATION SCHOOL BASED TEACHING ASSISTANT OR LEARNING SUPPORT ASSISTANT SUPPORTING PUPILS WITH A VISUAL IMPAIRMENT
PERSON SPECIFICATION
1. Specialist Knowledge and Experience
1.1 Experience of working with or supporting learners.
1.2 Ability to build a rapport with learners, including those with special educational needs.
1.3 Ability to understand child development and the implications of visual impairment.
1.4 Ability to use ICT and to learn new ICT skills.
2. Organisation
Ability to organise time effectively, creating work schedules, prioritising workload and meeting deadlines.
3. Using Initiative
Ability to take responsibility for own actions and make decisions without referring to others on occasions.
4. Resilience
Ability to remain calm and self controlled under pressure.
5. Personal Drive & Commitment
Ability to be proactive, enthusiastic and committed by taking ownership to ensure tasks are delivered.
6. Communication
Ability to communicate effectively, both verbally and in writing, adapting style to suit the audience e.g. preparing reports.
7. Team Working
Ability to work effectively within a team.
8. Equal Opportunities
Ability to understand and demonstrate commitment to XXX's Equal Opportunities Policy and to ensure all activities are consistent with the
Equal Opportunities Policy. This includes all staff activities and their interface with the general public.
9. Special Conditions
9.1 Appointment is subject to an Enhanced Criminal Records check.
9.2 Must be prepared and willing to work occasional extra hours as agreed with the Senior Management Team.
SUGGESTED INTERVIEW QUESTIONS
A qualified Teacher of VI would be able to advise on the attributes that are most essential to meet the needs of a particular pupil and advise on questions that may be asked at interview to test the extent to which candidates meet essential criteria in the person specification. Questions the interview panel may wish to ask may include:
1. Think about a VI child (or, if no experience of working with VI children, any child with SEND) with whom you have worked.
- What particular needs did he/she have when it came to learning?
- Choose one of these needs and describe the support you provided.
2. Describe a situation where you felt that there was possibly a misunderstanding between yourself and the class teacher (Teacher of VI/SEN specialist teacher) regarding the support for the child you were supporting.
- How was the situation resolved?
- What did you learn from this situation?
3. Describe the main actions you take in your current/last post to support the inclusion of a pupil with SEND both inside and outside the classroom.
4. What is your understanding of safeguarding?
5. Describe a situation where the child might have been difficult to manage and/or motivate.
- What did you do?
6. What do you think the main roles of a TA are? (In a subsidiary question you can tease out task completion versus pupil understanding and independence).
7. Describe a situation where you have been asked to observe a child's learning and then report back to the class teacher.
- What were you looking for?
- What did you feed back?
8. In the local supermarket, you meet the mother of a child you are supporting and she wants to know how her child is progressing – how do you respond?
APPENDIX 3: CASE STUDIES
CASE STUDY 1
TA supporting a blind child in a nursery
Brent VI Service
K had previously been attending the Children's Centre and has moved to the nursery within the Children's Centre. The family was new to the country last year and so English was a new, additional language. The nursery manager made the decision about who should support the child based on her knowledge of the staff available and who seemed to have the right skills. Prior to the child starting her placement in the nursery her level of support from the VI team had been discussed and relevant training put into place. To support her transition it was decided that a weekly visit was needed from the QTVI but that there should be flexibility as to when this should happen, depending on the needs of the nursery and the changing needs of the child. More visits were made during the period before and immediately after her transition.
There were some key factors that made K's transition very successful and that enabled her to make very good and fast progress:
1. Positive and welcoming attitude of the nursery
2. Training
- General training for all nursery staff
- Ongoing training each week for TA in specialist aspects of the role
- Liaison with the nursery manager in order to generalise the good practice in place for K, thereby increasing the nursery's capacity to meet her needs
3. Skills of TA
- Child centred, reliable, quietly confident and a good team member
- Good early years practitioner
- Ability to train in a new area
Flexible
-
- Has lots of initiative but knows when to seek advice
- Good understanding of her role and how it fits in with others
4. Planning and liaison
- TA has access to written weekly plans with daily updates
- Planning with QTVI weekly in order to identify activities which require modification in terms of strategies to be used and what resources are needed
- Time to collect/adapt resources
- Methods of recording child's response to activities and progress (photos, annotations on plans)
- Liaison with other professionals involved
- TA shares her skills regarding this child with other staff in the nursery
5. Relationships and communication
- TA shows respect for K's space and knows how to give time for her to 'do' rather than step in to 'help'
- Support enables K to build relationships with other children
- TA acts upon K's response to activities
- QTVI and nursery set up systems for effective communication with all concerned
- TA communicates with parents as appropriate – her role in this area is clearly defined so that it is supportive and responsive but not too close
- TA has developed professional relationships with therapists and has a good understanding of how the team around the child works
- TA is part of the Children's Centre team and much valued by the Centre manager
CASE STUDY 2
TAs promoting independent learning in a secondary school Brent VI Service
There are two students (twins) in year 9 who require all materials adapted to font size 28. They are in different classes for all subjects, many of which are set by ability. There is an established system set up between the TAs and the subject teachers to ensure the timely production of large print materials, including the widespread use of email to send curriculum materials to the TAs and, sometimes, directly to the students.
The students have identified the following:
- The lessons in which they would like direct support
- The lessons in which they may need direct support sometimes
- The lessons in which they don't require direct support
Both students identified Maths, Science and Technology as the only lessons in which they needed a TA regularly. The SENCO then planned the timetable for the TAs accordingly, so that they only went into those lessons. The TAs built up excellent working relationships with the subject teachers and they have become very familiar with the subject content of the lessons in which they support. They received training from the VI team when they started in the principles and practice of adapting high quality materials and now need hardly any direction. When they are not in class, the TAs are timetabled for adapting materials and carrying out other tasks, such as locating large print text books etc. What is very positive about this set up is that:
- The role of the TAs is understood across the school
- The students are in control of their support
- The school understands that support does not mean someone having to be in class all the time and that having timetabled sessions for adapting work is vital
- The teachers take responsibility for the students' learning
CASE STUDY 3
Preparation of learning materials
Cheshire East VI Service
Specialist Teaching Assistant's (STA's) are involved in the preparation of learning materials that are specifically designed and made for use with children with a sensory impairment.
During the past year a STA working with children in a special school followed a jointly agreed play plan to encourage tactile exploration in an almost tactile defensive young child.
Fully descriptive records of visits were written following each session and the findings were shared with school staff and the QTVI.
To further encourage tactile exploration, the STA was able to think of and make a variety of sensory resources. These ranged from sensory gloves, finger stalls, hand held textures/sound bags, to full sensory mats and 'toys'.
As each resource was used the STA was able to evaluate pupil progress and further additional resources were made to encourage further pupil progress. For example, the child the STA was working with would only hold onto the STA's finger initially. The STA introduced 'finger stalls', covers of different textures placed over the finger next to the one being held. When successful movement was made to the new textures, a glove with more textures was made. The thumb was cut out to enable skin contact before encouraging the child to move and explore across each finger. Once a variety of textures was being tolerated and explored, small hand held textures and full sensory mats were made to further exploration skills and movement.
CASE STUDY 4
Support for social interaction
Cheshire East VI Service
A Specialist Teaching Assistant (STA) worked with a severely visually impaired pupil with specific difficulties in relationships with her peer group.
The pupil needed support to identify what was available for play within the nursery environment and play needed modelling to encourage her to play with the tools appropriately.
The STA trained the school based TA to ensure the pupil was aware of who was playing within the peer group. The group was widened as successes in this area were noted. Support from the TA was monitored to ensure that she stood back when appropriate and intervened only when necessary.
The STA provided tactile games and books for the pupil with VI to share with others and she was encouraged to do so. Persona dolls were used to create scenarios and act out situations which caused difficulty for the pupils, opening up avenues for discussion on a one to one basis with the VI pupil or in small group situations. The STA also made tactile books to encourage stories about children playing together and to present information to the VI pupil that the other pupils were experiencing, about which she had no knowledge, to give her the opportunity to join in with their discussions and play. Any items provided were made as realistic as possible to help play and experiences.
The STA also made a time line and used objects of reference so that the pupil with VI found it easier to move on from one activity with the rest of the group. This strategy limited tensions in this area which had previously alarmed the VI pupil and had created barriers and wariness within the possible friendship groups.
CASE STUDY 5
Learning and supporting touch typing in primary schools
Oxfordshire VI Service
Student A has started using her laptop during the last year, setting it up independently, learning some function keys and the home row keys. She was supported by her QTVI, teaching her half an hour a week, which was then followed up by her TA in a second session and by her parents at the weekend. A workbook was made for the student including the steps the QTVI would follow in her approach to teach touch typing, and many pages with a table to record activities and actions. This enabled the TA to support the student effectively and independently and helped communication between everyone.
Student B is learning touch typing with the support of a touch typing tutor and the QTVI. His TA is involved in his lessons and encourages him to use the laptop once or twice a week in lessons for his literacy work. Any problems arising are discussed between the TA, the class teacher and the QTVI with his TA playing an active role in finding solutions and enabling the student to use in the classroom what he has learnt in his touch typing lessons.
CASE STUDY 6
Induction and Training for TAs
Oxfordshire VI Service
A TA induction pack has been developed to support the TA taking ownership of their skill development when supporting a student, as well as developing their awareness of their responsibilities in the workplace in relation to both the setting and the service. The pack incorporates both specialist knowledge requirements and wider expectations relating to workforce development. The key is encouraging the TA to think about the balance of support provided with a view to empowering the student to become independent – a simple independence tracking tool has been developed to track this as part of record keeping.
CASE STUDY 7
Joint teaching VI awareness session
Oxfordshire VI Service
The class teacher, the QTVI, the VI child's mum and the specialist TAs employed by the school jointly taught a VI awareness session during term two in the Foundation class. Led by the QTVI the children were made aware of different eye conditions and the problems children could have, before they went into a carrousel of activities including trying out simulation spectacles inside and outside, working with a magnifying glass and looking at a model of the eye. The children enjoyed the morning very much including the VI child who seemed much more at ease in school after that. Doing work in a carousel arrangement meant that every adult was needed and felt part of a great team.
CASE STUDY 8
Effective use of technology
Educational Service for Hearing and Vision, Hull
All our Braillists use a variety of technology, these include laptops equipped with Jaws screenreader, refreshable Braille displays, and electronic Braille devices such as the Braillenote M-Power. All TAs undergo training in how students use these devices as part of their induction programme.
J (the student) originally used his TA to translate files from the Braillenote into Word format which the TA then printed out to give to the teacher They would also emboss off a copy for J. J is now able to translate the files himself and then pass his TA a USB memory stick with the relevant work on it.
We have found that having online tutorials really makes a difference. They help the TAs to feel supported and reduce their sense of isolation and fear of technology. This is vitally important if a student is to become a confident and independent user of all the technology available.
CASE STUDY 9
Collaborative Working
Berkshire Sensory Consortium Service
The class teacher provides termly plans from which activities appropriate to a blind child with learning difficulties are selected by the QTVI for development and extension.
The QTVI cross-references the selected items with activities found in the Developmental Journal for Babies and Children with a Visual Impairment. Using the above, in addition to targets identified with the class teacher from the EYFS profile, the QTVI produces a weekly planner. The planner has sub-headings found in the Developmental Journal (DJ) and others such as tactile and listening skills.
Recommendations from other external professionals such as the Speech and Language Therapist and Occupational Therapist are also subsumed into the plan where appropriate.
This plan is shared with the class teacher, the child's TA and the SENCO and other members of the BSCS team working with the child.
The QTVI delivers the programme when in school. The TA implements the plan when BSCS staff are not present and feeds back outcomes to the QTVI.
The documentation is used to appraise parents and school staff and to assist in the completion of the Record of Developing Vision found in the DJ.
APPENDIX 4: TRAINING PROVIDERS
Many Specialist Vision Support or Sensory Support Services offer coaching support and training for TAs. Schools are advised to consult their local service for details.
Some national organisations that offer training are listed below:
RNIB www.rnib.org.uk/professionals/education provides two nationally available courses for TAs and other education professionals:
- 'Understanding visual impairment in children' is an online course involving around 50 hours of study and leading to an RNIB certificate. It is a 'roll on roll off' course with no fixed start dates.
- 'Partners in Learning' is a blended learning course leading to a BTEC Advanced Certificate at Level 3. It involves around 180 hours of study over 12 months, starting in February each year. The course is studied mainly online with two face to face training days.
Mary Hare School in partnership with Berkshire Sensory Consortium www.maryhare.org.uk/teaching_assistant_courses offers training including the BTEC Level 3 Advanced Level Qualification for TAs working with sensory impaired young people (HI and VI).
On Line Inset www.sentrain.net offers an online certificated course (nonaccredited) which involves 15-20 hours specialist tutor-led learning, including face to face training. Contact firstname.lastname@example.org 01273 507007.
Positive Eye www.positiveeye.co.uk is an educational consultancy and training service for professionals who work with children and young people with a visual impairment.
APPENDIX 5: EVALUATION FOR NatSIP
EFFECTIVE WORKING WITH TEACHING ASSISTANTS IN SCHOOLS
Introduction
NatSIP is committed to the pursuit of excellence in its work to improve outcomes for children and young people with sensory impairment. To this end, NatSIP routinely evaluates and reports upon its initiatives. Your support in the completion and return of this brief evaluation questionnaire would therefore be very much appreciated.
The questionnaire form is split into two parts:
- Part A concerns initial feedback on the publication before any of the guidance is put into action. This can be returned soon after receipt and consideration of the document.
- Part B, a longer term evaluation, focuses on feedback with regard to any particular uses that have been made of the guidance and can be returned as and when any such applications have been completed.
Lindsey J Rousseau NatSIP Facilitator
Email: email@example.com
Mobile: 07711 030711
EFFECTIVE WORKING WITH TEACHING ASSISTANTS IN SCHOOLS
EVALUATION QUESTIONNAIRE – VI PART A – INITIAL FEEDBACK
Your name: Organisation:
Role in organisation:
Email:
Having considered the document:
1. How helpful do you think this publication is likely to be as a resource for use in schools? Please rate by highlighting the appropriate number:
Little/no Considerable
value value
1 2 3 4
Please comment if you have any general observations about the resource.
2. Are there any particular aspects of the guidance you would like to introduce or put into practice in due course? If so, please summarise:
Thank you for your time and support
Please return to: Bob DenmanEmail: firstname.lastname@example.org
Postal address: Rookmead, Main Road, Wellow, Isle of Wight, PO41 0SZ
EFFECTIVE WORKING WITH TEACHING ASSISTANTS IN SCHOOLS
EVALUATION QUESTIONNAIRE – VI PART B – LONGER TERM EVALUATION
Your name: Organisation:
Role in organisation:
Email:
If you have introduced or put into practice any aspect of the guidance:
1. Describe briefly what was done:
2. If you are able to, please comment on any outcomes (e.g. any evaluation of training sessions delivered; any feedback on impact upon classroom practice; any feedback from pupils etc):
Please repeat if you are reporting on more than one application:
1. Describe briefly what was done:
2. If you are able to, please comment on any outcomes
Thank you for your time and support
Please return to: Bob DenmanEmail: email@example.com
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Creative Writing - Course Syllabus
"You write with ease, to show your breeding, but easy writing's vile hard reading."
Richard Sheridan
"Talent alone cannot make a writer. There must be a man behind the book."
Johann Von Goethe
"I have come to this resolution-never to write for the sake of writing or making a poem, but from running over with any little knowledge or experience which many years of reflection may perhaps give me; otherwise I am dumb." John Keats
I. CREATIVE WRITING:
I hope you will each enjoy your time in this class, but please understand that it will be challenging. The second word in the class title is writing, and there will be quite a bit, every day. Despite the title, the focus is not on creativity. Any grade based wholly on my opinion of your creativity would be subjective and thus unfair. Therefore, there are requirements to be met for each event, placed there much as hurdles would be placed on a track—not to stop the runner, but to make the runner go a little higher, work a little harder.
II. COURSE OBJECTIVES:
A. Identify and analyze narrative techniques, poetic devices, and conventions of written language.
B. Compose poetry, impromptus and a variety of unique works.
C. Clarify the meaning and importance of providing an environment, which allows, "the opportunity to fail."
D. Examine the work of professional writers, thus allowing you to see and understand current professional trends.
E. Strengthen your ability to conceive, create and develop original ideas, and present them to a group.
F. Enable you to stand comfortably, maintaining direct eye contact, while projecting audibly to an audience.
III. REQUIREMENTS:
The first half of this class deals with the skills of creative writing. Examples of these are: Dialogue; Plotting; Perspective; Flashbacks; Metaphor; Theme; etc. Your mastery of these will be tested with periodic impromptus. These are timed, in-class writing assignments using an unusual picture as inspiration.
Daily work includes journal writing and all related assignments. Prompts are suggestions; if you wish to write on your own topic, you may always do so, but the expectations are the same.
During the second half of the class you put your skills into practice and produce full projects that may include: an illustrated children's book, a one-act play, a short-story, and a collection of thematic poetry. The due dates for these core experiences are considered ABSOLUTE DEADLINES. This means if you are absent on the day these are due you must have a trusted loved-one physically put the assignment in my hand before the end of the school day.
Course Materials-
For tomorrow you MUST have two (2) spiral notebooks and/or small folder/binders with paper – one to start your Journal and one to serve as your Poetry Notebook. You must also bring a three-ring binder to collect the weekly assignment sheets. Your Journal and Poetry Notebook must be separate from your class notes (in the binder) so that I may collect them as necessary.
IV. GRADING & EVALUATION:
Grading Policy-
A = Prompt completion of every assignment, consistent improvement and effort, initiative and concern for quality of work above reproach at all times. Participation in class is of vital importance as a means of evaluating your progress.
B = No more than one zero or incomplete assignment, directions and corrections used and improvements made, consistent effort and initiative above normal.
C = Less than three incompletes, follows directions, effort at normal level, initiative and concern below expectations.
D = Three or more unacceptable projects, doesn't take direction, inconsistent effort, excessive tardies or absences.
E = Work and effort at an unacceptable level.
Significant, personalized feedback is conveyed on a regular basis through individual conferencing, written observations, coordinated assessments and classroom displays. Grades will be available and updated at approximately three week intervals. When an assignment is given, it takes about a week to ensure that everyone has taken, re-worked or made up the task, and from one to five days to accurately reflect and assess it. Only then will I update your effort from the past few weeks. This ensures that your status is indicative of your actual progress - not just a reflection of a single outstanding project or a distressing test. Please see me with questions or concerns.
*** Each one of you can earn an "A" if you are willing to put forth the effort.
B. Make-up/Late work-
When work is missed due to an EXCUSED absence, you have one day for each day absent to make it up. If you fail to take this initiative or fail to turn in an assignment, it receives a "0". Remember, you are responsible for everything that goes on in this course whether you are here or not! Reminder – absences do not change long-term assignment
deadlines!
An UN-EXCUSED absence means an automatic "E". Unexcused absences and tardies, both forms of disrespect and non-participation, will adversely affect your success in this course. You generally receive 5 points per day for in class work and productive class participation. Tardies are unnecessary and rude; be here!
I DO NOT EXCEPT LATE WORK. Life has time constraints; get used to deadlines now. For extenuating circumstances (accepting a Nobel Prize, unexpected time travel), see me. PLEASE PLAN AHEAD!
Participation is an important part of this class. You will be offering one another support and constructively critical feedback. This will take the form of class discussion, round-table critique and coffeehouse. If you ace every assignment in here, but do not participate in class, the highest grade possible is a B. Extra credit will be given for any of your work that is printed in the school magazine, or other published mediums.
C. Midterm/Final Exam -You must receive passing grades to pass the course. The final counts 20% of your final grade.
D. Approximation of points received for individual assignments -
Attendance/Participation
1 – 5 (negative potential)
Classroom events/Quizzes
5 - 10
Minor Written Assignments/Presentations/Assessments
10 - 25
Major Papers/Projects/Tests
25 - 60
100-99% = A+
89-88 = B+
79-78 = C+
69-68 = D+
98-93 = A
87-83 = B
77-73 = C
67-63 = D
92-90 = A-
82-80 = B-
72-70 = C-
62-60 = D-
59 and below = E
*It is your responsibility to save all assignments in order to avoid any grade discrepancy disputes later in the term. Keep everything!
V. CLASSROOM EXPECTATIONS:
* A Positive Attitude and Productive Participation are essential.
* Approx. ½ - 2 hours of homework each week – plan on it.
* Deserve respect; expect respect.
* Bring all necessary supplies, attend regularly, punctually, and behave responsibly.
* NO gum, unauthorized electronic use or recording - EVER, food, beverages, vulgarity, insubordination, harassment, etc. allowed in class. Infractions will negatively impact your grade.
* One trip out of class per semester (restroom, drink, locker, etc.), is available; use it judiciously. If you forget materials, fail to plan ahead, etc., it will affect your grade - see that it doesn't.
* Do not pack up or get up until the bell; it does not dismiss you, I do.
* Plagiarism is the unauthorized use or close imitation of the language and thoughts of another, and representing it as original effort. Research wisely, paraphrase selectively, and attribute accurately; always cite your source. Start early; make it personal; do your own work!
VI. KEEPING IN TOUCH:
I will be available to help with class work Monday, Wednesday & Friday from 7:15 – 7:50 a.m. or after school by appt.; my room # is 401 and my email is firstname.lastname@example.org, which is the best way to reach me. Please be concerned about your success in this course now. Do not wait until the end of the quarter, ask for help when you get stressed, behind or befuddled. I am not that scary. Please review the information in this syllabus with your parents.
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sein infinitive
IRREGULAR VERBS
was/were past simple
past participle
| schlagen | beat | beat | beaten |
|---|---|---|---|
| werden | become | became | become |
| beginnen | begin | began | begun |
| biegen/beugen | bend | bent | bent |
| wetten | bet | bet | bet |
| beißen | bite | bit | bitten |
| blasen | blow | blew | blown |
| brechen | break | broke | broken |
| bringen | bring | brought | brought |
| senden | broadcast | broadcast | broadcast |
| bauen | built | built | built |
| bürsten | burst | burst | burst |
| kaufen | buy | bought | bought |
| fangen | catch | caught | caught |
| wählen | choose | chose | chosen |
| kommen | come | came | come |
| kosten | cost | cost | cost |
| krichen | creep | crept | crept |
| schneiden | cut | cut | cut |
| handeln | deal | dealt | dealt |
| graben | dig | dug | dug |
| tun | do | did | done |
| ziehen | draw | drew | drawn |
| trinken | drink | drank | drunk |
| lenken/fahren | drive | drove | driven |
| essen | eat | ate | eaten |
| fallen | fall | fell | fallen |
| füttern | feed | fed | fed |
| fühlen | feel | felt | felt |
| kämpfen | fight | fought | fought |
| finden | find | found | found |
| fliehen | flee | fled | fled |
| fliegen | fly | flew | flown |
| verbieten | forbid | forbade | forbidden |
| vergessen | forget | forgot | forgotten |
| vergeben | forgive | forgave | forgiven |
| frieren | freeze | froze | frozen |
| bekommen | get | got | got |
| geben | give | gave | given |
| gehen | go | went | gone |
| wachsen | grow | grew | grown |
| hängen | hang | hung | hung |
| haben | have | had | had |
| hören | hear | heard | heard |
| verstecken | hide | hid | hidden |
| schlagen | hit | hit | hit |
| halten | hold | held | held |
| knien | kneel | knelt | knelt |
| wissen | know | knew | known |
| legen | lay | laid | laid |
| leiten | lead | led | led |
| verlassen | leave | left | left |
| leihen | leave | left | left |
| lassen | let | let | let |
| liegen | lie | lay | lain |
| anzünden | light | lit | lit |
be been
verlieren lose
lost lost
| machen | make | made |
|---|---|---|
| meinen | mean | meant |
| treffen | meet | met |
| zahlen | pay | paid |
| setzen, legen | put | put |
| lesen | read | read |
| reiten | ride | rode |
| läuten | ring | rang |
| | rise | rose |
| laufen | run | ran |
| sagen | say | said |
| sehen | see | saw |
| suchen | seek | sought |
| verkaufen | sell | sold |
| senden | send | sent |
| | set | set |
| | sew | sewed |
| schütteln | shake | shook |
| scheinen | shine | shone |
| schließen | shoot | shot |
| zeigen | show | showed |
| | shrink | shrank |
| schließen | shut | shut |
| singen | sing | sang |
| sinken | sink | sank |
| sitzen | sit | sat |
| schlafen | sleep | slept |
| rutschen | slide | slid |
| sprechen | speak | spoke |
| verbringen | spend | spent |
| spucken | spit | spat |
| | split | split |
| verbreiten | spread | spread |
| springen | spring | sprang |
| stehen | stand | stood |
| stehlen | steal | stole |
| kleben | stick | stuck |
| stechen | sting | stung |
| stinken | stink | stank |
| schlagen | strike | struck |
| schwören | swear | swore |
| kehren | sweep | swept |
| schwimmen | swim | swam |
| | swing | swung |
| nehmen | take | took |
| lehren | teach | taught |
| zerreißen | tear | tore |
| sagen | tell | told |
| denken | think | thought |
| werfen | throw | threw |
| verstehn | understand | understood |
| wachen | wake | woke |
| tragen | wear | wore |
| weinen | weep | wept |
| gewinnen | win | won |
| schreiben | write | wrote | | <urn:uuid:9a3bccff-c862-48d1-8d33-372368dbd910> | CC-MAIN-2020-40 | https://www.abipur.de/hausaufgaben/alt/files/pdf/279.pdf | 2020-09-24T02:09:31+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00560.warc.gz | 702,626,060 | 1,088 | eng_Latn | eng_Latn | 0.961489 | eng_Latn | 0.919552 | [
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At-home reading coach: Week 3 and 4 plan
Welcome, at-home reading coach!
If you are just starting your coaching, you may want to start with the Week 1 and 2 plan. Find it on Springboard Collaborative's resource page. Or dive right into Week 3.
Here's how it works: You're going to set a goal to spend time reading together and to make sure your child reads on their own EVERY DAY. Aim for 20 minutes of reading and talking together and 15 minutes of your child reading on their own (30 mins if they're 9 or older). When you reach your goal for the week (or even the day), take a moment to celebrate! Do something fun together, and tag us on twitter @SpringboardNTL or on Instagram @springboard_collaborative so we can celebrate with you!
As you read together, try a different reading tip each week. This keeps your reading together time fresh and gives your child a new reading skill to focus on each week.
Your child can also play word games or read articles on their own. We've included lots of links in the coaching plan below.
A final note: you can do this. In this rapidly changing world, reading together will help your child create some calm in the crisis. Don't focus on whether you're "doing it right." Focus instead on talking and reading with your child. That IS doing it right!
Resources for free reading materials
* Local library (if you have a library card)
* https://www.raz-kids.com/ (You need to register but you get a free trial for 30 days)
* https://www.readworks.org/ (need to register but it's free)
* https://rivet.area120.com/
* https://www.starfall.com/h/
* https://www.wilbooks.com/free-resources-free-online-books
* https://freekidsbooks.org/subject/wordless/
* https://www.uniteforliteracy.com/
* https://newsela.com/ (need to register but it's free)
* https://www.readworks.org/ (need to register but it's free)
Week 3 coaching plan
Monday
This week you're going to help your child enjoy reading even when it's a little bit hard. Watch the video here. Then choose a book and start reading!
Don't have a book at home? Here is an e-book for your child:
* K: Sammy's Picnic
* 1: Pluto, the Dwarf Planet
* 2: Cell Phone Games
* 3: Tablecloth Pull Challenge
When your child is doing their alone-time reading, remind them to choose a book that they are able to read on their own. Have your child finish with 10 minutes of word games here (completely optional!).
Need some more help with this tip? See the reading tip summary sheet at the end of the guide.
Reading tip of the week:
Feeling frustrated? That's ok
Tuesday
Today you can help your child choose the right book by asking if the words look hard or easy. Pick a book and help them discover if they can read the book alone or need your help!
Don't have a book at home? Here are some e-books:
* K: Family vs. My Family
* 1: Polar Bear Adaptations
* 2: Would You Step Out into Space?
* 3: Time for Turtles
When your child is doing their alone-time reading, remind them to slow down to figure out the words.
Have your child finish with 10 minutes of word games here (completely optional)!
Need some more help with this tip? See the reading tip summary.
Wednesday
Today ask your child to color three circles: one red, one green, and one yellow. When they begin to read, hold up each circle like it's a stoplight. Hold up green until your child comes to a place in the book where they need to slow down, then hold up the yellow circle. To pick up the pace, hold up the green circle again. Use the red circle to signal when you need to stop and work on something together.
Need a book?
* K: Why Do I Have Bones?
* 1: Pancakes for Breakfast
* 2: Everyone Counts in the 2020 Census
* 3: 17 Most Intelligent Animals in the World
When your child is doing their alone-time reading, remind them to reread sentences that are hard for them.
Help your child connect with their mind and body by following along with a musical yoga class!
Week 3 coaching plan continued
Reading tip of the week:
Feeling frustrated? That's ok
Thursday
Friday
Today when you focus on helping your child minimize frustration, ask things like:
* This story is a little confusing. Can you tell me what's going on in the story? What do we need to do to understand it better?
* There are a lot of words on this page. Can you read again, and this time make your voice match the characters better? Let me show you what I mean (then demonstrate with a read aloud).
Need a book?
* K: Little Rabbit is Sad
* 1: Make Your Bed
* 2: Make Believe Box
* 3: How the Tiger Got His Stripes
When your child is doing their alone-time reading, remind them to think about what is going on in the story.
Are you using this week's reading tip? Post a video to Facebook and tag @Springboard Collaborative and the hashtag #ReadFor15!
Today, help your child practice an activity (dance, sports, music, etc.)! Acknowledge that learning something new is hard, use questions to help them get past their frustration, show them how to do it (if you can), and encourage them to keep going!
Read a story aloud to your child and focus on reading being joyful! For a change of pace, sit down and listen to read aloud with your child. Find one here read by a professional actor!
When your child is doing their alone-time reading, watch for a few minutes and see if they can work through frustrating moments using the skills that they have learned.
Week 4 coaching plan
| | Monday | | Tuesday | Wednesday |
|---|---|---|---|---|
| This week you’re going to help your child to sound like a storyteller by “scooping up” words into phrases and sentences. Watch the video here. Then choose a book and start reading! Don’t have a book at home? Here is an e-book for your child: • K: Happy • 1: We the Children • 2: The Busy Bee • 3: Bake Cool Cakes in the Microwave When your child is doing their alone-time reading, remind them to try scooping the words rather than reading them one by one. Have your child finish with 10 minutes of word games here (completely optional)! Need some more help with this tip? See the reading tip summary | | Today you can help your child warm-up, pause, and do a practice read-through to figure out any new words. Then encourage them to re- read and scoop up the words into fluid phrases and sentences. Want to hear other kids reading fluently? Find a video of kindergarten, first grade, second grade, and third grade. Don’t have a book at home? Here are some e-books: • K: Something New to Do • 1: Lost and Found • 2: How to Draw Funny Spaghetti and Meatballs • 3: The Wild Parrots of San Francisco When your child is doing their alone-time reading, remind them to warm up and then re-read. Have your child finish with 10 minutes of word games here (completely optional!). Need some more help with this tip? See the reading tip summary. | | |
switching from “robot voice” to scooping.
Optional activity: Create a Robot Build a robot out of household materials (empty cardboard boxes, cans, paper towel rolls) or draw a robot on a piece of paper. Don’t forget to name your robot and decide what it’s special skills are.
Week 4 coaching plan continued
| | Thursday | Friday |
|---|---|---|
| Today when you practice scooping, concentrate on helping your child sound like a storyteller. Ask things like: • Can you read those words in a phrase? • Did that scooping sound like talking? • Can you try putting it all together? Don’t forget to give positive feedback and celebrate small successes! Here are some e-books to read: • K: Moving at the Zoo • 1: Is This a Wild Animal? • 2: Space • 3: Awesome Animal Jokes When your child is doing their alone-time reading, remind them to slow down, figure out the words, and then re-read like a storyteller. Are you using this week’s reading tip? Post a video to Facebook and tag @Springboard Collaborative and the hashtag #ReadFor15! | | |
Learn the strategy
Reading tip: Feeling frustrated?
That's ok!
1. Acknowledge difficulty: Tell your child that this is hard! Knowing you understand, helps.
2. Ask questions: Use gentle questions to coach your child to figure out the word, understand the story, or sound like a storyteller.
3. Answer your own question(s): If your child is having trouble answering the question, model an answer yourself.
4. Encourage re-reading: Invite your child to return to the beginning of the sentence and do it again, this time with their new knowledge.
We try our best to help young readers pick a book that's right for them. But even then, reading can feel hard and frustrating! Use these steps to help reading be little bit hard and a lot of possible and enjoyable.
Interact & play
Make your own "Reading Stoplight." Cut out three circles. Color them red, yellow, and green.
As your child is reading, hold up the "green light" as you hear everything going along great. Then, hold up the "red light" when you want to stop and work on something. When your child backs up and rereads, hold up the "yellow light". When they start reading again, hold up the "green light."
Your child could also use the circles to signal to you when they need help.
Ask your child
To minimize frustration, help your child pick the right book:
* Do the words in that book look hard or easy?
* Is this a book you would want to read alone or is this one you could use my help with?
* How do you feel when reading this book?
* Does it feel too easy, just-right, or hard?
To help your child monitor their frustration as they read:
* Can we break that word into smaller words?
* Let's slow down and figure this word out. How can we do this?
* What's going on in the story right now? What do we need to understand?
* Look at the punctuation. Can you make your voice match what's going on here?
Practice in the real world
Your child is probably trying to learn lots of new things, not just reading. In any activity--like sports, music lessons, or school subjects—there are bound to be frustrating moments.
Think about using this tip to help your child through any frustration. Acknowledge that learning something new is hard, use questions to help them get past their frustration, show them how to do it (if you can), and encourage your child to keep going!
Flagging trouble spots:
* Sometimes young readers try to choose chapter books even though they aren't quite ready for them. Instead of saying "no," ask questions to see if they can read and understand it. Then, say something like, We can read it another day or read it as a "together book" where I'll do most of the reading and you can listen and follow along!
My thoughts and questions
Helping 100,000 students reach reading goals and 30,000 students read on grade level by 2023.
Learn the Strategy
Reading tip: Scoop
1. Yellow light: warm-up: Help your child pause and do a practice read through. Figure out any words.
2. Scoop phrases: With your child, practice scooping their finger under the words to mentally make phrases. Remember—don't sound like a robot!
3. Greenlight: GO: Invite your child to put it all together. Read the sentence as smoothly and "scooped" as possible.
With this tip, you'll coach your child to sound more like a storyteller by showing them how to "scoop" together a few words to make a phrase. This helps your child avoid the "robot voice" and move from choppy word-by-word reading to the more fluent, reading-in-phrases reading.
Interact & Play
Play "Save the Robot!" Take turns being the robot that gets "saved" and turned into a human.
* First, whoever is the "robot" reads aloud a sentence (or page) in their best robot (choppy, word-by-word) voice.
* Then their partner looks for the magic button on the robot. Is it on their back? On the bottom of their shoe? When they push the button, the robot turns in to a human.
* As a new human, the robot can't wait to read the sentence in their new human (smooth) voice.
* Switch roles and play again with a new page.
Tips & tricks
* Use an eraser from a pencil to draw scoop lines below phrases in books (you don't ruin the book and you can actually SEE the scoop).
* With young children, focus more on the "yellow-light" warm up while they are still trying to solve the words and not scooping them together too fast.
My thoughts and questions
Helping 100,000 students reach reading goals and 30,000 students read on grade level by 2023.
Ask your child
* Yellow light! Let's pause/slow down and figure out the words.
* Great job solving those words. Now, let's scoop.
* Can you read those words in a phrase?
* Did that scooping sound like talking?
* Can you try putting it all together?
* Awesome job reading like a storyteller. Remember to push your eyes ahead while you scoop to see what's coming!
Practice in the Real World
One of the things that makes our voice "sound like us" is the way we phrase things. Invite your child to try to talk like you. You may be surprised how you sound to them!
Then take turns trying to talk like another adult you both know. If you want, you could both try to talk like someone famous. Your child may really enjoy doing celebrity impressions! | <urn:uuid:0e66500c-8e5a-4e99-a1ff-7eca5a61b81b> | CC-MAIN-2020-40 | https://www.springboardcollaborative.org/wp-content/uploads/2020/09/At-home-reading-coach-Week-3-and-4-plan-.pdf | 2020-09-24T02:12:14+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00562.warc.gz | 1,029,969,658 | 3,076 | eng_Latn | eng_Latn | 0.997484 | eng_Latn | 0.998184 | [
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Name:
Subject:
Course:
Paper:
Topic:
Dr. Rachana Shalini
Botany
Deg.-II (Hons. & Subs.)
IVth
Morphological and Anatomical Adaptations of Hydrophytes
Lecture no.-
08
Morphological and Anatomical Adaptations of Hydrophytes:
Morphological Adapatations:
1. Root system is poorly developed. Roots are often poorly developed (e.g.
Wolffia, Salvinia) or completely absent.
Root hairs have completely disappeared in some species of Ceratophyllum.
However, many hydrophytes have well developed root systems.
For example, Eichhornia and Pistia have well developed adventitious roots. In these free-floating rosette plants, the roots are at least partly responsible for
preserving the stability of their rosette leaves.
2. Roots of floating hydrophytes show very poor development of root hairs, absence of true root caps, with root pockets to protect their tips from injuries.
(e.g. Eichhornia)
3. Rooted hydrophytes
likeHydrilla, Vallisnera,
Elodia derive
their nourishment through their body surfaces. More plants partly depend on their
1
roots for the absorption of minerals from the soil. Roots are totally absent in Ceratophyllum, Salvinia, Azolla, Utricularia etc.
4. In Jussiaea repens two types of roots develop. Some of them are normal, while others are negatively geotropic, floating roots, spongy in nature and keep the plants afloat.
5. In free floating hydrophytes, the stem is thick and short, floating on the surface of water (e.g.) Eichhornia. The stem may be well developed (e.g., Ceratophyllum, Hydrilla), reduced (e.g. Wolffia ,Spirodela), or modified into rhizome (e.g., Vallisneria). Stem is spongy due to well developed aerenchyma. The spongy and elongated petioles of water hyacinth exhibit the development of so-called aerenchyma.
6. In Nymphaea and Nelumbium the stem is a rhizome. These rhizomes live for many years and produce leaves every year.
7. In rooted plants with floating leaves, the leaves are large, flat and entire (e.g.) Nymphaea, Victoria regia. Their upper surface is coated with wax. The wax coating protects the leaves from mechanical and physical injuries and also prevents clogging of stomata by water.
8. In floating plants of Eichhornia, Trapa etc., the petioles become characteristically swollen and become spongy, providing buoyancy.
9. Plants such as Limnophylla heterophylla, Sagittaria, Ranunculus, Salvinia, Azolla etc show heterophylly, with submerged dissected leaves offering little resistance against the water currents, and absorbing dissolved carbon-dioxide from water. The aerial leaves show typical mesophytic features. It acts as foliage leaf.
10. Pollination (e.g. Vallisneria) and dispersal of fruits and seeds are accomplished by the agency of water.
Many hydrophytes show heterophylly, i.e., production of different forms of leaves in the same plant. In submerged aquatics with free floating aerial leaves, the submerged leaves are generally linear, ribbon-shaped or finely dissected while the aerial leaves are complete and rounded or lobed.
In Sagittaria, the heterophylly seems to be due to the difference in the intensity of light in the submerged and aerial parts. More light intensity in the aerial parts favours formation of entire leaves. The floating leaves have waxy surface so that water may not wet the surface and block stomata. The presence of mucilage on the aerial organs seems also an adaptation for protecting them from getting wet. The propagation of most hydrophtes is vegetative.
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Computer Applications In Business 6th Edition Reprint
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Computer Applications In Business 6th
6th Grade Pre-Computer Applications. Grade(s) 6th Required Course Business and Technology. 6th Grade Pre-Computer Applications. Course Rationale Our students live in a digital age. The development of Microsoft Office skills is essential to workplace productivity. Students utilize word processing and digital presentation to reinforce computer literacy activities and skills.
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INTEGRATED COMPUTER APPLICATIONS, 6th Edition challenges students to combine all of the tools of Microsoft® Office 2010 plus web computing with decision-making and formatting using real-world projects.
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Copyright code: d41d8cd98f00b204e9800998ecf8427e.
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OnlineContinuingED, LLC PO Box 428 Wallingford, CT 06492 www.OnlineCE.com www.ChiroCredit.com Phone (860)463-9003 Fax (860)606-9555 firstname.lastname@example.org
Writing Multiple Choice Test Questions
Writing multiple choice questions may at first glance seem a relatively simple process. You ask a question, and then give one correct answer and a number of incorrect answers. While that is the basic process, there are a number of "rules" that make this type of assessment more effective and the results more reflective of the knowledge acquisition of the test taker. Here are ten rules for writing excellent multiple choice questions.
1. The questions should reflect the learning objectives of the course. The questions should serve to measure if the learner has acquired the knowledge and skills that are the main focus of the course.
2. Questions can be written to assess different levels of achievement. It is occasionally desirable to test if learners can recall specific facts. More often, assessing the learner's ability to apply the knowledge to reach a conclusion, make a prediction, or select a course of action, is of greater value. As a general rule, all test items should require the application of knowledge. Following is an example of the difference.
Knowledge Recall Item Question:
What area is supplied with blood by the posterior inferior cerebellar artery?
Application of Knowledge Question:
A 62-year-old man develops left-sided limb ataxia, Horner's syndrome, nystagmus, and loss of appreciation of facial pain and temperature sensations. What artery is most likely to be occluded?
3. The distractors should be plausible. The incorrect choices should be relevant and related to the test question topic.
4. Keep the answer choices approximately the same length. Avoid making the correct answer the longest or shortest of the answer options. Also, try to keep all the answers grammatically similar.
5. Vary the position of the correct answer. Avoid having the correct choice in the same answer location.
6. Try not to use negative questions . A learner’s ability to select the one incorrect answer does not necessarily indicate they know the correct answer.
Example of a negative question:
Which of the following areas is NOT supplied with blood by the posterior inferior cerebellar artery?
7. Avoid copying phrases directly from the text. Using a phrase or sentence as it appears in the course material only reflects the learner’s ability to recall and not synthesize.
8. Do not provide clues from one question to the next. Keep the questions independent from one another so the answer to one question is not contained in another question.
9. Avoid giving clues such as linking the stem to the answer. Test-wise students will know the correct answer based on clues rather than knowledge.
Example:
The primary goal of the study was to provide an __________. (In this case, the students might choose any answer that begins with a vowel.)
10. Items are more effective if presented as a question rather than as an incomplete statement.
Example:
Oxygen is transported in the bloodstream bound to the protein ___________ (poor)
What is the protein that binds oxygen for transport in the bloodstream? (better)
Bibliography and Resources
(1) Virginia Commonwealth University | Center for Teaching Excellence http://www.vcu.edu/cte
(2) University of Bridgeport | Center for Excellence in Learning and Teaching http://www.bridgeport.edu/facultyandstaff/celt
(3) Brigham Young University | Faculty Center http://testing.byu.edu/info/handbooks/14%20Rules%20for%20Writing%20Multiple-Choice%20Questions.pdf
(4) The University of Texas at Austin | Instructional Assessment Resources http://www.utexas.edu/academic/ctl/assessment/iar/students/plan/method/exams-mchoice-write.php
(5) Constructing Written Test Questions For the Basic and Clinical Sciences,
Contributing Authors Susan M. Case, PhD and David B. Swanson, PhD, http://www.nbme.org/PDF/ItemWriting_2003/2003IWGwhole.
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LESSON SIX
GOODNESS
BIBLE READING(S):
Genesis 1:27-31
Psalm 139:14
ELEMENTARY LESSON
The Fruit of the Holy Spirit is also goodness. The Bible talks a lot about goodness. Let's look at the very beginning of the Bible, in Genesis 1, to read about how God calls His creation "very good."
Read Genesis 1:27-31
God made so many wonderful things. He made all the water, plants, and animals. Finally, He made His very favorite thing in all creation: humans. He then looks at all He created and considers it to be "very good." He treasures His creation, and asks humans to look after it and take care of it. Unfortunately, sin tainted this goodness. It makes it difficult for us to be good and see good around us. We need the Holy Spirit's help.
What does this mean for you and me? It means that when we bear the Fruit of the Spirit that is goodness, we look at what God made and consider it to be good. And because our world is broken by sin, sometimes we have to look a little harder to see this goodness. Sometimes there are messy things that actually have so much of God's goodness in them. For example, a tired mom may have rumpled hair and bags under her eyes, but she's tired because she was up all night taking care of her baby. She was caring for a person made in God's image--her baby! God calls something like this good, and asks us to see it as good, too.
In Psalm 139, it says that we are "fearfully and wonderfully made." God cherishes you, a person created in His own image. That means that we reflect and express the Fruits of the Holy Spirit, because we are made in God's image and His Spirit dwells within us. That's amazing!
Because God says His creation is good, we can see it's goodness all around us. While humans are God's favorite part of creation, He made so many other amazing parts of the
THE FRUIT OF THE SPIRIT:
GOODNESS
earth. He made the stars we see at night. He made the trees that turn pretty colors in the fall. He made each and every pet. When we express the Fruit of the Spirit that is goodness, we look at these things and say, "Wow, God! This is so good!"
The goodness with which God saw His creation meant He loved it. He loved it so, so much. It broke His heart when Adam and Eve decided to choose their way over God's way, meaning that sin would be in the heart of every human born on earth. But God loves His good creation, and wants His people beside Him.
The only way for God to be with His good creation was for someone to pay the price for sin. Now, God could've had His creation pay the price. They were the ones sinning, anyway! But God loved His creation so much that He decided to die instead. That's why Jesus had to die--because God wanted to be close with His good creation.
Because Jesus died instead of His sinful people, we get to have His goodness in the eyes of God, even when we're not good. Furthermore, the Holy Spirit helps us to see the goodness around us. When we're struggling to see what is good, we can ask Him, "Holy Spirit, show me the goodness around me!"
OBJECT LESSON
You'll need: a shoebox and a hand mirror that fits in the box.
Hold up the box to show the kids, saying "I don't know what's inside this box, but the person who gave it told me that whoever looks inside will see God's greatest creation. They'll see what God calls good! Should I look inside?" Open the box and look confused. Say, "a mirror? Why is there a mirror in here?" In a moment of realization say, "Aww, there's a mirror in here because God's greatest creation is people!" Give the kids a chance to look in the box and see that they are God's greatest creation.
CLOSING PRAYER
Dear God, thank You for Your beautiful creation, the greatest of which is people. Help us to see Your goodness all around us, even on days when it's difficult. Amen.
THE FRUIT OF THE SPIRIT:
GOODNESS
GOODNESS CHALLENGE
What's a place that is full of God's good creation but we see it everyday so we may not see God's goodness in it? Our backyard! Take a video of yourself giving a tour of your backyard, pointing out all the good things that God made in it.
DISCUSSION QUESTIONS
What are some of the things that God calls good in Genesis 1?
How can we invite the Holy Spirit to help us perceive God's goodness around us? [We can say, "Wow, God! This is so good!"]
SONG RECOMMENDATIONS
"Goodness" by Vertical Worship
"Good Good Father" by Chris Tomlin
"Goodness of God" by Bethel Music
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Cyber-bullying Policy
Introduction
1. Social Media provide a dynamic and rapidly evolving means of communication. Mobile phones, chat rooms, websites and social networks, such as Facebook, play a significant role in many young people's lives as they interact with their peers and search for a social identity.
2. Inappropriate use of social media may lead to what is commonly known as cyber bullying.
3. Cyber bullying, like any other form of bullying, is the abuse of one person or group of people. It is an affront to human dignity and will be treated in accordance with the principles and procedures of this Cyber Bullying Policy, the school's Code of Behaviour , the Anti Bullying Policy, the Child Protection Policy, the Internet Acceptable use Policy, the Health and Safety Statement and Safety Statement and the Policies on Dignity in the Workplace, Harassment, Sexual Harassment and other relevant policies.
4. Due to the instant, public, open and potentially permanent nature of access to material posted on social media and its capacity to multiply exponentially, a single inappropriate and offensive posting may constitute Cyber Bullying.
5. The school has a duty of care toward its pupils and its staff. A safe and respectful environment in school is necessary so that teaching and learning can take place.
6. The school, together with other relevant parties (parents and/or guardians, social media providers, Gardai etc) has a responsibility (though not the sole one) for the promotion of the responsible use of social media and the prevention of their misuse, with special reference to Cyber Bullying.
7. This Cyber Bullying Policy applies even when a student engages in inappropriate use of social media, when not under the direct supervision of the school; when there is a clear connection with the school and/or a demonstrable impact on its aims, work reputation and/or personnel.
Definitions
Social Media Technologies are defined as information and communication technologies (ICT), such as the internet, digital media or the mobile phone (e.g. text messages, group messaging services, instant messaging, personal websites, online polling websites, social media networks etc.)
Cyber Bullying means any usage of Social Medial Technologies that seeks to undermine or humiliate a member, or members, of the school community. This includes circulating or publishing through ICT, material recorder without consent for the purpose of undermining, or causing damage to, the professional or personal reputation of another person, whether considered a "joke" or not.
Policy
Cyber Bullying will be deemed a serious breach of the school's Code of Behaviour and Anti-Bullying Policies, as well as other relevant policies, and will attract serious sanctions, up to and including suspension and expulsion. Allegations of Cyber Bullying may also be reported to the Gardai or other outside agencies as appropriate.
Any misbehaviour, including inappropriate use of social media, impacting on the health and safety of any member of the school community, will be treated with the utmost seriousness by the Principal and the Board of Management.
Reporting procedure and investigation.
1. Any student or staff member who believes s/he has, or is being, subjected to Cyber Bullying, as well as any person who has reason to believe a student or staff member is being subjected to (or has been subjected to Cyber-Bullying) shall immediately report the matter to the Principal, Deputy Principal or Year Head.
2. The Principal/Deputy Principal or Year Head shall investigate all reports of such conduct in line with agreed school procedures. Cyber Bullying will be subject to appropriate discipline and sanctions, to be decided by the Board of Management. The seriousness of the violation will determine the sanction to be applied. This may include suspension or expulsion.
3. All parties will be informed of the results of the investigations into Cyber Bullying.
Consequences of false accusation
1. The consequences and appropriate remedial action for a student found to have falsely accused another member of the school community of an act of Cyber-Bullying range from positive behavioural interventions up to and including suspension and expulsion.
2. The consequences and appropriate remedial action for a school employee found to have maliciously accused another member of the school community of an act of Cyber-Bullying is that s/he may be disciplined. Such discipline will be in accordance with relevant legislation and the school's Dignity at Work Policy.
3. In circumstances where an investigation of Cyber-Bullying is not proven, but the Board is satisfied that a genuine and reasonable complaint is made, no action will be taken against the complainant.
The Teaching Council's Code of Professional Conduct for Teachers (June 2012) states that "staff should ensure that any communication with students, colleagues, parents, school management and others is appropriate, including communication via electronic media, such as e-mail, texting and social networking sites".
Discipline and Consequences
1. Some acts of Cyber-Bullying may be isolated incidents requiring the School Authorities to respond appropriately to the individual committing the acts. Other acts may be so serious, or part of a larger pattern of Cyber-Bullying, that they will require a response from outside agencies such as the Gardai.
2. Sanctions will be decided by the Board of Management and the seriousness of the violation will determine the sanction to be applied. This may range from positive behavioural interventions, up to and including suspension or expulsion. It is further noted that CyberBullying using school technologies is in violation of the school's Acceptable Internet Use Policy. Where an incident of cyberbullying takes place outside of school time but is deemed to impact the welfare of students in school, the Board of Management will intervene as necessary, as mentioned above.
3. Intervention techniques to prevent Cyber-Bullying and to support and protect victims may include appropriate strategies and activities, as determined from time to time by the Board of Management and Principal.
Appeals
Section 20 of the Education Act 1998 gives parents and students (aged 18 years and over) the right to appeal certain decisions made by the Board of Management or by a person acting on behalf of the Board (expulsion; cumulative suspension of 20 days; refusal to enrol). In general, appeals must be made within 42 calendar days from the date that the parents/guardians were notified of the decision.
Reprisal or retaliation prohibited
The Board of Management will not tolerate reprisal or retaliation against any person who reports an act of Cyber-Bullying. The consequences and appropriate remedial action for a person who engages in reprisal or retaliation shall be determined by the Board or the Principal after consideration of the nature and circumstances of the act, in accordance with the principals of natural justice and Department of Education & Skills regulations and procedures. The Board of Management and the Principal wish to encourage active reporting of all cases of Cyber-Bullying and will support aggrieved persons throughout the process
What is Cyber-bullying?
Online bullying is something you should talk about with your child before it happens. Ideally when your child starts using social media for the first time, when they are moving from primary to secondary school, and regularly thereafter.
This type of bullying is increasingly common and is continuously evolving. It is bullying carried out through the use of internet and mobile phone technologies. Being the target of inappropriate or hurtful messages is the most common form of online bullying. Cyberbullying does not require face to face contact, it can occur at any time (day or night). Many forms of bullying can be facilitated through cyberbullying. For example, a child may be sent homophobic text messages or pictures may be posted with negative comments about a person's sexuality, appearance etc.
Be clear on what constitutes online bullying. The procedures published by the Department of Education and Skills say:
"placing a once-off offensive or hurtful public message, image or statement on a social network site or another public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour." (Anti-bullying Procedures for Primary and Post Primary Schools, DES 2013)
Cyberbullying can happen to anyone
It's always wrong and it should never be overlooked or ignored. You know your child better than anyone else. It means you are best placed to identify and deal with any cyberbullying they may encounter.
What Can I Do if my Child is Being Bullied Online?
Praise your child for coming to speak to you about the problem. Sometimes that first step of asking for help is a difficult one. Try to stay calm and not overreact. Reassure your child by reminding them that many people have had similar experiences.
The first thing to do is to listen. Listen supportively, don't interrogate your child. If they come to you looking for help, they have demonstrated trust in you. Be careful not to damage that by losing your cool or taking action that they are uncomfortable with. At the same time, you should make it clear that in order to help them you may have to talk to their teachers and the parents of other children involved.
Once you have established that bullying is taking place, you should get in touch with your child's school or youth organisation. Internet service providers should also be contacted and, if the cyberbullying is very serious, or potentially criminal, you could contact your local Gardaí.
Schools have a particular responsibility to address bullying. Talk with your child's teacher if the bullying is school related. A pupil or parent may bring a bullying concern to any teacher in the school. Individual teachers must take appropriate measures regarding reports of bullying behaviour in accordance with the school's anti-bullying policy. All schools must have an "Anti – Bullying" policy. You should familiarise yourself with your school's policy, so you know the steps to be taken if required.
Encouraging your child to talk to you about cyberbullying is key to maintaining an open and positive environment which can help you deal with the situation.
Responding negatively by barring internet use or taking away their mobile phone can damage trust and may also put you out of the loop if cyberbullying happens again.
Help your child to build his/her confidence and self-esteem in other areas. This can be supported by your child engaging in out of school activities, such as sports, music or art activities. If your child is very distressed it's important that they have someone with whom they can speak. A professional counsellor might be able to help. Childline offers a listening support service for children.
What Advice Should I Give my Child?
1. Don't Reply: Young people should never reply to messages that harass or annoy them. The bully wants to know they have upset their target. If they get a response it feeds into the problem and makes things worse.
2. Keep the Messages: By keeping nasty messages your child will be able to produce a record of the bullying, the dates and the times. This will be useful for any subsequent school or garda investigation.
3. Block the Sender: No one needs to put up with someone harassing them. Whether it's mobile phones, social networking or chat rooms, children can block contacts through service providers.
Children need to understand the emotional damage of cyberbullying, and all other forms of bullying
4. Report Problems: Ensure your child reports any instances of cyberbullying to websites or service providers. Sites like Facebook have reporting tools. By using these, your child will be passing important information to people who can help eradicate cyberbullying.
can cause. All forms of bullying hurt, all cause pain and all should be stopped. By stressing this to
– it will encourage their responsible internet use.
your child – and by enforcing the importance of not standing by while someone else is being bullied
Examples of Cyber-bullying
* Sending mean emails, texts or instant messages.
* Sending neutral messages to someone to the point of harassment.
* Posting hurtful things about someone on social media.
* Spreading rumors or gossip about someone online.
* Making fun of someone in an online chat that includes multiple people.
* Pretending to be another person by creating a fake online profile.
* Threatening or intimidating someone online or in a text message.
* Taking an embarrassing photo or video and sharing it without permission.
* Sending/sharing sexually explicit material with someone online via social media, e-mail etc. | <urn:uuid:251b5bd9-cd6a-45b5-a103-c9fc25623695> | CC-MAIN-2020-40 | https://limericketss.ie/wp-content/uploads/2019/09/LETSS-cyber-bullying-policy.pdf | 2020-09-24T00:48:15+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00565.warc.gz | 491,248,437 | 2,512 | eng_Latn | eng_Latn | 0.997851 | eng_Latn | 0.998338 | [
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HUNTER-GATHERER / JÄGARE-SAMLARE
The climate during the Pleistocene Epoch (2.6 mill – 11,700 YA) fluctuated between episodes of glaciation (or ice ages) and episodes of warming, during which glaciers would retreat. It is within this epoch that modern humans migrated into the European continent at around 45,000 years ago. These Anatomically Modern Humans (AMH) were organized into bands whose subsistence strategy relied on gathering local resources as well as hunting large herd animals as they travelled along their migration routes. Thus these ancient peoples are referred to as HunterGatherers. The timing of the AMH migration into Europe happens to correspond with a warming trend on the European continent, a time when glaciers retreated and large herd animals expanded into newly available grasslands.
Evidence of hunter-gatherer habitation has been found throughout the European continent from Spain at the La Brana cave to Loschbour, Luxembourg and Motala, Sweden. The individuals found at the Loschbour and Motala sites have mitochondrial U5 or U2 haplogroups, which is typical of Hunter-Gatherers in Europe and Y-chromosome haplogroup I. These findings suggest that these maternally and paternally inherited haplogroups, respectively, were present in the population before farming populations gained dominance in the area.
Based on the DNA evidence gathered from these three sites, scientists are able to identify surviving genetic similarities between current day Northern European populations and the first AMH Hunter-Gatherers in Europe. The signal of genetic sharing between present-day populations and early Hunter-Gatherers, however, begins to become fainter as one moves further south in Europe. The huntergatherer subsistence strategy dominated the landscape of the European continent for thousands of years until populations that relied on farming and animal husbandry migrated into the area during the middle to late Neolithic Era around 8,000–7,000 years ago.
FARMER / JORDBRUKARE
Roughly 8,000–7,000 years ago, after the last glaciation period (Ice Age), modern human farming populations began migrating into the European continent from the Near East. This migration marked the beginning of the Neolithic Era in Europe. The Neolithic Era, or New Stone Age, is aptly named as it followed the Paleolithic Era, or Old Stone Age. Tool makers during the Neolithic Era had improved on the rudimentary "standard" of tools found during the Paleolithic Era and were now creating specialized stone tools that even show evidence of having been polished and reworked. The Neolithic Era is unique in that it is the first era in which modern humans practiced a more sedentary lifestyle as their subsistence strategies relied more on stationary farming and pastoralism, further allowing for the emergence of artisan practices such as pottery making.
Farming communities are believed to have migrated into the European continent via routes along Anatolia, thereby following the temperate weather patterns of the
Mediterranean. These farming groups are known to have populated areas that span from modern day Hungary, Germany, and west into Spain. Remains of the unique pottery styles and burial practices from these farming communities are found within these regions and can be attributed, in part, to artisans from the Funnel Beaker and Linear Pottery cultures. Ötzi (the Tyrolean Iceman), the well-preserved natural mummy that was found in the Alps on the Italian/Austrian border and who lived around 3,300 BCE, is even thought to have belonged to a farming culture similar to these. However, there was not enough evidence found with him to accurately suggest to which culture he may have belonged.
Although farming populations were dispersed across the European continent, they all show clear evidence of close genetic relatedness. Evidence suggests that these farming peoples did not yet carry a tolerance for lactose in high frequencies (as the Yamnaya peoples of the later Bronze Age did); however, they did carry a salivary amylase gene, which may have allowed them to break down starches more efficiently than their hunter-gatherer forebears. Further DNA analysis has found that the Y-chromosome haplogroup G2a and mitochondrial haplogroup N1a were frequently found within the European continent during the early Neolithic Era.
METAL AGE INVADER / BRONSÅLDERSMÄNNISKAN
Following the Neolithic Era (New Stone Age), the Bronze Age (3,000–1,000 BCE) is defined by a further iteration in tool making technology. Improving on the stone tools from the Paleolithic and Neolithic Eras, tool makers of the early Bronze Age relied heavily on the use of copper tools, incorporating other metals such as bronze and tin later in the era. The third major wave of migration into the European continent is comprised of peoples from this Bronze Age; specifically, Nomadic herding cultures from the Eurasian steppes found north of the Black Sea. These migrants were closely related to the people of the Black Sea region known as the Yamnaya.
This migration of Asian Steppe nomads into the temperate regions further west changed culture and life on the European continent in a multitude of ways. Not only did the people of the Yamnaya culture bring their domesticated horses, wheeled vehicles, and metal tools; they are also credited for delivering changes to the social and genetic makeup of the region. By 2,800 BCE, evidence of new Bronze Age cultures, such as the Bell Beaker and Corded Ware, were emerging throughout much of Western and Central Europe. In the East around the Urals, a group referred to as the Sintashta emerged, expanding east of the Caspian Sea bringing with them chariots and trained horses around 4,000 years ago.
These new cultures formed through admixture between the local European farming cultures and the newly arrived Yamnaya peoples. Research into the influence the Yamnaya culture had on the European continent has also challenged previously held linguistic theories of the origins of Indo-European language. Previous paradigms argued that the Indo-European languages originated from populations from Anatolia; however, present research into the Yamnaya cultures has caused a paradigm shift and linguists now claim the Indo-European languages are rooted with the Yamnaya peoples.
By the Bronze Age, the Y-chromosome haplogroup R1b was quickly gaining dominance in Western Europe (as we see today) with high frequencies of individuals belonging to the M269 subclade. Ancient DNA evidence supports the hypothesis that the R1b was introduced into mainland Europe by the Asian Steppe invaders coming from the Black Sea region. Further DNA evidence suggests that a lactose tolerance originated from the Yamnaya or another closely tied steppe group. Current day populations in Northern Europe typically show a higher frequency of relatedness to Yamnaya populations, as well as earlier populations of Western European Hunter-Gatherer societies.
NON-EUROPEAN / ICKE-EUROPÉER
Most of the world is not of European descent and alternatively, have genetic contributions from influential and significant populations for which we currently do not have enough scientific data. For this reason, those whose ancestral makeup is of non-European descent cannot be grouped into these three particular ancient European categories. As more significant DNA evidence is found in other regions of the world, we will work to continue to connect the ancient with the present in our effort to further our understanding of the interconnectedness between us all. To explore your non-European origins, please see your myOriginsresults. | <urn:uuid:1f5b9fc1-cd6d-4cc9-8ffd-d6b6e3597346> | CC-MAIN-2020-40 | http://www.cghgroup.se/wp-content/uploads/2016/12/Engelsk-beskrivning-fr%C3%A5n-FamilyTree-DNA-%C3%B6ver-J%C3%A4gare-Jordbrukare-Brons%C3%A5ldersm%C3%A4nniskan.pdf | 2020-09-24T02:24:24+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00565.warc.gz | 156,486,423 | 1,548 | eng_Latn | eng_Latn | 0.996454 | eng_Latn | 0.996958 | [
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David L. Wedding, Sheriff
Vanderburgh County Sheriff's Office
2020 Deputy Sheriff - Preliminary Application for Employment
The Vanderburgh County Sheriff's Office does not discriminate on the basis of race, color, national origin, sex, age, sexual orientation or disability in employment or the provision of services.
Please use the following guidelines when completing this application. It is recommended that you print and review all of the documents available on-line prior to completing the application. An applicant who fails to follow these guidelines WILL NOT be considered for appointment. Read all directions and each question carefully.
1. DO NOT submit a resume or anything else with or in place of this preliminary application.
3. ALL questions must be answered completely.
2. The full application will be provided to candidates who successfully complete the initial physical ability test and written test.
4. You should complete this form within Adobe Acrobat Reader with the exception of your signature. Once completed, print on plain white paper and sign.
6. There are multiple places requiring your initials, failure to initial one of those locations will be assumed to be intentional and that you do not agree or do not comply with the associated requirement, question or statement.
5. Questions where a check box is provided for your answer, check the appropriate box with an "X".
7. If you need additional space to answer a question, you may attach additional pages. These pages should be standard white copy type paper, typed in BLACK. This application with any additional pages should be fastened with a paperclip prior to submission. DO NOT staple.
Vanderburgh County Sheriff's Office 2020 Deputy Applicant Process 3500 North Harlan Avenue Evansville IN 47711
8. Upon completion of the application, DO NOT fold. Return, postmarked no later than Friday, September 18, 2020, in a standard 9"x12" envelope via the United States Postal Service to:
9. In lieu of mailing, applications and related documents may be returned in person no later than 5pm on Friday, September 25, 2020 at the Vanderburgh County Jail, 3500 N. Harlan Avenue.
Last Name
First Name
Middle Name
Maiden Name
Jr, Sr, II, III, etc.
Street Address
Primary Telephone
City, State, Zip
Alternate Phone - Cell Phone
eMail Address
Social Security Number*
APPLICANT NAME (last, First):
PHYSICAL ABILITY ASSESSMENT REGISTRATION
The applicant physical ability assessment is a pass or fail exam. It is based on the physical fitness standards used by the Indiana Law Enforcement Academy to test the fitness level of its basic law enforcement students. In addition to the other requirements that must be met for graduation, basic students at the Academy must successfully pass each component of this exam in order to graduate. Refer to your applicant syllabus for an explanation of this test and its components.
The physical ability assessment will be offered ONLY on the dates listed below. The assessment will be held at Memorial High School at 1500 Lincoln Avenue in Evansville, Indiana.
Select the date/time you wish to participate by placing an "X" in the appropriate slot and return this form with your application. In the event we must reschedule, we will notify you; otherwise, REMEMBER THE DATE AND TIME YOU SELECT AND REPORT ON THAT DATE.
THIS REGISTRATION FORM SERVES AS YOUR NOTICE/REMINDER!
Select the date/time you wish to participate by placing an "X" in the appropriate slot. Choose only one day/time. Please allow yourself plenty of time. Depending upon the number of applicants, this test may take longer than expected. Please wear appropriate athletic attire and bring a valid government issued photo ID.
12 p.m.
at: Saturday, October 03, 2020
8 a.m.
at: 8 a.m.
10 a.m.
Saturday, October 10, 2020
WAIVER OF LIABILITY AND RELEASE OF ALL CLAIMS
2.
1. I declare and represent that I have received the applicant syllabus and that I have read and understand the physical assessment components and requirements. I further declare and represent that I am now in good health, that I am familiar with and understand the nature of the Deputy Sheriff Physical Ability Test being conducted by the Vanderburgh County Sheriff's Office, that I am physically and medically fit to participate in said test, and that my personal attire is safe and fit for participation in said test, I personally assume any and all risks of injury, including death, damage, or loss which I may sustain as a result of participating in any activities associated with said test.
A. Acknowledgement of Risk
I hereby consent and agree to all of the following terms and conditions:
As a participant in the Deputy Sheriff Physical Ability Test, I recognize and acknowledge that there are certain risks of physical injury. I agree to assume the full risk of any injury, including death, damage or loss which I may sustain as a result of participating in any and all activities connected with or associated with said test.
I do hereby and for myself, heirs, executor and administrators, or other parties claiming under or through me fully waive, relinquish, release, and or forever quit-claim and discharge the Vanderburgh County Sheriff's Office, the County of Vanderburgh and all of their elected officials, officers, agents, employees, servants, monitors, and examiners from any and all liability, claims, demands, actions, and causes of action whatsoever arising out of or related in any way to any loss, damage, or injury (including death) that may be sustained by me while participating in the Deputy Sheriff Physical Ability Test, or upon the premises where said test is being conducted, whether said loss, damage, injury, or death result from negligence of the Government of Vanderburgh County and its elected officials, officers, agents, employees, servants, monitors, or examiners, or are otherwise caused.
B. Waiver of Liability and Release of All Claims
C. Indemnity and Defense
D. No Trespassing
I do hereby agree for myself, heirs, executors and administrators, or other parties claiming under or through me, to indemnify and hold harmless and defend the Vanderburgh County Sheriff's Office, the County of Vanderburgh and their elected officials, officers, agents, employees, servants, monitors, and examiners from any and all claims, suits, or demands, actions, or causes of action whatsoever arising out of or related in any way to loss, damage, or injury (including death) that may be sustained by me while participating in the Deputy Sheriff Physical Ability Test, or upon the premises where said test is being conducted.
I hereby declare, acknowledge, and understand that I am granted a conditional license to be present upon the premises where the Deputy Sheriff Physical Ability Test is being conducted only to the extent and for the duration necessary for me to participate in said test, and I unequivocally agree not to trespass upon parts of these premises where my presence is not required for my participation in said test. I further agree to leave these premises promptly following my completion of said test activities.
I understand that the test administration staff may remove me from the test if they believe that I might endanger myself or be an endangerment to others.
E. Other
I give my permission to the Vanderburgh County Sheriff's Office to use photographs, videotapes, or other visual records of me that are made during the course of the event.
INITIALS
APPLICANT NAME (Last, First):
APPLICANT CERTIFICATION SECTION
Please read each of the following paragraphs carefully. Indicate your understanding of, and consent to, the contents and conditions of each paragraph by placing your initials in the indicated box after each paragraph.
Please sign and date below. By signing, you are confirming that you have completed this entire application truthfully and that you have reviewed the basic requirements for the position of deputy sheriff and the related disqualifiers and believe yourself to be eligible to proceed with the application process.
Signature
Date
I certify that I can perform the functions of this position as described in the job description
accommoda-
tion (you must writeWITHorWITHOUTin the preceding blank space to adequately complete the sentence).
If you indicated that you can perform the functions of this position WITH accommodations, please describe the accommodations needed. Attach a separate sheet to respond to this question.
INITIALS
INITIALS
I certify that I have read, understand and comply with all requirements and disqualifiers, as detailed in the attached 2020 Deputy Applicant Information.
The job description herein for the position of deputy sheriff for the Vanderburgh County Sheriff’s Office describes the duties and responsibilities for employment in this position, which is the entry level law enforcement position for the sheriff’s office. I acknowledge that I have received the described job description, and understand that it is not a contract of employment nor is it a guarantee of employment. I further acknowledge that I have read the job description, understand it and that if hired, will comply with all job duties, requirements, and responsibilities detailed in this job description as well as any subsequent revisions.
INITIALS
I understand and accept that, if I am hired, it will be conditional upon my passing any medical and / or psychological exami- nations that the sheriff’s office , sheriff’s merit board, or sheriff’s pension board deems necessary to determine my ability to perform the essential functions of the position. I understand and accept that this may include drug, alcohol or substance abuse testing as well as periodic physical ability assessments.
INITIALS
I understand that it may be necessary for me to approve and sign waivers necessary in order for the sheriff’s office to obtain information from my current and former employers and other sources.
INITIALS
I understand that the sheriff’s office provides services seven days a week, twenty-four hours per day, and therefore, if em- ployed, I may be required to work during any of these times.
INITIALS
I understand that if I am hired as a deputy sheriff for the Vanderburgh County Sheriff’s Office, I must successfully complete the required training and courses necessary to obtain certification by the Indiana Law Enforcement Training Board.
INITIALS
I understand and accept that if any information required in this application or during other phases of the applicant process is found to be false or intentionally misrepresented or excluded, I may be disqualified from further consideration. I further understand that, if the employer employs me, I may be subject to disciplinary actions including termination if information provided on this application or during any other phase of the process is found to have been falsified and or intentionally excluded or misrepresented.
INITIALS
I understand that if I am hired as a deputy sheriff for the Vanderburgh County Sheriff’s Office, I must abide by all the rules, policies, and regulations of the sheriff’s office that are in effect at the time of my employment and any subsequent rules, poli- cies, and regulations enacted during my employment.
INITIALS
I understand that if I am hired as a deputy sheriff for the Vanderburgh County Sheriff’s Office, I must agree to not use any tobacco products while in uniform or while in the performance of any law-enforcement related duty or activity.
INITIALS
I understand that I must live in Vanderburgh County Indiana or a contiguous Indiana County. If not, I agree that if I am hired, I will relocate my permanent residence to Vanderburgh County Indiana or a contiguous Indiana County within six (6) months of being hired as a deputy sheriff. If I choose NOT TO RESIDE in Vanderburgh County, I understand that I may not be eli- gible for a take home vehicle, to participate in certain programs or be eligible for certain assignments.
INITIALS
WITHOUT
Vanderburgh County Sheriff's Office
2020 Deputy Sheriff Application Information
DO NOT RETURN THIS PAGE OR ANY PAGES AFTER THIS PAGE WITH YOUR APPLICATION
READ CAREFULLY! KEEP THIS HANDOUT FOR FUTURE REFERENCE!
REQUIREMENTS AND DISQUALIFIERS
* Be at least 21 years of age on or before March 20, 2021.
* Possess a valid driver's license or be able to obtain an Indiana driver's license prior to employment.
* No felony convictions.
* High school diploma or GED
* At least 60 college credit hours, OR at least two (2) years of full time work experience (the work does not have to be in law enforcement), OR military experience.
* No convictions* for hate crimes.
* No convictions* for domestic violence.
* No dishonorable discharges from any branch of military service.
* No visible tattoos/body art while wearing any of the required uniforms of the Vanderburgh County Sheriff's Office, including a short sleeve shirt, which is required during the warm weather, seasonal uniform period. You may not wear long sleeves or other coverings in lieu of short sleeves. NO EXCEPTIONS!
* No more than five (5) traffic violations in the past five (5) years (does not include parking tickets).
* No illegal/unlawful* use of drugs within the past two (2) years.
* Permanently disqualified from employment if ever engaged in the sale, dealing, or manufacture of controlled substances.
* May not have a conviction* for driving under the influence of alcohol or drugs in the past two (2) years and no more than one (1) conviction* in a lifetime.
* Must provide proof of registration for selective service (applicable under Federal law to males under the age of 26).
- Pass a post-offer of employment medical examination (including vision and hearing exams), drug screen, physical ability assessments and psychological interview.
- Pass a post-offer of employment background investigation, which includes: fingerprinting; photographing; criminal records checks; interviews with family, references, neighbors and past and present employers; credit history check and a lie detector examination.
- Must live in Vanderburgh County Indiana or a contiguous Indiana County. If not, must agree to relocate to Vanderburgh County Indiana or a contiguous Indiana County within six (6) months after employment as a deputy sheriff. (Not being a Vanderburgh County resident may preclude deputies from being assigned a take-home car or certain specialty assignments).
- Attend and successfully complete a basic law enforcement training course approved by the Indiana Law Enforcement Training Board and our Deputy Training Program during your first year, if hired. Eligible applicants with prior law enforcement experience may qualify as a waiver student.
- Meet and successfully pass all academic, practical, physical training and retention requirements of the Vanderburgh County Sheriff's Office and the Indiana Law Enforcement Training Board.
- Possess the skills, knowledge and abilities required of all Vanderburgh County sheriff's deputies, which includes, but is not limited to, a positive attitude, good communication skills, respect for the law, respect for your fellow citizens and respect for your fellow law enforcement colleagues.
- NOTE: Applicants must be able to perform all of the essential job functions listed in the enclosed job description.
- NOTE 1: Where indicated with an "*", the term "conviction" shall include the amendment of a criminal charge (e.g. Driving under the influence (DUI) to a lesser offense as a result of a negotiated sentence. The term excludes court ordered expungements.
- NOTE 2: Compliance with the above listed disqualifiers and requirements will be verified through a background investigation, which includes a lie-detector exam, for those applicants that advance to the conditional offer stage of the selection process.
TESTING AND EVALUATION
General Information:
Applicants who meet the requirements, who are willing to agree to the other requirements listed in this syllabus and who have returned a properly completed application packet are invited to participate in our selection process.
The overall process of applying for the position of merit deputy sheriff is regulated by procedures established by the Sheriff of Vanderburgh County and the Sheriff's Merit Board in accordance with state law and internal standard operating procedures.
Upon completion of all testing and evaluation, a pool of eligible applicants will be established, which willbe valid for a period of two years: March 20, 2021 through March 19, 2023.
The Sheriff's Office has an authorized strength of 118 deputy sheriff's. At this time, it is impossible for us to know how many vacancies will occur during the two-year eligibility period. As positions become available, applicants selected from the eligibility pool will be extended a conditional offer of employment.
offer of employment will be conditioned upon the successful completion of all post-offer requirements previously listed. If you are not hired by the time the eligibility period expires and you wish to be considered for a future position, you must apply and complete the selection process when offered again. The
Once submitted, all applications, forms and documents become property of the Vanderburgh County Sheriff's Office and they will not be returned.
For those applicants who have applied previously, all documents, forms and attachments submitted in previous application/selection processes will not be retrieved from your files. Applicants must submit all new paperwork for this selection process.
Applicants are expected to be prompt when reporting for a scheduled test or interview. Tardiness or failure to report on a scheduled date may result in rejection of the applicant from the selection process. For the integrity of the selection process, all applicants must present a valid government issued photo ID.
Physical Ability Assessment:
This assessment has been scheduled for several different dates and times. Please refer to the registration form included in your application for dates and further instructions.
This assessment is the same assessment that the Indiana Law Enforcement Training Board has established as a graduation requirement of all basic students. The Cooper Institute of Aerobics Research developed the assessment. Their studies have determined the areas and levels of physical fitness, which are necessary for performing the essential functions of a law enforcement officer. Please refer to the insert in your application packet for an explanation of the protocols for this test and for tips to prepare for this test.
You must sign, date and return with your application the Waiver of Liability and Release of Claims form included in the application packet. If you have any questions or doubts about your ability to safely participate in this assessment, you are advised to consult with your physician. No one will be permitted to participate without a signed waiver.
The physical ability assessment consists of five (5) components that will be measured in one day as a battery of tests. Each component is scored separately and the standard must be met on each and every one in order to pass. All applicants have the same standard, regardless of age, gender, race or disability. Listed below are the five (5) test components, standards (required score) and the order in which they must be taken:
1. Vertical Jump. This measures leg power, and it consists of measuring how high a person jumps. Standard-16 inches.
2. One Minute Sit-Ups. This measures abdominal, or trunk, muscular endurance. While lying on his/her back, the applicant will be given one (1) minute to do as many bent leg sit-ups as possible Standard-29 sit-ups.
3. 300 Meter Run. This measures anaerobic power, or the ability to make an intense burst of effort for a short time period or distance. This component consists of sprinting 300 meters as fast as possible. Standard-71 seconds.
4. Maximum Push-Ups. This measures the muscular endurance of the upper body. This component consists of doing as many push-ups as possible until muscular failure. (No time limit, but resting is permitted only in the up position and the back must remain straight during resting. When the applicant elects to stop or cannot continue, the total number of correct push-ups is recorded as the score). Standard-25 push-ups.
5. 1.5 Mile Run. This measures aerobic power or cardiovascular endurance (stamina over time). To complete this component, the applicant must run/walk, as fast as possible, a distance of 1.5 miles. Standard-16 minutes and 28 seconds.
Entry Level Written Examination:
The written examination will be administered immediately following the physical assessment (provided the applicant passes the assessment).
The exam will be prepared by a professional testing service and it will consist of four (4)-timed sections. You must achieve a minimum score of at least 70% in each section to pass the exam and proceed to the next phase of the selection process. This exam is designed to measure your general knowledge, skills and abilities in the areas of basic math, reading comprehension, grammar and writing, all of which are required of deputy sheriffs. Advanced preparation is not necessary.
Once the exams are scored, you will receive an email from the sheriff's office notifying you whether or not you passed or failed. Applicants who pass the exam will proceed to the next phase of the selection process, which are the interviews. Applicants will be contacted to schedule interviews.
Deputy Interview Board:
This board consists of five (5) merit deputy sheriffs of various ranks and assignments from within the sheriff's office. Each applicant will be asked a series of standard questions and any clarification questions as needed.
Merit Board Interview:
The Merit Board consists of five (5) members and it has been established in accordance with applicable Indiana statutes. Each applicant will be asked a series of standard questions and any clarification questions as needed.
Sheriff's Executive Interview:
Applicants will interview with the Sheriff of Vanderburgh County and his executive commanders as selected by the sheriff.
NOTE: The interviews are formal job interviews (dress appropriately). Each interview is structured somewhat differently. Generally, applicants will be asked a series of questions and your responses will be evaluated accordingly. You will also be evaluated on your appearance, demeanor, your ability to follow directions and the completeness and neatness of your application and related documents. No questions will be provided beforehand and applicants will only be notified as to whether or not they made it to the pool of eligible candidates upon the completion of all applicant interviews.
Pool of Eligible Candidates:
Upon completion of all interviews, applicants will be notified as to whether or not they made it into the pool of candidates for future employment as deputy sheriffs. The pool will consist of the forty (40) highest overall scoring applicants. Candidates selected from the pool will be extended a conditional offer of employment (also known as a conditional job offer), when and if positions become available. Employment will be conditioned upon the successful completion of an extensive background investigation. The background investigation is explained in more detail in the next section.
Upon completion of the background investigation, the candidate's background investigator will submit a report to the Commander of the Administration Division as to the findings of the investigation. These findings will be forwarded to the Sheriff of Vanderburgh County and to the Vanderburgh County Sheriff's Merit Board for final review and consideration. Candidates will be notified as to the decision of the Sheriff and the Merit Board. Candidates with favorable findings will also be notified as to an anticipated swearing-in date.
It is important for candidates who make it into the candidate pool to notify the Administration Division(Major Mark Rasure) of any changes to your address, email and telephone numbers during thetwo-yearperiod. If we are unable to contact you, you may be removed from the eligibility pool, and,therefore, youwill forfeit your opportunity to become a deputy sheriff.
Background Investigation:
The post-offer background investigation process is a vital part of the overall selection process for determining and selecting the best, qualified persons applying for positions within a law enforcement organization. Since the object of a background investigation is to obtain information relating to the candidate's suitability (or non-suitability) for law enforcement employment relative to his or her behavioral history and character, the background investigation includes but is not limited to: criminal history (which includes fingerprinting and photographing); driving record; interviews with the candidate, former and current employers, relatives, neighbors, co-workers and other acquaintances; verification of employment, education and military service records; financial liabilities; psychological evaluation; medical examination and drug screening and a Computer Voice Stress Analysis (CVSA), which is a type of liedetector.
Once submitted, all applications, forms and documents become property of the Vanderburgh County Sheriff's Office and they will not be returned.
For those applicants who have applied previously, all documents, forms and attachments submitted in previous application/selection processes will not be retrieved from your files. Applicants must submit all new paperwork for this selection process.
Benefit Package:
The benefits provided to a Vanderburgh County sheriff's deputy include, but are not limited to:
* Opportunity to serve in a professional, career-oriented organization
* Longevity pay increases based on years of service
* Current base salary for a probationary deputy is available on the VCSO website
* Clothing allowance ($1,500 after probationary year)
* Health insurance
* Annual educational bonuses for degrees: associate ($1000); bachelor ($2000); master ($4000)
* Paid life insurance
* Option to participate in a deferred compensation savings program
* Member-owned retirement plan
* Access to a fully equipped fitness center
* Approved first-year, training program for those veterans with GI Bill education benefits
Physical Assessment Dates/Times:
Saturday,October 03, 2020 at 8 or 12pm; written test to immediately follow.
Saturday,October 10, 2020 at 8 or 10pm; written test to immediately follow.
Report to: Memorial High School, 1500 Lincoln Ave., Evansville, IN 47714. Park in lot on South Benninghof Ave
Questions:
If you have any questions or require further information about the selection process, please contact Major Mark Rasure at firstname.lastname@example.org or Lt. Col. John Strange at email@example.com. You may also call (812) 421-6203 with any questions.
Report all changes in contact information by telephone, email or letter. If we are unable to contact you, this may result in your removal from the testing and selection process.
POSITION DESCRIPTION COUNTY OF VANDERBURGH, INDIANA
POSITION: Deputy Sheriff
DEPARTMENT: Vanderburgh County Sheriff's Office
JOB CATEGORY: (POLE)
FLSA STATUS: Non-Exempt
DATE WRITTEN: January 1980 DATE REVISED: August 2020
Incumbent serves as deputy sheriff for the Vanderburgh County Sheriff's Office, and is responsible for the enforcement of the laws of the state and protection of county residents and their property.
DUTIES
Enforces local, state, and federal laws by implementing effective policy for the prevention and investigation of crimes to protect the lives and property of the people.
Actively conducts patrols in Vanderburgh County neighborhoods, businesses, schools, universities, parks, and other designated areas, ensuring the security of residences and businesses through high visibility, investigates and reports all suspicious or unlawful activities, and performs necessary actions to ensure the proper enforcement of applicable laws for the safety and well-being of all people within the County.
Responds to citizens' calls and complaints of alleged unlawful activity, takes statements from victims and witnesses, and ensures the lawful arrest of criminal offenders, as required by law.
Participates in the formal investigation of crimes and accidents, as required or assigned.
Maintains the appearance and serviceability of police vehicle and all issued and/or required equipment and supplies.
Transports individuals detained by the County to appropriate courts, detention, or medical facilities.
Prepares and submits reports.
Testifies in court as required.
Assists county courts by serving all legal process (paperwork) as directed. Prepares and submits verification of all process so served.
Provides security for county courts and other governmental buildings, as assigned.
Attends prescribed in-service and/or training programs for certification in specialized law enforcement areas, as assigned or required.
Performs related duties as assigned.
I. JOB REQUIREMENTS AND DIFFICULTY OF WORK
Thorough knowledge of and ability to make practical application of the customary practices, procedures, rules and regulations of the Office to perform standardized patrol operations, investigations and other duties, and to take authoritative action as needed.
Practical knowledge of area law enforcement demands, and ability to effectively respond to various circumstances while patrolling.
Knowledge of and ability to use all assigned department equipment and weapons. Ability to legally operate department vehicles.
Knowledge of the Bill of Rights and its fair and equitable application to all people. Knowledge of all relevant local, state and federal laws and their fair and equitable application.
Knowledge of standard practices and procedures in administering first aid and CPR.
Ability and willingness to engage in continuing education on laws and other topics.
Ability to appropriately receive, maintain, and account for articles received in evidence.
Ability to effectively prepare Office reports as required.
Ability to speak at public events.
Ability to qualify annually by obtaining a passing score in the Handgun Course of Fire and the Shotgun Course of Fire, as required by standards of the Indiana Law Enforcement Training Board.
Ability to deal swiftly, rationally, and decisively with potentially violent individuals in precarious situations and to effect forceful arrest as situations demand.
Ability to adapt to changing weather conditions, work environments, and irregular and/or extended hours. Ability to appropriately respond to emergencies from an off duty status as assigned or directed.
Ability to physically perform the essential duties of the position, including but not limited to, pursuing suspects by driving vehicle at high speeds, running, climbing stairs, forcing entry, scaling walls, jumping fences, and physically restrain individuals.
Ability to effectively listen, comprehend, and communicate with public, other officials, and agencies by radio, telephone or in person.
Ability to recognize the signs and symptoms of some communicable diseases, and be able to protect oneself from contamination.
Certification or ability to be certified by the Indiana Law Enforcement Academy, and ability to meet all departmental hiring and retention requirements, including not posing a direct threat to the health and safety of other individuals in the workplace.
Ability to successfully complete the prescribed new deputy training program (Police Training Officer Program- PTO).
Ability to follow all personnel policies and rules of the organization.
II. RESPONSIBILITY
Incumbent performs a wide variety of patrol duties according to established departmental policies and police procedures, making independent decisions and taking authoritative actions in response to situational demands. Errors in decision or work may not be readily detected by periodic supervisory review and may lead to loss of life to self, co-workers, or public, and have adverse effects upon Office operations, and inconvenience to members of the public.
III. PERSONAL WORK RELATIONSHIPS
Incumbent maintains frequent contact with supervisors, offenders, and individuals detained in the County jail facility, representatives of other law enforcement departments and agencies victims of unlawful activities and/or accidents, and members of general public for a variety of purposes, including coordination and direction of police patrol operations, effective and safe transport of detainees, and enforcement of applicable laws.
The Sheriff's Office is a team-oriented and community-involved agency. The incumbent must commit to developing and maintaining positive, working relationships with co-workers, members of partner agencies and within the community, at-large.
Non-routine relationships with law offenders to gain concurrence with full enforcement of laws in situations that jeopardize public's and incumbent's safety.
Reports directly to a chain of command such as, Sergeant, Lieutenant, Major, Lt. Colonel, Colonel, Sheriff, respectively.
IV. PHYSICAL EFFORT AND WORK ENVIRONMENT
Incumbent performs duties both in an office environment and in the field, and is frequently exposed to the normal hazards associated with enforcement of the law. Regularly patrols in automobile; and occasionally must exert strenuous physical effort during emergency situations.
POSITION: Deputy Sheriff
ORGANIZATION: Vanderburgh County
OFFICE: Sheriff
FLSA STATUS: Non-Exempt/Exempt as per job
WORK SCHEDULE: As Assigned
The following essential job functions comprise a summary of job duties, requirements, and responsibilities contained in the job description prepared for this position. The job description will serve as the primary document in the selection and hiring process; and constitutes the context for incumbent job performance and evaluation.
ESSENTIAL FUNCTIONS:
Enforces laws by implementing effective policy for the prevention and investigation of crimes to protect the public; Patrols designated areas, ensuring the security of residences and businesses, investigates and reports suspicious activity, takes actions to ensure the enforcement of applicable laws;
Responds to calls and complaints of unlawful activity, takes statements from persons involved, ensures lawful arrest of criminal offenders, as required by law;
Participates in the investigation of crimes and accidents;
Maintains the appearance and serviceability of police vehicle and all issued and/or required equipment and supplies;
Transports individuals detained by the County to appropriate courts, detention, or medical facilities;
Prepares and submits reports and summaries of activities;
Testifies in court as required;
Assists County courts by providing security and serving warrants, and related process papers, and prepares and submits all process papers so served;
Attends in-service or training programs for certification in specialized law enforcement areas, as assigned or required;
Performs related duties as assigned.
REQUIREMENTS:
Knowledge of and ability to apply the customary practices, procedures, and regulations of the Office to perform standardized patrol operations and take authoritative action;
Knowledge of area law enforcement demands, and ability to effectively respond to various circumstances while patrolling;
Knowledge of and ability to use all assigned Office equipment and weapons.
Knowledge of standard practices and procedures in administering first aid and CPR;
Ability to receive, maintain and account for evidence;
Ability to deal swiftly, rationally, and decisively with potentially violent individuals in precarious situations and to effect forceful arrest as situations demand;
Ability to adapt to changing weather conditions, work environments and irregular and/or extended hours;
Ability to respond to emergencies from an off duty status;
Ability to physically perform the essential duties of the position;
Ability to recognize the symptoms of some communicable diseases, and be able to protect oneself from contamination;
Ability to effectively prepare department reports as required;
Ability to effectively communicate with the public, other officials, and agencies;
Ability to follow all personnel policies rules of the organization and ordinances, state and federal laws.
LICENSE/CERTIFICATION NEEDED:
Ability to legally operate Office vehicles;
Ability to qualify annually in the handgun, long gun and all other relevant qualifications;
Certification or ability to be certified by the Indiana Law Enforcement Training Board, and ability to meet all departmental hiring and retention requirements.
Protocol for Vertical Jump
Purpose
This is a measure of jumping or explosive power.
Equipment
Vertical measuring apparatus fixed to a smooth wall. Some way to mark extension when jumping (e.g., chalk dust, velcro).
Procedure
1. Participant stands with one side toward the wall, feet together, and reaches up as high as possible to mark his/her standard reach.
2. Participant jumps as high as possible and marks the highest point of the jump. Participant must jump from both feet in a stationary stance. Arms may be pumped and thrust upward.
3. Score is the total inches, to the nearest 1/2 inch, above the standard reach mark.
4. The best of three trials is the recorded score.
How To Prepare For Vertical Jump
You Must Train To Meet The Standards
Training must be specific to the target activity, and therefore each componet has a different training routine.
Vertical Jump:
A good way to prepare for this component is to do plyometric training. The basic plyometric exercise routine consists of three exercises: double leg vertical jump, single leg vertical jump and the double leg hop. Perform each exercise with 1 set of 10 repetitions, 3 days a week. Do the repetitions ballistically without stopping. Rest 3 minutes between each set of each exercise.
Double Leg Vertical Jump:
Intensity Level: High
Starting Position: Stand with the feet shoulder-width apart.
Direction of Jump: Vertical
Arm Action: Double arm action
Starting Action: Perform a rapid counter movement and jump as high as
possible
Ascent: Thrust arms upward vigorously and reach as high as possibleDescent:
When the feet hit the ground, jump again immediately without a stutter step.
Double Leg Hop:
Intensity Level: Medium
Starting Position: Stand with the feet shoulder-width apart.
Direction of Jump: Horizontal, with a vertical component as well
Arm Action: Double arm action
Starting Action: Jump off of both legs and strive for maximum distance
Ascent: Think about "hanging" in the air
Descent: Land in the starting position and immediately repeat the movement
Single Leg Vertical Jump:
Intensity Level: High
Starting Position: Stand with one foot on the ground
Direction of Jump: Vertical
Arm Action: Double arm action
Starting Action: Perform a rapid counter movement and jump as high as
possible
Ascent: The arms should be thrust upward vigorously and reach as high as
possible
Descent: When the foot hits the ground, immediately jump without a stutter step
(Emphasis should be placed on maximum height and quick, explosive takeoffs. Repeat this exercise with the opposite leg after a brief rest of 15-30 seconds)
Protocol for One Minute Sit-ups
Purpose
This measures abdominal muscular endurance.
Procedure
1. The participant starts by lying on his/her back, knees bent, heels flat on the floor, with the fingers laced and held behind the head. Avoid pulling on the head with the hands. The buttocks must remain on the floor with no thrusting of the hips.
2. A partner holds the feet down firmly.
3. The participant then performs as many correct sit ups as possible in 1 minute.
4. In the up position, the subject should touch elbows to knees and then return until the shoulder blades touch the floor.
5. Score is total number of correct sit ups. Any resting must be done in the up position.
6. Breathing should be as normal as possible, making sure the participant does not hold his/her breath as in the Valsalva maneuver.
How To Prepare For Sit-ups
1. Determine the number of correct sit ups you can do in one minute.
2. Multiply that number by .75 (75%). Round off the result to the lowest number. This will be the number of repetitions (sit ups) you will do per set.
3. Warm up with some light activity of your choice, such as a stationary bike, walking or jogging on the treadmill, light calisthenics, etc.
4. Perform the number of sit ups (correct form) determined in the calculation done in #2 above.
5. Rest no longer than 60 seconds, and do another set of repetitions.
6. Repeat #4 and #5 until you have done 3 to 5 sets of repetitions. Even though the last sets may be difficult, maintain proper form. If you have to hesitate longer on the floor on the last sets to get in the full number, then do so but rest no longer than necessary. It is important that you get in all the repetitions.
7. Do this routine every other day. Increase the number of reps per set by 1 or 2 each week.
NOTE: If you are unable to do at least 5 reps per set, you will need to modify your routines in order to get in sufficient repetitions to address muscular endurance. You should follow a crunch or curl routine for your abdominals, and also get assistance in designing leg exercises (multi-hip machine or leg lifts) to address the hip flexors. Also, you could use an abdominal machine in a fitness facility using a light enough resistance to get in 15 reps per set for 3 set.
Protocol for 300 Meter Run
Purpose
This is a measure of anaerobic power.
Equipment
400 meter running track, or any measured 300 meter flat surface with sufficient distance to slow to a stop.
Procedure
1. Warm up and stretching should precede testing.
2. Participant runs 300 meters at maximal level of effort. Time used to complete distance is recorded.
3. Participant should walk for 3 - 5 minutes immediately following test to cool down. This is an important safety practice.
How To Prepare For The 300 Meter Run
To prepare for this component, it is a good idea to do interval training. The first step is to time yourself for an all-out effort at 110 yards. This is called your initial time, or IT. The second step is to divide your IT by .80 to get your training time. Then follow the schedule below.
| 1 & 2 | 110 yards | 10 | IT ÷ .80 | 2 min. | 1/week |
|---|---|---|---|---|---|
| 3 & 4 | 110 yards | 10 | IT ÷ .80 minus 2-3 seconds | 2 min. | 1/week |
| 5 &6 | 110 yards | 10 | IT ÷ .80 minus 5-6 seconds | 2 min. | 1/week |
| 7 & 8 | 220 yards | 8 | IT ÷ .80 x 2 | 2 min. | 1/week |
| 9 & 10 | 220 yards | 8 | IT ÷ .80 x 2 minus 4 seconds | 2 min. | 2/week |
Protocol For Maximum Push-ups
Purpose
This measures muscular endurance of the upper body (anterior deltoid, pectoralis major, triceps).
Procedure
1. The hands are placed shoulder width apart, with fingers pointing forward. Some part of the hands must lie within a vertical line drawn from the outside edge of the shoulders to the floor. The administrator places one fist on the floor below the participant's chest (sternum).
2. Starting from the up position (arms fully extended with elbows locked, both hands and both feet only touching the floor), the participant must keep the back straight at all times and lower the body to the floor until the chest (sternum) touches the administrator's fist. The participant then returns to the up position with the elbows fully locked. This is one repetition.
3. Resting is permitted only in the up position. The back must remain straight during resting.
4. When the participant elects to stop or cannot continue, the total number of correct pushups is recorded as the score. No time limit.
How To Prepare For Push-ups
1. Determine the maximum number of correct push ups you can do in one minute.
2. Multiply that number by .75 (75%). Round off the result to the lowest number. This will be the number of repetitions (sit ups) you will do per set.
3. Warm up with some light activity of your choice, such as a stationary bike, walking or jogging on the treadmill, light calisthenics, etc.
4. Perform the number of push ups (correct form) determined in the calculation done in #2 above.
5. Rest no longer than 60 seconds, and do another set of repetitions.
6. Repeat #4 and #5 until you have done 3 to 5 sets of repetitions. Even though the last sets may be difficult, maintain proper form. If you have to hesitate longer on the floor on the last sets to get in the full number, then do so but rest no
longer than necessary. It is important that you get in all the repetitions. 8. Do this routine every other day. Increase the number of reps per set by 1 or 2 each week.
NOTE: If you are unable to do at least 5 reps per set, then you will have to adjust the above calculations on modified push ups (from the knees) in order to keep the number of reps high enough to address muscular endurance. You should also get assistance in designing a strength routine using selectorized machines including chest, arms and trunk exercises.
Protocol for 1.5 Mile Run
Purpose
The 1.5 mile run is a measure of aerobic power (cardiovascular endurance). The objective in the 1.5 mile run is to cover the distance as fast as possible.
Equipment
1. Stopwatch
2. Indoor or outdoor track or another suitable flat running area measured to 1.5 miles
3. Testing forms to record data
Procedure
1. Participants should not eat a heavy meal or smoke for at least 2 - 3 hours prior to the test. Participants should warm up and stretch thoroughly prior to running.
2. The participant runs 1.5 miles as fast as possible.
3. Participants should not physically touch one another during the run, unless it is to render first aid.
4. Finish times should be called out and recorded.
5. Upon completion of the run, participants should cool down by walking for about 5 minutes to prevent venous pooling (i.e., pooling of the blood in the lower extremities which reduces the return of blood to the heart and may cause cardiac arrhythmia).
How To Prepare For 1.5 Mile Run
To prepare for this test, you need to gradually increase your running endurance. The schedule below is a proven progressive routine. Begin at the level you can accommodate, and if you can advance the schedule on a weekly basis, then proceed to the next level. If you can do the distance in less time, then do so.
| 1 | Walk | 1 | 17 - 20 | 5 |
|---|---|---|---|---|
| 2 | Walk | 1.5 | 25 - 29 | 5 |
| 3 | Walk | 2 | 32 - 35 | 5 |
| 4 | Walk/Jog | 2 | 28 - 30 | 5 |
| 5 | Walk/Jog | 2 | 27 | 5 |
| 6 | Walk/Jog | 2 | 26 | 5 |
| 7 | Walk/Jog | 2 | 25 | 5 |
| 8 | Walk/Jog | 2 | 24 | 5 |
| 9 | Jog | 2 | 23 | 4 |
| 10 | Jog | 2 | 22 | 4 |
| 11 | Jog | 2 | 21 | 4 |
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T he Yak had some excellent adventures in reporting this special issue on Michigan's state symbols. But his favorite was visiting the University of Michigan's Edwin S. George Reserve, near Pinckney, to watch a turtle researcher dig up four painted turtle hatchlings from their nest.
upright and their heads covered by several inches of soil.
"They can and do sometimes freeze," said Justin Congdon, director of a 49-year-old study on the preserve's three turtle species: painted, snapping and Blanding's.
They looked like Milk Duds! Their tiny heads and legs were pulled inside their shells — and stayed that way for more than an hour until they warmed up. They had spent the winter huddled together like football players, with their shells
Only the painted hatchlings spend the winter underground.
"If you get a temperature of minus 20 for four days with no snow on the ground, they die," said Congdon, an expert on how
Painted turtles are often seen sunbathing on warm days. When it's chilly, they stay underwater. In Michigan, the females are usually about six inches long from the front to the back of their shell. But some in the Upper Peninsula grow up to nine inches long. Male painted turtles tend to be smaller than the females.
long turtles live and how they age.
"If there's snow on the ground, it insulates them."
It was early April and the temperature was near freezing. A light snow fell as Congdon gently scooped dirt from a small patch of earth that had been marked with sticks and a flag.
"If you don't see the female putting her eggs in the ground, you're not going to find them," he explained. "They put their eggs in the ground, cover them, walk away and that's it."
So for 45 days each year — from about May 15 to about July 4 — Congdon and as many students as he can recruit do little else but stalk female turtles from 6 a.m. to at least 10 p.m. — seven days a week.
"You get pretty tired watching females," Congdon said, laughing. He is absolutely devoted to his research and also studies turtles in
Minnesota and Arizona. In the 26 years he's been at George, half of the preserve's painted turtle nests have been destroyed by raccoons, skunks, moles and other predators.
7
PHOTOS BY KATHY KIELISZEWSKI
"Some years, you don't have any survivors — at least none that we see," he said. "One year, we observed 154 nests and predators destroyed all of them. Another year, they'll do really well — 65 percent will survive."
Turtle researcher Justin Congdon gently digs for turtles with a spoon. Will he find any? He never knows. Most hatchlings get eaten by predators that burrow into their nests.
Last year, Congdon and his assistants marked the location of 120 painted turtle nests. Only 11 were still intact last fall, and only seven had hatchlings when Congdon dug them up in April.
The surviving nests each netted three to 12 hatchlings, for a total of 52 new painted turtles. (George has about 1,500 painted turtles altogether, including a 57-year-old female that is still breeding and is the population's oldest member.)
Congdon digs up the hatchlings so he can tag them and take genetic samples, enabling him to identify them as well as their parents, grandparents and other relatives. Otherwise, they would emerge
These four painted turtle hatchlings were photographed a half-hour after being dug up from their winter nest. They were still too cold to stick their heads out into the world.
on their own once the temperature hits 70 degrees — and take off for the nearest body of water. He keeps them covered with moist towels in a barn until it's warm enough to safely release them outdoors.
On hot, sunny days, the water-loving reptiles can be seen basking in ponds and marshes all across Michigan.
"The painted turtle is the only turtle that's common anymore," said Jim Harding, a Michigan State University herpetologist, or scientist who studies reptiles and amphibians.
"It's kind of like the robin in that it's common throughout the central United States — from the Great Plains to the East Coast and down into Louisiana."
There's no way to estimate how many live in Michigan, but it's probably in the tens of thousands, said Harding.
"It's not yet an endangered species. If we keep building more roads and fragmenting habitat, the population will decline. But as far as wiping them out, I don't think we'll do that anytime soon."
By Patricia Chargot
Bonus question: How many turtle species are native to Michigan?
Answer: Nine or 10, depending on whether the red-eared slider is native, as some scientists believe, or was introduced in the 1950s, when thousands were imported for the pet turtle trade. (Or the species could be part native and part introduced.) The others are: Blanding's, snapping, musk, spotted, wood, eastern box, common map, painted and eastern spiny softshell. Only the spotted is officially threatened, but the wood, eastern box and Blanding's are of special concern and are also protected by state law. Never remove any turtle or other wild animal from its habitat. | <urn:uuid:9b4b2a89-1455-416a-916a-b45828b3d04d> | CC-MAIN-2020-40 | https://www.michigan.gov/documents/hal_mhc_mhm_turtle_63866_7.pdf | 2020-09-24T02:45:29+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00567.warc.gz | 954,959,593 | 1,100 | eng_Latn | eng_Latn | 0.999446 | eng_Latn | 0.999446 | [
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"What is that?"
This information may be useful for learning some of the terminology related to what a speech-language pathologist can treat – plus links to useful websites.
* Autism Spectrum Disorder (ASD)
o Common related terms/diagnoses: Asperger's Syndrome, PDD-NOS (Pervasive Developmental Delay/Disorder – Not Otherwise Specified)
o Autism Spectrum Disorders – Autism is a developmental disorder in children that is characterized by impairments in communication, social interaction, and relating to the world surrounding them. As the name suggests, Autism is a spectrum and how it affects an individual varies greatly (http://www.asha.org/public/speech/disorders/Autism/)
o Please visit www.autismtreatmentcenter.org
o Please visit www.autismspeaks.org
* Childhood Apraxia of Speech (or just Apraxia)
o Apraxia- A speech sound disorder in which an individual's speech lacks precision and coordination. (http://www.apraxia-kids.org/site/apps/nlnet/content.aspx?c=chKMI0PIIsE&b=839037&ct=837215)
o Oral Motor Therapy – Oral motor therapy refers to a group of exercises targeting the muscles used for speech production. As a whole, research does not support the use of only oral motor therapy to treat articulation and/or motor speech disorders. Combined therapeutic activities, that include coordination work with repetition related to speech sounds, do have support with research findings. Please ask your therapist if you are interested in specific information.
o Articulation/Phonological Disorder
o Articulation- refers to errors in sound production. Sounds may be substituted, deleted, added, or changed. Example: substituting /w/ for /r/---"wed, wat, wead" red, rat, read
o Phonological- refers to patterns of sound errors. Example: simplifying consonant blends at the beginning of words---skunk becomes "kunk," spoon becomes "poon" (http://www.asha.org/public/speech/disorders/SpeechSoundDisorders/)
* Language Disorder
There are two areas of language: receptive and expressive.
o Receptive language: the ability to understand the ideas, feelings, and meanings of what others say.
o Expressive language: the ability to share and explain our thoughts and feelings with others. One can have a receptive language disorder, an expressive language disorder, or both. (http://www.asha.org/public/speech/development/language_speech.htm)
* Developmental Delay
Developmental delay is a term used by some doctors and insurance companies as an umbrella term for a child when they are not developing specific skills within a normal period of time. It is also a category of diagnosis codes used by many speech-language pathologists to describe the nature of your child's difficulties. It will always be labeled more specifically than just a delay, more so as a disorder, if your child's test performance is below the average range for a child their age.
* Hearing Loss
Cochlear implants are electronic devices that are implanted into the inner ear that stimulate the auditory nerve, which allows the person who was previously considered deaf, to hear. This hearing is artificial but very functional. (http://www.nidcd.nih.gov/health/hearing/pages/coch.aspx)
* Voice Disorder
A voice disorder refers to how one's voice sounds. When the voice is abnormal or absent, then it is termed a voice disorder. Abnormalities can be hears in the quality of the voice, pitch, volume, or amount of time one can sustain a sound. (http://www.asha.org/docs/html/RP1993-00208.html)
o Vocal Nodules: This is a common voice disorder that is often caused by vocal abuse (excessive yelling and screaming are common causes). Over time a bump will form on the vocal cord that with time grows and hardens. The result is a rough or scratchy voice. Nodules can be painful or leave the individual with a feeling of a lump in their throat.
(http://www.asha.org/public/speech/disorders/NodulesPolyps/#one)
* Stuttering
Stuttering typically begins in childhood and is characterized by repetitions (b-b-b-b-bed), stops (appears stuck on the sound and then says it: -------bed), or prolongations (ssssssnake) of sounds, syllables, or words. We often refer to this as "bumpy" speech. Everyone has bumpy speech from time to time, but someone who stutters has bumpy speech that consistently interferes with their ability to communicate their message. Stuttering often becomes more intense with increased stress. (http://www.asha.org/public/speech/disorders/stuttering.htm#one)
* Cleft Lip/Palate
A cleft refers to an opening. An individual can have a cleft, an opening, in the lip, roof of the mouth, or both. There are various speech sound errors that can accompany a cleft of any kind. (http://www.asha.org/public/speech/disorders/CleftLip/)
* Velopharyngeal insufficiency (VPI)
All speech sounds are produced by directing sounds through the mouth, with the exception of /m/, /n/, and /ing/. Someone with velopharyngeal insufficiency has difficulty regulating the flow of air between the nose and mouth during speech, which often results in speech that is very difficult to understand. This is typically experienced by individuals who have a cleft palate, however there are many cases where the cause is unknown.
* Augmentative and Alternative Communication (AAC)
AAC refers to any method of communication other than oral speech. AAC encompasses a variety of methods including but not limited to: is writing, sign language, pictures, and other high tech devices. There are two categories that AAC commonly divided into: low tech and high tech.
o Low Tech: low tech types of AAC refer to communication methods that do not require technology. This includes but is not limited to: pictures, writing, sign language, and gestures. Low tech methods are often used with young children to help them communicate while they develop intelligible speech.
o High Tech: These are dedicated technology devices that when a button is pressed, a word or message is produced. (http://www.asha.org/public/speech/disorders/AAC/)
A common misconception with AAC is that it is designed to replace all oral speech. AAC is meant to serve as a ways to communicate when verbal methods alone are not successful. For some individuals AAC may be their only method of communication, while others will combine speech with AAC methods. Research shows that using AAC does not cause individuals to lose their ability to verbally speak. In fact, it often increases an individual's verbal communication. | <urn:uuid:c1b0e3ad-3c3a-4318-b1c8-df9921c138f5> | CC-MAIN-2020-40 | https://0201.nccdn.net/1_2/000/000/174/f12/Terms.pdf | 2020-09-24T02:34:53+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00566.warc.gz | 253,143,976 | 1,399 | eng_Latn | eng_Latn | 0.986947 | eng_Latn | 0.994801 | [
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8/30/2018
Food 4 All
White Paper
Mark Boatwright-Frost
RESILIENT ECOSYSTEMS FOR THE KITSAP RESILIENCY PROJECT
Abstract
Food is a basic, core need for all human beings. In America, we take for granted that food will be available and that we will have a wide selection of food from around the world at our local grocer. We believe that food will always be cheap and plentiful.
While globalization has many benefits, the globalization of food has created significant risks. Risks to local food supply, and through the commoditization of food, making price manipulation a factor in profit and production more important than human need. Other factors such as climate change are driving food shortages, the industrialization of agriculture, the use of chemicals now creating health and nutrition issues, and environmental impacts. Overuse of water resources are creating regional water shortages and long-term loss of agriculture.
Media fueled perceptions around food as a source of status has led us to assume that we have unlimited availability and selection of affordable food. This is a dangerous fallacy.
What does this have to do with Kitsap County?
Although Kitsap has many local farmers and residents with vegetable gardens, we still import most of our food from off the peninsula. We maintain about 3 days of food on our grocer's shelves. With approximately 266.000 people residing on the peninsula from Gig Harbor to Bainbridge Island to Port Gamble, in a disaster like the projected Cascadia Rising event or even a disruption like our recent snow storms, Kitsap County will likely be cut off from outside supply. It is just good practice to develop capacity, self-reliance and resilience. It has the additional benefits of developing local industry, jobs, diverse organic foods, and security.
Problem
Food Security is an issue when you live in an area that can become inaccessible in times of disaster. All access points to and from the Kitsap peninsula are at risk of collapse, impediment, or other failure that will prevent reliable transportation. State and Federal Agencies, including FEMA have projected that due to liquefaction in the Gorst area the corridor between central and south Kitsap will fail as will bridges and the ferry system.
Cascadia Rising
"Just north of the San Andreas, however, lies another fault line. Known as the Cascadia subduction zone, it runs for seven hundred miles off the coast of the Pacific Northwest, beginning near Cape Mendocino, California, continuing along Oregon and Washington, and terminating around Vancouver Island, Canada. The "Cascadia" part of its name comes from the Cascade Range, a chain of volcanic mountains that follow the same course a hundred or so miles inland. The "subduction zone" part refers to a region of the planet where one tectonic plate is sliding underneath (subducting) another. Tectonic plates are those slabs of mantle and crust that, in their epochs-long drift, rearrange the earth's continents and oceans. Most of the time, their movement is slow, harmless, and all but undetectable. Occasionally, at the borders where they meet, it is not.
In the Pacific Northwest, the area of impact will cover* some hundred and forty thousand square miles, including Seattle, Tacoma, Portland, Eugene, Salem (the capital city of Oregon), Olympia (the capital of
Washington), and some seven million people. When the next full-margin rupture happens, that region will suffer the worst natural disaster in the history of North America." i
This is a pending reality and we have been in the window for some time, 2019 marks 319 years since the last occurrence, which was January 26 th , 1700. One scientist quoted in the 2008 documentary, Shockwave, about the science behind the Cascadia Rising event said that "we know one thing for certain… every day that passes without experiencing Cascadia brings it one day closer." ii
CHART OF THE CASCADIA CYCLE:
Whether you believe that Climate Change is man made or a cyclical event, there is little argument that our climate is changing, and weather patterns are getting more severe. California is looking at a major disruption in agriculture, as is the Southeast. More sever storms are rocking the United States and Washington State is now beginning to feel the impact as well, including record shattering snow, tornados, drought and a significant shift in the rainfall patterns. There are more issues at play than Cascadia Rising, and being resilient addresses all of them. In 2014 ASDA, a UK subsidiary of Wal-Mart, completed a study on food availability and discovered that 95% of it's current resources were at risk due to climate change. This report spurred a flurry of activity in the grocery industry, with Costco leading, to identify secure and sustainable sources of food. The reality coming to light from business and science is that our assumed security around food does not exist.
Background
A group of businesses came together to address a serious and developing issue and formed a new business association named CASA. The issue that was being addressed is in Chihuahua Mexico and is focused on returning the ability to practice agriculture in a region that had lost 80% of that ability due to desertification. CASA developed a series of technologies and processes that can efficiently grow food in any region using a fraction of the water and energy used by traditional growing methods. The CASA solution uses thermal mass, geothermal, solar, anaerobic digestion and a range of water processing and reuse strategies that make them both efficient and cost effective to operate, develop capacity locally and reduce the costs further by eliminating transportation.
Important information regarding the CASA sustainable grow centers:
* They are powered by renewable energy. They are extremely energy efficient and use geothermal to heat and cool and thermal mass construction to minimize heat gain or loss.
* They are water misers, using only about 10% of the water required for traditional agriculture. All water is reused and cleaned of all toxins in process and prior to release. Rainwater capture is an available option.
* They can be combined with anaerobic digestion systems to use agricultural waste, food and grease waste from local restaurants and bio-solids from wastewater treatment to produce additional energy and high value soil amendments for local reclamation projects.
* Localization of food production and efficient year-round growing reduces the cost of food and makes it competitive with imported food with minimal transportation costs and therefore a reduced carbon footprint.
Solution
The obvious solution to the food problem is to produce food locally… That said being, there is a long list of issues beginning with who pays.
Here is what the Kitsap Resiliency Project is doing and how you can help make it happen.
The Food for All project, a sub-project of the Kitsap Resiliency Project, is targeted at developing the capacity to grow food locally that can provide local markets with produce and feed the people in a crisis.
We plan to accomplish this in several stages and hope to engage our farming community in the process.
1. Stage One: A fully functional grow center located in South Kitsap that will grow organic produce year-round. We are currently looking for a local outlet for the vegetables, perhaps the schools, or local markets. This project is in early stages and we will provide updates as it progresses.
2. Stage Two: A full scale growing center on 15 acres of land that can provide fresh, organic produce to thousands of people. This will be a private commercial project that has the caveat that during a crisis the food will be provided to the populace.
3. Stage Three: Replication throughout Kitsap County, providing a growing industry, jobs, economic benefits and healthy food and food security.
We are working to engage the markets and institutions as customers and create local industry, jobs, economic growth and food security. Engage in the Food 4 All project, learn about it, get excited about it, and talk about it.
Update: the first grow centers will break ground in 2019, and a group of Kitsap farmers are in talks to build a coalition of local farmers to manage them, extending their growing capacity and diversity, beginning year-round production. | <urn:uuid:e32fb014-09c9-4cb4-a263-dc2d73fe2e38> | CC-MAIN-2020-40 | http://www.reseco.org/uploads/2/9/1/6/29169001/food4all_whitepaper.pdf | 2020-09-24T00:49:51+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00567.warc.gz | 214,450,673 | 1,666 | eng_Latn | eng_Latn | 0.910046 | eng_Latn | 0.998661 | [
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Literature Connections
Bridges — Grade 1
Unit 2
Unit 6
The Great Book of Domino Games by Jennifer A. Kelley A Box of Red Dominoes by Francis Boricchio Star of the Sea: A Day in the Life of a Starfish by Janet Halfmann Spiny Sea Stars by Christine Zuchora-Walske
Unit 3
Equal Shmequal by Virginia L. Kroll
Unit 4
Penguins by Seymour Simon (Smithsonian)
Penguins by Diane Swanson (Welcome to the World series) Antarctic Penguins by Trace Taylor Antarctica by Helen Cowcher Tacky the Penguin by Helen Lester Antarctic Antics by Judy Sierra
Unit 5
The Greedy Triangle by Marilyn Burns First Step Nonfiction Shapes series:
* Hexagon by Ann-Marie Kishel
* Rectangle by Robin Nelson
* Rhombus by Sheila Rivera
* Trapezoid by Ann-Marie Kishel
* Triangle by Robin Nelson
When a Line Bends ... A Shape Begins by Rhonda Gowler Greene
Shapes, Shapes, Shapes by Tana Hoban
So Many Circles, So Many Squares by Tana Hoban
Let's Draw with Shapes by Joanne Randolph
Mouse Shape by Ellen Stoll Walsh
The Josefina Story Quilt by Eleanor Coerr
Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell Ernst
The Patchwork Quilt by Valerie Flournoy
Sweet Clara and the Freedom Quilt by Deborah Hopkinson
Full House: An Invitation to Fractions by Dale Ann Dodds
Fraction Action by Loreen Leedy
Eating Fractions by Bruce McMillan
Give Me Half! by Stuart J. Murphy
The Wishing Club: A Story About Fractions
Apple Fractions by Jerry Pallotta
Plenty of Penguins by Sonia Black All Aboard Science Reader: Emperor Penguins by Roberta Edwards The Emperor's Egg: Read and Wonder by Martin Jenkins Tacky and the Emperor by Helen Lester National Geographic Readers: Penguins by Anne Schreiber Penguins (Nature Watch) by Lynn M. Stone Penguin Chick by Betty Tatham Emperor Penguins by Patricia Trattles The Little Blue Penguins by Kim Williams and Erik D. Stoops
Unit 7
A Fair Bear Share by Stuart J. Murphy
More or Less by Stuart J. Murphy
Alexander, Who Used to Be Rich Last Sunday
Unit 8
How Long Does It Take? by Jilly Atwood
Pigs on a Blanket by Amy Axelrod
Just a Second by Steve Jenkins
Seconds, Minutes, and Hours by Holly Karapetkova
Time To... by Bruce McMillan
Tom and the Tinful of Trouble by Nick Sharratt
How Many Feet in the Bed? by Diane Johnston Hamm
Two of Everything by Lily Toy Hong
The Token Gift by Hugh William McKibbon
On the Day You Were Born by Debra Frasier
Measuring Penny by Loreen Leedy
How Long Is It? by Donna Loughran
Now I'm Big! by Margaret Miller
How Big Is a Foot? by Rolf Myller On the Night You Were Born by Nancy Tillman
by Donna Jo Napoli by Judith Viorst
Literature Connections
September
Number Corner — Grade 1
December
Benny's Pennies by Pat Brisson Jelly Beans for Sale by Bruce McMillan Jenny Found a Penny by Trudy Harris
October
Annie's One to Ten by Annie Owen Math for All Seasons by Greg Tang Ten Apples Up on Top by Theo LeSieg (Dr. Seuss) Color Farm by Lois Ehlert Color Zoo by Lois Ehlert Mouse Shapes by Ellen Stoll Walsh Shapes, Shapes, Shapes by Tana Hoban Great Estimations by Bruce Goldstone 10 for Dinner by Jo Ellen Bogart Ten Friends by Bruce Goldstone More or Less by Stuart J. Murphy
November
Eating Fractions by Bruce McMillan
Full House: An Invitation to Fractions by Dayle Ann Dodds
Whole-y Cow: Fractions Are Fun by Taryn Souders
Bats Around the Clock by Kathi Appelt
Chimp Math by Anne Whitehead Nagda and Cindy Bickel
The Clock Struck One: A Time-Telling Tale by Trudy Harris
Cluck O'Clock by Kes Gray
Telling Time: How to Tell Time on Digital and Analog Clocks!
by Jules Older
Time To... by Bruce McMillan
Why Do We Have Day and Night? by Anthony Lewis
Double the Ducks by Stuart J. Murphy
Double Play! Monkeying Around with Addition by Betsy Franco
How Many Feet in the Bed? by Diane Johnston Hamm
Martha Blah Blah by Susan Meddaugh
Two of Everything by Lily Toy Hong
Three-Dimensional Shapes (My Path to Math) by Marina Cohen Captain Invincible and the Space Shapes by Stuart J. Murphy Changes, Changes by Pat Hutchins Cubes, Cones, Cylinders, & Spheres by Tana Hoban Bats Around the Clock by Kathi Appelt Chimp Math by Anne Whitehead Nagda and Cindy Bickel The Clock Struck One: A Time-Telling Tale by Trudy Harris Cluck O'Clock by Kes Gray Telling Time: How to Tell Time on Digital and Analog Clocks! by Jules Older Time To... by Bruce McMillan Why Do We Have Day and Night? by Anthony Lewis One Grain of Rice: A Mathematical Folktale by Demi The King's Chessboard by David Birch
January
Monster Money by Grace Maccarone Once Upon a Dime: A Math Adventure by Nancy Allen One More and One Less by Giulio Maestro
February
If You Were a Quadrilateral by Molly Blaisdell If You Were a Triangle by Marcie Aboff When a Line Bends ... A Shape Begins by Rhonda Gowler Greene The Greedy Triangle by Marilyn Burns 100 Days of Cool by Stuart J. Murphy 100 Days of School by Trudy Harris 100th Day Worries by Margery Cuyler Emily's First 100 Days of School by Rosemary Wells It's the 100th Day of School, Stinky Face by Lisa McCourt Ready, Freddy! The One Hundredth Day of School by Abby Klein Centipede's 100 Shoes by Tony Ross I'll Teach My Dog 100 Words by Michael K. Frith Wolf's Chicken Stew by Keiko Kasza
Literature Connections
Number Corner — Grade 1
March
Telling Time with Big Mama Cat by Dan Harper What Time Is It, Mr. Crocodile? by Judy Sierra Game Time! by Stuart J. Murphy A Dollar for a Penny by Julie Glass The Coin Counting Book by Rozanne Williams 26 Letters and 99 Cents by Tana Hoban
April
Eating Fractions by Bruce McMillan Full House by Dayle Ann Dodds If You Were a Fraction by Marcie Aboff If You Were a Polygon by Marcie Aboff The Greedy Triangle by Marilyn Burns Is It Symmetrical? by Nancy Kelly Allen Let's Fly a Kite by Stuart J. Murphy Eating Fractions by Bruce McMillan Full House by Dayle Ann Dodds If You Were a Fraction by Marcie Aboff If You Were a Polygon by Marcie Aboff The Greedy Triangle by Marilyn Burns Is It Symmetrical? by Nancy Kelly Allen Let's Fly a Kite by Stuart J. Murphy | <urn:uuid:c044dee0-acad-4bf1-9648-e70010ea5120> | CC-MAIN-2020-40 | https://bridges.mathlearningcenter.org/sites/default/files/documents/resources/LiteratureConnections/B1-LitConnect.pdf | 2020-09-24T02:31:09+00:00 | crawl-data/CC-MAIN-2020-40/segments/1600400213006.47/warc/CC-MAIN-20200924002749-20200924032749-00566.warc.gz | 319,013,054 | 1,537 | eng_Latn | eng_Latn | 0.952556 | eng_Latn | 0.952712 | [
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Rock Lake's Stellar Pyramids
Copyright © 2019, J. Price Ph.D.
All rights reserved. Reprint or reproduction even partially, or in all forms, such as microfilm, serigraphy, microcard and offset strictly prohibited.
Printed in the UNITED STATES OF AMERICA.
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TABLE OF CONTENTS
Prologue
Introduction
Chapter One: Rock Lake, Wisconsin: Underwater Pyramids, Cones, Stone Mounds and Legends.
Chapter Two: The Ojibway Medewigan: Legends, Ceremonies and Floor Plans.
Chapter Three: The Osage Mystery House: Cosmology, Structure and
Ceremony.
Chapter Four: Triangular, Thunderbird and Ring Mounds.
Chapter Five: Egyptian Trade and Site Comparisons.
Conclusion: Rock Lake in Stellar Prophecy.
Illustrations
CHAPTER ONE: ROCK LAKE, WISCONSIN: UNDERWATER PYRAMIDS, CONES, STONE MOUNDS AND LEGENDS
Rock Lake is a small body of water located about 30 miles east of Madison, Wisconsin in the town of Lake Mills. (Figure 1.1 Map) The Lake had been called Tyranena by local Native American Indians, mostly Winnebago (now termed Ho Chunk), who lived there in the 1800s. Area residents had repeated rumors of Rock Lake's underwater structures for years. Although actual sightings of conical rock structures were recorded by Max Nohl in the late 1930s, these rock piles were first described by the Winnebago to the Tesch family, in the late 1890s, as "rock tepees." According to one tribal legend, the stone cones were built by the Ancient Ones, a foreign tribe, who had abandoned the area. 1
Rock Lake measures approximately one mile in width and two miles in length. Situated on the Lake's north end is a boat landing and adjacent Tyranena Park. Tyranena was a term used by the local Native Americans for the Lake when settlers arrived in the early 1800s. Tyranena is also the name of the port found in ancient Atlantis, as described in Plato's Timeaus. The pear-shaped Lake measures over five miles in circumference and nearly 70 feet in depth at specific points. The size and depth of the Lake has varied over the ages. Two distinct shore lines have suggested two water levels, the first at 40 feet, circa 3000 B.C., and the second of 26 feet dated to approximately 1200 B.C.
During the last century, there have been sightings of underwater conical rock towers, circular "chimney" stone cairns and pyramidal formations. More recently, Delta, Man, Turtle and Bear or Panther shaped stone mounds and a stone dragon relief have been sighted by divers and recorded on underwater side scan sonar imagery. The most spectacular of these include several flat top, tiered and tent shaped pyramidal structures. There are numerous verbal and written accounts that describe Rock Lake's underwater structures. The most recent in depth published studies include texts by Frank Joseph and Archie Eschborn. These books contain detailed diving information, side scan underwater sonar readings, historical data, local legends and various hypotheses about the site's formation.
In the late 1980s and early 1990s, underwater side scan sonar readings were taken of Rock Lake's structures by numerous diving crews. One set of side scan sonar readings, taken under the direction of University of Wisconsin Civil Engineering Professor Jim Scherz, were presented to the State Historical Society of Wisconsin officials for consideration. However, they were quickly dismissed as natural rock formations. The academic refusal to acknowledge the side scan sonar data as proof of existence of these structures was generated by only one or two State Historical Society of Wisconsin officials. More than likely, they did not view this text's exact side scan sonar image, but a similar, earlier recorded image.
A close examination of Rock Lake's underwater structures from these sonar readings allows for both local and global comparisons. A brief Rock Lake map overview is necessary to explain the data. Beginning in the north end, circa 1200 B.C., when the Lake was considerably smaller, there was an underground spring fed river that ran north to south. The river bed is still visible and parallels what appears to be a deep fault line. (Figure 1.1l) The northern most structure is a two-tiered flat top pyramid termed Temple of the Moon in recent publications. (Figure 1.1a.) This structure is the key to the underwater site's history. Dated to an estimated 4000 B.C., in one text, it is Rock Lake's oldest underwater structure. 2 A 1989 underwater side scan sonar reading was taken under the direction of Professor Scherz. (Figure 1.2.) This previously unpublished image is a rare glimpse into ancient Native American antiquity. An extremely sacred site, it is perhaps the source for Egyptian, Osage and Sauk creation, ceremonial and futuristic legends. Composed of Portland quartzite rock combined with crushed up sea shell cement, termed marl, the pyramid was then assembled with hand hewn bricks. Although the truncated pyramid was termed the "Temple of the Moon" by authors, divers and local Native Americans, that is not the structure's original name.
Originally, it was considered one of the Sauk's ancient crystal Megi, or healing temples. (Sauk is one of the many names associated with the Sac and Fox Nation, currently located in Stroud, Oklahoma, following their removal from Wisconsin after the 1836 Blackhawk war.) Further, Rock Lake's "Temple of Moon" may also be considered the "Temple of Fire" as described in Pottawatomie legends, or the Temple of the Sun or Stellar Mystery House of the Osage. Its description is found in the Ojibway and Menominee Midi legends and even recalls the House of the Eternal Flame described in Osirian (Egyptian) texts. Understandably, the structure has been the center of debate over the last several years. However, in this treatise this phenomenal pyramidal underwater Megi, Midi or Medewigan structure will be called the Temple of the Sun.
In the side sonar scan image, the Temple of the Sun measures approximately 14 feet in height, yet only 4 feet of the truncated top appears above the Lake's murky bottom. (Figure 1.2) The side scan sonar reading reveals a northern orientated truncated pyramid with a step or platform that faces the eastern shore. The Temple's side view depicts a flat top structure that has a flared base. Its truncated formation closely recalls Temple J in Oaxaca, the pylons of the Temple of Edfu, Egypt and numerous other ancient world temples.
The Temple of the Sun's second step, a flared truncated formation, is incorporated on its eastern side. (Figure 1.2) Just below the 2 ½ foot bench step is a trench. Perhaps this was a platform, or boat landing, when it was built close to the Crawfish River. Or perhaps this is the Temple's eastern entrance described in Ojibway and Osage ceremonies and building plans.
Deep pits were found directly east of the bench step formation. Explored in 1935, adjacent to one pyramidal structure, probably the Temple of the Sun, was a round 5 foot shaft that extended into the Lake's muddy bottom. Years later, more of these round shafts were observed close to the underwater structure. Perhaps these pits were man made for water drainage to assist in ancient boat loading or unloading.
Information based on the aerial sonar image suggests that the complete Temple of the Sun structure is a rectangular and squared shaped building with a notch in its lower southwest corner. The length of the submerged in the muck Temple of the Sun may exceed 100 feet and its width measures 20 feet. The structure's aerial sonar view was sketched by
Dr. Scherz. (Figure 1.3) The aerial sonar reading taken by Dr. Scherz offers a more complete view of the Temple of the Sun by capturing the outline of the larger structure buried in the mud. Although the reading indicates the Temple of the Sun is an elongated rectangular and square shape building, only the Temple's truncated pyramidal top is visible in the side view. (Figure 1.2) The rest of the structure lies buried beneath Rock Lake's murky bottom. This may confuse the reader as in this treatise, site comparisons are made not only to the Temple's truncated side view (Figure 1.2), but also to the Temple of the Sun's long hall in the aerial view (Figure 1.3). These two structural views indicate that a much larger building, and subsequently a much larger site, may lie deeply buried underneath Rock Lake's muddy floor. Further, the comparison of the Temple of the Sun to an Ojibway Grande Medicine Lodge allows for the subdivision of the 100 foot hall into four compartments.
Directly across from the Temple of the Sun is an 18 foot stone conical tower. (Figure 1.2 left.) The placement of this conical structure recalls an Egyptian obelisk. It was the fourth formation observed by Mayor Clause Wilson's 1935 diving team. 3 Measuring 10 feet in width, at the base, it is composed of man-made bricks. The conical tower appears to have an image embedded in its tip, which is visible in the side scan sonar reading.
The stone conical tower, one of four found on Rock Lake's bottom, has a parallel pole component in the Ojibway Medewigan ceremony. Similarly, the Egyptian Ben-ben, or bull pole (Djed column) and the painted cedar pole in the Ojibway Medicine Lodge link creation to man's earthly appearance. In both religions the pole, or column, is associated with the soul's travel during creation and temple initiation, and is utilized in temple ceremonies.
In 1935, Mayor Claude Wilson supervised the University of Wisconsin Swim Team divers who observed four pyramidal structures, including the Temple of the Sun. Two other structures, located several hundreds yards east of the Temple, resembled stone tents. One other formation, with a 20 ft. square base and similar height, was seen in the Lake's southeast corner. Several hundred yards east of the Temple of the Sun are two stone Ridge top mounds termed the Limnatis and Kennedy mounds. (Figure 1.1c.) In April 1936, area residents Fayette Morgan and Victor Taylor initially viewed these two sunken rectangular forms from an airplane each about
100 feet in length. These are the tent shaped structures viewed by Wilson's 1935 team. The stone mounds are composed of man-made brick and were covered in white plaster at one time. They have a small platform at the top. They may contain burials of significant leaders, and according to one elder, were once painted with symbols.
In 1967, diver Jack Kennedy observed an underwater horizontal tentlike stone structure, later termed the Limnatis mound, at a depth of 40 feet. Kennedy calculated this pyramidal structure to measure roughly 4 feet in height, 100 feet in length and 20 feet in width. Kennedy estimated these numbers by measuring its length, by counting the number of foot strokes, based upon his height. He observed it was composed of man-made brick and was flat on its narrow top side. An initial sketch was published in Skin Diver magazine. Some texts label the Limnatis tent mound as the main pyramid.
There is a discrepancy in two published texts regarding the labeling of these underwater artifacts. In Frank Joseph's 1995 text entitled Atlantis in Wisconsin, the Temple of the Moon (Sun) is also called the Limnatis mound, and there is only one tent-shape rock structure termed the Kennedy mound. 4 However in Archie Eschborn's 2004 text entitled The Dragon in the Lake, the Kennedy and Limnatis mounds are both tentshaped structures lying close to one and other. 5 The larger Temple of the Sun lies several hundred yards to the west.
Nearby above ground earthen pyramids are found at Aztalan, a site less than three miles from Rock Lake. The site contains two earthen truncated step pyramidal mounds, labeled Temple of the Sun and Moon, respectively. The Temple of the Sun was excavated in the 1930s by S. Barrett and later reassembled. Aztalan was a copper melting site.
From Aztalan's Temple of the Sun's top platform one can view a winter solstice alignment of the December 21 sunrise, over a red cedar marker pole placed on Christmas Hill, just across the Crawfish River. Aztalan's Temple of the Moon is smaller in size. These earthen pyramids were built hundreds of years after Rock Lake's stone structures, during the Woodland era, according to Wisconsin archeological records.
Thirty miles west, in Lake Monona's Outlet site is another truncated earthen pyramid. Surveyed by Charles Brown in the 1940s, the site yielded ancient stone-lined structures. The stone-lined lakeshore structures are indicative of advancements in architecture and may also be found in Rock Lake. The Sac and Fox Nation's Monona clan exists today. Monona means "mother moon" in Sauk.
Evidence of Rock Lake's lower water level is found southeast of the Limnatis Mound in Zeke's Wall. This right angle stone wall was built as a pier or sea wall. (Figure 1.1d.) The stone wall was documented by Rock Lake Research Society in 1999. This structure appears in Frank Joseph's 1995 text, but not in Archie Eschborn's 2004 mapping of Rock Lake. Other underwater walls are found in northern Wisconsin and upper Michigan. South and adjacent to the Lake's deepest point are a series of underwater springs. Nearly 70 feet underwater, the springs are located east of five, or perhaps seven, rock conical chimneys. (Figure 1.1e.) The chimneys were once near edge of the shore line. Rock chimneys are also found in southern Wisconsin, from Grant, Richland to Waukesha counties. The stone circles also appear in Maine, Minnesota and Ireland.
Measuring 3½ feet tall, only two chimneys remain intact, the others damaged by time and fisherman's careless anchoring techniques. They were used for smoking, cooking, heat or ceremonial practices by the local native population. Recorded in both Osage and Pottawatomie traditions as Places of the Fire, often three or five in number, the stone cairns were used when the tribes assembled to form alliances.
Pottawatomie means "Keeper of the Place of the Fire." The Ojibway, Ottawa and Pottawatomie tribes were once one nation at Michellamackinac. The Tribe once occupied Door County, on the shores of Lake Michigan, and then expanded south to Waukesha, Racine and Menasha and further west. First discovered in 1634 by Jean Nicolet on Mackinaw Island, the Pottawatomie fur traders were grouped with the Ojibway, Sac, Fox and Mascouten. When the tribes divided, the Pottawatomie took with them the eternal flame, or sacred fire, to warm the wigwam and symbolically provide life to the nation. Therefore, the rock cairns may be viewed as ceremonial "Places of the Fire." This practice may echo the Temple of the Sun's interior ceremonies.
Directly east of the rock chimneys are two stone mounds, one in the shape of a turtle (Figure1.1f.), the other a headless man. (Figure 1.1g.) Composed of Portland quartzite, the Turtle mound has four extended legs, an elongated head and small tail. The Turtle mound faces east and links the site to various Native American creation myths. In Ojibway, Osage and Sauk creation, the turtle, muskrat or otter dives to lower earth, following the great flood, and swims to the surface with a handful of soil. The soil then forms the new earth. This cosmological sequence continues with the layering of heavens and underworlds and stories vary from tribe to tribe.
On land, southwestern Wisconsin earthen Turtle mounds are found with split, curved or straight tails, offering a variety of interpretations from swimming to land travel. The nearby Aztalan earthen Turtle mound has a spiral tail and is located just north of Rock Lake. It has been symbolically interpreted as a musical lyre. The mound's placement aligns with various structures in Michigan's Upper Peninsula according to Dr. Scherz' research.
However, the stories of Elk Nation prophet Da coo tah offer the first plausible explanation for the underwater stone Turtle mound. In 1830, author William Pidgeon recorded the old Sioux sage's stories about specific midwestern Indian mound sites. Published in 1850, Pidgeon's text describes the monumental burial of the Black Tortoise Nation members, following a series of battles that occurred 600 years earlier. 6 The Black Tortoise Nation was a tribe that came from the south and allied with the Elk Nation. One theory suggests they were a division of the Ogala Sioux Nation, another suggests that the Osage Nation migrated from Kentucky and Tennessee during the last millennia.
Located 60 miles north of Davenport, Iowa, on the Mississippi River, is a complex Turtle mound burial and Triangular Festival mound that honors the Black Tortoise Nation. (Note that Davenport, Iowa is considered by the Sac and Fox Nation to be their original home, Sauk-enuk.) The Tortoise shape design indicates that the Turtle mound effigy was an established native image and a reflection of a specific clan. Surveyed in 1833, by Pidgeon, it is a complex array of mounds. Da coo tah believed that the Tortoise mound was an honorary burial for a Black Tortoise Nation chief who perished in the battle of Three Nations, nearly 600 years earlier.
A more complete creation site comparison is found three miles north of Cassville, in southwestern Wisconsin. Recorded and illustrated in Cyrus Thomas' infamous Indian mound text, the Turtle mound was located on the Dewey farm in Grant County, Wisconsin. 7 This site yielded a similar extended legged Turtle mound, surrounded by two Bear mounds and two
Thunderbird mounds, placed as if strolling along the riverbank, evolving out of the waters. The site also contained many stone cairns similar to those found in Rock Lake.
In spite of his logical explanations and comparisons, within 50 years, Pidgeon's research was completely discredited by Theodore H. Lewis, coauthor and surveyor of the Northwestern Archeological Survey, and subsequently slighted by The Smithsonian Institute. In 1884, Lewis surveyed the Black Tortoise site and found little resemblance to Pidgeon's drawings. Instead of a large Turtle and conical mounds, Lewis sketched several non-descript piles of earth and stated that both Pidgeon and Da coo tah were myth makers. He furthered doubted if Da coo tah even existed. This criticism led to the academic dismissal of Pidgeon's work as fantasy. Yet, the legends and artifacts described by Da coo tah offer the most plausible explanations of the Indian mounds. Did it occur to Lewis that 40 years of time and possible excavation had eroded the site? In any event, the evidence for this honorary native burial still exists, not only on land Turtle mounds, surveyed by Increase Lapham (1836) and Charles Brown, but on Rock Lake's floor.
The Turtle mound of neighboring Prairie Village, Waukesha most closely resembles the Rock Lake's structure. Located 45 miles east of Rock Lake, Waukesha was once the home of the Pottawatomie. Indeed, Waukesha means "fox" in Pottawatomie, as they were abundantly found in the area. Surveyed in 1836 by Wisconsin researcher Increase Lapham, the Prairie Village Turtle mounds included a 92 foot long (inclusive of a 60 foot tapered tail) and 6 foot high Turtle mound, an adjacent Conical mound, a worn down Panther or Bear mound, two Linear mounds and another small footless Turtle mound. Note the similarities between the Rock Lake Turtle and the Prairie Village earthen Turtle mound including four extended legs, an elongated head and placement near a Bear mound. These similar Turtle images reflect the Native American influence on the structures' design. Further, the elongation of the Turtle's head may suggest a local Blanding, Wood or Painted Turtle as the image's source.
Rock Lake's headless Man mound has a more gruesome allegory. (Figure 1.1g.) Composed of quartzite, it has broad shoulders, nearly undistinguishable arms, and short tapered legs. It faces west, in Sauk, the land of the dearly departed. Da coo tah believed that Man mounds were honorary burials for great chiefs of the Five Nations. He specified that Man mounds with tapered arms, like the Rock Lake stone mound, had no sons. The placement of a headless Man mound next to a Turtle mound, as located in Rock Lake, suggests a tribute to the Tortoise tribe.
Man mounds located in southern Wisconsin's Sauk, Richland and Waukesha counties were found in various forms, including headless, horned or winged shapes. In another interpretation, a headless Man mound may suggest the defeat of one nation, or local tribe over another. Depending on the tribe, this headless soul may not enter the western land beyond the Milky Way, or travel past the great White River of stars.
In 1940, a large underwater triangular structure, now termed Delta mound, was observed from an airplane by local residents. Viewed again in 1987 by Frank Joseph, the large stone Delta mound is an equilateral triangular mound with its tip pointing north and its sides measuring 300 feet each. Located in Rock Lake's southwestern end, Delta Mound is composed of solid limestone bricks and may extend deep into the Lake's bottom. (Figure 1.1h) Note that during the 1930s, due to so many underwater structural sightings, the government funded Rock Lake explorations, directed by Wisconsin state archaeologist Charles Brown and state geologist E. F. Bean. They were sponsored by the Federal Writer's Project director, B.W. Saunders.
In the aerial view, near Delta Mound's northern tip are two adjacent dark circles. Later sonar and aerial images proved that the two circles were once conical stone towers that measured 20–26 feet in height. Currently in decline, these towers may have been a gate, or portal, used as alignment instruments.
The Delta mound megalith has several earthen mound counterparts. Undocumented triangular earthen mounds were reported in Wisconsin's Richland and Iowa counties and in Minnesota and Ohio. Located in Richland County, on the Kickapoo Plain, was a triangular formation composed of three 200 foot Linear mounds, that surrounded a platform truncated Pyramid mound. (Figure 4.1) De-coo-tah specifically describes this site as commemorating the union of three Indian Nations, erected following a great war in attempts for peace. 8 He claimed the triangular mounds were used for celebrations of the union of three tribes.
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ADULTS 2020 SUMMER READING CHALLENGE: Reading and Activity Log
CHALLENGE #1 (June 15-August 14)
Welcome to the 2020 Summer Reading Challenge #1! Log your reading time and completed activities to earn prizes. Each activity can only be done once. For every 600 points you log, you will be entered into special prize drawings.
ACTIVITY POINTS (Check the box when you complete each activity. Each activity is worth 30 points.)
Read a book recommended by a friend, library staff or a book list.
Read a book with a child.
Go on a Story Walk route by yourself, or better yet, take a child with you. You will get some exercise while enjoying the children’s picture book “Cool Bean” by Jory John. When you’re done with the Story Walk, record the letters you found on the line below, in the order you found them along the route.
____________________________________________________________________________________________________
Explore a park in Juneau or in Dodge County or take a walk or bicycle ride on the Wild Goose State Trail. Aren’t we lucky the trail goes straight through Juneau?
Be creative today by doing a craft, building something, drawing, or painting. Good news! The Juneau Public Library will have two curbside craft kits available this summer (one in June, one in July) to inspire your creativity. There will be a limited number of kits available. Stop by the library to claim yours! Write what you created on the line below.
____________________________________________________________________________________________________
Imagine Your Story! Read a book about traveling or visit the Discover Wisconsin website and watch the episode featuring Dodge County.
Do something kind for someone else. Tell us what you did: ___________________________________________________
Play a board game that is new to you. What game did you play? On the line below, record the name (or initials) of the person who won the game.
___________________________________________________________________________________________________
Listen to an audiobook or check out an eBook, eAudiobook or eMagazine. Library staff is happy to help you download the proper app(s) on your smart device.
Submit a book review for a book you recently read. You can email your review to email@example.com., or you may bring in a handwritten review to the library. Record the date you submitted your review on the line below.
__________________________________________________________________________________________________
READING POINTS (Each box checked is worth 30 points and stands for 30 minutes of reading time.)
ADULTS 2020 SUMMER READING CHALLENGE: Reading and Activity Log CHALLENGE #2 (July 20-August 14)
Welcome to the 2020 Summer Reading Challenge #2! Log your reading time and completed activities to earn prizes. Each activity can be only done once. For every 600 points you log, you will be entered into special prize drawings.
ACTIVITY POINTS (Check the box when you complete each activity. Each activity is worth 30 points.)
Enjoy a screen-free day.
Read a book that has been made into a movie.
Follow Juneau Public Library on Facebook. If you do not have a Facebook account, check out our website to see our most recent Facebook posts.
Make a new recipe you have never made before or experiment with a new kitchen gadget you have never used before. Need inspiration? The Juneau Public Library will be airing virtual cooking segments throughout the summer featuring recipes from some of our favorite cookbooks in the library. Write the name of the new recipe you made or the new gadget you used. _________________________________________________________________________________
Go on the Story Walk route by yourself, or better yet, take a child with you. You will get some exercise while enjoying the children’s picture book “Not Your Typical Dragon” by Dan Bar-el. When you’re done with the Story Walk, record the letters you found along the way and write them on the line below in the order you found them along the route.
_________________________________________________________________________________________________
Play in the dirt (garden) or in the sand (beach).
Reread a book from your childhood. What age were you when you read this book for the very first time? ___________
It’s time to “Imagine Your Story” by taking a photo on your phone or tablet capturing part of your summer story. Your picture will be as unique as your story. Every Monday from June 22-August 10 the Juneau Public Library will create a Facebook post where you can share your photo. No Facebook account? Email your photo to firstname.lastname@example.org and we’ll post it for you anonymously. Write the date you added the photo to Facebook or emailed it to our library staff.
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There are real castles even in the United States. Check out a book on castles or do some research online to find a castle you would like to visit here in the United States. On the line write the name and location of the castle you would like to visit.
___________________________________________________________________________________________________
Write a Haiku. Before writing your Haiku try to “Imagine Your Story”. Most Haiku are inspired by a memorable experience, nature or beauty. Share your Haiku with a friend, family member or librarian. On the line below, write the topic of your Haiku. Was the person you shared your Haiku with able to guess what your Haiku was about?
___________________________________________________________________________________________________
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Head Teacher: Mr A Jackson
Email: firstname.lastname@example.org
Wymington Road RUSHDEN Northamptonshire NN10 9JU
Telephone No. 01933 356571
Dear Parents/Guardians,
Your child is using our DB learning platform.
What is the platform? It is a secure online environment where teachers and pupils can access learning materials, store information, communicate their learning and collaborate on school projects. Each child has their own login and password.
So now some IMPORTANT rules!
Before they embarked on their DB journey they were given internet safety training. Your child knows that they must keep their username and password a secret and that they must only ever talk to people they know when online. This account is for your child to use and no one else. Parents - please do not use it as a means to contact the class teacher.
Your child knows that they can click the 'whistle' at the top left hand corner of the screen if someone is mean to them or they see an image or message they do not like. Encourage your child to tell you what has upset them and/or ask you to look at the image/text they do not like before clicking the whistle. This way you are aware of any problems and the whistle alert is used carefully and responsibly. An alert will come through to me, Mr. Jackson and your class teacher. I will then check their emails and saved/deleted files and check they are ok. It is of the utmost importance that the children are supervised at home and at school when using the platform and that they always report any problems to a trusted adult. Every child MUST follow the DB platform rules to remain safe; in certain circumstances we hold the right to suspend a child's DB account.
Email
Your child can email their teacher, but please be aware teachers will only reply to an email that is connected to a set piece of work or project. Your child will be told what work they need to do on the platform and when, so the teacher will know when to check emails and respond. Most of the learning on the DB platform will take place in school and so will be closely monitored. We discourage personal/social type emails and ask the children to not upload images or videos of a personal nature. We may post learning videos and pictures at school, but these will be supervised by a member of staff. Always remember DB Primary is a LEARNING platform not a social networking site.
Your child is welcome to customise and personalise their page and blog at home if they wish to do so.
Deputy Head Teacher: Mrs S Ireton
So to recap the rules…
Do:
Let your child explore the learning libraries and the blogs/pages of children within their class.
Let your child customise their page.
Write blog entries about school or hobbies.
Use the paint tool to put drawings on their page.
Remind them to tell their teacher if there is a problem.
Remind them to click the alert whistle in the left corner if they receive an inappropriate email.
Don't:
Adults – Don't use your child's account to contact a teacher or another child. Don't let your child share personal images/photos or videos without your permission.
Don't let your child email the teacher unless it is a set piece of work and has been requested by the class teacher.
Don't let them use the platform without adult supervision.
Thank you for taking the time to read the rules. I'm sure you appreciate why we have clearly outlined the DO's and DON'Ts. We take our responsibility to keep children safe when using the www very seriously. We work alongside and with the guidance of DB Primary, NSPCC and CEOP (Child Exploitation and Online Protection service) to offer your child a safe electronic learning environment.
The platform is a fantastic way for children to communicate their learning and knowledge and facilitate ways of working together as a class. We hope they enjoy their experiences. Any problems please see you class teacher.
Many thanks
Claire Welford Computing Coordinator | <urn:uuid:8ba75520-ba52-413b-be8b-38dbb180a7c6> | CC-MAIN-2021-17 | https://southendinfant.com/wp-content/uploads/2020/06/DB-Primary-Letter-to-Parents.pdf | 2021-04-20T06:10:15+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00365.warc.gz | 627,124,167 | 816 | eng_Latn | eng_Latn | 0.998942 | eng_Latn | 0.999026 | [
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Name:
Class:
Supplementary Examination for the Standardised Competence-Oriented Written School-Leaving Examination
AHS
October 2020
Mathematics
Supplementary Examination 2
Candidate's Version
Instructions for the supplementary examination
Dear candidate,
The following supplementary examination is comprised of five tasks that can be completed independently of one another.
Each task contains two parts: The statement of the task requires you to demonstrate core competencies, and the guiding question that follows it requires you to demonstrate your ability to communicate your ideas.
You will be given preparation time of at least 30 minutes, and the examination will last at the most 25 minutes.
Assessment
Each task can be awarded zero, one or two points. There is one point available for each demonstration of core competencies as well as for each guiding question. A maximum of 10 points can be achieved.
For the grading of the examination the following scale will be used:
The examination board will decide on the final grade based on your performance in the supplementary examination as well as the result of the written examination.
Good Luck!
Flight Paths
The three aeroplanes F 1 , F 2 and F 3 fly at the same height for a particular period of time. Their flight paths over this period of time can be modelled by the three lines f 1 , f 2 and f 3 .
At the time t = 0 the aeroplane F 1 is at point A = (a, 40) with a ∈ ℝ and the aeroplane F 2 is at point B = (–30, 20). The velocity vectors of the aeroplanes are given by v 1 = v 3 = ( 10 –10 ) and v 2 = (5 b ) with b ∈ ℝ .
The parameters r, s and u give the flight times in minutes from the time t = 0. The velocities of the aeroplanes are given in km/min.
Task:
– Determine the values of a and b for which the flight paths of F 1 and F 2 are identical.
Guiding question:
At the time t = 0 the aeroplane F 3 is at point C = (–20, 40).
– For this case, determine the value of b such that the flight paths of F 2 and F 3 cross each other at right angles.
– Determine the point S of intersection of these flight paths and justify why there is no collision between the two aeroplanes.
Triangle
For an a ∈ ℝ+, the linear function g with g(x) = –2 ∙ a ∙ x + 2 is given. A triangle is bounded by the graph of g and the two coordinate axes.
Task:
– Write down the area A of this triangle in terms of a.
A(a) =
Guiding question:
A change in the value of a results in a change of the area A of the triangle.
– Write down how A changes when a is doubled.
– Write down by which percentage A changes if a is reduced by 20 %.
Examination
In a school, class 8a has 27 pupils and class 8b has 24 pupils.
The last examination was held simultaneously in all 8th classes and all students from 8a and 8b were present. In 8a, one more "very good" grade was awarded than in 8b. The relative proportion of "very good" grades was the same in both classes.
Task:
– Determine the number of examinations that were awarded the grade "very good" in 8a.
Guiding question:
A group of 9 pupils from 8c also completed this examination.
In total, 35 % of all pupils that took this examination were awarded a "very good" grade.
– Write down the number of pupils in 8c who were awarded a "very good" grade for this examination.
The bar chart shown below shows a graphical representation of the results of this examination.
– In the diagram above, label the vertical axis with a scale so that the situation described is represented correctly and complete the diagram by drawing the bar for the results in 8b.
– Write down a reason why this diagram could be regarded as biased.
Integral
Task:
Let f be a linear (non-constant) function for which ∫3 0 f ( x ) d x = 0 holds.
– Write down the zero of f and justify your answer.
Guiding question:
Let g be a quadratic function with g(x) = a ∙ x 2 + b (a, b ∈ ℝ, a ≠ 0) for which ∫3 0 g ( x ) d x = 0 holds.
– Based on the behaviour of the graph of g, justify why a and b must have different signs.
– Write down the relationship between a and b by using an equation.
Driving Test
The theoretical part of the driving test comprises solely multiple-choice questions. Each question has four possible answers, and at least one of these possible answers is correct. A question is considered to be answered if at least one possible answer has been selected. A question has been answered correctly if the correct possible answer(s) has/have been selected.
Task:
– Determine the number of possible ways that a multiple choice question of this type could be answered.
Guiding question:
Assume that Elias has to guess for every question of the theoretical part of his driving test and for each question chooses one way of answering the question at random from all the possible ways that a question can be answered. The probability that he chooses one particular way of answering a question is the same for all possible ways.
– Write down the probability that Elias answers a multiple choice question correctly.
For the theoretical part of the driving test, 20 multiple choice questions about basic knowledge are asked first.
– Determine the probability that Elias answers less than 20 % of the multiple choice questions about basic knowledge correctly and therefore has to attend the theory course again. | <urn:uuid:f7601fca-fc55-4cc1-b6fc-413504a5c118> | CC-MAIN-2021-17 | https://www.matura.gv.at/fileadmin/user_upload/downloads/Matura-2019-20/MA/PT2/KL20_KP2_AHS_MAT_P02_EN_KK.pdf | 2021-04-20T06:55:42+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00364.warc.gz | 973,686,150 | 1,260 | eng_Latn | eng_Latn | 0.94728 | eng_Latn | 0.998668 | [
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| Strand | | | Resources/ Planning | | Strand | | | Resources/ Planning | | Strand | | | | Resources/ Planning | Strand | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | [Digital Literacy] E-Safety – Digital Citizenship | National Online Safety Units for EYFS Smartie the Penguin Digiducks Big Decision | | | [Digital Literacy] Skills and Understanding | General Skills – Presentation Media – Web Research – Word Processing - Animation – DTP – | Plans guided by liaison with Class Teacher, Resources prepared/ sourced/assisted by HLTA | | | [Computer Science] Programming/Robotics | 2Simple2Go – Logo – Scratch – Flowol – Kodu – Python – Raspberry Pi – Flowcharts - Beebot – | Probot – Lego WeDo – NXT – Network, Internet and Searching – How the Internet Works | Plans guided by liaison with Class Teacher, Resources prepared/ sourced/assisted by HLTA | | [Information Technology] Skills and Understanding | Web Publishing/Design – Blogging – Email – Surveys – Binary – Photography/Film - Google | Sketch Up – Spreadsheets - Databases |
| | | | Self-Image and Identity | | | | 2Simple 2Publish/2Paint/ 2Create/Music/PhotoSimple Clicker7/ClickerPaint Word Grids, Sentence building/Class learning MSWord/Office – WP Skills | | | | | | Beebot 2Simple2Go iPad Daisy Dino (simple block programming intro) Barefoot | | | | |
| | | | Online Relationships | HE | | | | | | | | | | | | | |
| | | | Online Bullying es | PS | | | | | | | | | | | | | |
| | | | Online Reputation rc | | | | | | | | | | | | | | |
| | | | Managing Online ou | | | | | | | | | | | | | | |
| | | | Information es | | | | | | | | | | | | | | |
| | | | R Health, Wellbeing and S | | | | | | | | | | | | | | |
| | | | Lifestyle NO | | | | | | | | | | | | | | |
| | | | Privacy and security | | | | | | | | | | | | | | |
| | | | Copyright and Ownership | | | | | | | | | | | | | | |
| | | | Self-Image and Identity | | | | CAD 2Simple 2Publish/2Paint/ 2Create/2Animate/Music/ Clicker7/ClickerPaint MSWord/Office – WP/Presentation Skills | | | | | | Beebot/Probot/2SimpleNXT 2Simple Logo/2Simple2Go/ Softease Turtle Internet Research Skills Scratch Barefoot | | | | |
| | | | Online Relationships | HE | | | | | | | | | | | | | |
| | | | Online Bullying es | PS | | | | | | | | | | | | | |
| | | | Online Reputation urc | | | | | | | | | | | | | | |
| | | | Managing Online so | | | | | | | | | | | | | | |
| | | | Information Re | | | | | | | | | | | | | | |
| | | | Health, Wellbeing and S | | | | | | | | | | | | | | |
| | | | NO Lifestyle | | | | | | | | | | | | | | |
| | | | Privacy and security | | | | | | | | | | | | | | |
| | | | Copyright and Ownership | | | | | | | | | | | | | | |
| | | | Self-Image and Identity | | | | | Year3/4 | MSOffice/Word,Pub,PPT Create/display/layout/ designing work and using media for a specific audience and/or Class learning Links CAD/Animations | | | | Logo Scratch Flowcharts Flowol 4/Microbits Barefoot | | | | |
| | | | Online Relationships | HE | | | | | | | | | | | | | |
| | | | Online Bullying es | PS | | | | | | | | | | | | | |
| | | | Online Reputation rc | | | | | | | | | | | | | | |
| | | | Managing Online ou | | | | | | | | | | | | | | |
| | | | Information es | | | | | | | | | | | | | | |
| | | | R Health, Wellbeing and S | | | | | | | | | | | | | | |
| | | | Lifestyle O | | | | | | | | | | | | | | |
| | | | N Privacy and security | | | | | | | | | | | | | | |
| | | | Copyright and Ownership | | | | | | | | | | | | | | |
Computing Curriculum Overview 2020-2021
- Self-Image and Identity
- Online Relationships
- Online Bullying
- Online Reputation
- Managing Online Information
- Health, Wellbeing and Lifestyle
- Privacy and security
- Copyright and Ownership
- Self-Image and Identity
- Online Relationships
- Online Bullying
- Online Reputation
- Managing Online Information
- Health, Wellbeing and Lifestyle
- Privacy and security
- Copyright and Ownership
- Self-Image and Identity
- Online Relationships
- Online Bullying
- Online Reputation
- Managing Online Information
- Health, Wellbeing and Lifestyle
- Privacy and security
- Copyright and Ownership
Computing Curriculum Overview 2020-2021
MSOffice/Word,Pub,PPT
Logo
Create/display/layout/ designing work and using media for a specific audience and/or Class learning Links CAD/Animations
MSOffice/Word,Pub,PPT
Create/display/layout/ designing work and using media for a specific audience and/or Class learning Links CAD/Animations/Filmmaking
Notes (All classes): Lesson Planning and full details of proposed tasks available in the planning area of the computer programming curriculum folder.
Scratch (intermediate) Mindstorms/Scratch create and download tasks with direct link to robots) Flowol 4/Microbits Barefoot
Scratch with/without robots Raspberry Pi/Python/Microbits Kodu/ Flowol 4 Barefoot
Notes (All classes): Lesson Planning and full details of proposed tasks available in the planning area of the computer programming curriculum folder.
Web Design (research/plan a website) Email/Blogging/Podcasting Excel Spreadsheets/Data handling Using Photography creatively (Cameras/IPads/webcam)
Web Design (plan/design/make a website or similar) collaboration links Email/Blogging/binary/Podcasting Excel Spreadsheets/Data handling Using Photography creatively (Cameras/IPads/webcam)
Notes (All classes): Lesson Planning and full details of proposed tasks available in the planning area of the computer programming curriculum folder. | <urn:uuid:74903eb0-cbe5-42b3-9ad5-ac075a2626be> | CC-MAIN-2021-17 | http://www.fenditton.cambs.sch.uk/images/Curriculum_2020/ComputingOverview2020.pdf | 2021-04-20T08:05:54+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00377.warc.gz | 119,271,115 | 2,114 | eng_Latn | eng_Latn | 0.937027 | eng_Latn | 0.935357 | [
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Maths – Activity Ideas to Support Pictorial Methods
Following on from the booklet which explains how we teach the different calculations, using pictorial methods, here are some activity ideas which will allow the children to apply those skills within different contexts.
The children are used to many of these activities and have completed them in school.
1. Correct or Not Correct
Provide the children with a completed number sentence (including the answer). They then use the appropriate pictorial method to work out whether the given answer is correct or not. Once they have done this, they have to give a reason.
2. Match Me Up
Provide the children with two columns. Column one has a series of number sentences and column two has the answers (not in line with the correct number sentence, muddled up). The children use their pictorial methods to calculate the answers to the number sentences and match them to the correct answer.
3. Odd One Out
Provide a series of number sentences. The children then use the pictorial methods to calculate the answers and find the number sentence with the answer that is not the same as the others.
4. Picture Maths
Provide children with a series of pictures e.g. fruit on a market stall, clothing items in a shop and so on. Give each item an individual price and then provide the children with some word problems. Children calculate the answers to the word problems by using the appropriate pictorial method.
- How many different costumes could you make by buying two things?
- Find the cost of two red wigs and a bowtie.
- I buy three different things from the fancy dress shop and spend 87p. What did I buy?
- I paid for one green wig using a 50p coin. How much change did I get?
5. Four Pictures
Provide children with four pictures e.g. fruit on a market stall, clothing items in a shop, ice-creams and toppings, jugs of juice and so on. Give each item an individual price or amount and then provide the children with some word problems. Children calculate the answers to the word problems by using the appropriate pictorial method.
- How much longer is the green ribbon than the blue ribbon?
- What is the total length of the two longest ribbons?
- I cut the yellow ribbon in half so I can buy ½. How much do I get?
- I need 60cm of green ribbon. How much more do I need?
- I want to divide the red ribbon into five equal pieces. How many pieces will I get?
6. Hoop-la score
This is an activity to practise number facts, like 2s, 5s, 10s timetables and number bonds to 10, 20 and 100.
Have a variety of numbers on tins and then give children a total that they have to make.
Give them a limited number of hoops to throw, might be two or three.
Use the three hoops, can you score 16 points?
Use the three hoops, can you score 13 points? | <urn:uuid:756b7acf-1491-46ba-b012-a4eb11d91248> | CC-MAIN-2021-17 | http://www.greatmoor-inf.stockport.sch.uk/wp-content/uploads/2020/04/Resource-6-Maths-Activity-Ideas.pdf | 2021-04-20T06:26:56+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00375.warc.gz | 136,818,245 | 618 | eng_Latn | eng_Latn | 0.99887 | eng_Latn | 0.998978 | [
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Student Bullying and Harassment Management Policy
Rationale
Chevalier College exists to proclaim and witness to the love of God, and to make the Gospel values real in the lives of young people and their families. Each person at Chevalier College, made in 'the image and likeness of God', has real worth and dignity.
The college is responsible for supporting the young people in its care and, in particular, those who are experiencing difficulties and those who require additional assistance and encouragement to behave appropriately.
Aims
To provide direction to college staff in the development of response and management strategies relating to student bullying and harassment that reflect the Missionaries of the Sacred Heart ethos and adhere to any applicable legislation.
To provide the best possible outcomes for the students in the care of Chevalier College and for the college community as a whole.
Key Legislation
[x] Education Act
The above legislation is not meant to be exhaustive. No reliance should be placed on the non-identification of a particular piece of legislation to support an inference that behaviour which may be prohibited or controlled under that non-identified legislation, is implicitly or tacitly not forbidden by the College.
POLICY
1. What is bullying?
Bullying is the repeated oppression, psychological or physical, of a person or persons less powerful than the perpetrator. Bullying behaviour causes the victim to feel degradation, a loss of self-worth, intimidation, grief, fear and/or pain.
The imbalance of power in situations of bullying may be obvious or subtle, physical or psychological. It may involve a bully grasping an opportunity and a victim accepting a situation.
Bullying can be done through a number of different actions and behaviours, it can be overt or covert, and it can occur in both individual and group situations.
Some bullying can be quite subtle or involve words known only by the students, making it difficult for adults to recognise. These complexities can make bullying more difficult to identify if a person or group is being bullied.
1.1. Examples of bullying
Overt
Hitting, kicking, spitting, pushing, shoving, poking, throwing objects
Unwelcome touching
Intimidation, threatening or abusive language
Subjection to practical jokes
Unwelcome or offensive phone messages, SMS and/or email
Verbal insults, offensive language
Name calling
Unwelcome comments about a person's appearance, activities, relationships, beliefs, abilities etc.
Ridicule or put downs in front of others
Covert
Silent treatment
Gestures or looks intended to threaten or intimidate
Exclusion or isolation
Stalking
Spreading rumours
Putting people down behind their backs
Removing and hiding belongings
Cyber bullying
The use of any information and communication technology involving deliberate, isolated or repeated hostile behaviour by an individual or group that is intended to harm others, or is undertaken recklessly, without concern for its impact on others.
Setting up or collaborating in any activity relating to a pseudo account
1.2. Behaviour that isn't bullying
Not all aggressive or harmful behaviour between students is bullying. While conflicts and aggressive behaviour need to be addressed, it is important to be clear when these behaviours are not actually bullying. The definition of bullying has three critical aspects:
i. a repeated pattern
ii. the misuse of power within relationships; and
iii. behaviour which causes harm
All three aspects need to be present in order for behaviour to be called bullying.
2. What is harassment?
Harassment is behaviour that is unwelcome, uninvited or unreciprocated. Harassment may be explicitly directed at an individual or group or occur through the creation of a hostile environment. Harassment offends, upsets, humiliates or intimidates another person.
Harassment is not always intended. Acts or behaviour that some may view as amusing or trivial may hurt or offend another.
Harassment usually consists of a pattern of unwelcome behaviour. However, it can consist of just one offensive, hurtful, humiliating and/or intimidating act. The basis of harassment is often discriminatory and may relate to:
- sex or gender
- sexual preference, sexuality or gender identity
Document revised: 12/02/2018 9:37 AM
Student Bullying and Harassment Management Policy
This document is subject to review and should be viewed electronically to ensure reference to the most up-to-date version, as printed versions of this document may become outdated.
- race, colour, national or ethno-religious origin, nationality, ethnicity, descent or ancestry
- socio-economic status
- disability, impairment or handicap
- religious beliefs or customs
Harassment can include, but is not limited to, verbal comments or abuse, physical contact, threats, displaying inappropriate and offensive images or documents, stalking, offensive communication, jokes and ridicule, propositions, and inappropriate initiation rites.
Harassment can include sexual harassment, which is a form of harassment on the grounds of sex or conduct of a sexual nature such as unwanted sexual advances, unwelcome requests for sexual favours or physical contact, derogatory sexual comments, taunts, intrusive questions and rumours.
3. How the college will endeavour to prevent incidents of bullying and harassment
Based on research, prevention strategies through education that involve the whole school community (students, staff and parents) are more likely to reduce bullying and harassment. Therefore, at Chevalier College we recognise that we all share the responsibility of preventing bullying and harassment.
3.1. Environment
The college believes it has a responsibility to foster and maintain a school environment in which students from all backgrounds and circumstances can feel safe and supported.
As an MSC school, the focus of the college environment will be heart-centred, compassionate and respectful, and will encourage the development and maintenance of meaningful relationships.
All staff are expected to model appropriate behaviour and conduct themselves in accordance with the MSC ethos and the Code of Conduct.
The college staff will ensure that students are appropriately supervised and aware of the college's expectations in relation to behaviour.
3.2. Strategies
The college will establish strategies and mechanisms to aid in the prevention of bullying and harassment within the student body.
The college will develop and maintain incident management systems to respond to bullying and harassing behaviour by students, and will develop and maintain programs to support all students involved in incidents, encourage improved behaviour, develop resilience and assist in the restoration of damaged relationships.
All allegations of bullying and harassment will be taken seriously.
All incidents of bullying and harassment will be dealt with in accordance with college pastoral care processes and the Student Behaviour Management policy and procedures.
3.3. Awareness and Support Programs
The college will provide awareness and support programs that assist staff and students to identify and deal with incidents of bullying and harassment.
Document revised: 12/02/2018 9:37 AM
This document is subject to review and should be viewed electronically to ensure reference to the most up-to-date version, as printed versions of this document may become outdated.
The Assistant Principals – Pastoral Care to ensure that:
- pastoral staff engage, where necessary, in appropriate training and have access to information regarding the identification and management of student bullying and harassment behaviours
- students are provided with opportunities to participate in programs that assist in building a harmonious school community to mitigate incidents of bullying and harassment.
3.4. Response
Bullying and harassment are viewed as major breaches of the college rules and behavioural expectations and, therefore, follow up action will align with the college's Student Behaviour Management Policy.
When bullying or harassment has been identified, the following processes will be implemented.
- HCYAs and Assistant Principals – Pastoral Care will:
o investigate the incident
o provide guidance and other support for the recipient of the bullying (e.g. re-skilling and re-teaching of strategies, resilience and social skills, counselling, conflict management skills, social networking etc.)
o provide guidance and support for 'bystanders', 'supporters' and witnesses of the bullying (e.g. intervention strategies etc.)
o implement appropriate and consistent sanctions for the student who bullied (within the context of the college Behaviour Management Policy)
o establish interventions and support for the student who bullied (e.g. a bullying prevention plan with specific interventions developed to reduce the bullying behaviour, teaching of replacement behaviours, reinforcers etc.)
o where appropriate, involve parents
3.5. Investigations
Investigations will be conducted under the principles of procedural fairness. Procedural fairness requires impartiality of the decision maker. A decision should not be made until all the facts are known, the student has had the opportunity to respond and, in serious cases, the student has an opportunity to obtain advice.
All processes must be conducted in a manner ensuring fair practice and equity, respect to all parties and due observance of confidentiality.
Where an investigation identifies the bullying incident may include criminal behaviour, the investigator must inform the Principal as soon as possible, who will refer the incident to the police.
4. Responsibilities
Staff
Staff are expected to:
- promote a culture that reflects the ethos of the Missionaries of the Sacred Heart and to promote a Christian community and environment
Document revised: 12/02/2018 9:37 AM
This document is subject to review and should be viewed electronically to ensure reference to the most up-to-date version, as printed versions of this document may become outdated.
- promote professionalism, respect and care within our community
- relate to students with compassion and availability, creating a sense of family which permeates their attitude as professional teachers and caring adults
- take appropriate action to stop observed incidents of bullying or harassment
- pass on information about any reported or observed bullying or harassment behaviours to relevant staff for further action, including (where necessary) disciplinary actions and actions relating to investigations of incidents.
- provide the best possible outcomes for the students in their care.
Students
Students are encouraged to:
- behave in a manner that reflects the heart-centred spirit of the college
- take some positive action to stop bullying or harassment, such as immediately reporting incidents to a member of college staff
- behave in accordance with this policy and other relevant college policies, including:
o Student Behaviour Code, as published in the Student Information Booklet each year (college website)
o Student ICT Usage Policy (college website)
o Student Behaviour Management Policy (college website)
Parents/Caregivers
Parents/Caregivers are encouraged to:
- familiarise themselves with college policies
- support the policies and disciplinary processes of the college
- listen to their child and encourage them to speak to their home room teacher, house coordinator or any other staff member of their choice if they have experienced or witnessed incidents that they consider to be bullying or harassment
- contact the college if they have any concerns.
Related documents
Student Bullying and Harassment Management Procedures
Student Behaviour Management Policy
Student ICT Usage Policy
Student Behaviour Code
End of Policy
Document revised: 12/02/2018 9:37 AM
This document is subject to review and should be viewed electronically to ensure reference to the most up-to-date version, as printed versions of this document may become outdated.
Page 5 of 5 | <urn:uuid:7a8e0776-9ca6-406c-a49a-99cc6f4dd2a2> | CC-MAIN-2021-17 | https://www.chevalier.nsw.edu.au/wp-content/uploads/2020/08/Student-Bullying-and-Harassment-Management-Policy_2018.pdf | 2021-04-20T07:59:11+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00370.warc.gz | 785,485,394 | 2,301 | eng_Latn | eng_Latn | 0.995611 | eng_Latn | 0.996186 | [
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Here are the details of our curriculum for this term.
English Writing
* Word level - To say a simple word, chop up the sounds and recall (mentally or use a sound mat) and write. Check and re-read.
*Say a simple 'shortish' sentence orally before writing it.
*Count - how many words came out!
*Sound out each word and write.
*Try and remember a space between each word.
* Keep reading what you have written and talking your sentence as you go along to keep track.
*A capital letter to start the sentence and full-stop to finish.
*To begin to form lower-case letters in the correct direction, starting and finishing in the right place.
* To write a sentence that can be read by you and others.
Understanding the world - Science
Seasonal change: What can we see in Summer time? How is it different to Spring? Discuss the different seasons, can you research why they change? How do different seasons affect our environment? Can you conduct an experiment to build a boat? Predict which material will work well and which might not be too good. Does it float or sink? How could you improve it?
English Reading
Read a simple sentence by applying phonics knowledge firstly to recognise sounds and then push the sounds together to blend and read the words.
Start to see and say small, familiar or repeated words in the text.
See and say more words building up sight sounds in words such as ai, oo, sh, th vocabulary and fluency and recognising trickier Can you understand and answer questions about what you have read?
Understanding the World – People
Talk about celebrating your birthday. Talk to grandparents… how did they celebrate birthdays when they were young? Is it the same or different? Can you find out how children in other countries celebrate birthdays? Are there any differences?
Maths
* Count reliably forwards and backwards
with numbers from 1 to 20 Challenge: to do this starting at different numbers.
* Recognise the numerals 1-20 and put them in order.
* Say which number is one more or one less than a given number, at first using a number-line to help you and moving towards rapid recall from memory.
* Using quantities and objects, add and subtract two singledigit numbers.
-Addition: Count out two sets, physically join them together and count them all.
-Subtraction: Count out the first set of objects, take away the second number of objects and count what is left.
* When able to do it with objects develop more abstract/efficient methods (See Early Number evening presentation on Facebook for more detail).
*Solve doubling, halving and sharing problems.
Being Creative
Reception Summer 2020
Personal, Social and Emotional Development-
Be an Independent Izzy! Try to learn to do something independently that previously you needed help with eg cutting up your food, fastening your coat etc.
When you complete your daily diary sentence talk to your grown up about how you are both feeling that day and how you are showing it. Play turn taking games. Work collaboratively with others to make up a game, listen to their ideas.
Music - Learn some Pirate songs and dance /move like a pirate. Experiment changing songs and movement to reflect the different actions of Pirates.
Art - draw, paint, use playdough, collage, construct using commercial construction and recycled materials.
Design Technology –
Exploring Media and Materials Use what you have learnt about materials in original ways, thinking about uses and purposes. Which materials would be suitable to make a hat for someone that helps us?
Shape Space and Measure
Practise using money in a pretend shop. Can you buy items using 1p and 2p pennies… remember to think about the value of the coins not just how many coins there are. Can you find some 3d shapes in the home? What is a cube shape? A cuboid, sphere, cylinder, Can you describe it for an adult?
Physical Development. Challenge yourself! Can you time yourself completing a range of exercises for 5/10 mins. Keep a log. Can you do even more next time? | <urn:uuid:658c8458-e0fe-4e47-8571-8e2a8d6b4cb9> | CC-MAIN-2021-17 | http://www.greatmoor-inf.stockport.sch.uk/wp-content/uploads/2020/04/Reception-Summer-Term-Curriculum-Map-1.pdf | 2021-04-20T08:35:39+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00374.warc.gz | 133,023,728 | 841 | eng_Latn | eng_Latn | 0.997826 | eng_Latn | 0.997826 | [
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CHS South Curriculum Intent
SUCCESSFUL: An education where imagination, curiosity and resilience enable us to ignite our learning.
CREATIVE: A shared belief that optimism, empathy and responsibility are the foundations for a respectful, safe and inclusive community.
HAPPY: Individuals who are ready to learn, practise being reflective, and are motivated to become champions.
CHS Curriculum Area Framework for Learning PE – Year 8
| SUBJECT |
|---|
| INTENT |
will underpin all aspects of the curriculum)
Some activities may vary due according to gender ALL ABILITY BANDS (However depending on their ability they may follow Year 8 or 9 or KS2 curriculum)
Rugby
Improve consistency, quality and use of skills in the games played.
Passing Width in attack (use of multiple players in back line and using them)
Keeping possession, intro to backs play, support the ball carrier
To develop an understanding and knowledge of how to perform a ruck and the roles of support players.
Tackling + rucking
Defending as an individual and as a team
* front row 3-man Scrum
* Tackling-head on, side on,
* rucking development
Netball
* Three stages of defense – marking the ball, intercepting and marking the player
Defending as an individual and as a team
* Zonal Marking
* Rules: Obstruction, contact, replay
* Shooting – technique and how to defend
Basketball –
-develop an understanding of zone and man to man defending
As a team and individual:
-understanding a partial and full court press
* passing and fast breaks
Football
CHS SOUTH: CURRICULUM
Athletics –
-
Defending as an individual
- Closing down
Body shape
- Patience via jockeying and timing of tackle
- Block tackle
As a team: -
- Closing down (go to the ball)
- Communication/taking charge of the situation
- Covering and providing depth
- Experiment with team strategy e.g. Man to man, zonal and combinations
- Defensive position to show attackers down the preferred side (channel away from goal/to touch line)
- Defending a set piece/restart e.g. goal side
Heading
- Defensive header for placement
- Defensive header for distance
Counter-attacking
- Movement into forward positions
- Quick forwards play
Rugby
Improve consistency, quality and use of skills in the games played.
Passing Width in attack (use of multiple players in back line and using them)
Long Jump: Four Phases – Run Up, Take off, Flight, Landing.
400m/800m Middle Distance: Pacing, Endurance, Tactics.
Power/ Economic Running action.
60m Sprint: Starting technique, SAQ work, Knee Lift, Body Position, Arm Action.
Javelin/shot/discus Throw: Development of preparation phase in to a glide or run, Side on, transfer of body weight, throwing action, Arm Speed, Trajectory of flight.
Delivered through howler throw, javelin, shot and discus
Generic Elements – Power Position, Jumping and Throwing
* Combined with cross over dribbling, pivoting and give and go within their selection and application of skills.
lay-up, driving past players, screens etc
Apply the basic skills at speed and under pressure,
* Strategic and tactical decisions based on movement of the ball into space.
* Peer coaching, 'what makes good' questioning/demos & targeted questioning).
-Opportunities to referee/coach pupils or small groups will develop communication and decision making skills. Use information gained from analysis of performance to influence and improve them.
Football –
- Body shape
Defending as an individual
- Closing down
- Block tackle
- Patience via jockeying and timing of tackle
As a team: -
- Closing down (go to the ball)
- Communication/taking charge of the situation
- Covering and providing depth
- Experiment with team strategy e.g. Man to man, zonal and combinations
- Defensive position to show attackers down the preferred side (channel away from goal/to touch line)
- Defending a set piece/restart e.g. goal side
Heading
- Defensive header for placement
- Defensive header for distance
Counter-attacking
- Quick forwards play
CHS SOUTH: CURRICULUM
Keeping possession, intro to backs play, support the ball carrier
Striking and fielding
-
To develop an understanding and knowledge of how to perform a ruck and the roles of support players.
Tackling + rucking
* Batting – placement of the ball/shot selection
Defending as an individual and as a team
* front row 3-man Scrum
* Tackling-head on, side on,
* rucking development
Badminton –
Shot placement e.g. back hand side/angles of play/corners
Develop further concepts of a winning strategy: via variation of shot/pace/height/direction/disguise Development of playing to opponent's weaknesses and staying away from their strengths
Play singles/doubles and apply revised rules Communication with partner
Positional partnerships e.g. serve dependant-short serve and follow/front/back
Basketball –
-understanding a partial and full court press
As a team and individual: -develop an understanding of zone and man to man defending
* passing and fast breaks
Apply the basic skills at speed and under pressure, lay-up, driving past players, screens etc.
* Combined with cross over dribbling, pivoting and give and go within their selection and application of skills.
* Strategic and tactical decisions based on movement of the ball into space.
* Fielding – increase the speed and accuracy of throwing and catching.
* Bowling – addition of run up/variation
* To extend knowledge of laws and umpire signals.
* To develop mental capacity when scoring and calculating run rates and remaining runs.
* Encouraged to evaluate matches and how they outwit opponents and reasons for this.
Sports Leadership
* Opportunities to referee/coach pupils or small groups will develop communication and decision making skills.
* Perform more advanced sports specific warm ups & cool down routines
* Develop an understanding of how to progress a skill practice
* Have the ability to identify weaknesses in skill acquisition and implement steps to improve
- Movement into forward positions
Sports Leadership
* Opportunities to referee/coach pupils or small groups will develop communication and decision making skills.
* Perform more advanced sports specific warm ups & cool down routines
* Develop an understanding of how to progress a skill practice
* Have the ability to identify weaknesses in skill acquisition and implement steps to improve
Multi skills framework
* To learn how to work together as a team in a range of different sporting situations (basketball, football, netball, tag rugby)
* To perform fundamental passing and control skills in isolation.
* To be able to dodge and change direction with speed in a range of different conditions.
* Apply these skills in pressured situations through small sided games and conditional situations.
CHS SOUTH: CURRICULUM
-Opportunities to referee/coach pupils or small groups will develop communication and decision making skills. Use information gained from analysis of performance to influence and improve them.
* Peer coaching, 'what makes good' questioning/demos & targeted questioning).
Fitness –
* Focus on pacing and rhythm.
* Perform a range of stations with correct technique in circuit training
*. Be able to adapt the activity to your needs based on you working heart rate
* Demonstrate an understanding of the training zone (magic numbers)
Multi skills framework
* To learn how to work together as a team in a range of different sporting situations (basketball, football, netball, tag rugby)
* To perform fundamental passing and control skills in isolation.
* To be able to doge and change direction with speed in a range of different conditions.
* Apply these skills in pressured situations through small sided games and conditional situations.
Sports Leadership
* Opportunities to referee/coach pupils or small groups will develop communication and decision making skills.
* Perform more advanced sports specific warm ups & cool down routines
* Develop an understanding of how to progress a skill practice
CHS SOUTH: CURRICULUM
5v5 game
Activity 3: Basketball-
Driving past a obstacle and converting a basket on their dominant and non-dominant sides
STEP 1: Skills in isolation
STEP 2: Skills under pressure
Rules: attackers start on the half way line and defenders create a zone around the key. Students have to work as a team to beat the defence and convert a basket.
Conditioned game, half court, 5v3
STEP 3: Skills in a Game real situation
5v5 game applying tactics such as a full and half court press, zonal and man to man defending. All rules should be applied via coaches and officials.
Activity 4: Netball-
STEP 1: Skills in isolation
Netball –
1 V 1 defence drill to show 3 stages of defence
STEP 2: Skills under pressure
Three attackers – start with a back line pass – each attacker must touch the ball in each third before the group can progress to the next third. Start with one defender in each third and two in the last third
STEP 3: Skills in a Game real situation
Half-court Game
Activity 5: Sports Leadership and multi skills-
Leading an advanced warm up independently, set up activities independently, being able to adapt and progress a practice, understanding and enforcing the rules of the game whilst officiating.
6v6 game
CHS SOUTH: CURRICULUM
Rules: attackers limited to 3 players in each grid. Success via ball slowed down for 5 secs, ball cleared or possession regained
- Preparation
STEP 3: Skills in a Game real situation
Activity 4: Basketball-
Driving past an obstacle and converting a basket on their dominant and non-dominant sides
STEP 1: Skills in isolation
STEP 2: Skills under pressure
Rules: attackers start on the half way line and defenders create a zone around the key. Students have to work as a team to beat the defence and convert a basket.
Conditioned game, half court, 5v3
STEP 3: Skills in a Game real situation
5v5 game applying tactics such as a full and half court press, zonal and man to man defending. All rules should be applied via coaches and officials.
Activity 5: Fitness-
Follow a training session provided on Interval, Fartlek, continuous and /or circuit adapting to your needs
STEP 1:
STEP 2:
STEP 3:
Track your working heart rate and be able to explain if you are working hard enough
Set up a circuit provided to you and carry out the 6 stations completing two rounds
Activity 5: Sports Leadership and multi skills
-
Leading an advanced warm up independently, set up activities independently, being able to adapt
- Grip
- Movement
- Release and recovery
Jump
- Run up
- Flight
- Take off
- Landing
- Legal jump
Track
- Starts
- Pacing
- Posture
- Leg and arm action
- Stride pattern
STEP 2: Skills under pressure
Adapt chosen technique to maximise performance based on feedback
STEP 3: Skills in a competitive situation
Students will be assessed using a Bronze, Silver Gold rating dependent on the time/distance that they achieve.
Activity 3: Sports Leadership -
Leading a simple warm up in a group, set up activities in groups, being able to adapt and progress a practice, understanding and enforcing the rules of the game
CHS SOUTH: CURRICULUM
and progress a practice, understanding and enforcing the rules of the game whilst officiating. | <urn:uuid:539e4052-30ac-47e4-9a99-477b9b639f6e> | CC-MAIN-2021-17 | https://files.schudio.com/chs-south/files/documents/Year_8_PE_FFL_20-21.pdf | 2021-04-20T06:15:59+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00376.warc.gz | 347,636,102 | 2,431 | eng_Latn | eng_Latn | 0.990714 | eng_Latn | 0.994246 | [
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Level 2 Written Assessment
Competency
Questions
Demonstrate awareness of a coach's duty of care
Choose the best option to fill in the missing word:
1. A coach assumes a certain duty of care: he or she must treat and supervise team members in the same way as would a prudent ______________.
a. Teacher
b. Parent
c. Person
d. Lawyer
Answer: ________________
2. Harassment, bullying and abuse are _______________ inappropriate, whether by team members or the coach.
a. Completely
b. Usually
c. Never
d. Sometimes
Answer: ________________
3. The Coaches Code of Conduct is an integral part of Australian baseball. It must be signed and ______________ by all accredited coaches.
a. Recited
b. Handwritten
c. Acknowledged
d. Adhered to
Answer: ________________
Identify the safety issues and manage the risks of
baseball
True or false (circle the correct response):
1. A coach is not responsible for the safety of the playing area. Answer: _______
2. Hitter and all base-runners must wear a helmet. Answer: ______
3. Bats may fly unexpectedly in any direction. Answer: ______
4. A coach should encourage his players to run into the opposition if they are in the way. Answer: _______
T or F
T or F
T or F
T or F
Outline the LTAD model
and approach
Complete the incomplete words:
1. LTAD stands for L______ T_______ A____________ D______________.
2. 1
st
stage lasts until onset of puberty, is called the FUN________ stage, and focuses on establishing all-round movement capability, learning through a___________ (games-based approach) and
establishing a p____________ attitude toward physical activity.
3. The warm-up provided is much more than a warm-up: it is a mild c____________ activity which starts the LTAD process 4. A_______-imposed competition is of little, if any, v__________.
Identify the elements of a
rookie-ball training
session
Circle the items which do not belong:
1. Team meeting: outline the plan for the day
2. Static stretching (10-15 min)
3. Throwing activity(ies) (10-20 min)
4. Technique of the day (5-15 min)
5. Fielding activity(ies) (15-25 min)
6. Hitting activity(ies) (20-30)
7. Optional: Rookie-Ball game (or some other game-based activity)
8. De-brief (5min): feedback on session (two-way), relevant news, next game, next practice etc.
Outline a philosophy and strategies for maintaining
"good tempo"
Fell in the missing words:
1. The game is best played at a f_________ tempo; players should be encouraged to be energetic and enthusiastic at all times, at t____________ and in g__________________.
2. Four specific instances at this level:
a. _____ second changeover
b. catcher ready
c. g______________ organised
d. run hard on all h___________ balls.
Name and locate the positions on a baseball field
On the diagram below, assign each player the number corresponding to the position.
1. Pitcher
2. Catcher
3. 1 st Base
4. 2 nd Base
5. 3 rd Base
6. Shortstop
7. Left Field
8. Centre Field
9. Right Field
Outline a progressive approach to developing sliding technique
True or False?
1. The recommended method to teach sliding technique begins with having the players sit cross-legged. Answer: ____ __
2. It is important to keep the front foot upright, rather than leaning to the side, during a slide. Answer: ____ __
3. Players can learn to slide by walking or running slowly before dropping down into a sliding position. Answer: ____ __
4. Sliding on a large sheet of wet plastic does nothing to help those learning to slide
Answer: ______
T or F
T or F
T or F
T or F
Recall the rules of the Rookie Ball modified baseball game
Mark the statements which are correct with regard to CoachPitch (or Rookie Balletc):
□ Team size shall be 8 or 9.
□
An inning will end when three outs are made or the hitting team scores 6 runs.
□ A team may score up to 10 runs per inning
□ Teams may field as many as the opposition (maximum of 9) and bat no more than 9 in any given game.
□ Rookie Ball acts as a bridge between T-ball and baseball proper
□ The intention of the game is that players learn that a walk is as good as a hit.
□ A coach or other designated individual pitches the ball to opposition’s batters.
□ If the designated pitcher is hit by a batted ball, the hitter is out.
□ A hitter who swings and misses three times is out.
□ Base stealing, or advancing on passed balls and wild pitches, is prohibited.
□ Baserunners may not leave their base until the batter makes contact with the ball.
□ On overthrows at any base, the ball is alive and runners may run at their own risk.
□
The Designated Pitcher is not to field the ball.
□ Infielders must assume their initial fielding position behind the base-paths.
□ Outfielders may field at any depth.
□ All fielders shall remain relatively stationary when the pitch is made.
□ The Infield Fly rule does not apply to Rookie Ball.
2
□ No runners may advance or be put out on a fly ball.
Use inclusive coaching principles to rotate player positions equally throughout a game/innings/season
Select the most correct answer:
1. It is important to have a system for ensuring equal participation because:
a. Kids and parents can see that all are treated equally
b. The players get to learn all aspects of the game
c. A coach does not lose perspective on the purpose of junior sport
d. All of the above
Answer: _____________
2. In the suggested method for managing equal positional time throughout the season, the positions are divided into groups called:
a. Infield, Outfield, and Hitters
b. Battery, Infield, Outfield
c. Pitchers, Fielders, Runners
d. Hitters, Pitchers, Runners
Answer: _____________
3. Each week in turn, players are allocated to a specific group and a position within that group. Each inning after that:
a. They rotate through the three positions in that group
b. They rotate to a position in a different group
c. They play only the position in which they started
d. None of the above
Answer: _____ __________
4. A practice activity is one where the players are rehearsing something they have already learnt to do. A learning activity:
a. Challenges the players to develop new skills or understanding
b. Can be effective even if the players fail at the task
c. Helps develop a positive attitude toward continual improvement
d. All of the above
Answer: _____ __________
5. Which of these is a component of the recommended philosophy:
a. Competing is fine, but winning is what counts.
b. Reward effort rather than success.
c. A coach’s job is to win the competition
d. Don’t let the kids take the blame for a loss; blame the umpire
Answer: _____ __________ | <urn:uuid:0438a50c-ea17-4bed-858b-81485dc152f4> | CC-MAIN-2021-17 | https://www.baseballwa.com.au/uploads/1/2/7/2/127255926/level_2_written_assessment.pdf | 2021-04-20T06:35:08+00:00 | crawl-data/CC-MAIN-2021-17/segments/1618039379601.74/warc/CC-MAIN-20210420060507-20210420090507-00370.warc.gz | 745,409,514 | 1,588 | eng_Latn | eng_Latn | 0.997465 | eng_Latn | 0.998065 | [
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Advocacy Resolutions Package 2020
Revised
For Member Review and Pre-Sorting, in advance of the ASCA Annual General Meeting (AGM).
As an ASCA member school council, you are receiving this package to participate in the annual policy setting process of the association, by providing advance input on the Proposed Advocacy Resolutions submitted for member consideration at the upcoming AGM.
In order to prepare for the AGM efficiently, ASCA is asking school council members to review, discuss and pre-sort (online) – indicating their support or disapproval of the resolutions proposed – exactly as they are presented. Online pre-sorting is open until March 27, 2020.
Pre-sorting does not determine policy – but indicates the order and grouping of resolutions in preparation for voting on meeting day. Changes may still occur, and only resolutions passed by a majority vote at the AGM become association policy.
Pre-sorting encompasses a broader member perspective, and identifies resolutions receiving general support (60% approval) to be grouped as one vote, saving time for those more complex or requiring further discussion, to be considered individually at the AGM.
The results of the pre-sorting will be outlined in the final AGM Package, prior to meeting day.
Pre-sorting is only required on the 10 Proposed Advocacy Resolutions submitted by Member School Councils and the ASCA Board of Directors in SECTION I.
The Special Resolution does not qualify for pre-sorting, but is provided in SECTION II for Member School Council review and discussion to determine how their parent delegate will vote on it at the AGM.
Thank you for your efforts in this important piece of policy development for the ASCA, and your opportunity to make a difference in public education.
Related information:
ASCA Advocacy Overview
Resolutions Process and Types of Resolutions
AGM Meeting Planning and Preparation
SECTION I : Proposed A dvo cacy R e s ol ut ons for Member Review and Pre-Sort ng
i
Please review and discuss with your school council members and pre-sort online at LINK HERE indicating support (yes) or disapproval (no) for the following 10 proposed resolutions, EXACTLY AS THEY ARE PRESENTED, before March 27, 2020.
Note – if additional information or clarification is required – please contact the sponsor of the resolution by email as provided. Resources/references are indicated as applicable.
(https://www.albertaschoolcouncils.ca/about/annual-general-meeting/resolutions Online Pre-sorting Link)
Board proposed Resolutions, and Member School Council proposed Resolutions for the 2020 ASCA AGM
| | # | | Title | | Sponsor | Contact |
|---|---|---|---|---|---|---|
| P20-01 | | Provincial and Federal Legislation Related to Vaping Products | | ASCA Board of Directors | | |
| P20-02 | | Diploma Exam Weighting | | ASCA Board of Directors | | |
| P20-03 | | Consistent, Negotiated Price, and Bulk Purchase/ Distributoi n, of EpiPens | | ASCA Board of Directors | | |
| P20-04 REVISED | | Achieving Equitable Public Education | | École Sam Livingston School Council | | |
| P20-05 | | Support for Addressing Class Size and Complex Classrooms | | A. E. Bowers Elementary School Council | | |
| P20-06 | | Informed, Adequate Funding for Classrooms and Schools | | Nose Creek School Council | | |
| P20-07 | | Access to Funding for Public Schools and Public School Fees | | Ross Sheppard School Council | | |
| P20-08 | | Prioritizing Funding for Education in Areas of High Student Density | | St. Joan of Arc School Council Co-sponsored by: Guardian Angel, West | | |
| | | Springs, and John Costello School Councils | |
|---|---|---|---|
| 20-09 | Mental Wellness Curriculum Incorporation | McKenzie Towne School Council | Shawna McKeen firstname.lastname@example.org |
| P20-10 | Student Education Advocacy | McKenzie Towne School Council | Shawna McKeen email@example.com |
P20-01
Provincial and Federal Legislation Related to Vaping Products
Sponsor: ASCA Board of Directors
Contact: Wendy Keiver firstname.lastname@example.org
Background / overview:
Vaping Tobacco/Nicotine Products or E-cigarettes
Vaping is not without risks. More research is needed to understand the health effects of vaping, but some evidence has shown that there are risks, such as lung damage, increased risk of heart attack, nicotine poisoning and addiction (particularly in youth) and other unknown health impacts.
Currently, Alberta's tobacco laws do not specifically address vaping products.
The federal Tobacco and Vaping Products Act (TVPA) regulates the manufacture, sale, labelling, packaging and certain forms of advertising and promotion of vaping products.
However, the federal vaping legislation currently has gaps that are predominantly provincial responsibilities.
To address these gaps, all other provinces (except Saskatchewan and Alberta) have introduced explicit vaping laws that provide additional protections such as restriction of public consumption, restrictions for location of sale, minimum age for sale, photo identification requirements and limits for advertising in stores.
In Alberta, teen vaping rates increased from 8% in 2014-15 to 22% in 2016-17, among students in grades 10 to 12.
Research indicates that vaping can model and normalize smoking behaviour among youth. Evidence indicates that youth who use vaping products with nicotine may become addicted and are at increased risk of becoming smokers.
Retail Environment
Retail environment can prevent initiation of smoking/vaping among youth and support retailers to comply with tobacco laws. Evidence indicates that actions that prevent tobacco sales to minors reduce smoking among youth.
Currently, there are tobacco product display, advertising and promotion restrictions at retail stores and sale of tobacco is prohibited in certain locations (e.g., health facility, pharmacy). In addition, store managers are required to comply with certain signage requirements (e.g., post sign indicating that it is illegal to sell tobacco products to minors).
Smoking and vaping share the same fundamental health hazard—nicotine addiction. Youth vaping in Alberta almost tripled between 2015 and 2017. 2
Alberta's youth vaping rate is the third highest in the country (behind Ontario and Quebec) with more than 35,000 kids reporting the use of vaping products in the past 30 days in 2017. 34
In fact, the rates of vaping among youth have now surpassed the rate of smoking among youth.
Some municipalities in Alberta have banned e-cigarettes wherever smoking is also banned, however, many have not.
Evidence suggests that youth who experiment first with e-cigarettes are almost twice as likely to intend to smoke conventional cigarettes compared to those who have never tried either.
Youth smoking has increased for first time in decades.
Whereas parents are concerned about youth vaping.
Whereas youth vaping has increased.
Whereas vaping has been shown to lead to smoking.
Whereas an increase in youth smoking has been shown for the first time in decades.
Whereas regulations relating to vaping including displays, are not as strict as tobacco, alcohol or cannabis.
We request that Alberta Education urge the federal and provincial governments to align restrictions on the consumption, marketing and sale of vaping products with those on tobacco, alcohol and cannabis products.
References:
Health Canada. Canadian Student Tobacco, Alcohol and Drugs Survey, 2016-2017. June 2018.
https://www.canada.ca/en/health-canada/services/canadian-student-tobacco-alcohol-drugs-survey.html
Hammond D, Reid JL, Rynard VL, et al. Prevalence of vaping and smoking among adolescents in Canada, England, and the United States: repeat national cross sectional surveys. BMJ (Clinical Research Ed). 2019;365: https://www.bmj.com/content/365/bmj.l2219
Bunnell RE, Agaku IT, Arrazola R, Apelberg BJ, Caraballo RS, Corey CG, Coleman B, Dube SR, King BA. Intentions to smoke cigarettes among never-smoking U.S. middle and high school electronic cigarette users, National Youth Tobacco Survey, 2011-2013. Nicotine and Tobacco Research. 2014 Aug 20. [Epub ahead of print] https://www.ncbi.nlm.nih.gov/pubmed/25143298
Diploma Exam Weighting
Sponsor: ASCA Board of Directors
Contact: Wendy Keiver email@example.com
Background / overview:
Although current government officials have not indicated any consideration currently being given to changing the existing weighting of Diploma Exams, the UCP platform available online now, and used during the 2019 election, commits to returning a 50% weighting to diploma exams.
ASCA previously had Member approved Advocacy Policy, from the 2010 AGM, requesting that Diploma Exams be weighted at 30%, as they were, at that time, weighted at 50%.
During the November 23, 2019 live ASCA member Engagement Opportunity, attendees were given an opportunity to provide their thoughts on this topic, using the polling feature within the webinar platform. The following background was provided to attendees, prior to the poll being conducted:
Background (source: ht ps://www.alberta.ca/diploma-exams-overview.aspx ):
t
As of September 1, 2015, diploma exams are weighted at 30% of a student's final mark. Prior to this date, diploma exams made up 50% of the final mark.
Fairness to students
Alberta's diploma exams assess many of the outcomes set out in the provincial programs of study, but they don't assess them all. The current 70/30 weighing puts more emphasis on course work and school-awarded marks. It better reflects the broad range of work students put in over the entire course.
Calculating official final marks
70% of the final mark comes from course work. The remaining 30% comes from the diploma exam. To pass a diploma exam course, you must earn a final combined mark of at least 50%. For example, if you get a mark of 68% from your school and 60% on the diploma exam, your official final mark is 66%.
At the 2010 ASCA Annual General Meeting (AGM), ASCA Member School Councils passed the following Advocacy Resolution:
10-8 Weighting of Diploma Examinations
That Alberta Education include statistical data in its existing reporting measures that monitors the difference among teacher marks relative to students diploma examination marks to ensure there are not groups of students advantaged or disadvantaged by differences in teacher assessment standards.
That Alberta Education revise the weighting of Diploma Examinations for all subjects from the current 50% to 30%, effective the 2010/11 school year. The School Awarded Mark for all Diploma Examination subjects would then be weighted at 70%. (Assessment)
At the 2017 AGM, Advocacy Policy 10-8 was amended by ASCA Member School Councils, removing the request for revised weighting in recognition of accomplishment, as the weighting of Diploma Exams was officially changed, effective September 1, 2015 as noted above.
The results of the poll related to the Weighting of Diploma Exams during the live Member Engagement Opportunity are:
Diploma Exam Weighting
1. Would your school council support an increase to the current 30% weighting of diploma exams to a 50% weighting of diploma exams? (Single Choice)
2. What weighting of diploma exams would your school council support as the best option? (Single Choice)
Whereas Grade 12 students in all school divisions write diploma exams;
Whereas The result of one exam should not alter the course of any Alberta student's trajectory;
Whereas The 30% diploma exam weight is less stressful for students than a 50% diploma exam weight;
Whereas Students should not have to worry about one bad exam ruining their final mark;
Whereas Cumulative, teacher marked, work is a better assessment of a student's knowledge than one test.
We request that the Minister of Education maintains the weighting of Diploma Exams at 30% into the foreseeable future.
Consistent, Negotiated Price, and Bulk Purchase/Distribution, of EpiPens
Sponsor: ASCA Board of Directors
Contact: Wendy Keiver firstname.lastname@example.org
Background / overview:
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On January 1, 2020 the Protect on of Students with Life-Threatening Allergies Act came into effect. This requires every school in Alberta to have an EpiPen auto-injector on site. EpiPens come in two sizes and need to be replaced annually and would need to be replaced if used. In the past, there has been a shortage of EpiPens, which is concerning. ht ps://healthycanadians.gc.ca/recall-alert-rappel-avis/hcsc /20 19 /70495aeng.php
On January 2, 2020, the Standards of Pract ce for Pharmacists and Pharmacy Technicians was amended to permit the sale of an Epi Pen to one authorized individual from each school (in Alberta) in order to enable compliance with the new Protection of Students with Life-Threatening Allergies Act . It does not, however, allow for an authorized individual from a School Division to purchase the quantity required to distribute one to each school in the School Division.
As School Divisions have been purchasing EpiPens on their own over the past several months, some of the stock they've received have had an August/September expiry date, which is a shelf life of only 8-9 months. There have also been reports of different School Divisions paying different per unit prices for these EpiPens.
Additionally, purchasing the required EpiPens is an additional cost for School Divisions which is not covered through additional funding.
If the Alberta Government could negotiate a contract with a pharmaceutical company supplying EpiPens for a reduced fee to annually purchase the required quantity of EpiPen auto-injectors, at reduced cost per unit, this would ensure equitable access of all School Divisions to, and possibly ensure the longest possible shelf life on, this required item.
Also, if the Alberta Government could enable a further amendment to the Standards of Practice for Pharmacists and Pharmacy Technicians allowing for the sale of a the required quantity of Epi Pens needed by a School Division to one authorized individual in the School Division, for the intention of appropriate distribution to each of its schools, this would also ensure equitable access to the required Epi Pens, by all schools in each division, and geographic location.
Whereas reduced costs to School Divisions will mean more money being used in the classroom;
Whereas bulk purchasing would ensure availability, equitable cost and access to School Divisions, and the longest possible expiry dates;
Whereas the current Standards of Practice for Pharmacists and Pharmacy Technicians are likely to contribute to competition amongst schools where access to pharmacies is limited, varying prices being charged by different pharmacies in response to local competition, and do not support the efforts of all Alberta School
Divisions to reduce inefficiencies and costs, but rather create additional layers of Red Tape and processes, resulting in additional expenses being incurred by each school and School Division;
Whereas the requirement for an EpiPen auto-injector to be available in every school in Alberta is law;
We request that the Minister of Education arranges for a provincial-level contract for the annual purchase of the required quantity of EpiPen auto-injectors, at a reduced per unit cost, that will ensure equitable access of all School Divisions to, and the longest possible shelf life on, this required item.
We further request that the Minister of Education work with the Minister of Health to consider and enact amendments to the Standards of Practice for Pharmacists and Pharmacy Technicians that would allow for pharmacists and pharmacy technicians to sell the number of Epi Pens required by a School Division to an individual authorized by that School Division.
P20-04 AMENDED FEBRUARY 19, 2020
Achieving Equitable Public Education
Sponsored by: École Sam Livingston School Council
Contact: Cassandra Litke Wyatt via email at email@example.com
Background / Overview:
Alberta has a long history of providing options in education and providing funding, public dollars, to both public and private education institutions. At the same time, the external context is changing creating new pressures and considerations not faced previously. This includes:
- Growing influence of technology and digitization in society. Specific to education, this creates opportunities for how and what our students learn. It also increases costs as technology is expensive to implement and maintain. Therefore, students attending schools who can afford increased and the most up to date technology through parent/private fundraising have broader access than students at schools who must use older technology. This inequity has always existed, but the inequity has grown given our current society's use of technology.
- Growing income inequality. Called the "defining challenge of our time" in 2013 by then-U.S. President Barack Obama, income inequality is an important indicator of equity in an economy and has implications for social outcomes. Within a Canadian and Albertan context, income inequality remains a growing challenge especially as the unemployment levels in Alberta remain high. It is estimated that 1 in six Alberta children live in poverty. Further, noted by the OECD, "the more unequal a society is, the more difficult it is to move up the social ladder, simply because children have a greater gap to make up." Equity in education becomes an important policy tool to level the playing field and ensure that children and youth, one of the most vulnerable populations in society, have an opportunity to realize their full potential and contribute to Alberta's economy as adults.
- Increase in children living with mental health conditions and requiring specialized supports. According to the Canadian Mental Health Commission of Canada one in five, or 1.2 million, children and youth in Canada are affected by mental illness. However only one in five children who need mental health services receive them, therefore mental illness continues into adulthood. Given that children and youth spend a significant portion of their day in schools, there is an opportunity to consider how education can work with other ministries, including those with responsibilities for health and social services, to provide more comprehensive programming in schools. This also means that schools must have a variety of methods to deliver instruction and measure effectiveness as there is no standardized metric that will meet the needs of children and youth in our schools today.
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- Growth of charter schools . Alberta is the only province in Canada to legislate charter schools. Recent changes in legislation removed the cap on the number of charter schools, opening the door for further growth. Unlike Alberta's public schools, charter schools are not governed by publicly-elected trustees, nor are they accountable to locally elected school boards. Further, they are of en privatelyrun inst tut ons creat ng a situat on where public funds f ow away from the public system to further private interests. Rather, charter schools are fully funded, non-profit, autonomous (self-governing, self-directed) entities required to meet specific criteria established by Alberta Education in order to exist. 1 While ASCA recognizes that charter schools exist as an option for Albertans, this needs to be balanced with equitable access and a consistent governance over publicly funded schools.
- Shift towards public dollars for public education. Private education is not part of a public education system as private education can exclude students, create financial and other barriers to access, and is not subject to transparent and democratic accountability. Across Canada, five provinces do not provide public funding for private schools, including Ontario who stopped funding for private schools in 2003. There is an argument often made that private schools provide options for parents and save the government money as they would have to pay more if those students were enrolled in public schools. However, as Ontario witnessed, ending payments to private schools did not result in limiting options or in costing the government more. Private schools continue to offer their programs, parents continue to have options in where to send their children for education, and enrollments between private and public schools remain mostly unchanged. Reallocating public dollars to public institutions, and away from private institutions and private ventures, would support a commitment to equity in education.
- Policy directions. While ASCA and school councils are apolitical, they do review and respond to shifts in policy. There are numerous policy statements and calls to contain costs, manage public spending, and ensure results and outcomes for dollars spent. These policies may be appropriate in other sectors; however, education should be viewed as a public responsibility. As such, it should be governed by principles of equity, delivered through a public education system that is transparent and democratically held accountable without barriers to entry and access. Its quality and accessibility should be equitable across the province, meet the varied needs of children, and shouldn't be reduced to a uniform standard of metrics or outcomes.
Given the changes in the external context and the projections for the future of the province, it is essential that Alberta's public education system respond in a way that ensures equity of quality and access and prepares our children and youth to fully participate in Alberta's economy as adults. This requires that the Government of Alberta redefine and recommit the government's responsibility to a more equitable public education system for all Alberta students.
Because all Alberta students should have access to quality education without barriers regardless of location within the province.
Because all children in Alberta will be provided a better quality education through increased funding as all public education dollars will be used within public education systems.
Because parent options will be maintained without compromising the needs of the most vulnerable children in society.
Because enhanced supports for mental illness should be provided to support student success.
Because all Alberta students should grow up with access to current, rich and comprehensive public education, acknowledging that when we meet the needs of our most vulnerable children, we elevate the quality of life for all children.
Because all Alberta students should grow up with the skills needed to fully participate and contribute to Alberta's economy.
Because the changes being considered and suggested as a result of the MacKinnon Report on Alberta's Finances and other policy positions are provincial in nature and impact every school division.
Because education is a provincial responsibility, for which our democratically elected government is accountable.
We request that the Minister of Education define public education as the public, francophone and separate school systems.
We further request that ASCA define public education as the public, francophone, and separate school systems and use this definition when interpreting existing and new resolution statements such as "all schools" and "school boards"
We further request that the Minister of Education ensure all schools have a full, inclusive, and balanced curriculum including but not limited to arts, music, science, history, language arts, additional languages, mathematics, and physical education.
We further request that the Minister of Education reduce class sizes to bring them in line with the recommendations in the final report from Alberta's Commission on Learning of 2003 and provide adequate supports and resources reflective of individual classroom composition and complexity.
We further request that the Minister of Education integrate charter schools into the public education systems making them accountable to locally elected trustees and school boards and ensuring access to all students.
We further request that the Ministries of Education, Children's Services, Community and Social Services, Justice and Solicitor General, and Health provide integrated services for students including medical and social services that help all children arrive at, and remain in, school, ready to learn effectively and grow holistically.
We further request that the Minister of Education remove funding from all private schools except those that are designated special education private schools whose sole purpose is to serve students who are identified with a mild, moderate, or severe disability and reallocate those funds to public education.
We further request that ASCA Advocacy Policies 18-3C*: Supports for Learning Success of all Students: Class Size and Composition; 7-6**: Support for Early Intervention Programs; and 2-3***: Responsibility of Meeting Children's Basic Needs for Learning, be rescinded, as their intentions are captured within this policy.
We further request that ASCA Advocacy Policies 19-03 and 19-10 be amended to read: (Proposed amended language is underlined; proposed deleted language is struck through.)
19-03 Alternat vely Sourced or Increased Dedicated Educat on Funding for Accredited Mental Health Professionals
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That Alberta Education request from another Ministry or increase dedicated educat on f unding for accredited mental health professionals to be available in schools to best meet students' mental health needs in a timely and accessible manner.
19-10 Guaranteed In-school Access to Mental Health Programs and Counselling for Students
That Alberta Education, in collaboration with other appropriate Ministries, guarantee all students in the province have access to distinct, qualified mental health programs and professional mental health counselling services, as well as educational and career counselling, within their schools, thereby increasing students' wellness and their ability to learn and succeed.
References:
(ASCA Advocacy Policies being recommended for rescinding)
*18-3C Supports for Learning Success of all Students: Class Size and Composition
That the Alberta School Councils' Association will advocate to the Ministry of Education that class size and composition must be considered when determining what supports and resources are needed to teach in a classroom based on the needs of the students and the classroom teacher.
**7-6 Support for Early Intervention Programs (2017)
That the Ministries of Education, Community and Social Services, Children's Services and Health as individual Ministries, and through the cross-sectoral work of Alberta initiatives and the Parent Link Centre Program, work with local service providers to ensure and fund a range of programs exist that will meet the early intervention needs of individual children, thereby providing them an opportunity for greater success in the K12 system.
*** 2-3 Responsibility of Meeting Children's Basic Needs for Learning (2007)
That the Minister of Children's Services deal with the issues of proper nutrition and proper clothing for children in the home so the children can come prepared to learn at school on a daily basis.
That, if it is determined that the school is the best place to deliver these services, the Ministries of Children' Services, Infrastructure and Learning make sure that the proper funding, staff and facilities are in place so the cost and work load is not downloaded to the school community and school staff.
Resources:
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MacKinnon Report on Alberta's Finances https://www.alberta.ca/mackinnon-report-on-finances.aspx Alberta's Commission on Learning final report https://open.alberta.ca/publications/0778526003
1 ASCA felt it prudent to amend the language used in sentence 5 of the 4th bullet in the Background/Overview to avoid any potential misinterpretation regarding the distinction of a Charter school and a Private school in Alberta.
So as not to take away from the intent of the proposed resolution itself, the sponsor agreed to the amendment.
ASCA offers the following information and links to further clarify the distinction of Charter schools and Private schools, as indicated in Alberta's Education Act and corresponding regulations for both.
Charter schools are autonomous non-profit public schools that provide basic education in a different or enhanced way, follow Alberta's programs of study (curriculum), and have a focus not already offered by the board of the school authority in which the charter schools are located.
Charter Schools Handbook (Government is revising the Charter Schools Handbook and will post an updated handbook online.) Charter Schools Regulation
There are three types of private schools (registered, accredited, accredited-funded) in Alberta (and two special designations – special education and heritage language private schools).
Registered private schools are not required to use certificated teachers or to teach the Alberta programs of study (curriculum). Registered private schools are not eligible for government funding.
Accredited (non funded) private schools must use certificated teachers but are not required to teach the Alberta programs of study.
An accredited funded private school is an accredited private school that receives a grant under the Education Grants Regulation and must use certificated teachers and teach the Alberta programs of study.
Private schools are permitted to charge tuition fees to parents.
Private Schools Regulation
Support for Addressing Class Size and Complex Classrooms
Sponsored by: A. E. Bowers Elementary School
Contact: Shilo Nosyk via email at firstname.lastname@example.org
Background / overview:
As the number of children in classrooms increases, so do the challenges in maintaining a quality public education for students.
Children with disabilities, second language learners, children on the autism spectrum, IPP learners, ADHD, etc. are now integrated into the classroom more than ever. Classroom composition has become increasingly complex and educators are tasked with meeting the needs of a wide range of learners within an inclusive classroom.
Teachers are challenged to provide adequate and individualized support to all students. Funding constraints are limiting our ability to adequately staff school with the teachers and learning supports needed.
Because inclusive classrooms are a best practice that require the right composition and supports in order for a student to achieve optimal learning.
Because without adequate funding and deliberate management involving the right composition and number of supports, class sizes and complexity will continue to grow to unmanageable levels.
Because addressing large class sizes and support for complex learners must be addressed to ensure a quality public education in the province.
Because the Fall 2019 provincial budget has eliminated the class size grant.
Because inadequate government funding will lead to further increases in class size and challenges addressing complexity.
Because the Auditor General review recommended a reaffirmation of the class size initiative.
We request that the Minister of Education continue funding for the class size initiative methodically and consider student needs in a holistic manner.
We further request that the Minister of Education collaborate with school jurisdictions to update the class size initiative and develop the program to reflect student numbers and learner needs.
We further request that the Minister of Education support program design in a way that allows schools flexibility to allocate funding to meet school needs such as opting for additional learning supports rather than creating an additional class.
We further request that the Minister of Education evaluate program success by measuring not just class size but also class composition and the total available supports.
We further request that ASCA Advocacy Policy 18-3C: Supports for Learning Success of all Students: Class Size and Composition, be rescinded as its intention is captured in this proposed policy.
References:
(ASCA Advocacy Policy being recommended for rescinding)
18-3C Supports for Learning Success of all Students: Class Size and Composition
That the Alberta School Councils' Association will advocate to the Ministry of Education that class size and composition must be considered when determining what supports and resources are needed to teach in a classroom based on the needs of the students and the classroom teacher.
P20-06
Informed, Adequate Funding for Classrooms and Schools
Sponsored by: Nose Creek School Council
Contact: Kristi Edwards via email at email@example.com
Background / overview:
Too many classes with too many kids and only one (1) teacher. We'd like to see either more support in the classrooms or more teachers hired to cover the class sizes. Twenty-eight (28) kids per one (1) class and one (1) classroom teacher is not what we as parents want.
Because more one on one time with the teacher results in less stress on the kids that don't require a lot of assistance but will give them a better learning atmosphere with less kids and more exposure to the teacher.
Because if there is assistance in the classroom this will also allow the teacher to support all students on a one to one basis.
Because the budget will only allow for so many teachers and teaching assistants.
We request that the Minister of Education revise a budget plan.
We further request that the Minister of Education visit all school boards and partake in classes to get a feel of what a normal classroom is.
We further request that the Minister of Education return to all school boards any reserves that were taken, in order for the administration to budget appropriately for the next coming school year.
Access to Funding for Public Schools and Public School Fees
Sponsored by: Ross Sheppard School Council
Contact: Shauna Gibbons via email firstname.lastname@example.org
Background / overview:
Equitable, predictable, sustainable funding for public education is required to:
- Ensure that all Albertan children/students have equal access to a positive education experience;
- Eliminate funding barriers for students;
- Eliminate funding barriers for low-income or no-income families;
- Eliminate the need for school fees;
- Ensure excellence in public education.
Because less financial barriers to fundamental school experiences creates a level playing field for all Albertan children/students.
Because equitable, predictable and sustainable funding for K-12 education affords Alberta family's the opportunity to plan their future.
Because staff in schools in every district will be able to concentrate on delivering world-class student experiences versus fee explanation, justification and collection.
Because Alberta's families are economically and socially diverse.
Because equitable access to public education benefits all Albertans because it
a) builds stronger citizenship,
b) builds a resilient and diverse workforce for Alberta's future,
c) promotes creativity,
d) arguably reduces negative behaviours augmented in adulthood with a direct converse correlation and to core assets that any civilized society utilizes in rearing its children into healthy and productive adulthood (Source: Search Institute research referenced below).
We request that the Minister of Education restore Alberta's education spending to pre-2019 budget levels including funding enrolment growth annually.
We further request that the Minister of Education increase funding to include enrolment growth for Alberta's K-12 education.
We further request that the Minister of Education create a fund through which Albertan school boards or local administrators can offset costs for low-income or no-income families.
We further request that ACSA Advocacy Policy 10-4: Sustainable Program Funding (Revised 2019), be rescinded, as its intention is captured within this policy.
References:
(ASCA Advocacy Policy being recommended for rescinding)
10-4 Sustainable Program Funding (Revised 2019)
That Alberta Education, in cooperation with school boards, work to implement a process that provides more sustainable, predictable and adequate funding.
Resources:
Search Institute: The Developmental Assets ®Framework ht ps://www.search-inst tut e .org/o urr e s e a r ch/development-assets/developmental-assets-framework/
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Prioritizing Funding for Education in Areas of High Student Density
Sponsored by: St. Joan of Arc School Council
Co-sponsored by: Guardian Angel, West Springs, and John Costello School Councils
Contact: Diana Guedo via email email@example.com
Background / overview:
Students in areas of high student density are exiting their designated school system due to lack of schools in communities where they reside. This places pressure and overcrowding on already over capacity schools within these areas.
As Alberta's population increases, students will benefit from access to K-12 education in areas where continued student growth is forecasted and where there are no existing schools to accommodate students in their communities.
Historically there has been a gap between school funding and need for schools that reflect community growth.
Because students in high density areas are frequently expected to travel to schools more than a 60-minute commute away.
Because extensive commute times affect the quality of life at home, socially and in extra-curricular activities.
Because funding for Education in growth areas such as Calgary was absent in the last provincial budget.
We request that the Minister of Education prioritize funding for Education in areas of high student density and allow students in these areas equitable access to K-12 education.
Mental Wellness Curriculum Incorporation
Sponsored by: McKenzie Towne School Council
Contact: Shawna McKeen via email at firstname.lastname@example.org
Background / overview:
While the current curriculum includes some positive mental health instruction, mental wellness is an increasingly important skill that all children and adolescents should master. Current ASCA policy requires that children should be provided with age-appropriate tools to deal with anxiety, depression, and other mental health issues. Children should also be taught how to establish and maintain mental strength and emotional resiliency in order to prevent mental health issues and more easily treat them. Mental wellness training should be integrated into all aspects of the curriculum and take place on a daily basis.
Because "Good mental health is not the same as not having a mental health issue." 1
Because "With children and youth a key focus should be on becoming resilient and attaining the best mental health possible as they grow." 2
Because "Efforts to promote mental health, and to treat and prevent mental health issues and suicide, are more successful when ... they strengthen protective factors and reduce risk factors... [and] plan for the longterm." 3
Because "the rate of child and youth emergency department visits for mental health complaints increased by 50% between 2007 and 2015" 4 in Alberta.
We request that the Minister of Education integrate consistent mental wellness training in the curriculum for all Alberta students in all grades (K-12).
We further request that, upon passing of this resolution, ASCA Advocacy Policy 17-01: Support for mental health content and awareness in the K-12 curriculum and schools, be amended to include "and maintaining daily personal mental wellness" immediately following 'strategies for coping' in the first "request" statement.
References:
(ASCA Advocacy Policy being recommended for amendment)
(Proposed amended language is underlined)
17-1 Support for mental health content and awareness in the K-12 curriculum and schools
That Alberta Education include mandatory, comprehensive mental health content in the curriculum for all grades, with parent involvement, that educates about disorders, symptoms and strategies for coping and maintaining daily personal mental wellness;
That Alberta Education work in close partnership with Alberta Health Services to simplify the sharing of information, to create a comprehensive care plan, delivered by qualified personnel, which will, with parent consent, facilitate student's diagnosis, management strategies and access to resources, supports and programs;
That the Alberta Association of Deans of Education provide more comprehensive training on mental health issues for children through pre-service teacher programs;
That Alberta School Councils' Association provide links to authoritative reference materials/organizations to assist school councils in developing their knowledge about mental health issues and impacts on learning successes of kids;
That all Alberta school councils encourage open communication with respect to impacts of mental health issues on children and learning and that school councils be recognized as a safe place for these discussions to take place.
Resources:
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1, 2, 3 Mental Health Commission of Canada. The Mental Health Strategy for Canada: A Youth Perspective. 2015 published at mentalhealthcommission.ca ht ps://www.mentalhealthc o m m i s s i o n .ca /En glish/document/72171/mental-health-strategy-canada-youthperspect ve
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4 Hair et al. P060: Incidence of child and youth presentations to the emergency department for addictions and mental health . Canadian Journal of Emergency Medicine. 2018; 20:S1 p. s78 ht ps://www.cambridge.org /co r e /j o ur na ls/canadian-journal-of-emergency-medicine/art cle/p060-incidenceof-child-and-youth-presentat io ns -to -t he -e mergency-department-for-addict ons-and-mentalhealth/DF4776F067DCB950 4 71BE A A3A B 3E65B8
Student Education Advocacy
Sponsored by: McKenzie Towne School Council
Contact: Shawna McKeen via email at email@example.com
Background / overview:
While resource teachers are available in the schools, these positions are not always solely dedicated to working as a student education advocate and may fill other positions within the school. Students would benefit from having access to an advocate that works with all students and parents to understand the system. A liaison that is not the administration to help students and parents navigate the School Division and the learning resources available to students. Students would benefit from easier access to resources and accommodations to provide them with the best opportunity to be successful. Students need a student education advocate to work with the student, parents and the school to ensure students have every opportunity to become successful learners.
Because students with learning disabilities have the potential to be successful in school and in life.
Because success is highly dependent upon identifying and understanding an individual's strengths and needs, and providing appropriate support during the school years.
Because transition planning is important for students with learning disabilities, as they often have difficulty managing transitions in their lives, such as the changes involved in transitions across grades, programs and schools.
Because effective transitions are planned, collaborative and comprehensive.
Because "It is important to have systems in place from kindergarten through senior high school to ensure students with learning disabilities are identified and appropriate educational supports are put in place. The optimal approach is to provide assistance as early as possible." 1
Because "In a diverse classroom, no single method can reach all learners. Multiple pathways to achieving goals are needed." 2
Because "Without a strong foundation in reading, children are left behind at the beginning of their education. They lag in every class, year after year because more than 85 percent of the curriculum is taught by reading. And by the end of third grade, 74 percent of struggling readers won't ever catch up." 3
Because
a) learning disabilities (LD) affect approximately 10% of the population.
b) people with LD often have an additional diagnosis of ADHD and/or other complications for learning.
c) LD and other disabilities vary in range and severity, and every individual's experience is unique. (Source: Learning Disabilities Association of Alberta)
We request that the Minister of Education make Student Resource Advocates a dedicated resource to act as a liaison for students, ensuring students of all abilities have easy accessibility and every opportunity to become successful learners.
We further request that ASCA Advocacy Policy 19-13: Student Education Advocate, be affirmed.
References:
(ASCA Advocacy Policy being recommended for affirmation)
19-13 Student Education Advocate
That Alberta Education create an independent office to help identify systemic barriers that students and their parents/guardians are encountering, thereby helping to improve our education system for all learners.
Further, that the Student Education Advocate advise students and their parents/guardians on available resources and courses of action that can be taken in order for students to receive the supports needed to be successful learners.
Resources:
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1 Unlocking-Potential: Key Components of-Programming-for-Students with-Learning-Disabilities-2002 page 17. ht ps://educat on.alberta.ca /m e dia /38 51 44/unlocking-potent al-programming-for-students-learningdisabilit es-2002.pdf
2 Hitchcock, Meyer, Rose, & Jackson, 2002, page 12. ht ps://www2.bc.edu/alec-peck/Jackson%20UDL.pdf
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3 ht ps://www.readingfounda tio n.or g /third -grade-reading-mat ers
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SECTION II: Proposed Resolutions for Member Review
Please review and discuss with your school council members to determine how your parent delegate is to vote on the following items at the AGM on April 26, 2020.
Board proposed Special Resolution for the 2020 ASCA AGM
| | # | | Title | | Sponsor | Contact |
|---|---|---|---|---|---|---|
| SR20-01 | | Amend existing Bylaws of the ASCA (LINK to current Bylaws) | | ASCA Board of Directors | | |
THE BYLAWS OF ALBERTA SCHOOL COUNCILS' ASSOCIATION:
(BYLAWS = THE RULES BY WHICH THE ASSOCIATION REGULATES ITSELF)
SPECIAL RESOLUTION 20-01
SR20-01
Rationale/Background:
The Bylaws of a Society, approved by its members, are considered the "rules" by which its governors – the Board of Directors – will direct the operations of the Society. Bylaws should be reviewed periodically for their relevancy, and updated as needed.
It is appropriate for an organization to review its bylaws every three to five (3-5) years. Between June and October 2018, the ASCA Advocacy and Governance Committee undertook to review and revise the Alberta School Councils' Association (ASCA) Bylaws. Presented at the 2019 ASCA Annual General Meeting, ASCA Member School Councils voted to repeal and replace the Bylaws, which were then approved by Corporate Registry in September 2019.
Following that, the ASCA Board of Directors set itself a mandate to progress towards digital voting at the 2021 Annual General Meeting. The following Bylaw changes are necessary for this to be achievable.
To be approved, the Societies Act requires 75% of ASCA Member School Councils in attendance to vote in favour of the changes. Once passed by ASCA Member School Councils, the approved Bylaw changes do not take effect until approved by Corporate Registry.
Proposed amended language is underlined; proposed deleted language is struck through.
Be it resolved that the Alberta School Councils' Association Bylaws be amended as follows:
ARTICLE 3 DEFINITIONS
3.43 Voting Delegate - a Parent authorized, with Credentials, by a Member School Council, their own or another, to vote in-person or digitally at a General Meeting of the Association.
ARTICLE 5 MEETINGS (paragraph 2)
Meetings fall under one of two categories: General Meetings (all members) and Board Meetings (all Directors). Meetings may be held in person, digitally, by conference call or a combination of all three. Members are able to exercise their voting and participation rights at any General Meeting.
Annual General Meeting (sentence 2)
5.1 A notice stating the place, and date, time and/or digital attendance information of the Annual General Meeting, as determined by the Board, will be sent to each Member at least sixty (60) days before the Annual General Meeting and posted on the Association website.
Decisions
5.11
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Supporting maths at home
Our simple maths guides are designed to help you as parents and carers to understand what your child needs to know by the end of Year 3.
It is important that your child has a concrete understanding of these core skills by the end of their year group as this will ensure that they are in line with national expectations. Practicing maths at home can help to improve your child's confidence and mathematical fluency as well as consolidating the learning within the classroom.
This links below have been put together to give you some idea about how to help you support your child on their mathematical learning journey at home. If you have any questions or are looking for advice, please arrange to see your child's class teacher.
Thank you!
Worksheets covering a mix of topics: https://urbrainy.com/maths/year-3-ages-7-8
Subject guides and example questions, covering mixed topics:https://mathsmadeeasy.co.uk/ks2-revision/year-3-maths/
BBC Bitesize: https://www.bbc.co.uk/bitesize/subjects/z826n39
Maths is Fun: https://www.mathsisfun.com/links/curriculum-year-3.html
Interactive maths vocabulary guide: http://www.amathsdictionaryforkids.com/dictionary.html
What does my child need to know by the end of year three?
To identify right angles and recognise the number of right angles in a ¼, ½, ¾ and whole turn
To recognise the place value of each digit in a three digit number
To find 100 more or less than a given number
To add and subtract numbers mentally a three digit number and tens and a three
including a three digit number and ones, digit number and hundreds
To multiply and divide by 2, 3, 5 and 10
To mentally recall the 3, 4 and 8 times tables
To tell and write the time from an analogue clock
To interpret data from bar charts, pictograms and tables
To recognise, find and write both unit and non unit fractions of a set of objects
To measure, compare add and subtract length, mass, volume or capacity
Equivalent fractions
Column method
Fractions that are the same in terms of shape and size but are expressed using different numbers. For example if you take two identical circles and split one into halves and the other into quarters you will see that 1/2 is exactly the same as 2/4.
The column method is a written method to solve addition and subtraction equations. The numbers are written under columns separated into ones, tens, hundreds and thousands. You always start by adding or subtracting the ones column first.
A formal written method is a way of solving a calculation using a specific strategy that is recorded. Once children are confident with various mental strategies they learn more formal methods.
Formal written method
Improper fraction
Missing number problem
An improper fraction is a fraction in which the numerator (top number) is greater than or equal to the denominator (the bottom number,
Missing number problems involve using the inverse operation and/or known facts to solve the equation. For example to find the missing number in 3 + ? = 10 children could take three cubes away from a stick of ten cubes. Or they could use their knowledge of bonds to 10 to know that 3+7=10.
Mixed number fraction
Non unit fraction
A mixed number fraction is made up of a whole number and a fraction.
A non unit fraction is a where the numerator (top number) is greater than one.
A number bond is a relationship between a number and the parts that make it. They are described as a 'part-part-whole' relationship. 7+3=10. The parts are 7 and 3 and the whole is 10. If you subtract a part away from the whole you will be left with the other part. Using this knowledge allows children to find related facts.
Number bond
Proper fraction
Place value
A proper fraction is a fraction where the numerator is less than the denominator. The value of a proper fraction will always be less than one.
Every digit in a number has a value defined by its place in the number. Each digit represents a value on the basis of its position in the number.
A unit fraction is a fraction where the numerator (top number) is one.
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Checklist of ethical and practical issues when planning research with children and young people
Adapted from UNICEF 2002: We the children: meeting the promises of the world summit for children. United Nations
There are a number of useful questions worth considering before engaging in research with and by children and young people (adapted from Unicef, 2002):
1. What is the purpose of your research?
Is the topic worthwhile, will it add to what is already know and will it benefit children? If the findings are intended to support decision-making, who do they target and what will children's roles be in this decision making?
2. What are the costs and hoped-for benefits?
What contributions are children being asked to make? What cost might there be to them – time, intrusion of privacy, fear of repercussion etc? What might be the benefits – skills or knowledge development, satisfaction? What are the risks involved in the research process of causing potential harm to those taking part? How have they been assessed and what measures have been taken place to reduce or remove these risks?
3. How will issues of privacy and confidentiality be managed?
Will children be given privacy, or can they have parents / carers present if they choose? If a child shares a confidence which raises safeguarding concerns who will they report this to? Will there be a discussion with the child first? Is there clear guidance in place and has this ben explained to the children taking part? Will names be shared in reports? How will confidential data collected be stored? Have there been checks to ensure researchers in direct contact with the children do not represent a risk?
4. Selection, inclusion and exclusion
Is it clear how and why the children concerned have been selected to take part? Have efforts been made to engaged marginalised or disadvantaged children? Does the methodology accommodate differing capacities of some groups of children? Have some children been excluded, and can these exclusions be justified? Are the findings intended to be representative or typical of a certain group of children? If so, have the children in the study been sufficiently well selected to support these claims? Can children involved at any stage refuse to continue or withdraw?
5. Funding
Does funding allow for children's and parents' or carers' expenses to be repaid? Should children be paid or given some reward after helping with the activity? Is the role of the children play in the research process a factor as to whether they should be paid? How do the practices of paying children compare with payment of adults involved?
6.
Process of review and revision of the methodological proposal Have children helped to plan or comment on the methodological proposal and methods to be used? Have they been involved in the reviewing the ethical considerations, such as whether the methodological design in any way is unhelpful or unkind to children? Does the research design allow for taking into account comments and improving the design? Are the researchers accountable to anyone? Is there an agreed method of dealing with complaints?
7. Informing children, parents and other carers
Are the children and adults concerned given details about the purpose and nature of the research, the methods and timing, and the possible benefits, harms and outcomes? Are they given this information in an accessible format dependent on their level of understanding or literacy skills? If children are not informed, how is this justified? Are key concepts, such as 'consent', explained clearly? Does the information shared contain contact names of the research team and how and what to do if they wish to make a complaint?
8. Consent
Has consent been obtained where possible? If children are not asked for their consent, how is this justified? If it is not possible to obtain consent is this justified and alternative methods of 'assent' been explored? Are children told that they can consent or refuse to take part in the research at any stage? Do they know that if they refuse or withdraw that there will be no repercussions? Are parents or guardians asked to give consent? How will the situation be handled if a child wants to volunteer but the parents refuse?
9. Dissemination
Will the children and adults involved receive a report on the main findings? Are the capacities of children and their choice about how to receive feedback taken into consideration?
10. Impact on children
Has the possible impact on children been considered? Besides the children involved, how might the conclusions affect larger groups of children? Is the approach reflexive, in that those involved in data collection and analysis critically discuss their own prejudices and impact on the study? | <urn:uuid:306a57e0-8d76-42f1-9ef1-bf970f4bdbdb> | CC-MAIN-2021-31 | https://ourvoicesou.co.uk/wp-content/uploads/2021/06/10.Checklist-of-ethical-and-practical-issues-when-planning-research-with-children-and-young-people.pdf | 2021-07-27T18:12:12+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00304.warc.gz | 454,173,999 | 916 | eng_Latn | eng_Latn | 0.998567 | eng_Latn | 0.998708 | [
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Home Learning
In the event of a hub closing, Home Learning materials will be emailed to you just as we did during lockdown. You will receive a 'Home Learning Grid' which will consist of activities for you to choose from linked to our half termly topic 'Olympics'.
We are available on email and can arrange telephone calls if you require specific strategies or advice to support your child's learning at home.
Physical Development
This half term we will continue our massage sessions. This will support your child with body awareness, dressing skills, co-ordination/ self-regulation.
Follow us 'greenmeadschool'
Friday 'Pathway' Assembly
This half term the Semi-Formal Pathway will be joining together to celebrate children's achievements across the week by looking at photos and recapping learning activities.
Rowenna Barbara
Class Teacher: Christina
Class Team: Tasha, Val, Lidia, Kelly and Holly
There are 7 children in Neptune Class
Olympics
CURRICULUM MAP
Semi-Formal Pathway Summer 2 2021
'Every Achievement Counts'
Areas of learning covered include:
Communication - integrating communication aids throughout the school day and Literacy skills
Cognition - problem solving, number, shape
How the World Works - Science, History, Geography, ICT
My Care and Independence - SRE, citizenship, RE, self-help and independence through integrated occupational therapy targets in daily routine
My Creativity - art and design, dance, music and design and technology
Physical Development - integrating physiotherapy targets, swimming, dance, yoga and PE (as appropriate)
Communication, Language and Literacy
Cognition and Maths
Topic - How the World Works—Geography
We will be continuing our mark making groups to develop our writing and fine motor development. This is taught in a highly structured way using a mini schedule to support pupil anticipation and general engagement.
For the first 2 weeks our key topic texts are 'The Frog Olympics' and 'Ready Steady Mo'.
These stories are both rhyming texts and can be used to teach rhythm as well as to words that sounds the 'same'.
Integrated maths concepts continue to be modelled throughout the school day in play based learning.
TEACCH station tasks this half term include:
- Identifying 2D shapes
- Concepts: big/small, long/short, heavy/light
- Tricky puzzles
- Counting from 1-5
We will be learning about the Olympics and countries around the world who participate.
We will visit 3 continents around the world: Asia, Africa and Europe
Children will be learning about different cultures in countries from these continents through art, textiles, traditions and food.
My Care and Independence
The semi-formal pathway classes now join together for play time which allows children to socialise with different peers and join in play with others. This has also offered more opportunities to generalise turn taking skills the children have been practising during structured groups.
Every Friday the semi-formal pathway will join together for Assembly time. Children will be supporting and celebrating each other for all of their achievements from that week. | <urn:uuid:090b4f33-bd8c-4992-b3ba-79357f3d5c86> | CC-MAIN-2021-31 | https://greenmead.wandsworth.sch.uk/wp-content/uploads/2021/06/CurriculumMap-Summer-2-Neptune-Class.pdf | 2021-07-27T18:29:48+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00305.warc.gz | 290,738,799 | 638 | eng_Latn | eng_Latn | 0.997717 | eng_Latn | 0.997825 | [
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EDITORIAL
Organic Agriculture: A sustainable, eco-friendly system of crop production
Organic agriculture (OA) is a production system that takes into account the entire ecosystem of crop cultivation including the health of the soils and of the people that consumes its products. It has a holistic approach to protect the ecosystem on a long term perspective based upon four principals: health, ecology, fairness and care. It relies upon processes of ecology, biodiversity and natural cycles often mediated by indigenous living microorganisms (both flora and fauna). Sustainable agriculture which can be considered as a partner of OA, integrates the disciplines of food security, nutrient cycling, water quality and supply, soil health, energy efficiency, pest control, breeding, animal and plant physiology, ecology and the economics of production. Sustainable agriculture employs ecological principles and use environmentally friendly, renewable strategies in agriculture to protect biodiversity. New ecofriendly solutions have been developed based on findings from various fields of science including botany, agronomy, ecology, microbiology, food nutrition and entomological sciences. OA is a management system that avoids the use of inorganic fertilizers, synthetic pesticides and genetically modified organisms (GMOs) and that seeks to reduce pollution of air, soil, and water and optimize the health and productivity of interdependent communities of plants, animals and humans.
microbial activity cannot retain the soluble chemicals applied, particularly nitrogen and phosphorus. Less than 30% of the chemicals added to such soils are absorbed by the crops and 70% flows through streams, rivers, canals and end up in reservoirs, irrigation tanks and other stagnant water bodies leading to eutrophication and hypereutrophication. Eutrophication results in algal bloom formation especially by cyanobacteria (blue-green algae) a number of which produce algal toxins harmful to animals including humans. It is increasingly clear that over use and misuse of chemical fertilizers and other agro-chemicals (which are encouraged under subsidy schemes in several countries), have aggravated environmental pollution. On a global scale such pollution has led to the creation of 'dead zones' in the oceans causing international concerns and increased the incidence of environmentally related noncommunicable illnesses such Chronic Kidney Disease of uncertain etiology (CKDu), certain cancers, heart ailments, blue baby syndrome particularly in developing countries, predominantly among the farming communities.
On the contrary, the use of synthetic chemical fertilizers and other agro-chemicals together with newly bred high input responsive crop cultivars was introduced under the "Green Revolution" some 60 to 65 years back. This was introduced after the World War II primarily to overcome mass starvation. It also provided markets to an industry based upon fossil fuel refinery by-products owned at that time by the war victorious powerful nations. These inorganic chemicals were added to soils that had plenty of organic matter accumulated over several centuries of OA. The soluble chemical nutrients were retained in the organically rich soils to be effectively absorbed by crop plants producing dramatic increases in yield. Arguably it contributed to prevent global starvation at that time. This novel system became overwhelmingly popular and spread throughout the world. Today it is accepted as conventional agriculture and had become a massive industry reducing OA to less than 10% of global agriculture. This system produces short-term benefits to farmers but results in the degradation of overall soil fertility over time, makes the plants more susceptible to pest and pathogens, increases weed growth, kills soil microorganisms and disorients and misleads the farming communities who become addicted to the system. This leads to a vicious cycle of trying to sustain crop productivity on 'dead soils' which is impossible without more and more chemical inputs. Such inactive soils with little or no organic matter and
Due to the realization of such negative impacts, there is a global trend to return to OA. By 2019 it is reported to be practiced in 181 countries. Land devoted to OA globally had increased from 15.8 Mn ha to 37.2 Mn ha during the past decade and has reached 69.8 Mn ha in 2017. The annual global market for organic products which went up from 20.1 Bn US $ to 81.6 Bn US $ from 2001 to 2015 and had increased to 97 Bn US $ in 2017.
With radical changes to global energy use forecasted to happen during the next 10 to 20 years, it would become inevitable that conventional agriculture may have to be replaced by OA based upon natural renewable cycling systems.
Revolutionary changes in global energy production and usage
Global concerns on the pollution of air, water and soil caused due to fossil fuel burning by massive industries contributing significantly to climate change, has resulted in international organizations like the International Energy Agency (IEA), the International Panel on Climate Change (IPCC) of the UN to propose stringent reductions of fossil fuel based energy utilization. According to a report on Yahoo News of 19 th May 2021 by David Knowles (a science correspondent), agreement has been reached among all the major industrialized countries to: (a) reduce industrial methane emissions by 75% by 2030, (b) terminate the manufacture of Internal Combustion (IC) engines and all diesel and petrol vehicles by 2035, (c) increase renewable energy production from 29 to 90% by 2050, (d) stop the construction of new coal powered power plants by 2021
https://orcid.org/0000-0002-3309-1311
and close down all existing coal power plants by 2040 (except those with internal carbon capture technology), (e) phasing out of oil and gas heating of buildings, (f) phasing out sales of gasoline vehicles by 2035, (g) conversion of vehicle fleets to electric or hydrogen by 2050 and (h) transitioning 50% of all air travel to hydrogen or bio-fuels by 2040. As all the major industrialized countries including the USA, China, Russia, European Union, Japan, India and Australia had accepted these proposals, it is inevitable that fossil fuel based industries including synthetic chemical fertilizer manufacture will be reduced drastically within the next few decades. In this scenario the world will have no choice but to return to OA for food production.
The Sri Lankan scenario
According to the records of the Department of Census and Statistics of Sri Lanka, at the time of the introduction of chemical fertilizers to the country in the 1960/61 Maha season the national paddy yield had been around 1560 kg/ ha. This has increased dramatically (as the chemicals were added to organically enriched soils), to 3600 kg/ha until Maha 88/89 and then started to level off to reach 3800 kg/ha by Maha 2004/05 and for the past five years had remained around 4200 kg/ha. This is because chemical fertilizers added continuously had reduced the organic matter and destroyed microbial activities and saturated the yield capacity of these inactive soils. Soils under continuous chemical loading had also lost their capacity to retain the added fertilizer. A large part of the chemicals find their way through streams, rivers and canals to stagnant water bodies like reservoirs and irrigation tanks leading eutrophication and toxic algal bloom formation. There had been an overall increase in environmentally related illnesses in Sri Lanka particularly among the farming communities.
These are the reasons for the pronouncement by the government to ban the importation of chemical fertilizers and agro-chemicals to Sri Lanka. All the knowledge, experience and the available resources in Sri Lanka have to be utilized with utmost commitment and based upon scientific findings, develop technologies and microbial and other non-chemical products to meet this challenge. If all these resources and energies can be mobilized with a genuine, benevolent motivation, it is possible to surmount the challenges and achieve the objective of reverting to OA as an eco-friendly, sustainable system to provide safe and healthy food to the people.
S. A. Kulasooriya National Institute of Fundamental Studies Email: firstname.lastname@example.org | <urn:uuid:b687024b-b3a6-4eed-a606-2a4e047978ff> | CC-MAIN-2021-31 | https://cjs.sljol.info/articles/10.4038/cjs.v50i2.7870/galley/6318/download/ | 2021-07-27T18:47:03+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00304.warc.gz | 191,547,083 | 1,648 | eng_Latn | eng_Latn | 0.995796 | eng_Latn | 0.995807 | [
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Sermon (All-age): 2021/04/04 (Easter Sunday, Year B) Isaiah 25:6-9; 1 Corinthians 15:1-11; Mark 16:1-16a_BTR
[Invite children to the front. Ingredients for making pancakes, bowl, woodenspoon; and three eggs emptied of their yokes, and with a small scroll of paper inserted into each 1. "He." 2. "Is." 3. "Risen."]
```
"Easter" - The Feast of the Resurrection - is a very, very special day. And a "special day" calls for a special breakfast. Don't you think? And I'm thinking...pancakes. (Any excuse, right?) So, I've got the ingredients here Milk Butter. Syrup. Sugar; and, of course, eggs. Let's begin, okay? Right - flour first. (In the bowl it goes.) The key, I've been told, is to make a little "well" in the center into which one should pour everything else. (Oh! It's like that TV show, 'The Great British Bake-off'!) Next: we crack the eggs. Here we go.... [Break egg no. 1] Oh! Huh. That's not at all what I expected. Where's the yoke? And what's that?! [Let a child retrieve and read from the scroll.] Weird! We can't cook with that. Let's try another:
```
[Break egg no. 2]
Not again! What's going on? The yoke isn't there either!
[Let a child retrieve and read from the scroll.]
But they do say: "the third time's the charm..."
[Break egg no. 3]
What?!
It's almost like a puzzle we need to solve.
[Let a child retrieve and read from the final scroll.]
I wonder: can you arrange those three words into a meaningful message?
[Wait.]
Yes He is!
Jesus is
risen.
When the women went to the tomb expecting to find Jesus' bruised, battered, bloodied body they didn't.
It was empty!
Well, almost empty - like my eggs:
they were missing what was supposed to be inside - the yokes - and instead we found notes of paper telling us an amazing message.
And what the women found instead of what was "supposed" to be there - a dead Jesus - there was an angel!
An actual
angel - from Heaven!
Sitting right where they had laid Jesus' poor, mistreated body.
And that angel told them that Jesus wasn't there.
He was alive.
He is alive, right now! In fact.
Just like He promised.
Alleluia!
Let's pray:
Lord God, you designed everything to wither and perish, so that there might be a Great. Circle. of Life. But though we will die, we know now that - because of the
Empty Tomb - there's no reason to fear, not for those who love you. "Sweep" away, then, any lingering anxiety about The Virus; and, by your Holy Spirit, remind us of what's most important: faithfulness. (Serving and glorifying you.) Give us, then, we ask, an exuberant, effervescent, throw-caution-to-the-wind faithfulness. In Jesus' triumphant name we pray, amen. | <urn:uuid:5329d274-631c-4cb0-95df-469b60fcb521> | CC-MAIN-2021-31 | https://www.saintmatthewschurch.net/uploads/1/3/5/8/135834594/sermon__all-age__-_20210404__easter_sunday_year_b__-__isaiah_25v6-9__1_corinthians_15v1-11__mark_16v1-16a_btr.pdf | 2021-07-27T17:58:30+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00314.warc.gz | 1,037,684,889 | 711 | eng_Latn | eng_Latn | 0.998653 | eng_Latn | 0.999423 | [
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Season 2, Episode 7: Celebrate Your Name Day
Join head counselor Zach to make a name sign, read THE NAME JAR, learn what's in a name! Meet macaws, play "Match My Height," use vegetables to design a t-shirt, go on a simple machines scavenger hunt, do yoga dance. Content partners include Appalachian Center for Crafts, Memphis Zoo, National Dance Institute, OK Go, Story Pirates.
Activity Guide
PARTICIPATE!
Use the template on the following page to make your own name tag to wear while you watch "Celebrate Your Name Day" on Camp TV!
Camp TV is a production of The WNET Group.
Major funding for Camp TV is provided by the Corporation for Public Broadcasting. Additional funding is provided by The Peter G. Peterson and Joan Ganz Cooney Fund and the Pine Tree Foundation of New York.
Camp TV Name Tag
1. Print out the template.
2. Write your name and decorate your name tag.
3. Cut out your name tag using safety scissors and wear it while you watch "Celebrate Your Name Day" on Camp TV!
MY NAME IS:
Materials List:
Design Your Own T-Shirt
* non-washable acrylic paints
* sliced veggies
* 100% cotton T-shirt (prewashed)
* cardboard
* masking tape (optional)
* Iron (optional)
*This activity should be done with the help of a trusted adult*
Instructions:
1. Lay the shirt flat and place a piece cardboard inside of the shirt to prevent the print from transferring to the back.
2. Prepare your paints. You can mix paints to create your own unique colors.
3. Decide how you want to lay out your pattern.
4. Tap the edge of your sliced veggies into the paint.
5. Stamp the veggies onto your shirt to create a print. Press hard and apply even pressure.
5. Continue to add more prints. Try using other veggies and colors to make different designs!
6. You can try using masking tape to add a break in your design. Stamp over the tape, then remove the tape to reveal!
7. After the paint has dried, you will need to set the paint with heat. You can use a hot iron for 5 minutes (use a piece of cloth between the iron and the freshly painted t-shirt) or throw it in the dryer for 30 minutes. Once it has set you can wear your new shirt!
Materials List:
* pipe cleaners
* glue
* cardstock
* hole punch
* pencil
* safety scissors
Instructions:
1. Write your name on a piece of cardstock using a pencil.
2. Then, bend some pipe cleaners into the shape of the letters that make your name.
3. Trace the letters on the cardstock with glue and put your letters on top.
Make a Name Sign
4. Punch two holes at the top of your sign.
5. Cut an assortment of multicolor pipe cleaners, about 6 inches in length, and wrap those pieces tightly around another pipe cleaner to form fuzzy beads.
6. Fold it in half to create a hanger. Twist each end of the hanger into the holes and fold to secure. Hang your sign on a wall, your bedroom door, or anywhere you'd like!
Materials List:
Match My Height
* tape measurer
* different household objects
* tape
Instructions:
1. Use a measuring tape to find your height in inches. It may be helpful to have someone assist you.
2. Collect different objects from around your house. List these objects in the chart.
3. Use the chart to make predictions about how many times you need to line up the object to match your height.
4. Lay a tape measurer on the ground. Mark your height on the tape measurer with a piece of tape.
5. Line up your object at zero. Use your finger to mark the length of the object and see how many times you need to line it up to match your height. Record the number in the chart and see how accurate your predictions were!
Match My Height
My Height: _____________ inches
OBJECT
GUESS
MATCH
| OBJECT | GUESS |
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1) For each question, calculate the value of the angles y and z. Think carefully about what you know about angles around a point, on a straight line and in different types of triangles.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) For each question, calculate the value of the angles y and z. Think carefully about what you know about angles around a point, on a straight line and in different types of triangles.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) a) Circle the angle statements that you can use to help you calculate the missing angles in this shape.
Angles around a point = 360°.
Vertically opposite angles are equal.
Angles in a triangle = 180°.
A right angle = 90°.
Angles on a straight line = 180°.
Isosceles triangles have 2 equal angles.
b) Label the shape above with all of the missing angles.
2) True or false? Explain how you know.
a) Angle y will measure 39° as it is vertically opposite the angle measuring 39°.
b) To find angle x, subtract 41° and the value of a right angle from 180°.
c) As angle z is one of 5 angles around a point, you can calculate angle z by dividing 360° by 5.
d) Find the missing angles x, y and z.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) a) Circle the angle statements that you can use to help you calculate the missing angles in this shape.
Angles around a point = 360°.
Vertically opposite angles are equal.
Angles in a triangle = 180°.
A right angle = 90°.
Angles on a straight line = 180°.
Isosceles triangles have 2 equal angles.
b) Label the shape above with all of the missing angles.
2) True or false? Explain how you know.
a) Angle y will measure 39° as it is vertically opposite the angle measuring 39°.
b) To find angle x, subtract 41° and the value of a right angle from 180°.
c) As angle z is one of 5 angles around a point, you can calculate angle z by dividing 360° by 5.
d) Find the missing angles x, y and z.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) Calculate the value of angles x, y and z.
2) Calculate all the angles indicated by a letter, giving reasons for all your answers.
3) Calculate all the angles indicated by a letter.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com
1) Calculate the value of angles x, y and z.
2) Calculate all the angles indicated by a letter, giving reasons for all your answers.
3) Calculate all the angles indicated by a letter.
Important note: triangles are not drawn to scale, do not use a protractor.
twinkl.com | <urn:uuid:edef1a6c-6edc-4a58-90b5-bcfa60cc07ef> | CC-MAIN-2021-31 | https://s3-eu-west-1.amazonaws.com/production-eu-west-1/user_store/1884102/user/QvNmxOQKzG?response-content-disposition=attachment%3Bfilename=Wed_3.2.21_Yr_5_6_Angles_in_a_Triangle.pdf&AWSAccessKeyId=AKIAXSFB2UMTNFUBN2F7&Expires=1627453528&Signature=3MzA8vkCunpHdDeOR46ej52EDj0%3D | 2021-07-27T18:25:29+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00325.warc.gz | 504,884,367 | 667 | eng_Latn | eng_Latn | 0.980643 | eng_Latn | 0.984787 | [
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Assessment of Changes in Vegetation Management on Powerline Corridors in Connecticut Robert Askins, Professor Emeritus of Biology, Connecticut College March 17, 2019
Recently there has been growing alarm among conservationists and professional ecologists about rapid changes in management of vegetation along Eversource powerline corridors in Connecticut. These changes appear to have proceeded without an understanding of the highly effective, scientifically-based program of vegetation management (Integrated Vegetation Management or IVM) that was previously used on these corridors. This approach was developed in the 1950s as an alternative to blanket spraying of herbicide to control vegetation, and it has been tested and fine-tuned over the past six decades. Numerous scientific experiments and long-term studies have assessed the effectiveness of this approach in controlling vegetation to protect powerlines and providing habitat for threatened species of plants and animals and a diversity of other early successional wildlife. Although this approach has been primarily restricted to the northeastern U.S. for the past 60 years, many utility companies in other parts of the country are now considering adopting IVM as a replacement for mowing or foliar herbicide spraying in order to reduce costs and protect pollinating insects and other organisms (Russell et al., 2018).
Integrated Vegetation Management, which originally focused on creating stable shrub communities, was developed by plant ecologists such as Frank Egler, William Niering, Richard Goodwin and W.C. Bramble based on their deep understanding of the ecology of different species of plants in the northeastern U.S. The first demonstration plot was established in 1953 along a powerline that runs through the Connecticut College Arboretum (Niering and Goodwin,
1974). During the 1950s the Connecticut Botanical Society established a Right-of-Way Vegetation Committee to advise utilities on how to implement ecologically based vegetation management, and this approach was adopted on most electric transmission lines in the state (Niering, 1958). The overriding goal of IVM was to establish low, relatively stable vegetation that is resistant to invasion by trees. This prevents the growth of trees that would touch or fall on powerlines without requiring the application of large amounts of herbicides. The new IVM approach was based on two well-established generalizations from plant ecology: (1) areas dominated by a dense cover of low shrubs are resistant to the establishment and growth of trees and, (2) most of the hardwood trees that grow in New England resprout and quickly grow back if the above-ground foliage and stems are destroyed but the roots survive. Consequently, the best way to manage vegetation on a powerline corridor is to kill trees (including their roots) and leave shrubs. Shrubs typically spread after the trees are removed, forming a stable shrub community that is resistant to invasion by tree seedlings. The best way to kill tree roots and prevent resprouting is to precisely spray herbicide at the base of each tree trunk without damaging nearby shrubs (Dreyer and Niering, 1986). Treatment crews must be trained to identify different species of woody plants so that they consistently remove trees and leave shrubs. The initial process is labor intensive but the tradeoff is that vegetation management is required much less frequently as the shrub community below the powerline becomes increasingly resistant to tree invasion. On the Delmarva Peninsula (Delaware and the Eastern Shore of Maryland and Virginia), where mowing is exceptionally easy because the land is flat and rock-free, the vegetation maintenance cost on powerline corridors over ten years was lower with Integrated Vegetation Management than with mowing (Johnstone, 1990).
After six decades of this type of management many powerline corridors in Connecticut are covered with a dense carpet of shrubs that are relatively stable and resistant to tree invasion. This is particularly true where plants such as huckleberry and greenbrier produce stems or rhizomes that spread horizontally to create a dense, expanding clump of low vegetation. The current shift to mowing down all woody vegetation on powerline corridors runs the risk of disrupting these stable shrub communities, opening the way to invasion by tree seedlings (see Bramble et al., 1990 for experimental evidence for this effect). The result could be a much more dynamic system that requires frequent mowing to prevent the rapid growth of trees under powerlines. It is also likely to result in the invasion of powerlines by pernicious invasive species such as autumn olive, Oriental bittersweet and mugwort.
Although the main goal of the stable shrub community approach was to provide an affordable and less environmentally risky alternative to blanket spraying of herbicides, ecologists recognized that the resulting shrubland vegetation would also be valuable for protecting a wide variety of plant species and providing favorable habitat for wildlife. These strips of low vegetation turned out to be even more important for preserving biological diversity than anyone anticipated in the 1950s. Since the 1950s most species that depend on treeless grassland or shrubland habitat have declined steadily and many are now at risk of entirely disappearing from the region (Askins, 2001; Dettmers, 2003, Wagner et al., 2003). The immediate cause of these declines is the loss of the fallow fields and pastures as farmland was abandoned. Much of the former farmland is now covered with woodland or residential housing. The longer-term cause of these declines is the loss of open habitats created by natural disturbances such as wildfires, beaver activity, and seasonal flooding along major rivers (Askins, 2002). These natural disturbances were suppressed after people controlled fires, trapped out beavers, and built dams. Large patches of grassland and shrubland created by natural disturbances are currently too infrequent to support populations of many of the species that require open habitats, and it is likely that the extent of shrubland habitats in the Northeast is now at an historic low (King and Schlossberg, 2014). Consequently, powerline corridors maintained by selective removal of trees are now among the most important habitats in the Northeast for numerous species (Bramble et al., 1994; King and Byers, 2002; Confer and Pascoe, 2003; Wagner, 2003; Yahner et al, 2004;
King et al., 2009; Askins et al., 2012; Wagner et al., 2014a, Wagner 2014b; Schlossberg and King, 2015; Russell et al., 2018). These corridors support exceptionally high densities of eastern box turtles, white-eyed vireos, blue-winged warblers, prairie warblers, and New England cottontails as well as numerous species of plants and pollinating insects. Many of these species have become increasing scarce and have a high priority for conservation (King et al. 2011, King and Schlossberg 2014). Large-scale shifts in vegetation management should be carefully
considered so that these already diminished and declining populations are not imperiled by management practices that reduce the habitat value of powerline corridors.
The consistent goal of vegetation management along powerline corridors in Connecticut has been to create stable shrub communities that inhibit the establishment of trees that would interfere with powerlines. This method has been extraordinarily successful at developing low vegetation with a rich diversity of native shrubs, vines and herbs along with numerous species of animals that depend on this habitat. However, it's important to remember the following limitations of this approach:
1. Stable shrub management is generally not compatible with protecting trees. Trees can cause major power outages on powerlines, of course, and they also threaten the shrub communities that make this system work. An exception can be made for trees that never grow very tall such as flowering dogwood, gray birch and scrub oak (bear oak), which can be safely left on the borders of the corridor if not under the wires. Scrub oak does not exceed a height of 20 feet, and is especially important because 16 species of butterflies and moths depend on this small tree as a food plant, including several species that are rare in Connecticut. Eastern red-cedars often grow to be 20 to 50 ft. tall, however, so they are not appropriate for powerline corridors unless they are topped to inhibit them from growing tall enough to threaten powerlines.
2. If vegetation management works well to establish a dense shrub community, then grasses and wildflowers tend to be replaced by shrubs. Despite this, herbaceous plants often survive on powerlines in rocky areas or areas with poor soil. They also become
established in disturbed areas along powerline roads, but recently this habitat has been greatly reduced because many of these roads have been covered with gravel to improve access to utility poles. It would help if dirt roads could be retained in areas with dry and/or sandy soils that are relatively stable. However, conservation of a diversity of grasses, wildflowers and pollinating insects could be accomplished most effectively by managing some sections of powerline corridors to favor herbaceous plants instead of shrubs. This approach has already been used in sites with dry soils. Perhaps this could be done at additional sites that are easily mowed or where there is already a rich diversity of herbaceous plants or a population of threatened wildflowers.
References
Askins R.A. 2001. Sustaining biological diversity in early successional communities: the challenge of managing unpopular habitats. Wildlife Society Bulletin 29: 407–412.
Askins, R. A. 2002. Restoring North America's Birds. Lessons from Landscape Ecology Second Edition. Yale University Press, New Haven, CT.
Askins, R. A., C. Folsom-O'Keefe, and M. Hardy. 2012. Effects of vegetation, corridor width and regional land use on early successional birds on powerline corridors. PLoS One 7(2): e31520.
Bramble, W.C., W.R Byrnes, and R.J. Hutnik. 1990. Resistance of plant cover types to tree seedling invasion on an electric transmission right-of-way. Journal of Arboriculture 16: 130135.
Bramble W.C., R.H. Yahner, and W.R. Byrnes. 1994. Nesting of breeding birds on an
electric utility right-of-way. Journal of Arboriculture 20: 124–129.
Confer J.L. and S.M. Pascoe. 2003. Avian communities on utility rights-of-ways and other managed shrublands in the northeastern United States. Forest Ecology and Management 185: 193–205.
Dettmers R. 2003. Status and conservation of shrubland birds in the northeastern U.S. Forest Ecology and Management 185: 81–93.
Dreyer, G.D. and W.A. Niering. 1986. Evaluation of two herbicide techniques on electric transmission rights-of-way: Development of relatively stable shrublands. Environmental Management 10: 113-118.
Johnstone, R.A. 1990. Vegetation management: mowing to spraying. Journal of Arboriculture 16: 186-189.
King, D.I. and B.E. Byers. 2002. An evaluation of powerline rights-of-way as habitat for earlysuccessional shrubland birds. Wildlife Society Bulletin 30: 868-874.
King, D.I., R.B. Chandler, J.M. Collins, W.R. Petersen, and T.E. Lautzenheiser. 2009. Effects of width, edge and habitat on the abundance and nesting success of scrub–shrub birds in powerline corridors. Biological Conservation 142:2672-2680.
King, D.I., K.H Nislow, R.T Brooks, R.M DeGraaf and M. Yamasaki. 2011. Early-successional forest ecosystems: far from "forgotten". Frontiers in Ecology and the Environment 9:319-320. King, D.I. and S. Schlossberg. 2014. Synthesis of the conservation value of the earlysuccessional stage of succession in eastern U.S. forests. Forest Ecology and Management 324: 186–195.
Niering, W.A. 1958. Principles of sound right-of-way vegetation management. Economic Botany 12: 140-144.
Niering, W.A. and R.H. Goodwin. 1974. Creation of relatively stable shrublands with herbicides: Arresting "succession" on rights-of-way and pastureland. Ecology 55: 784-795.
Russell, K.N., G.J. Russell, K.L. Kaplan, S. Mian, and S. Kornbluth. 2018. Increasing the conservation value of powerline corridors for wild bees through vegetation management: an experimental approach. Biodiversity Conservation doi.org/10.1007/s10531-018-1552-8.
Schlossberg, S. and D.I. King. 2015. Measuring the effectiveness of conservation programs for shrubland birds. Global Ecology and Conservation 4: 658–665.
Yahner R.H., R.D. Ross, and R.T. Yahner. 2004. Long-term effects of rights-of-way maintenance via the wire-border method on bird nesting ecology. Journal of Arboriculture 30: 288–294.
Wagner, D.L., M.W. Nelson, and D.F. Schweitzer 2003. Shrubland Lepidoptera of southern New England and southeastern New York: ecology, conservation, and management. Journal of Forest Ecology and Management 185: 95-112.
Wagner, D.L., J.S. Ascher, and N.K. Bricker. 2014a. A transmission right-of-way as habitat for wild bees (Hymenoptera:Apoidea: Anthophila) in Connecticut. Annals of the Entomological Society of America 107: 1110-1120.
Wagner, D.L., K.J. Metzler, S.A. Leicht-Young, and G. Motzkin. 2014b. Vegetation composition along a New England transmission line corridor and its implications for other trophic levels. Journal of Forest Ecology and Management 327: 231–239, DOI: 10.1016/j.foreco.2014.04.026 | <urn:uuid:1f437e3e-e2ed-49ae-8abc-189e2b85a04a> | CC-MAIN-2021-31 | https://caryaecological.com/wp-content/uploads/2021/02/ROW_1-R.-Askins-Integrated-Vegetation-Management-on-ROWs.pdf | 2021-07-27T18:23:04+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00328.warc.gz | 175,942,077 | 3,076 | eng_Latn | eng_Latn | 0.944886 | eng_Latn | 0.992132 | [
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Biology Chapter 12 Answers
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Chapter 12 The Cell Cycle Lecture Outline . Overview: The Key Roles of Cell Division. The ability of organisms to reproduce their kind is the one characteristic that best distinguishes living things from nonliving matter. The continuity of life is based on the reproduction of cells, or cell division.
mastering biology chapter 12 Flashcards and Study Sets ... Biology chapter 12. STUDY. Flashcards. Learn. Write. Spell. Test. PLAY. Match. Gravity. Created by. atilley. Miller & Levine. Terms in this set (44) What is the sugar in DNA? deoxiribose. What is the sugar in RNA? ribose. How many strands does DNA have? 2 strands. How many strands does RNA have? 1 strand. What is the base for DNA?
Chapter 12: The Cell Cycle - Biology 12 AP
Prentice Hall Biology 1 - Chapter 12 - DNA & RNA - Assessment p. 315 #1-25 Learn with flashcards, games, and more — for free.
Chapter 12 - The Cell Cycle | CourseNotes
2. What is meant by the cell cycle?. Concept 12.1 Cell division results in genetically identical daughter cells . 3. What is the meaning of genome?Compare your genome to that of a prokaryotic cell.
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Learn test review biology chapter 12 with free interactive flashcards. Choose from 500 different sets of test review biology chapter 12 flashcards on Quizlet.
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AP Biology Reading Guide Julia Keller 12d Fred and Theresa Holtzclaw Chapter 12: Cell Cycle 1. What are the three key functions of cell division? Key Function Example reproduction an amoeba dividing into two cells, each constituting an individual organism growth and development fertilized egg gives rise to two-celled sand dollar embryo ...
Grade 12 Biology (Mrs. A. Smith)
Chapter 12: The Cell Cycle Overview: 1. What are the three key roles of cell division? State each role, and give an example. Key Role Example Reproduction An amoeba, a single-celled eukaryote, divides into two cells. Each new cell will be an individual organism.
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YKSD Biology Key Points. Chapter 12 "Ecology" Lesson 1 "Living Things and Nonliving Things" Key Vocabulary Terms. Interact - to act upon or influence something. Ecology - the study of the interactions among living things and the nonliving things in their environment; Biotic - living; Abiotic - nonliving
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Biome Concept Map Answers
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Create-a-Biome Concept Map - SAS - pdesas.org
This lesson asks students to make a map of global biome distribution and then interpret that map to answer reflective questions. Necessary supplies for this lesson will be colored pencils, rulers, and some reference map of global biome distribution, whether from a textbook or an online source.
Biome concept map! | Biomes, Science nature ... - Pinterest
As a checking for understanding as we go throughout the unit, have the students create and complete this biome concept map for all the biomes, including where the regions of Texas would fall. It would be a good review once the unit is over.
Biomes Concept Map - The Biology Corner
Students discuss the relationships that exist between biotic and abiotic factors in all biomes. They construct a labeled map, work in groups to discuss Earth's biomes, research factors that influence each biome, and construct a concept map detailing their research. R: Students work in groups both in the activity and the discussion groups.
Biomes Concept Map - The Biology Corner
This graphic organizer covers the major biomes found in the world with focus on the animals, plants, climate and location of each area. Students fill in the empty boxes from a word bank. Biome Concept Map Fill in the Blank
Biome Concept Map Answers
Start studying Forest Biomes Concept Map Study Guide. Learn vocabulary, terms, and more with flashcards, games, and other study tools.
Chapter Concept MappingConcept Mapping Communities and Biomes
The Biome Concept in Ecology I magine that you are on safari on an East African savanna and one of your group shouts, "Look over there, a cactus tree!" With your training in botany, you know immediately that this can't be so, because the cactus family (Cactaceae) is restricted to the
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Forest Biomes Concept Map Study Guide Flashcards | Quizlet
Biomes - Concept Map. Your task is to create an image (concept) map on a particular biome. The concept map should include terms and concepts related to the biome. Each group will have a different biome and must present the information to the class. Image can be created using concept mapping software or hand drawn.
Biomes Concept Map
Biomes Concept Map (Pgs. 100-104) WHAT ARE SOME PARTS OF A FOOD CHAIN AND A FOOD WEB? Plants use light energy from the sun to make food. The food is stored in the cells of the plant. Plants are called . producers. because they make their own food. Some of the stored energy in the food plants make is passed on to the animals that eat the plants.
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Answer to Drag the labels from the left to the correct locations on the right to complete this concept map about aquatic biomes.... Skip Navigation. ... Drag The Labels From The Left To The Correct Locations On The Right To Complete This Concept Map About Aquatic Biomes. This problem has been solved! See the answer. Show transcribed image text ...
Biome.map answer key.docx | BetterLesson
aquatic biome. either salt or fresh or mixture of both. salinity. amount of dissolved salt in the water. brackish. mixture of salt and fresh water. oceans. only salt water. lakes and ponds. mostly fresh water, some like Great Salt Lake are salt water. photic zone. top layer of water that receives sunlight.
Aquatic Biomes Flashcards | Quizlet
Biome Concept Map by Ashley Fotopoulos | Teachers Pay Teachers Biome Concept Map Fill in the Blank Biome concept map! | Science | Pinterest | Biomes, Science and Biomes concept map answer key – Match Problems As a checking for understanding as we go throughout the unit, have
The Biome Concept in Ecology
Concept map or graphic organizer showing how all the parts of the nervous system are connected; students fill in the blanks to complete the chart. The Memory Repair Protocol can help. Discover the natural secret to optimum brain health. Nervous System Concept Map See more
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Biome Concept Map Fill in the Blank - Pinterest
Holt Environmental Science 1 Biomes Skills Worksheet Chapter 6 Concept Review MATCHING Match each example in the left column with the appropriate term from the right column. _____ 1. regions that have distinctive climates and organisms _____ 2. the broad band of coniferous forest located just below the Arctic Circle
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Biomes Concept Map Your task is to create an image (concept) map on a particular biome. The concept map should include terms and concepts related to the biome. Each group will have a different biome and must present the information to the class. Image can be created using concept mapping software or hand drawn.
Biomes Concept Map by Emma Wood on Prezi
Planning Guide Block Schedule Planning Guide KEY: SE Student Edition, TWE Teacher Wraparound ... Concept Mapping, p. 3 TCR Reinforcement and Study Guide, pp. 11–12 TCR Content Mastery, ... • Compare and contrast the photic and aphotic zones of marine biomes.
Ninth grade Lesson Biome Coloring Map | BetterLesson
Communities and Biomes Name Date Class Chapter 3 Chapter Use with Chapter 3, Section 3.1 Concept MappingConcept Mapping Natural Changes in Communities Complete the concept map on natural changes in communities. Use these words or phrases one or more
Planning Guide Communities and Biomes 3 - Glencoe
Biome Map Coloring Worksheet Often biologists group the different natural areas on Earth into categories based on plant and animal life and how they are able to survive in that part of the world. These are called biomes. Grouping organisms into biomes help us to better understand the complexity of life on Earth.
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Climate film >
Climate adaptation in South Africa
Changes in the climate will have an impact on people, society and the eco-system across the globe. Most exposed are low-lying regions, island communities, the Arctic and drought-ridden regions in Africa. In these areas it is often the poorest people that are most vulnerable. eThekwini Municipality in South Africa has accomplished a comprehensive climate adaptation project that at the same time is raising the standard of living for the population. This is one of many examples of climate adaptation established in the world that we can learn more from.
Assignments to complete before you watch the film
1. How do you think climate changes can affect drought-ridden regions such as in Africa?
2. Why do you think poor people are more vulnerable to climate changes than rich people?
Assignments relating to the film
1. Describe why the eThekwini Municipality in South Africa is an area that is particularly exposed to the climate?
2. Prepare an overview of initiatives that the eThekwini Municipality has implemented to ensure the community is better adapted to climate changes.
3. Both knowledge and economics are crucial for raising the living standard of a population. What physical measures have led to the improvement of the living standard for the population in Buffelsdraai?
4. Why is it important to plant new forests in Buffelsdraai?
5. Why is it important to remove foreign plant species in Durban?
6. Why is production of biocoal an initiative that results in both climate adaptation and soil enhancement?
7. What is the advantage with green roofs?
Intensified assignments
1. Do you think the initiatives that are implemented in Buffelsdraai, can be transferred to other parts of the world? Validate your answer.
2015
English
2. The risk for climate changes in a country or region occurs where three factors overlap each other. Danger: How much will the climate change, and what extreme incidents will we be faced with? Exposure: What is the extent of exposure for these dangers in the region/area? Vulnerability: How vulnerable are the people who live there to climate changes?
Illustration:: UN climate panel and the Norwegian Environment Agency Danger/Climate-related risk/Vulnerability/Exposure
a) Briefly describe how you think the factors of danger, vulnerability and exposure apply to Buffelsdraai in South Africa, and Kvam and Oslo in Norway. Feel free to use a table like the one shown below in your answer. If you need more information on how exposed Kvam and Oslo are to the climate, then watch the film "Klimatilpassing i Noreg" ("Climate Adaptation in Norway).
| | Danger | Exposure |
|---|---|---|
| Buffelsdraai | | |
| Kvam in Gudbrandsdalen | | |
| Oslo | | |
b) What do you think the biggest difference is between Oslo and Kvam with regard to the risk for climate changes?
c) What do you think is the biggest difference between Buffelsdraai and Kvam with regard to the risk for climate changes?
2015
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31. Context or Theme:
Historical Overview
Valley Brook Cemetery was established in 1882, during a time when there was a great American movement toward rural, park-like cemeteries. Typical of the movement, the naturalistic landscape elements for the Victorian graveyard were characterized by open meadows, uneven stands of trees, water ditches, native grasses, wildflowers and incidental objects, such as garden benches and urns, to lend interest and variety to the scene. Carriageways were laid out around two large circles to provide the site with an ordered sense of peace and balance, and natural spaces for contemplation. Picturesque views of majestic mountain vistas, combined with pastoral meadows and vertical gravestones erected to memorialize the dead, made the site spiritually uplifting. A sexton's house was erected in 1901. The prominent gateway symbolized the "earthly gate to paradise" and provided a separation from the outside world.
Valley Brook is laid out in streets, alleys, and circles, which together form the shape of a Celtic cross. The beds of several small, lateral water ditches, left over from the mining days, navigate the graveyard. The historic carriageways in the Town portion of the cemetery have been named. The entrance road is Columbine Street. The other carriageways are named Sage Buttercup Street, Mountain Bluebell Street, Coneflower Street, Larkspur Street, Lupine Street, Paintbrush Street, Marsh Marigold Street, and Columbine Circle. The cemetery is also equipped with historic alleyways. They are Aspen Lane, Juniper Lane, Spruce Lane, Bristlecone Lane, Alpine Fir Lane, Mountain Alder Lane, Ponderosa Lane, and Lodgepole Lane. The carriage- and alleyways in the Masonic cemetery remain unnamed. In mid-May, following two feet of snow, lavender pasque (May) flowers cover open areas.
Within this elaborate landscape scheme are buried a group of historic persons of outstanding importance to Summit County, Colorado. Buried here are people from all walks of life, mostly miners, their families, and those who served them, including bakers, blacksmiths, boardinghouse keepers, butchers, domestics, grocers, hotel men, laundresses, livery stable owners, merchandisers, milliners, public officials, publishers, saloonkeepers, seamstresses, and tailors. Together, their lives illustrate the ethnic and cultural diversity characteristic of western mining towns.
The cemetery records for Valley Brook reveal many tragedies. Men and women died in accidents, from chemical poisoning, of pneumonia, from exposure and malnutrition, in snow slides, and by silicosis and melancholy (suicide). The sorrows that families suffered are apparent from the numerous gravestones of infants and small children. Their causes of death
Management Data Form Continuation Sheet (Page 1 of 18)
are listed as premature births, cardiac complications, pneumonia, typhoid, influenza, diphtheria, scarlet fever, and accidents.
Many miners died penniless, because they over-invested in mining ventures, or shared too generously with friends down on their luck; then their health often failed and their money was exhausted. If friends, family, or fraternal brothers did not provide a decent burial, the miner was buried in the pauper burial ground, known as the "Potter's Field" portion of the cemetery. Historically, Summit County solicited bids for the burial of paupers. The original 1882 plat, which was formalized and recorded on July 12, 1904, shows that the pauper burial ground extends north from the entrance arch.
An area to the north of Columbine Street is described in early records of St. Mary's Parish as the "Catholic Cemetery." This area also contains the graves of many early placer miners from Lincoln City. Undocumented sources say that the graveyard from the early mining camp, located on French Creek, was moved to Valley Brook around 1904 to accommodate gold dredging operations in French Gulch. French and Irish names are frequent here. The earliest known grave, 1876, of a Yingling family infant, also is buried in this section. Two members of the Breckenridge Camp 305, Woodmen of the World fraternal order rest here as well John Gough and Homer S. Johnston. Carved on their gravestones are the organization's symbolic scroll, log, axe, wedge, mallet, and dove, with the words: "Dum Tacet Clamat; Here lies a Woodman of the World."
In other Colorado mountain towns, fraternal lodges and churches often had separate cemeteries. Except for the Masons, several Summit County lodges purchased groups of lots in the Town cemetery. They were: Joseph A. Mower Post 31, Grand Army of the Republic (G.A.R.); Kiowa Tribe 6, Independent Order of Red Men (I.O.R.M.); Blue River Lodge 49, International Order of Odd Fellows (I.O.O.F.); and Gold Nugget Lodge 89, Knights of Pythias (K.O.P.). Other fraternal orders represented in Valley Brook Cemetery, that did not own separate sections, were Breckenridge Camp 305, Woodmen of the World; Mt. Helen Homestead Yoemen, Lodge 2066; and Mt. Baldy Tent 6, Knights of the Macabees of the World. The lodges provided political and social activities for the mining community, and also provided good insurance policies. In the event that a miner died penniless, his fraternal brothers would ensure him of a proper burial and often take up a collection for his widow. Numerous symbols that represent fraternal lodges, on and near gravestones throughout the cemetery, demonstrate how broadly such groups affected the socioeconomic status of the community.
The wives of fraternal members are, naturally, interred next to their husbands. They served on the various auxiliaries to the fraternal organizations. The Mt. Helen Rebekah Lodge 102 was an auxiliary to the Odd Fellows, and the Sacajawea Council 51, Daughters of
Pocahontas, was the women's organization for the Independent Order of Redmen. Summit Circle 140, Women of Woodcraft, supported the work of the Woodmen of the World, and finally, the Breckenridge Chapter 79, Eastern Star, served the Masonic Lodge #47, A.F. & A.M.
Rows of military markers are a visual time-line of wars and battles in which members of the Breckenridge community participated. At least five different styles of military markers are represented here, as the standard military gravestone design changed through the decades. The soldiers' plots, in the G.A.R. section, are associated with a distinguished group of Union soldiers, who fought in the Civil War, several in Co. K. 3 rd Colorado Calvary. John Shock, for whom nearby Shock Hill is named, served as Major General in the 2 nd Colorado Calvary, a local militia based out of Buckskin Joe in Park County. This unit's charge was to protect the area's gold mines from being taken over by Southern sympathizers. Other veterans, who came to Breckenridge later, served in the Colorado I Third Battalion of Infantry, a Breckenridge-based regiment of the Colorado National Guard. Due to their loyalty to the region, the majority of the members of the Joseph A. Mowers Post 31 had their headstones oriented to face the American West, rather than the traditional orientation to the east. Sometime after World War II, a simple wooden cross was dedicated to the G.A.R. section to memorialize "The Unknown Dead" that served in the Country's wars. A flagpole was erected on the site in 1950. Although Confederate forces were sometimes represented at town Memorial Day celebrations, no Confederate soldiers were buried at Valley Brook Cemetery.
Resting in Valley Brook are most of the funeral directors that served Summit County, beginning with Milton "Deacon" Huntress, the area's second funeral director, who purchased the town's first hearse in 1891 for $300.00. Harry Rogers became his partner. At Rogers' death his wife Jeanette, later Mrs. John Gough, conducted the funeral business. The Town of Breckenridge employed John Gough as the cemetery's Sexton beginning in 1902.
Finally, the two large plots at the western edge of the cemetery are the graves removed by court order from the communities of Kokomo and Robinson in 1959 and 1966, to make way for the Climax Molybdenum Mine's tailing settling ponds, located near Fremont Pass. Many Colorado pioneers are buried here, among them Colonel La Fontaine, who served with the 2 nd Colorado Cavalry, and members of the Recen family, who were founders of the towns of Frisco and Recen, Colorado. The most impressive memorials are those of the Dowd-Colcord family. Mary Dowd, a widow from Georgetown, moved to Kokomo, where she accumulated a large fortune in the mercantile business.
The gravestone carvings in Valley Brook are some of the earliest art and written history in the Breckenridge area. These hand-carved inscriptions and funerary designs still remain to convey their important age, associations, and information. Much can be learned about the
history of Summit County from studying these gravestones. Traditional forms such as obelisks and Latin crosses nestle into the native landscape and exhibit Victorian symbols used by early stonecutters, such as laurels, lambs, flowers, gates, and hands. These symbols reveal the age, origins, personalities, and interests of the deceased. Selection of materials indicate what these early settlers found available and what importance they placed on remembering their deceased family members. In this isolated, mountainous location, the difficulty of transporting massive stone overland is evident in the conservative size of the gravestones and in the overwhelming use of regional stone, such as Colorado marble and granites.
The historic fences and gates also lend a special character to the lots in which they are located. These features are represented in a unique blend of ornate posts with chains, delicate baby wire, and filigreed cast iron. Concrete and brick enclosures and early wooden picket fences also remain.
Through the years, Valley Brook Cemetery has retained its cultural and natural design features, and the spatial relationship among these. Today, the cemetery spans over twenty acres (including the Masonic portion of the cemetery), of conifer trees, wildflowers, and wild grasses, which are punctuated by meandering brook-like ditches, and a splendid Ten Mile Range backdrop. Situated in the Blue River Valley, one mile north of the original town site of Breckenridge, the cemetery is a notable wildlife and bird sanctuary.
Among all of these features are the graves of people who played a decisive role in the development of Summit County, Colorado's pioneer settlements, and mining properties. For Breckenridge, the platting of Valley Brook Cemetery in 1882 provided the ultimate statement of civilization.
Today, the cemetery displays the Town's respect for its heritage and how it honors its forefathers. It recognizes accomplishments and moral and ethical standards and the various religious beliefs. And if the measure of society is in how it treats its dead, then Victorian Breckenridge was very civilized indeed.
History of Valley Brook Cemetery
The pioneers that are buried in Valley Brook Cemetery founded and produced Summit County's mining economy, which contributed greatly to the region's prestige. Their drive and determination significantly advanced the creation and economic growth of the State. In their day, their names were as well known as Tabor, Teller, and Moffat, yet no public buildings, streets, or monuments were ever erected to tell the story of their achievements. Like many who came to Summit County, they were dazzled by the stories of rich gold and silver strikes near Breckenridge, during the 1859 Pike's Peak Gold Rush, the 1879 Silver and Lead
Carbonate Boom, and the resurgence of gold mining in the 1890s. Many continued their quest until they left the mines to become ranchers, saloonkeepers, bankers, or main street merchants. Others spent their entire lives working in the mines.
During the mining booms of the late 1800s, Breckenridge emerged as the Summit County seat, and as an important regional supply center. Throughout the boom years, in addition to Breckenridge, numerous smaller mining towns sprang up all over southern Summit County, including Parkville, Lincoln City, Buffalo Flats, Delaware Flats, Preston, Swan City, Rexford, Swandyke, and Tiger. Many settlers, from all of these camps, are buried in Valley Brook. The mining fervor had negative as well as positive effects. First, the boom populations and poor sanitary conditions provided a perfect breeding ground for cholera, the Spanish influenza, typhoid, and scarlet fever, thus increasing the mortality rate. Citizens who were successful in business, or in finding gold and silver, could afford better gravestones for their dearly departed, while those less fortunate purchased cheaper grave markers, or perhaps crafted their own, or did without.
To fill the growing need for quality headstones, "word of mouth" seemed to be the most common method in Breckenridge, since there appear to be no local newspaper advertisements for stone carvers, nor are there any sculptors' signatures to be found on the headstones. Most of the funerary source information came directly from the local undertakers.
From the beginning, Valley Brook Cemetery was designed to serve both the dead and the living. Originally known as the Masonic Placer Cemetery, the land was heavily placer mined during the early years.
The Masonic Placer claim was worked by sluicing, a popular and efficient gold-finding process. All that was necessary in this case was to turn the bed of Cucumber Creek and run water through new channels. Miners stripped the land adjacent to the water sources down to bedrock. The pay dirt (gold-bearing gravel) was shoveled into a sluice box, a long, threesided pine trough with a small stream of water running through it, and with riffles placed near the end that were coated with quicksilver (mercury) to catch the gold. The soil shoveled in from the claim ran the whole length of the sluice and was carried along by the force of water. The lighter particles would roll over the riffles, but the gold, being a heavy mineral, would drop down and amalgamate (mix) with the quicksilver.
In 1882, William McAdoo, a carpenter, miner, and Free and Accepted Mason, allowed the burgeoning mining town of Breckenridge and Masonic Lodge #47, A.F. & A.M., to establish their burial grounds on his Masonic Placer mining claim. Apparently McAdoo felt the land's potential for yielding large quantities of placer gold had "played out." McAdoo, however, initially retained the mining rights to the land, and accepted no money for the property until
1896.
In 1882, Breckenridge's frontier mining camp economy was booming, with the prospects of rich silver strikes and with the arrival of the Denver, South Park and Pacific Railroad. Breckenridge's central location in the Blue River Valley, and close proximity to the rich gold and silver mines, led to the town's growth as a supply center, and as the wealthiest town in Summit County. The growth required an expansion of services for the well-being of the increasing urban population. As the living population quickly outgrew existing wagon roads and the public school, the existing provisions for the dead also became inadequate.
Breckenridge, early on, used several locations as burial grounds. Newspaper accounts and outlines of graves indicate that early settlers may have been buried where they fell, in streets and alleys, and along pathways. As the town became more established, the original frontier practice of burying the dead where the death occurred or on family-owned land, gave way to interment in an early graveyard located on the south end of the town's Main Street. Although there are no burial records, Colorado Historical Society files indicate that the parcel of land was designated for burials by circa 1876. As the area became more urbanized, the need for a more proper burial ground was voiced by local residents.
An overall outrage expressed at the neglected burial ground on the south end of town marked a significant change in attitudes toward death and burial that occurred in Breckenridge during this era. From 1859 to the early 1880s, the Breckenridge graveyard seemed to be seen as an unattractive necessity, to be avoided as much as possible by the living. There was no record of burials, nor was there maintenance for either gravestones or landscape. These old attitudes, which had focused on the finality of death and the horrors of decomposition, were replaced by a romantic treatment of death and a new cemetery in 1882.
A national, rural cemetery movement may have influenced this new attitude toward death. Combined with the pressing need for land in the town to accommodate growth and the deplorable conditions of the existing burial ground, there was a general trend toward locating cemeteries outside town limits. From a more practical standpoint, however, it was believed that locating the new cemetery outside and below the town's water supply improved the general health and sanitary conditions of the town, and therefore prevented diseases.
The transformation of the Masonic Placer mining claim into a burial ground began as early as 1880, when the area north of Columbine Street, in today's Valley Brook Cemetery, was first described in the records of St. Mary's Parish, in Breckenridge, as the "Catholic Cemetery."
In 1882, Masonic Lodge #47, A.F. & A.M., and the Town of Breckenridge, followed the Catholics' lead by establishing their burial grounds on the south side of the parcel. The
February 14, 1882 issue of the Daily Journal noted:
"The fraternity of this place has taken measures to establish a cemetery about a mile below town. The plans embrace about 20 acres, and it is an excellent location. There are a number of fine evergreens on it already, and it is so situated that it can be easily watered."
The newspaper article went on to read:
"The committee consists of L.B. Smart, A.D. Bullis, Wm. Abbett, and L.L. Breesee... the Town trustees have secured twenty acres adjoining the Masonic location, which will be improved and used instead of the cemetery south of town. The remains of Mrs. Peter Engle were removed to the new cemetery on yesterday where a monument will be erected."
A.C. Whipple, a civil engineer and Town Sexton (responsible for maintaining the cemetery and digging the graves), undertook the ambitious program of platting the new cemetery in November 1882. A system of wide carriageways radiated from two circles in the form of a Celtic cross. The plat encompassed the Catholic, Masonic, and the Town cemeteries, which were known collectively as the "Masonic Placer Cemetery" and, later, as "Valley Brook Cemetery."
Even as the intricate carriageways were being laid out, family lots were being marked. From the beginning, the design and maintenance of individual burial spaces and family lots were the responsibility of the owners, one that they took very seriously. They viewed their efforts not only as a measure of respect for the dead, but also as an indication of their wealth and community station. The imposing white marble monument that was erected to mark the relocation of Mrs. Peter Engle's grave from the old burial ground marked an important step in the acceptance of the new cemetery. The transfer of her remains from the old cemetery south of town was upon application to the Masons.
Finally, on April 11, 1883, the Daily Journal reported: "The cemetery of 18 acres is enclosed, platted, and the lots marked with stakes, this is an ornament to the town and a credit to the late board. Mayor Smart did the greater part of the work."
Although the idea of pre-purchasing a plot for burial was a new concept in the late 1800s, the public was quick to accept the new cemetery. Prior to the establishment of Masonic Placer Cemetery, in the old graveyard, plots were assigned at the time of death. Soon after the turn-of-the-century, though, many family lots in the new cemetery were purchased prior to death, and were marked with decorative gravestones and waist-high, cast-iron fences and decorated with small wildflower gardens and aspen benches.
To insure the continued existence of the cemetery, Masonic Lodge #47, A. F. & A. M., paid William McAdoo $120.34 for a clear deed to the south third of the Masonic Placer claim, which included 6 2/3 acres. The Town of Breckenridge, subsequently, paid him $240.66 for the remainder of the land, or 13 1/3 acres. However, there were considerations that came with the lucrative price tags. First, both parcels were to be used for burial or cemetery
purposes only, and if the Masons ever abandoned their land as a burial ground, their portion was to be conveyed to the Town of Breckenridge for use as a public park. The Town's portion also carried the same restrictions. A further consideration for both parcels was that the Masons and the Town agreed not to change, close up, or obstruct the streets, alleys, driveways, entrances, or any other public ways as defined by the original plat.
Beginning in 1883, groups of lots were sold by the Town to local fraternal lodges for burial of their members. Lodges which purchased lots were the Joseph A. Mower Post 31, Grand Army of the Republic (G.A.R.); the Kiowa Tribe No. 6, Independent Order of Red Men (I.O.R.M.); Blue River Lodge 49, International Order of Odd Fellows (I.O.O.F.); and the Gold Nugget Lodge 80, Knights of Pythias (K.O.P.).
Unfortunately, as the area's economy continued to be subjected to cycles of "boom and bust," miners and their families moved on when mining faded here. Breckenridge experienced considerable turnover in its population, and the cemetery's maintenance began to suffer. During a gold dredging boom in the late 1890s, however, the Town passed an ordinance to make its cemetery investment more desirable. An official book of deaths and burials was established in 1897, and the management of the graveyard was transferred to the Town Board. According to the January 1, 1898, issue of the Summit County Journal, "Town attorney Frye prepared an ordinance to govern and regulate Breckenridge Cemetery." Both a cemetery committee, made up of the Breckenridge Town Board, and a cemetery fund were established. During this time the committee began to employ a cemetery caretaker, a job that was usually filled by a miner in poor health.
When the monies in the cemetery fund grew low, the following notice to improve the cemetery appeared in the Summit County Journal on May 19, 1900:
"All persons interested in beautifying and improving Valley Brook Cemetery are requested to meet at the County courtroom on Thursday evening, May 24, at 8 o'clock. The matters to be considered are of general interest to all citizens, and it is to be expected that the attendance at said public meeting will be a large and extensive one."
A second notice appeared in the Summit County Journal on May 26, 1900, and reported:
"To Beautify Valley Brook... As per previous notice, on Thursday evening a number of citizens met at the county courtroom to devise ways and means for raising funds to beautify the Breckenridge cemetery...Judge Thomas was made chairman, and Dr. Arbogast secretary, of the meeting, and after general discussion a committee was appointed to confer with the several secret orders with a view to soliciting aid for the said purpose...All persons willing to donate labor are requested to report to and meet at the cemetery on Monday morning, May 28, for the purpose of placing the grounds in shape for Decoration Day."
During the meeting, other committees were appointed to solicit funds from citizens, and to
carry on work in the graveyard. The following year, in 1901, a 15.5' x 20.5' sexton's house was subsequently constructed, to be used by the sexton, and as a shelter for funerals conducted during bad weather.
From this point, the local cemetery campaign snowballed, through the efforts of Ed D. Keller and W. F. Forman, and by May 17, 1902, enough money had been raised to employ a regular sexton at Valley Brook Cemetery. John (Jim) Gough was hired for the summer and charged with the task of "cleaning up and beautifying the grounds." The Journal editor commented, "This action is proper, and should have been taken years ago."
The cemetery fund was short lived, though, and to further support the cemetery's maintenance costs, the Town Board began selling private burial plots for the first time. Certificates to cemetery grave sites were available September 2, 1902, at $10.00 per lot. A lot included ten grave sites. Single grave sites were priced at $3.00, while a half lot (five grave sites) sold for $5.00
On September 28, 1904, the 1882 plat of the "Masonic Placer Cemetery" was finally recorded. In October of that year, Summit County Judge William Thomas began preparing a permanent cemetery record and plat book, asking "all relatives to identify unmarked graves in the Breckenridge Cemetery." He requested that all persons having relatives or friends buried in graves not marked by tombstones or headboards call at his office. As a result, numerous unmarked graves were appropriately recorded.
Although town funding of the cemetery was sporadic in the 1910s, $500.00 was appropriated in the town budget for the operation of the cemetery in February 1910.
In 1913, Lester C. Owens joined Mrs. John Gough in conducting the mortuary business in Breckenridge. He used Summit County's first motorized hearse in 1924 for the funeral of Charles Sisler.
The year 1915 brought a force of men doing "splendid work" in the way of cleaning up and beautifying the cemetery. After the work was completed, the May 15, 1915, issue of the Summit County Journal reported that the cemetery, although it had not been kept in as nice condition as it should have, was now in "first-class condition." That same month, various fraternal orders formed a line in front of the Grand Army of the Republic (G.A.R.) hall, located on North Main Street, and marched to the cemetery, where "appropriate ceremonies" for Decoration Day were carried out. The Breckenridge Town Board donated $97.00 to cover the cost of the event.
The May 1916 ceremonies were a bit more modern and commercialized. J. W. Shaw and W. F. Forman ran their autos from Evans Pharmacy, located at 103 South Main Street, to the cemetery on Memorial Day. The cost for a round trip was 50 cents per person.
The year 1918 brought the flu epidemic to the mountains. Newspapers reported deaths almost weekly. Lester Owens purchased rows of graves in Valley Brook Cemetery, where he
Management Data Form Continuation Sheet (Page 10 of 18)
interred victims - young mothers, newborn infants, and miners. The flu epidemic and World War I stymied any citizens' improvements to the cemetery.
On June 5, 1920, Memorial Day exercises were again resurrected at the cemetery and the G.A.R. hall. For the first time, the Memorial Day exercises represented both the Confederate and Union Forces of the Civil War. The South was represented by County Commissioner J. W. Hampton and Colonel J. H. Myers, of Dillon. C. L. Westerman, S.B. Blair, George Hammersley (visiting from Illinois), and guest Jacob David represented the North. In 1923, the natural beauty of Valley Brook Cemetery was further enhanced when local citizens were encouraged to walk the grounds, contemplate the meaning of life and death, and take part in two Memorial Day exercises, one at the cemetery and one at the G.A.R. hall. That same year, Summit County made a point to solicit bids for the burial of paupers. The next summer, Jacob Wild was employed by the Town of Breckenridge to put the cemetery in shape. The newspaper editor reported, "He was on the job all the time, and no better commendation of his work can be had, than an inspection by anyone who knew the condition before he went on the job."
The Great Depression struck Breckenridge's mining industry hard. During this era, the Town of Breckenridge found it financially impossible to help plot owners make improvements to Valley Brook Cemetery. Consequently, the cemetery's condition fell into what the Journal editor described as a "deplorable state." By the late 1930s, the perimeter fence had fallen down in several places, some graves had sunk, and a few headstones had toppled. Lots and carriageways throughout the cemetery were in bad condition, and the water ditches were filled with debris.
Members of the Breckenridge Woman's Club felt the cemetery's condition reflected badly on the community. They appointed a committee in 1938 to make plans for a "cemetery beautification project." Improvements were to be carried out by the people in the community. Following the committee's recommendations, the Woman's Club was to oversee the planned repairs and enhancements to the graveyard as a whole. In addition, the Club would sponsor fund-raisers, and every cent collected was to be used for the cemetery project.
In July 1938, it was announced that the cemetery beautification project would officially be started. Since the fence around the cemetery was down in many places, and loose livestock were ruining decorated graves and surrounding vegetation, work commenced on the repair of the fence first. In the first month of the project, the Breckenridge Woman's Club contracted for one hundred posts to replace old ones, and the old fence wire was re-stretched. But many more repairs were needed before the cemetery could again be considered an asset of the community.
The Masonic Lodge along with individual members of the Woman's Club made small donations toward the cemetery work. A general plea was sent out to the community for volunteer services and financial support. The cemetery committee from the Woman's Club, under the leadership of Charlotte "Lottie" Porter, conducted a house-to-house campaign for additional funds. They also launched a direct-mail fund-raising campaign to past residents and convinced many townsmen to give a day's wages or their labor to the good cause.
Management Data Form Continuation Sheet (Page 11 of 18)
Finally, the cemetery fund and volunteer core grew enough to finish replacing the remaining fence posts, re-stretch the wire, trim trees, and work on the various graves and general beautification of the cemetery. Long-time resident and philanthropist Barney Whatley joined in the civic improvements by erecting a new gateway arch at the entrance of the cemetery. The entrance was designed in a triumphal arch in the Beau Arts style. Towering 15 feet and spanning the entry road, the cast iron arch was supported and complimented by river-rock columns. The words "Valley Brook Cemetery" were cast in metal at the top center of the arch.
But the improvements were not destined to last. Even though World War II increased the Breckenridge Mining District's commercial importance in zinc production, its gold economy was devastated by the War. By 1954, the beautiful entrance arch had fallen down and lay twisted in desecration in the weeds and mud.
Once again, Charlotte "Lottie" Porter, who had continued her interest in the upkeep of the cemetery, sprang into action. She suggested to citizens that anyone raking a lot in the cemetery could rake several extra lots, and thereby the cemetery would be cleaned. She also made plans to erect a new sign for the cemetery on Colorado Route 9 to replace the entrance arch that had been knocked down. However, the entrance arch was repaired and re-erected instead. Lottie continued to work on behalf of the cemetery, to secure and install bronze markers for over sixty unmarked graves, until her death three years later.
Her efforts to beautify Valley Brook were recognized at the 1959 Memorial Day services. During the ceremony, Breckenridge Mayor Frank Brown eulogized, "Charlotte Porter died in July of 1957 with the knowledge that the project she and the cemetery committee had embarked upon turned into a many, many years' project. The people of Breckenridge will forever maintain the present beauty of Valley Brook Cemetery."
In 1959 and 1966, graves were transferred by court order from the Kokomo and Robinson cemeteries, near Fremont Pass, to Valley Brook Cemetery. The graves, otherwise, would have been covered by the Climax Molybdenum Mine's tailing ponds. In 1964, the Town of Breckenridge made yet another effort to generate more revenues for the maintenance of the cemetery by raising the cost of burial plots. These rates would remain in effect until 1991.
Today, behind the cast-iron gateway, shaded by the needled branches of 130-year-old lodgepole pine trees, lie many of the first settlers in Summit County. Their epitaphs read like poetry. Their stories, dating back to the 1859 Pike's Peak Gold Rush, hint of romantic folly and grand adventure. Their lovely gravestones, hidden from the bustle of the nearby resort industry, draw few visitors besides the wildlife and birds that hide in the willows. Still, at a time of rapid development in the Blue River Valley, Valley Brook Cemetery stands as a quaint testimonial to a forgotten era - a time when Summit County was young and metal mining dominated the American West.
Management Data Form Continuation Sheet (Page 12 of 18)
Valley Brook Cemetery is physically beautiful. The wildflower landscape, which is forested with hundreds of conifer trees and vertical monuments, combines with meandering ditches and a majestic Ten Mile Range backdrop to create a stunning setting of peace and tranquility. In the twenty acres, the permanent population of Valley Brook is approximately 1200, each of whom has a story to tell. Much can be learned about the area's historic and cultural influences through an examination of the cemetery's landscapes, gravestones, and other site features.
The cemetery was laid out in 1882, by civil engineer A.C. Whipple, into a complex system of compound burial sites, carriageways, and alleys. Together, the elements of the plat merged into a shape that resembled a Celtic cross. Plots were sold and improved by their owners, and ornate cast-iron fences and tasteful headstones showed visitors to the graveyard that the dead were held in grateful remembrance by the living. Victorians generally agreed that all graves should face east so that when the angel of the Lord came they would be able to "rise up and meet him."
In keeping with the late nineteenth century's fascination with the picturesque, Valley Brook Cemetery's grave sites soon displayed an array of fancy cast-iron fences and gates, post and chains, walls, benches, and hand-carved headstones.
Much credit for the growth of Valley Brook Cemetery in the early 1880s was due to the booming economy, and to the widely held conviction that material property carried with it the moral obligation for public service. The striking marble headstones and fences erected during the early development of the cemetery served both as tangible evidence of Breckenridge's prosperity and as a testimony to the plot owners' efforts to make contributions to the town that had made possible the accumulation of assets.
There was an exuberance in the early 1880s as Breckenridge faced the end of the century with a heady confidence born of economic well-being, secure in its position of leadership as the Summit County seat, and buoyed by recent gold and silver strikes in the area. The town's economic future seemed secure as the mining industry supplemented commercial activity.
The size and styles of gravestones and fences in Valley Brook Cemetery attest to the continued mining-related industrial growth, yet modest economic stability of Breckenridge for the next several decades. The majority of the memorials continued in the Victorian fashions - marking accomplishments, fraternal organizations, providing moral instruction, and eliciting emotion.
20' by 20' lots were the standard size for the cemetery's core, and allowed families to purchase a spacious lot of ten 4' by 10' spaces for future burials of loved ones. Alleys, which are located every two rows, measure ten feet in width. The pauper burial ground extends north from the entrance, in two rows, with thirteen 20' by 20' lots, and one 15' by 20' lot, in each row. A ten-foot-wide alleyway separates the two rows. Historically, Summit County solicited bids for the burial of paupers. By 1904, the paupers' section contained about sixty graves.
Management Data Form Continuation Sheet (Page 13 of 18)
Two large circles, each measuring 150 feet in diameter, formed the hubs of the Town and Masonic portions of the cemetery, and provided ample room for community activities, such as Memorial Day services. The main carriageways - Columbine Street, Columbine Circle, and Mountain Bluebell Street - were originally platted with widths of fifty feet, which allowed for ease in turning around horse-drawn vehicles, and provided additional room for street activities.
The geological structure of the area is reflected in the physical development of Valley Brook Cemetery. The cemetery's man-made water ditches date to earlier gold mining operations on the Masonic Placer mining claim. The surrounding Blue River Valley was a Rocky Mountain treasure house of free placer gold. As a result, the burial needs of the area's citizens, including lodge members, church parishioners, paupers, immigrants, and others, were met by the establishment of this one integral parcel of land, rather than by the establishment of cemeteries in several locations. Because the surrounding properties were also mining claims that contained great quantities of placer gold, additional ground was simply too valuable to give up for burial purposes. The water that flowed through the ditches could be controlled by a water gate on Cucumber Creek. Later, the diverted water from the creek was used to irrigate burial plots.
In addition to its burial functions, the early graveyard served as a park area and green space, a much needed environment that helped make up for the "rough n' ready" lifestyle of Breckenridge and the nearby mines. Because the site was heavily wooded, the cemetery was one of the most attractive spots around Breckenridge for a walk, or a picnic.
Gravestones reveal important genealogical information. They give important social and cultural information regarding birth, death, and cause of death; infant mortality rates, and epidemics, such as the small pox epidemics of 1903 and 1911, and the influenza epidemic of 1918. The grave of sixteen-year-old Ruby McAdoo documents the scarlet fever epidemic of 1897, and the early gravestones of two young friends, Annie Fletcher and Helen Remine, stand as testaments to the diphtheria epidemic of 1879. Many gravestones tell us of the high mortality rate in this harsh mountain environment. Young women died in childbirth, babies died the same day they were born, toddlers died of childhood diseases, and miners often died young from freak accidents, consumption, and even bad water. But not all died young; at least seven pioneer women and one man lived into their nineties.
Elements of local history survive in Valley Brook as nowhere else in the community. For example, the inscription on naturalist Edwin Carter's stone reads "Founder of Carter's Museum." Carter's Museum, which was located in Breckenridge from 1868 to 1901, was the forerunner to the Denver Museum of Nature and Science. The symbols of shamrocks and an elk on his grave marker celebrate his Irish nationality and his career as a naturalist.
The history of the opening of the West, and the settlement of Colorado and of Summit County, is exemplified in Valley Brook's brief biographies of the dead. Not only the men who become prominent in mining, but those who served them, such as shopkeepers, suppliers, and boardinghouse keepers, are all remembered here. Four publishers of the Summit
Management Data Form Continuation Sheet (Page 14 of 18)
County Journal, all but two of Breckenridge's undertakers, and an Attorney General of Colorado, rest in Valley Brook Cemetery. Settlers of the West interred here include: Isaac Filger, a Pony Express agent, and promoter of Filger City, a mining camp located on Lenawee Mountain, near Montezuma; Dave Braddock, founder of the settlement of Braddocks or Braddockville; Ernest Conrad, an Indian Scout on the plains with Buffalo Bill Cody; and the family of territorial judge John W. Remine.
The geographical isolation and harsh climate of the mountain setting, no doubt contributed to a lack of affluence in the Breckenridge community. The modest size of the headstones tells us not only about the Town's economy, but also of the difficulty of transporting massive stones overland locally. (Granite weighs approximately 170 to 200 pounds per cubic foot, while marble weighs about 170 pounds per cubic foot.) However, the overwhelming use of Colorado materials demonstrates that an adequate regional transportation system served the Blue River Valley. In fact, the Denver, South Park, and Pacific Railroad arrived in Breckenridge on September 1, 1882, shortly before the cemetery was platted in November of the same year.
The fabric of the gravestones illustrates what the early settlers found available to them native pine, white marble, granite, rhyolite, and other vernacular materials. White marble and granite were the prevalent materials for markers at the turn of the twentieth century. In most cases, the local materials have proven to be a lasting tribute, although a few wooden fences have weathered almost to obscurity. Wood was seldom used, however, indicating that more permanent materials were readily accessible to the mountain population at a surprisingly early point in Breckenridge's history.
The early introduction of Colorado materials, such as white marble from Marble, Colorado, cast iron from Leadville and Denver, rhyolite from Castle Rock, and granites from Salida and Silver Plume, reveal the trade practices which were established after the arrival of the railroad. More exotic materials came from afar, such as the black granite obelisk marker of Maggie Mahoney McManis, and the Georgia marble tablet, with a Vermont blue marble base, that makes up the tiny 1897 lamb grave marker of baby Daniel McNeil. One other example of a gravestone of non-native materials is a lovely "tree of life" monument, which memorializes two children, and is carved from a solid block of Indiana limestone.
Out of the Colorado Yule Marble Company quarry, located near Marble, Colorado, came thousands of enduring gravestones. It is the nearly pure white blocks and slabs unique to the quarry that link Marble, Colorado to many markers in Valley Brook Cemetery. The white marble was used to mark graves throughout the cemetery, including the tell-tale white tombstones that mark the graves of Civil War, Spanish-American War, and World War I soldiers buried in the Grand Army of the Republic (G.A.R.) Plot.
Some Breckenridge families spared no expense when shipping in ornate cast-iron perimeter fencing and gates for their plots, from Denver and Leadville - where merchants such as Bills Bros. (Denver), W.L. Malpuss (Leadville), and the Leadville Monument Works, acted as agents for the Valley Forge Fences of Knoxville, Tennessee; The Stewart Ironworks, of Cincinnati, Ohio, and Wichita, Kansas; and the Muncie Architectural Ironworks, of Muncie, Indiana.
Management Data Form Continuation Sheet (Page 15 of 18)
Although the majority of the monuments in Valley Brook are simple in design, they are clearly beautiful headstones. Stonecutters, based in Leadville, Silver Plume, Denver, Salida, and other nearby communities, catered to the "common dollar" person, who often chose smaller, less ornate, headstones. Besides the early headstones, which are of various styles, and typically three feet high or less, the cemetery displays a large inventory of traditional monument forms. Examples of these shapes are seen in the black granite obelisk on the McManis plot, in the Celtic cross on the Jones grave site, in the Latin cross that adorns the Nolan plot, and in the square-capped upright edifice that memorializes Henry Yust. In addition, the sarcophagus style of monument can be found throughout the cemetery in its simplest form. They are essentially rectangular in shape, often rough, but sometimes smooth and polished.
From the carved gravestones and site features, one can interpret the local attitudes toward death, such as the crown and pearly gates motif that are depicted on the gravestones of Josephine L. McDonald and John G. Myers. The crown depicts glory and righteousness, while the pearly gates depict the passageway to heaven. The drapery carved in stone, located on the top and rear of the monument, conveys sorrow. The lambs that adorn numerous children's graves are often associated with the death of a child. Even the cemetery's cast-iron and stone entry arch is a symbol of the house of the dead portal through which the soul passes into immortality.
Consistent with the fundamental intention of the rural cemetery movement to enlighten and elevate the human spirit, the purpose of the symbolism was not only to honor the dead, but also to provide instruction in moral and ethical behavior, and to inspire civic virtue. Even the modestly prosperous could support the cemetery, a civic institution that promoted a sense of community and contributed to the well-being of the Town of Breckenridge.
Among the ironies of Valley Brook Cemetery are the stories of several of Breckenridge's most influential settlers like Charles Levy, a Main Street clothier, and William Harrison Briggle, a long-time cashier at the Engle Bros. Exchange Bank. In life, these prominent figures, along with others, purchased land, participated in politics and volunteer organizations, and lived in Breckenridge for a lengthy period of time. In death, however, they were buried with no headstone or monument. They dedicated a great portion of their lives to ensuring the continued existence of Breckenridge, but ironically, neither townspeople or family constructed any monument to them. The Great Depression, apparently, had struck the mining industry particularly hard, and members of many of Summit County's most prominent pioneer families were badly strapped for funds to bury their loved ones during these difficult times.
In the late 1930s and 1950s, a cemetery committee worked to improve the grounds and to promote Valley Brook as the most desirable place for burial in Summit County. They placed bronze plaques on many unmarked graves, repaired fences and roads, and reset toppled monuments. Building on the earlier work, in 1991, the Town of Breckenridge once again took up the cause of improving the cemetery, by placing small granite markers on fifty more unmarked graves, and by tackling other cemetery improvements.
Management Data Form Continuation Sheet (Page 16 of 18)
36. Statement of Significance / NRHP Justification:
Valley Brook Cemetery is eligible for inclusion in the National Register of Historic Places under Criteria A, C, and D. Relative to Criterion A, the cemetery is significant for its association with the founding and development of Breckenridge as an important Colorado mining town, beginning in the latter half of the nineteenth century. Beyond Breckenridge, Valley Brook is notable as the largest and best-known cemetery in Summit County. In addition to pioneer citizens of Breckenridge, the cemetery is also home to numerous miners and other settlers from nearby communities and mining camps. Included among these are the graves removed from the Kokomo and Robinson cemeteries near Fremont Pass, in 1959 and 1966 respectively, to make way for the Climax Molybdenum Mine's tailing settling ponds.
In short, the pioneers buried in Valley Brook founded and produced Summit County's mining economy. Beginning in 1859, their drive and determination contributed significantly to Colorado's establishment and early economic growth.
Valley Brook Cemetery is eligible for the National Register under Criterion C, because its various features and landscape designs embody the distinctive characteristics of a late nineteenth century rural and naturalistic graveyard, and because many of these features exhibit high artistic values. Considered as a merged cultural and natural landscape, Valley Brook is a fascinating blend of man-made and natural elements. Here, within a natural highmountain setting of open meadows, towering conifer trees, and native wildflowers, are nestled gravestones carved of marble, granite, limestone, rhyolite, and other materials. Other cultural features, such as wrought iron fences, a variety of funerary art, and the cemetery's roadways, laid out in the shape of a Celtic cross, contribute significantly to the site's historic landscape and sense of place. Throughout the years, Valley Brook Cemetery has retained its cultural and naturalistic design features, and the spatial relationship among these.
Perhaps most importantly, though, Valley Brook is eligible for inclusion in the National Register under Criterion D, for its potential to yield information important to the history of Breckenridge, Summit County, and the mining frontier of the Rocky Mountain West. Displaying some of the earliest art and written history of the Breckenridge area, the cemetery's gravestones' hand-carved inscriptions and funerary designs convey important associations and information relating to the settlement of Summit County. The stones' traditional forms, including obelisks and Latin crosses, nestle into the cemetery's native landscape, and exhibit familiar Victorian-era symbols, such as laurels, lambs, flowers, gates, and hands clasped in prayer. These symbols reveal the age, origins, and personalities of the deceased. Considered as a whole, the cemetery's landscape design, gravestones, fences and
Management Data Form Continuation Sheet (Page 17 of 18)
other site features, have the potential to yield a great deal of information about the area's historic and cultural influences. The gravestones, in particular, reveal important genealogical and social information, such as dates of birth and death, occupations and interests, causes of death, mining accident rates, life spans, infant mortality rates, and various epidemics.
In addition to providing genealogical and cultural information, Valley Brook also has the potential to yield insight into ethnic and social traditions. For example, the graveyard's nontraditional plat, which is shaped like a Celtic cross, reflects what U.S. Census records confirm - Breckenridge's early immigrants were predominantly of Northern European descent, most often from the United Kingdom. The style of funerary art at Valley Brook reflects the attitudes and tastes of the late nineteenth and early twentieth centuries, and the cemetery is an outstanding resource which relates the prevailing sensibilities and values of a western mining community. Motifs, such as neoclassical cast-iron urns, reflect the progress of culture in mining camps of the Rocky Mountain West, while other motifs, such as the Irish shamrock on the headstone of Edwin Carter, provide insight into settlers' ancestral countries.
In terms of its historical integrity, Valley Brook Cemetery clearly possesses the relevant elements of all seven aspects of integrity - location, design, setting, materials, workmanship, feeling, and association. A sense of time and place - that of a late nineteenth century mountain town cemetery - is still very much intact. | <urn:uuid:d1414aed-2f32-4ca9-b1e0-b7d8ad9a3fff> | CC-MAIN-2021-31 | https://matherarchives.com/wp-content/uploads/cultural_resource_survey/5ST.884B.pdf | 2021-07-27T18:30:51+00:00 | crawl-data/CC-MAIN-2021-31/segments/1627046153474.19/warc/CC-MAIN-20210727170836-20210727200836-00330.warc.gz | 403,477,570 | 11,114 | eng_Latn | eng_Latn | 0.99788 | eng_Latn | 0.998662 | [
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What's the Fuss about BPA?
The chemical Bisphenol A (BPA) has been used for years. BPA is a chemical used to make a hard, clear plastic known as polycarbonate. Polycarbonate has been used in products like reusable water bottles and baby bottles. BPA is also found in epoxy resins, which act as a protective lining on the inside of metal-based food and beverage cans. BPA used for bottles and can linings requires FDA approval and is treated as an indirect food additive or food contact substance. The chemical was originally approved for use in the 1960s.
Companies use BPA because of its properties. Polycarbonate plastic is very durable. It is used in building and construction, automotive headlamp lenses, CDs and DVDs and other applications. The long product life and reliable performance are important for these products. Polycarbonate is also almost unbreakable which makes it great for helmets, hard hats, protective visors, eyewear lenses, baby bottles and reusuable water bottles, among other products. Consumers derive great value from its properties but questions about its use have come from research into the effects of exposure to BPA used in food and water containers.
The Food and Drug Administration and the National Toxicology Program have not made regulatory recommendations on safe levels of exposure to Bisphenol A. BPA has been restricted in Canada and some U.S. states and municipalities because of potential health effects.
In its report on BPA, the National Toxicology Program expressed "some concern for effects on the brain, behavior, and prostate gland in fetuses, infants, and children at current human exposures to bisphenol A." but only "minimal concern for effects on the mammary gland and an earlier age for puberty for females in fetuses, infants, and children at current human exposures to bisphenol A" and "negligible concern" for other negative health outcomes.
In 2009 Consumer Report released their latest tests of canned foods and noted that almost all of the canned foods tested contain some BPA. In the report, they wondered at the appropriateness of federal guidelines which base an upper daily limit of safe exposure at 50 micrograms of BPA per kilogram of body weight, a level is based on experiments conducted in the 1980s. rather than hundreds of more recent animal and laboratory studies indicating serious health risks could result from much lower doses of BPA.
The BPA issue is very complex. Any change in the regulations would have great impact on food processing industries and developers of food containers. Changing a product composition would be very expensive for a company. Many water bottle and baby bottle companies have,
however, changed their product and packaging to be BPA free because of the possible health risk, consumer concerns and media attention to this issue. However, this change meant finding a new plastic. Their manufacturing process must be changed to match the new plastic. Suppliers and contracts must be found and arranged. These costs can easily put small companies out of business and the workers will lose their jobs.
Questions for Reflection and Discussion:
If you were ran a company whose food products used bottles or cans with BPA in the container or its lining: what would you do?
How sure of health risks should we be before refusing to use BPA in our food containers?
How serious must a health risk be before it becomes a factor in whether BPA is used in food containers?
Should the cost of switching to non-BPA containers be a factor in our decision?
Should parents allow their children to use bottles with BPA or eat food from containers lined with BPA?
References:
http://www.fda.gov/downloads/NewsEvents/PublicHealthFocus/UCM197778.pdf Consumer Report, December 2009.
Update on Bisphenol A for Use in Food Contact Applications, U.S. Food and Drug Administration, January 2010.
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Here are some of the exciting things we have planned for this half term.
English
Writing – We will start by looking at the humorous Roald Dahl book, 'The Twits'. The children will get to explore their mischievous side and create some of their own pranks to play on Mr and Mrs Twit. This will be written as an additional chapter for the story.
Closer to Christmas, the next pieces of writing will take inspiration from Narnia. The children will produce a setting description for Cair Paravel as well as produce a Winter Warrior poem.
SPAG-Children will continue to have weekly SPAG lessons, in which they will learn key skills to enhance their writing. Alongside this, children will also have a discrete spelling lesson, learning important spelling rules and patterns which they will be required to learn at home in preparation for the weekly spelling tests.
Guided Reading- You will be aware that your child has been engaging with Accelerated Reader; they will continue to select texts from the school library and will complete online comprehension quizzes before they change their books.
The children will also have an additional weekly guided reading session where they will be exposed to a wide variety of fiction and non-fiction text types.
Maths
In Maths lessons we will continue to develop a range of mathematical skills. This term children will be taught to:
* use common factors to simplify fractions; use common multiples to express fractions in the same denomination
* compare and order fractions, including fractions >1
* add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions
* multiply simple pairs of proper fractions, writing the answer in its simplest form [for example, × = ]
* divide proper fractions by whole numbers [for example, ÷ 2 = ]
* identify the value of each digit in numbers given to 3 decimal places and multiply and divide numbers by 10, 100 and 1,000 giving answers up to 3 decimal places
Our aim is to not only develop competent mathematics skills but to practice applying these skills in a range of different contexts.
Science
In Science, children will be extending their pre-existing knowledge on Animals, including humans. Children will identify and name the main
parts of the human circulatory system, recognise the impact of diet, drugs and lifestyle on the way their bodies function and describe the ways in which nutrients and water are transported within animals, including humans.
Geography
In Geography, children will be learning all about mountains and rivers. This will include learning about the main events of the water cycle, identifying features of rivers and mountains and locating different rivers and mountains around the world.
Art
In Art lessons, the children will be looking at different artistic techniques in order to create some of their very own landscape paintings using a range of water colours.
PSHE
In PSHE, the children will be learning all about the nature and consequences of discrimination, teasing, bullying and aggressive behaviours (including cyberbullying, use of prejudice-base language, how to respond & ask for help).
Computing
In Computing, children will be following the 'We are programmers' scheme of work, whereby they will be continuing to develop their understanding and build their confidence further using the 'Scratch' computing program.
Music
Children will take part in a weekly music lessons with Mrs Bradley.
Homework
English (this will consist of weekly spellings, a SPAG/reading comprehension task) and a Maths task. Homework will be set on a Thursday and should be returned to school the following Thursday.
Ways in which you can help at home
* Read with your child regularly and encourage them to take reading quizzes.
* Encourage your child to bring their reading book to school every day.
* Support your child with their homework and spellings each week.
* Encourage Times Table Rockstars.
Reminders
* We encourage children to bring a bottle of water and a healthy snack of fruit, vegetables or yoghurt to school. Snacks can be consumed during break times.
* Please make sure your child has the correct PE kit in school every Wednesday (i.e. black/blue/grey shorts or tracksuit bottoms/leggings and a white/blue polo shirt with pumps/trainers. No football kits or football boots). Pupils are expected to remove their own studs for PE lessons. If your child is unable to do this, please ensure that all jewellery is removed before the school day begins.
* Please follow the new drop off/pick up procedures this school year. | <urn:uuid:f352dbfb-1c36-427d-9b11-7114bb614221> | CC-MAIN-2021-04 | https://www.headlandscofeschool.co.uk/uploads/documents/newsletters/Y6-Newsletter.pdf | 2021-01-27T11:08:56+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00575.warc.gz | 802,401,112 | 912 | eng_Latn | eng_Latn | 0.998738 | eng_Latn | 0.99875 | [
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Sharing Family Stories
By Jolene Roehlkepartain
What do you know about your parents? Your grandparents? Other ancestors? Explore your family's rich history and dig into insightful stories of perseverance, faith, and love.
For
Teen Family
Season
Spring
Needed
Bible, Washington Post article: Importance of Family History for Teens, Our Family's Important Stories worksheet (see last page), pens or pencils, your family tree information (if you have it)
by justjorie
Prepare in Advance
* Download the Washington Post article: Importance of Family History for Teens.
* Make a copy of Our Family's Important Stories worksheet (see last page) for each person.
* Mark your Bible at Matthew 1:1-17 and Genesis 10:1-32.
Activity Plan
1. Say this prayer aloud to begin:
God, we give thanks for our family and the many family members who lived before us. Be with us as we explore the stories of our family. Help us to learn from them and be inspired to become the best people we can be. In Jesus' name. Amen.
2. Have each person take a quick look at Matthew 1:1-17 and Genesis 10:1-28 in your Bible. Do not read these passages aloud. Simply point out that both are genealogies. The Matthew passage gives the genealogy of Jesus Christ and his connections to important ancestors, such as David and Abraham. The Genesis passage tells of the family connections of Noah. Every family has a rich history of ancestors.
3. If you have a family tree or a list of ancestors, look together at that information. You don't need to go through it in detail, but invite each person to point out family members he or she remembers. Which family members do you wish you knew more about? (If you don't have any family history information like this, find out if another extended family member does. In the meantime, simply list family members you remember most vividly and those you wish you knew more about.)
4. Read aloud the article from the Washington Post titled "Study: Teens' Knowledge of Family History a Sign of Social-Emotional Health:" Importance of Family History for Teens. (Stop before the "Do You Know" questions.) Discuss the article: Do you agree with the author? Why or why not? When has a family story been important to you?
5. Give each person a copy of the Our Family's Important Stories worksheet and a pen or pencil. Take time for family members to complete the worksheet. When they finish, have a conversation about your responses. Give each family member a chance to talk, and respect your different perspectives.
6. Celebrate family's history. Talk about how it helps to shape who you are, but also how you have the ability to create new family stories by the choices you make each day.
1
Our Family's Important Stories
Families often tell stories about their ancestors. Use the following questions to help you remember some stories like this.
Which member of our extended family do you like best? Why?
Which family member do people say you look like or act like? Why?
What do you know about our great-grandparents and earlier ancestors?
Which countries did our ancestors come from?
Which story about a family member is your favorite? Which story is most memorable?
What have you learned from our family about being a Christian? How did you learn these things?
What does our family value? How can you tell? | <urn:uuid:17345509-5f73-4231-9b16-5b1bfe6b56a1> | CC-MAIN-2021-04 | https://www.vibrantfaithprojects.org/uploads/1/3/1/1/131152636/sharing_family_stories.pdf | 2021-01-27T11:19:26+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00577.warc.gz | 1,062,848,107 | 713 | eng_Latn | eng_Latn | 0.992779 | eng_Latn | 0.992299 | [
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Implemented : April 2014
Reviewed: May 2020
Next Review: May 2021
Compiled by : SLT & SMT
Approved by: Ms. Asma Gilani, Principal & CEO
INSTRUCTIONS FOR NOTEBOOK MAINTENANCE- PRIMARY SCHOOL
A notebook is arguably the most important tool – it is used on a daily basis to provide an account of the events that unfolded on that day. A notebook should be kept as neat as possible, be organized chronologically, and should be kept carefully as a study tool and as a record.
Guidelines to follow:
- Classwork and Homework should have the date on the top left-hand corner of the page.
- On the same line as the date, in the center the heading (topic) of the day must be written. It must be written in Capitals and underlined using a pencil. Use of a ruler is a must.
- Sub-heading/s to be written in the lines below, adjacent to the left-hand margin on the page. This has to be in lowercase (except the first letter) and underlined with a pencil.
- The content under the sub-heading should begin from the next line. If the content is to be written in points it should be numbered and the number should be within the margin. The written content should first contain the objective/s of that day's lesson- displayed by the teacher either on the smartboard or on the white-board.
- Leave one line before moving onto the next subheading.
- The objectives and Mind-map of each topic are to be pasted/written/drawn on the first two pages at the beginning of the topic/day.
- At the end of the day's classwork or homework, draw a line (pencil and ruler required here) at the bottom to indicate the same.
- The classwork is to be written in pen/pencil. The Homework, HOTS questions, Research Work and Cross-Curricular Links must be clearly mentioned as headings.
- Always highlight the following headings in the notebook- HOMEWORK, HOTS, QUESTIONS, REAL LIFE SITUATION, RESEARCH, CROSS-CURRICULAR LINK etc.
- Always start the next day's work on a fresh ruled sheet on just below the line of the previous day's work.
- Do not scribble, write other subjects/notes/draw drawings at the back of the notebook.
- The notebook should be covered in brown paper and the label pasted at the centre of the note book.
- If you have made an error while writing, please strike it off with a pencil. Do not smudge white ink on it.
- If the book has a Blank sheet( such as the Science notebooks):
o DO NOT WRITE IN INK ON THIS PAGE. Only pencil to be used for work here. Neat diagrams are a must.
o The blank page if used needs to have a margin on the left hand side (drawn with the help of a ruler).
o The diagram needs to be drawn at the center of the page.
o The diagram should always be accompanied by a description- written below, centrally positioned.
o All labels related to the diagram must be written on the right-hand side of the page and in uppercase. Draw lines (with the help of a ruler) to link the labels to the diagram. Labelling should always be in pencil.
o If the topic requires pictures, other illustrations or graphs, please use this page to do so. But follow the same rules as in case of the diagrams.
- If the book is a Mathematics note book:
o Draw a line with a pencil and use a ruler under each sum
o All working should be done in the working column
o All mathematical diagrams/graphs/constructions must be drawn using a pencil. The use ruler to draw any lines is a must.
INSTRUCTIONS FOR NOTEBOOK MAINTENANCE- MIDDLE AND SENIOR SCHOOL
A notebook is arguably the most important tool – it is used on a daily basis to provide an account of the events that unfolded on that day. A notebook should be kept as neat as possible, be organized chronologically, and should be kept carefully as a study tool and as a record.
Guidelines to follow:
- The classwork is to be written in pen (ballpoint or gel-ink). The Homework, HOTS questions, Research Work and Cross-Curricular Links must be clearly mentioned as headings
- The objectives and Mind-map of each topic are to be pasted/written/drawn on the first two pages at the beginning of the topic/day.
- Classwork and Homework should have the date on the top left-hand corner of the page.
- On the same line as the date, in the center the heading (topic) of the day must be written. It must be written in Capitals and underlined using a pencil. Use of a ruler is a must.
- Sub-heading/s to be written in the lines below, adjacent to the left-hand margin on the page. This has to be in lowercase (except the first letter) and underlined with a pencil.
- The content under the sub-heading should begin from the next line. If the content is to be written in points it should be numbered and the number should be within the margin. The written content should first contain the objective/s of that day's lesson- displayed by the teacher either on the smartboard or on the white-board.
- Leave one line before moving onto the next subheading.
- At the end of the day's classwork or homework, draw a line (pencil and ruler required here) at the bottom to indicate the same.
- Always start the next day's work on a fresh ruled sheet on just below the line of the previous day's work.
- Always highlight the following headings in the notebook- HOMEWORK, HOTS
- QUESTIONS, REAL LIFE SITUATION, RESEARCH, CROSS-CURRICULAR LINK etc.
- Do not scribble, write other subjects/notes/draw drawings at the back of the notebook.
- The notebook should be covered in brown paper and the label pasted at the centre of the note book.
- If you have made an error while writing, please strike it off with a pencil. Do not smudge white ink on it.
- If the book has a Blank sheet( such as the Science notebooks):
o DO NOT WRITE IN INK ON THIS PAGE. Only pencil to be used for work here. Neat diagrams are a must.
o The blank page if used needs to have a margin on the left hand side (drawn with the help of a ruler).
o The diagram needs to be drawn at the center of the page.
o The diagram should always be accompanied by a description- written below, centrally positioned.
o All labels related to the diagram must be written on the right-hand side of the page and in uppercase. Draw lines (with the help of a ruler) to link the labels to the diagram. Labelling should always be in pencil.
o If the topic requires pictures, other illustrations or graphs, please use this page to do so. But follow the same rules as in case of the diagrams.
- If the book is a Mathematics note book:
o Draw a line with a pencil and use a ruler under each sum
o All working should be done in the working column
o All mathematical diagrams/graphs/constructions must be drawn using a pencil. The use ruler to draw any lines is a must.
ENGLISH
All Notebooks will follow the following criterions:
* Index page will be maintained with date, name of chapter, remarks, and teacher's signature.
* Note book rules, generic rubrics, rubrics for reading and writing will be stuck in the note book.
* Target setting for reading will be stuck for tracking students' progress in reading.
* Target setting for writing will be stuck to inform students about their areas for improvement.
* Formative and Specific diagnostic remarks to be given in success criteria to inform learning and help the students to improve.
* AFL to be done after each topic and to be graded as per the generic rubric
* Practice Worksheet for LA / Extension worksheet for MA/ Wizard Challenge for HA will be stuck in the notebook.
* Frequency of correction- Note books will be checked every fortnight. Teacher's initials and date should be visible.
* Correction code as shown below will be followed by the teacher while checking the note books.
* Students will also be encouraged to follow the correction codes during peer checking and self-checking.
* Monitoring and follow up of incomplete work to be done on a regular basis.
* Differentiated work by students will be visible in the notebook.
* The notebooks will assessed twice a year. ( 5 marks each term)
| Term | Correction Code |
|---|---|
| grammar | gr |
| wrong word | ww |
| spelling | sp |
| punctuation | P |
| something missing | ^ |
| don’t understand/can’t read | ? |
| • wrong tense | • wt |
MATHEMATICS-Primary
* The notebook to be neatly covered, labelled and maintained. Marks allotted for neatness, timely submission, completion of homework and corrections
* Index to be properly and neatly written.
* Success criteria to be stuck after every concept.
* Notebook rules, generic rubric should be stuck in the notebook.
* Differentiation should be visible in the notebook by LA practice worksheet with challenge /target setting MA extension worksheet with challenge/ target setting HA wizard challenge with challenge/ target setting.
* Date and CW (green) RW (red) to be mentioned on the left hand side of the margin.
* Diagnostic remarks to inform learning and targets to be set and strategies to achieve the same to be mentioned.
* Notebooks to be checked regularly.
ENVIRONMENTAL STUDIES / SOCIAL STUDIES-Primary
* Except for Grade 4, all the other grades will have a common notebook (interleaf notebook) for EVS and Social studies.
* On the same line as the date, in the centre the heading (topic) of the day must be written. It must be written in capitals and underlined using a pencil. Use of a ruler is a must.
* Notebook rules on the first page and generic rubric on the last page to be pasted in the notebook.
* Sub-headings to be written in the lines below and underlined with a pencil.
* Date and CW in green / RW in red to be mentioned on the left hand side of the margin.
* Leave one line before moving onto the next subheading.
* The objectives and mind-map of each topic are to be pasted/written/drawn on the first two pages at the beginning of each topic/day.
* Differentiated questions/Challenging questions / Target questions/Research/ Cross curricular links should be done after every topic and highlighted in the notebooks.
* Students to be encouraged to draw instead of pasting pictures.
* Success criteria to be stuck after every concept.
* Correction to be done within a week of completing the notes.
* AFL, Practice sheet, Wizard challenge will follow success criteria.
* Diagnostic remarks to inform learning and targets to be set and strategies to achieve the same to be mentioned
* Index to be signed by the teacher.
* 5 marks allotted for neatness, timely submission, completion of homework and corrections. | <urn:uuid:5f2e01ad-5c05-40a1-b9a6-e7cac65decee> | CC-MAIN-2021-04 | https://gemsoo-sharjah.com/-/media/Project/GEMS/OOS_Our_Own_English_High_School_Sharjah_Girls/_Files-and-Documents/new-key-docs/OOS-Instructions-for-notebook-maintenance.pdf | 2021-01-27T09:18:31+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00577.warc.gz | 356,962,500 | 2,313 | eng_Latn | eng_Latn | 0.991423 | eng_Latn | 0.99847 | [
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Guest Writer
CORONA VIRUS PANDEMIC
Dr Kailash Chand OBE
The elderly and the sick are particularly at risk because they may have an immune response that is dangerous. It's called a "cytokine storm," when immune cells are overproduced and flood into the lungs, causing pneumonia, inflammation and shortness of breath.
e know more than 192 countries across the world are dealing with the Covid infection – including the UK and India. Statistics show that coronavirus causes mild illness in 82 per cent of those with the virus, severe illness in 15 per cent, critical illness in three per cent and death in 2.3 per cent of cases. It affects all ages, but predominantly males (56 per
Former GP in the UK Honorary Vice President British Medical Association (BMA)
People with mild cases recover in about two weeks, while those who are sicker can take anywhere from three to six weeks to get better.
COVID-19 was declared a Public Health Emergency of International Concern on January 30, which means it is mandatory to report to the WHO each human and animal case.
cent, and 87 per cent in the 30-79 age bracket). Incubation is variable, but the mean time to symptoms is five days, the mean time to pneumonia is nine days and mean time to death 14 days.
Clinically, all patients suffer a fever, 75 per cent have a cough; 50 per cent weakness and 50 per cent breathlessness.
to limit close contact. We need to recognise that the virus is advancing and so it is really important to try and take the heat out of transmission, and that means helping people to stay further away from each other and reduce the risk of infection.
The spread of coronavirus from person to person is predominantly from droplets of saliva or mucus from coughing or sneezing, or through viral particles transferred when shaking hands or sharing a drink with someone who has the virus. Hence the answer for the public and health workers is
Very importantly, if you have symptoms that suggest you might have Covid, you absolutely must not be in contact with others. We must then look at the staging of events. Some are
W
already being cancelled, but it is not just big events. Gatherings in community halls, in religious spaces and services, and also in pubs will all be scrutinised by the Government in an effort to continue the delay of the spread of the virus. It's time for facts, not fear; for rationality, not rumours and for solidarity, not stigma.
soap and water or use an alcohol-based hand sanitizer. • Avoid touching: Eyes, nose, and mouth with unwashed
* Strict self-quarantine if sick with flu like illness: Two weeks. • Wash your hands often and for at least 20 seconds with
Precautions for the general public are:
hands. • Avoid close contact: (3-6 feet) with people who are sick with cough or breathlessness • Cover your cough or sneeze with a tissue, then throw the
Avoid patient transport and Hand hygiene • Airborne precautions when handling virus in the lab and while performing aerosol-generating procedures: Room should be with negative pressure with minimum of 12 air changes per hour or at least 160 litres/second/ patient in facilities with natural ventilation. There should be restricted movement of other people and all should use gloves, long-sleeved gowns, eye protection, and fit-tested particulate respirators (N95 or equivalent, or higher level of protection)
If you have respiratory symptoms like coughing or sneezing, experts recommend wearing a mask to protect others. This may help contain droplets containing any type of virus, including the flu, and protect close contacts (anyone within three to six feet of the infected person). And finally,
What are the different precautions? • Droplet precautions: Three-layer surgical mask by patients, their contacts and health care workers, in an adequately ventilated isolation room, health care workers while caring with the secretions should use eye protection, face shields/goggles. One should limit patient movement, restrict attendants and observe hand hygiene.
Improving lifestyle, increasing exercise and eating more healthily will improve our ability to fight off this and other infections. As a quick step, heavy doses of vitamin C will help boost the immune system. q
tissue in the trash. • Clean and disinfect frequently touched objects and surfaces.
* Contact precautions: When entering room - gown, mask, goggles, gloves – remove before leaving the room; Dedicated equipment/ disinfection after every use; Care for environment- door knobs, handles, articles, laundry;
The pandemic has also highlighted the fact that the population of the UK/India,like that of many nations, is in a poor state of health, with conditions such as diabetes and obesity prevalent.
Dr. Kailash Chand OBE is the first Asian honorary vice president of the BMA. He has been a BMA activist, Deputy chair of the BMA council (2012 to 2016), an NHS public health campaigner for the last two decades and has served on various BMA committees including the General Medical Council working group (2006 to present), General Practitioners Committee (1999 to 2009); and as Vice chair of the Equality Opportunities Committee (2007 to 2009). Dr. Chand was awarded an OBE for services to the NHS and health care and for the last five years he was named by Pulse magazine as one of Britain's 50 best doctors for helping to shape health care. | <urn:uuid:27a64704-9ce2-4d75-93b3-4abe872eb6b4> | CC-MAIN-2021-04 | https://secureservercdn.net/160.153.137.163/agv.99d.myftpupload.com/wp-content/uploads/2020/12/Corona-Pandemic-Dr-kailash-Chand-Vol-1-Issue-1-April-1st-2020.pdf | 2021-01-27T11:37:52+00:00 | crawl-data/CC-MAIN-2021-04/segments/1610704821381.83/warc/CC-MAIN-20210127090152-20210127120152-00579.warc.gz | 541,631,700 | 1,141 | eng_Latn | eng_Latn | 0.998885 | eng_Latn | 0.998931 | [
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New Study Brings Scientists Closer to the Origin of RNA
24 December 2013, by John Toon
Atomic force microscopy image of structures formed by the the self-assembly of TAP-ribose nucleoside with cyanuric acid. Credit: Nicholas Hud.
(Phys.org) —One of the biggest questions in science is how life arose from the chemical soup that existed on early Earth. One theory is that RNA, a close relative of DNA, was the first genetic molecule to arise around 4 billion years ago, but in a primitive form that later evolved into the RNA and DNA molecules that we have in life today. New research shows one way this chain of events might have started.
Today, genetic information is stored in DNA. RNA is created from DNA to put that information into action. RNA can direct the creation of proteins and perform other essential functions of life that DNA can't do. RNA's versatility is one reason that scientists think this polymer came first, with DNA evolving later as a better way to store genetic information for the long haul. But like DNA, RNA
also could be a product of evolution, scientists theorize.
Chemists at the Georgia Institute of Technology have shown how molecules that may have been present on early Earth can self-assemble into structures that could represent a starting point of RNA. The spontaneous formation of RNA building blocks is seen as a crucial step in the origin of life, but one that scientists have struggled with for decades.
"In our study, we demonstrate a reaction that we see as important for the formation of the earliest RNA-like molecules," said Nicholas Hud, professor of Chemistry and Biochemistry at Georgia Tech, where he's also the director of the Center for Chemical Evolution.
The study was published Dec. 14 online in the Journal of the American Chemical Society. The research was funded by the National Science Foundation and NASA.
RNA is perfect for the roles it plays in life today, Hud said, but chemically it's extraordinarily difficult to make. This suggests that RNA evolved from simpler chemical couplings. As life became more chemically complex and enzymes were born, evolutionary pressures would have driven pre-RNA into the more refined modern RNA.
RNA is made of three chemical components: the sugar ribose, the bases and phosphate. A ribosebase-phosphate unit links together with other ribosebase-phosphate units to form an RNA polymer. Figuring out how the bond between the bases and ribose first formed has been a difficult problem to address in the origins of life field, Hud said.
In the study, Hud's team investigated bases that are chemically related to the bases of modern RNA, but that might be able to spontaneously bond with ribose and assemble with other bases through the
1 / 3
same interactions that enable DNA and RNA to store information. They homed in on a molecule called triaminopyrimidine (TAP).
The researchers mixed TAP with ribose under conditions meant to mimic a drying pond on early Earth. TAP and ribose reacted together in high yield, with up to 80 percent of TAP being converted into nucleosides, which is the name for the ribosebase unit of RNA. Previous attempts to form a ribose-base bond with the current RNA bases in similar reactions had either failed or produced nucleosides in very low yields.
"This study is important in showing a feasible step for how we get the start of an RNA-like molecule, but also how the building blocks of the first RNAlike polymers could have found each other and selfassembled in what would have been a very complex mixture of chemicals," Hud said.
The researchers demonstrated this property of the TAP nucleosides by adding another molecule to their reaction mixture, called cyanuric acid, which is known to interact with TAP. Even in the unpurified reaction mixture, noncovalent polymers formed with thousands of paired nucleosides.
"It is amazing that these nucleosides and bases actually assemble on their own, as life today requires complex enzymes to bring together RNA building blocks and to spatially order them prior to polymerization,"said Brian Cafferty, a graduate student at Georgia Tech and co-author of the study
The study demonstrated one possible way that the building blocks for an ancestor of RNA could have come together on early Earth. TAP is an intriguing candidate for one of the first bases that eventually led to modern RNA molecules, but there are certainly others, Hud said.
Future work, in Hud's lab and by other laboratories in the Center for Chemical Evolution, will investigate the origins of RNA's phosphate backbone, as well as other pathways toward modern RNA.
"We're looking for a simple, robust chemistry that can explain the earliest origin of RNA or its ancestor," Hud said.
Provided by Georgia Institute of Technology
2 / 3
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APA citation: New Study Brings Scientists Closer to the Origin of RNA (2013, December 24) retrieved 27 January 2021 from https://phys.org/news/2013-12-scientists-closer-rna.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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